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IGP’s and Tracking Student Growth 11-1-12

IGP’s and Tracking Student Growth 11-1-12. Objective. In c luster, teachers will learn a process to allow them to begin tracking students on a chart that will be used during cluster discussions.

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IGP’s and Tracking Student Growth 11-1-12

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  1. IGP’s and Tracking Student Growth11-1-12

  2. Objective • In cluster, teachers will learn a process to allow them to begin tracking students on a chart that will be used during cluster discussions. • Target Goal: I will fill out the student tracking chart with student names using one content class I teach.

  3. Agenda Evaluation Model thinking for reflection Identify Need Tracking data for students Obtain New Learning Student tracking Development Identify class & begin student tracking chart Apply (In your classroom) Evaluation Reflective Journal: Next Steps

  4. Evaluate • Model thinking for reflection

  5. Z chart Goal Based on an area of refinement Based on student need Action Result How will you incorporate elements from your goal into your lesson? How will you teach it? How will you know this practice increased student achievement? (Student Work) What support do you need? • How did it go? • Teacher data (reflection) • Student data (evidence) Next Steps How will I teach it? What is your plan? (support) • How did it go? • Teacher data (reflection) • Student data (evidence)

  6. Need Tracking Individual Student Data

  7. Purpose • Research has demonstrated that when teachers use student progress monitoring, students learn more, teacher decision making improves, and students become more aware of their own performance. (Deno, 2003; Fuchs, Deno, & Mirkin, 1984; Good & Jefferson, 1998).

  8. Development • Identify class to track - mixed ability levels - not all the same group of kids • Fill out the tracking chart with student names and the skill you are tracking • Set a reflective goal for that class of students based upon your own data.

  9. Goal Components • Connection/alignment to school goal • Connection/alignment with cluster cycle goal • Connection/alignment to yearly goal • Rationale of needs • Activity and classroom outcome • Follow-up support/Follow-up evidence

  10. Apply • Based upon your refinement goal: • Apply one strategy aligned to your goal • Collect student data (advanced, proficient and advanced) showing what you tried and how students performed • Bring back a filled in student chart of progress.

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