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Faculty In-Service October 10, 2012

Faculty In-Service October 10, 2012. The Data. Student Characteristics. Fairbury Schools continue to be higher than the state average. Student Characteristics. Snapshot data from the month of October for each of the years listed. Student Characteristics.

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Faculty In-Service October 10, 2012

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  1. Faculty In-ServiceOctober 10, 2012

  2. The Data

  3. Student Characteristics Fairbury Schools continue to be higher than the state average.

  4. Student Characteristics Snapshot data from the month of October for each of the years listed.

  5. Student Characteristics The 2012-2013 District average will increase as there are approx. 20 students awaiting verification.

  6. NeSA Reading Cohort Data Class of 2020 (This year’s 5th graders) Girls Growth: 19% Boys Growth: 43% F/R Growth: 37% SPED Growth: 29%

  7. NeSA Reading Cohort Data Class of 2019 (This year’s 6th graders) Girls Growth: 26% Boys Growth: 33% F/R Growth: 33% SPED Growth: 12%

  8. NeSA Reading Cohort Data Class of 2018 (This year’s 7th graders) Girls Growth: 21% Boys Growth: 23% F/R Growth: 26% SPED Growth: 7%

  9. NeSA Reading Cohort Data Class of 2017 (This year’s 8th graders) Girls Growth: 6% Boys Growth: 22% F/R Growth: 3% SPED Growth: 6%

  10. NeSA Reading Cohort Data Class of 2016 (This year’s 9th graders) Girls Growth: 13% Boys Growth: 10% F/R Growth: 22% SPED Growth: 2%

  11. MAP Reading Cohort Data Class of 2020 (This year’s 5th graders) Chart shows higher percentages in the 3rd and 4th quartiles

  12. MAP Reading Cohort Data Class of 2019 (this year’s 6th graders) Chart shows higher percentages in the 3rd and 4th quartiles

  13. MAP Reading Cohort Data Class of 2018 (this year’s 7th graders) Chart shows higher percentages in the 3rd and 4th quartiles

  14. MAP Reading Cohort Data Class of 2017 (this year’s 8th graders) Chart shows higher percentages in the 3rd and 4th quartiles

  15. MAP Reading Cohort Data Class of 2016 (this year’s 9th graders) 8th graders did not test in the spring of 2012.

  16. MAP Reading Cohort Data Class of 2015 (this year’s 10th graders)

  17. The Data

  18. NeSA Math Cohort Data Class of 2020 (this year’s 5th graders) Girls Growth: 17% Boys Growth: 41% F/R Growth: 34% SPED Growth: 27%

  19. NeSA Math Cohort Data Class of 2019 (this year’s 6th graders) Girls Growth: 23% Boys Growth: 29% F/R Growth: 25% SPED Growth: 1%

  20. NeSA Math Cohort Data Class of 2018 (this year’s 7th graders) Girls Growth: 18% Boys Growth: 36% F/R Growth: 20% SPED Growth: 15%

  21. NeSA Math Cohort Data Class of 2017 (this year’s 8th graders) Girls Growth: 22% Boys Growth: 7% F/R Growth: 3% SPED Growth: -9%

  22. NeSA Math Cohort Data Class of 2016 (this year’s 9th graders) Girls Growth: 16% Boys Growth: 6% F/R Growth: 16% SPED Growth: 19%

  23. MAP Math Cohort Data Class of 2020 (this year’s 5th graders)

  24. MAP Math Cohort Data Class of 2019 (this year’s 6th graders)

  25. MAP Math Cohort Data Class of 2018 (this year’s 7th graders)

  26. MAP Math Cohort Data Class of 2017 (this year’s 8th graders)

  27. MAP Math Cohort Data Class of 2016 (this year’s 9th graders) 8th graders did not test in the spring of 2012

  28. MAP Math Cohort Data Class of 2015 (this year’s 10th graders)

  29. The Data

  30. ACT Data

  31. ACT Data

  32. The Positive Highlights • Cohort data is very positive – scores are improving. • 2012 NeSA scores are showing improvement in the disaggregated areas – Male, Female, Free/Reduced Lunch and SPED.

  33. New District Goals • All students will improve reading comprehension across the curriculum. • All students will improve vocabulary across the curriculum • All students will improve math skills in the area of number sense. • All students will improve math skills in the area of data analysis/probability.

  34. Formative and Summative Assessments • C4L • Course/Curriculum Assessments • MAP • DIBELS • NeSA

  35. Where do we go from here????

  36. SMART GOALS What are they? Why use them? How do you write them?

  37. What Are SMART GOALS? • S pecific, strategic • M easurable • A ttainable • R esults-oriented • T ime-bound

  38. Goal Writing:101 • Specific: The outcome or end result is very clear to me and all audiences. • Measurable: You can tell if you have achieved your goal because you can count it or see it. • Attainable: While achieving the outcome might be a challenge, it is possible with the current team and resources. • Results-Oriented: The goal is inline with the results expected by the district CSIP, APR, Building goals and plans. • Time bound: A specific date has been set by which to achieve the goal.

  39. Why SMART Goals? • Goals are something that you want to achieve in the future • SMART goals assist in “getting focused” on what to focus efforts toward • SMART goals help define exactly what the “future state” looks like and how it will be measured • SMART goals show others how their work “aligns” and relates to the focus of the school

  40. How To Write SMART Goals • Identify the “big, hairy audacious, critical-few” goals that need to be worked on (The Most Important Ones!) • Consult the data! • What are the greatest areas in need of improvement? • Dig deep and get specific (disaggregate!) • If all you did was spend time on the identified SMART goals, would the time be well-spent?

  41. SMART GOALS Examples

  42. SMART GoalsExamples • Within the next 2 years, reduce by 50% the number of students needing remedial reading assistance after 9th grade. • Increase the percentage of students in the proficient and above proficient levels in informative writing skills. • Develop students’ scientific inquiry skills and understanding of their applications. • Increase automaticity of addition and subtraction math facts by 20% within a 6-month period. • Reduce from 30% to 5% the percent of students receiving “failure” grades in algebra.

  43. SMART Goals Examples • 60% of 8th graders will score at or above state average on the reading component of the state test. • Reduce fighting from 46% to less than 10% by spring break. • Improve all students’ application of scientific inquiry strategies to diverse investigative questions demonstrated on the district performance assessment. • Increase the number of students in the intermediate and high achievement levels in reading comprehension by at least 4% in grades 4, 8, and 11.

  44. It’s on Google Docs!

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