Welcome

• Sign In • Enjoy some refreshments.

Goals for the Day

DISTRICT GOALS:1.) Identify strengths & weaknesses a grade/course and

individually. 2.) Develop a plan to :

continue work in areas of strengths improve on weaknesses

3.) Use the data to continue to inform CCSS implementation. • What do you want to know from the data?• What outcome do you want from today and Monday?

Goals for the Day

What do you want to know from the data?• What outcome do you want from today and

the PD day?

• Evaluation of 2011 SMART Goals

Essential Learner Outcome

Basic Achievement Level Skill

Proficient Achievement Level Skill

Time Frame for Instruction (How long will it take?)

When will the skill be taught? (Be as specific as possible)

When will the ELO be assessed?

Formative

Summative

Key Vocabulary• Essential Learner Outcomes: Identifies what the learner will know and be able

to do by the end of the grade or course. • Pacing Guide: Time lines that show what each teaching team plans to cover

over the course of a year and defines what it takes for a student to be proficient. • Achievement Level Descriptors: Identifies what students are expected to know

and be able to do at each grade level to be proficient. • Proficiency Indicators: A statement that declares the measureable level of

competency that is expected for an objective/ELO.• Item Benchmark Descriptors: An assessment report that reflect average scores

by item for the state, district, and individual teachers.

• CAS: Core Academic Standards, DESE’s new term for the standards in all content areas which include the CCSS for ELA & Math.

• ELA: English Language Arts, what CCSS calls Communication Arts.

Warm UPhttp://www.youtube.com/watch?v=oSQJP40PcGI

What is your take away?

Processing Warm UpWhat can we do in our classrooms to assure that students learn everything

we want them to learn?

What does this tell us about our approach to looking at data?

• What are we missing because we aren’t looking for it?• What is right in front of us that we keep missing?• What are we missing because we are looking for something else?

What does this tell us about our approach to Improvement Planning?

• Curriculum• Instruction• Assessment

Areas of Concern A 1. 2. 3.

Curriculum What & when was this taught?

Was the area in an ELO/Pacing Guide?

When was it taught and how much time was spent?

Instruction How did you teach this area?

What strategies were used? Similarities & Differences, Nonlinguistic Representations, Cooperative Learning, Summarizing & Note taking, Generating & Testing Hypothesis, Cues, Questions, Advance Organizers, Reinforcing Effort & Providing Recognition, Homework & Practice, Setting Objectives & Providing Feedback

What instructional strategies were used at 5-6 IPI levels?

Assessment How was it assessed?

How was this concern commonly assessed locally?

How do local assessments compare to MAP/EOC? Content, Rigor, DOK, (application, beyond recall) & Results

Do local assessments require demonstration of the “processes” tested on MAP/EOC?

FOCUS AREA PURPOSE PLAN

Curriculum

Connect data to inform ELOs, Pacing Guides, Proficiency LevelsConnect CCSS to GLEsAlign resources to CCSS

Course Level

Instructional

Validate instructional strengthsIncorporate Daniel Training on Engagement Use data to identify Professional Development needs.

Course & Individual

AssessmentCreate, analyze, revise, align assessments—formative & summative Course & Individual

Data Day OverviewUsing Data to Analyze Curriculum, Instruction, & Assessment

WHAT SO WHAT NOW WHAT

School Guaranteed and viable curriculum

Challenging goals & effective feedback

Parent and community involvement

Safe and orderly environment

Staff collegiality and professionalism

Teacher Instructional strategies

Kevin Daniel: On Task (IPI 1,2,3,4)/Engaged (IPI 5,6)

Classroom management

Classroom curriculum design

Student Home atmosphere

Learned intelligence and/or background knowledge

Motivation

Kevin Daniel: What we do in our classroom impacts this. The assignments we make directly impact this.

Factors Influencing Achievement What Works in Schools Robert Marzano

School/Teacher Effects on Student Achievement for a Student Entering School at the 50th Percentile What Works in Schools

by Robert Marzano

School & Teacher Scenario

Achievement Percentile After Two Years

Average School

Average Teacher

Least Effective School Least Effective Teacher

Most Effective School Least Effective Teacher

Least Effective School

Most Effective Teacher

Most Effective School Most Effective Teacher

Most Effective School Average Teacher

Marzano, What Works in Schools

50th

3rd

37th

63rd

96th

78th

Category Explanation of Category Similarities

&Differences Engage students in activities that help them examine similarities&differences among ideas, issues, event, etc. 45%

Summarizing &Note taking

Help students to distill and/or synthesize information accurately and concisely. 34%

Reinforcing Effort & Providing Recognition

Help students recognize the relationship between effort & achievement. Recognizing students for progress. 29%

Homework and Practice

Provide opportunities to deepen understanding of content and their proficiency with skills. 28%

Nonlinguistic Representations

Help students represent and elaborate on knowledge in an imagery form using mental pictures, physical models, graphic organizers etc.27%

Cooperative Learning Using grouping strategies to help students learn. 27%

Setting Objectives and Providing Feedback

Help students understand the direction for learning, establish personal goals, and provide feedback about progress. 23%

Generating and Testing Hypotheses

Application of knowledge by generating & testing hypotheses ex.- problem solving, decision making, investigation, 23%

