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Data & Standards Analysis for School Improvement 2011. Barb Rowenhorst TIE. Rapid City. Outcomes. Understand and analyze the D-STEP e Metrics results Use grade level eMetrics data to guide building goals, instructional strategies, professional development, and assessment practices
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Data & Standards Analysisfor School Improvement 2011 • Barb Rowenhorst • TIE Rapid City
Outcomes • Understand and analyze the D-STEP eMetrics results • Use grade leveleMetrics data to guide building goals, instructional strategies, professional development, and assessment practices • Use unpacked standardsand student level data to guide classroom instructional practices • Become familiar with the Common Core State Standards crosswalk documents • Plan a data analysis at your building
Data analysis is a critical component of ESEA (Elementary and Secondary Education Act) – formerly NCLB • It’s an opportunity to use data to transform teaching and learning. • State Accreditation- Data analysis required for all schools
eMetrics Scores - MATH School As a Grade Level…answered an average of 4.4 questions correctly on that INDICATOR
eMetrics Scores - READING Gr. 11 7 12 12 12 7 Gr. 3-8 School As a Grade Level…answered an average of 8.5 questions correctly on that INDICATOR
What score is good enough? Arbitrary Numbers
D-STEP Blueprints Blueprints • doe.sd.gov • A-Z index • D-Step • Can get Alt. blueprints • Cut scores
Team Work Time - Outcomes • Analyze reading/math data • Determine… • Focus standards for reading/math (not necessarily your lowest) • Subgroup focus if needed • How to share this data with your building staff SIP driven by areas of need but celebrate, sustain, and replicate your successes
Classroom ConnectionsUnpacked Standardshttp://doe.sd.gov/contentstandards/
Continuous Improvement Process All reflect back on the SIP GOALS
Standards – Data Analysis Before instruction and assessments can be developed, all educators need a clear understanding of what the standards look like in student work and what measurable learning targetsare required for students to achieve mastery.
Standard Students Move Up The Ladder Through A Sequence Of Learning Steps OF LearningLearning Learning Target Learning Target Learning Target Assessments FOR Learning Learning Target Learning Target Learning Target
Content Standards • doe.sd.gov • Content Standards - L-hand menu
7.R.2.1 Students can interpret text using comprehension strategies. • Learning targets to meet this standard: • I can study or determine the relationship of the parts to the whole (interpret) by connecting, questioning, visualizing, determining importance, inferring, synthesizing, and monitoring for meaning (comprehension strategies). • Examples: • Determining the author’s purpose, cause and effect, compare and contrast, conclusions, facts or opinions, generalizations, graphics, hypotheses, inferences, supporting details, prior knowledge, or purpose for reading
Classroom Connections • Scientifically-based research strategies • Specific strategies determined for each content (reading/math) and each grade or grade cluster. • Specific to student growth. • Indicators to judge the effectiveness must be noted. • Assessments that track performance over time (baseline, mid-year, end). • Connect to your target standards on SIP
Common Core – Flip Books www.mentoringminds.com
Common Core – Crosswalk • http://doe.sd.gov • Crosswalk Documents – match low standards on D-STEP this year with the Common Core Standards
Team Work Time – Outcomes • Determine… • Common Core related standard(s) for your Focus Standard • How to share this data with your building staff • How to begin the process of integrating the common core standards SIP driven by areas of need but celebrate, sustain, and replicate your successes
eMetrics – Student Data Student Data drives the classroom instruction/differentiation. 10 14 14 7 11 Bob James Beatrice Mary
What score is good enough? Arbitrary Numbers K-8 – 69% of your students proficient in Reading, 72% in Math Gr. 11 – 62% of your students proficient in Reading, 63% in Math
Team Work Time - Outcomes • Determine your goal % • Use the AMO chart • Determine total # of students • Find AMO % of your students for each standard • Determine how to share this data with your building staff SIP driven by areas of need but celebrate, sustain, and replicate your successes
Continuous Improvement Process All reflect back on the SIP GOALS
School Improvement Plan All reflect back on the SIP GOALS
PLC Points to Ponder (DuFour) • Staff has clarity in regard to what students must know, understand, and be able to do. • The interventions are timely and may require, rather than invite, students to evoke the extra time and receive the additional support for learning. • The focus on results is critical to both the school’s system of interventionsand their culture of celebration. • Teachers use results to identify strengths and weaknesses in their individual practice, to help each other address areas of concern, and to improve their effectiveness in helping all students learn.
Outcomes • Understand and analyze the D-STEP eMetrics results • Use grade leveleMetrics data to guide building goals, instructional strategies, professional development, and assessment practices • Use unpacked standards and student level data to guide classroom instructional practices • Become familiar with the Common Core State Standards crosswalk documents • Plan a data analysis at your building