Questions, Cues, & Advance Organizers

Help students retrieve what they know about a topic using questions, cues, or hints about what is to come. 22%

IBD DataOn the IBD Data Highlight:Strengths in green (____% & above)Areas of concerns in yellow (___% and below)Set the cut points for your grade/courseFor:• 1st the District • 2nd My ClassCompare you to the district:If you are yellow and the district is green, look for assistance from

your PLC.If you are green and the district is yellow, offer your ideas to your PLC

IBD DataCompare the DISTRICT to the STATE

On the IBD Data Highlight:

In the STATE column, highlight in pink if the STATE is higher than the DISTRICT

Connecting Data to the Pacing Guide• AREAS OF STRENGTH:

What did your PLC do? Was it a SMART goal?What were the 5’s & 6’s you did within that ELO

Identify Areas of Concern

Consider GLEs, CCSS, DOK, Process Standards (Math: CCSS Areas of Focus for your grade/course)

• As a grade/individual • Pull out ELOs/Pacing Guides for those areas• Record 3 Areas of Concern on the worksheet

provided and use the questions to analyze the concerns.

NOTE: FACILITATORS WILL ALREADY HAVE grade/course concerns identified. On Data Day, use this process to identify individual areas

of concern.

Areas of Concern A 1. 2. 3.

Curriculum What & when was this taught?

Was the area in an ELO/Pacing Guide?

When was it taught and how much time was spent?

Instruction How did you teach this area?

What strategies were used? Similarities & Differences, Nonlinguistic Representations, Cooperative Learning, Summarizing & Note taking, Generating & Testing Hypothesis, Cues, Questions, Advance Organizers, Reinforcing Effort & Providing Recognition, Homework & Practice, Setting Objectives & Providing Feedback

What instructional strategies were used at 5-6 IPI levels?

Assessment How was it assessed?

How was this concern commonly assessed locally?

How do local assessments compare to MAP/EOC? Content, Rigor, DOK, (application, beyond recall) & Results

Do local assessments require demonstration of the “processes” tested on MAP/EOC?

KNOWING AND DOING PLANGRADE: COURSE/CONTENT: NAME:

GRADE/CONTENT INDIVIDUAL TEACHER

AREAS OF CONCERN: (No more than 3) 1.2.3.

AREAS OF CONCERN IF DIFFERENT:1.2.3.

ACTION STEPS ACTION STEPS

Within three weeks (Next PD day) Within three weeks (Next PD day)

Within two months (October 12 PD Day) Within two months (October 12 PD Day)

By the end of the semester (January 2 PD Day) By the end of the semester (January 2 PD Day)

By the end of the school year By the end of the school year

DESIRED RESULTS/EVIDENCE DESIRED RESULTS/EVIDENCE

PD NEEDS: PD NEEDS:

To see your current and last year’s student data see the email from

Jani

PROFESSIONAL DEVELOPMENT DATA DAY OCTOBER, 2010

Achievement Level Report In SIS for tested students and current students.

To compare where a student’s MAP Scale Score fell within an Achievement Level Use the Scale Score Chart below: SCALE SCORE CHART BY ACHIEVEMENT LEVEL

Gr. Comm. Arts Adv Pro B BB MATH Adv Prof B BB 3 Comm. Arts 673-790 648-672 592-647 445-591 MATH 667-780 628-666 568-627 450-567 4 Comm. Arts 691-820 662-690 612-661 470-611 MATH 688-805 651-687 596-650 465-595 5 Comm. Arts 702-840 675-701 625-674 485-624 MATH 706-830 668-705 605-667 480-604 6 Comm. Arts 704-855 676-703 631-675 505-630 MATH 721-845 681-720 628-680 495-627 7 Comm. Arts 712-865 680-711 634-679 515-633 MATH 724-860 685-723 640-684 510-639 8 Comm. Arts 723-875 696-722 639-695 530-638 MATH 741-885 710-740 670-709 525-669 Science(5th) 692-855 669-691 626-668 470-625 ALG 1 225-250 200-224 177-199 100-176 Science(8th) 735-895 703-734 671-702 540-670 ALG 2 225-250 200-224 182-199 100-181

BIO 1 225-250 200-224 177-199 100-176 GEOM 225-250 200-224 182-199 100-181 ENG I 225-250 200-224 177-199 100-176 GOVT 225-250 200-224 179-199 100-178 ENG II 225-250 200-224 180-199 100-179 AM.HST 225-250 200-224 182-199 100-181

MATH:Examples and suggestions by CCSShttp://dese.mo.gov/divimprove/curriculum/common-core-math.htmScroll down to Updated Missouri Mathematics Core Academic Standards

and GLEs/CLEs Crosswalk Alignment Analysis, Click on your grade, Individual CCSS will have links to the Illustrative Mathematics Project

Communication Arts & Math:Model Curriculum Units: https://k12apps.dese.mo.gov/webapps/ModelCurriculum/findunit.aspxPut in your grade, content, click Find Unit for a list of available units.

OTHER:

CCSS Implementation Resources

PRODUCTS TO TURN IN

• Each teacher will turn in the Knowing/Doing Plan with both the Grade & Individual sections completed. Attach the Areas of Concern sheet

• Monthly PLC Log