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Using Multiple Data Points to Drive Instruction

Using Multiple Data Points to Drive Instruction . Michele Dotson, IAF Independence High School September, 2010. FLUENCY. Developing rubrics or checklists for language fluency. Writing thesis statements to address purpose, audience, and context for multi-paragraph sized papers.

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Using Multiple Data Points to Drive Instruction

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  1. Using Multiple Data Points to Drive Instruction Michele Dotson, IAF Independence High School September, 2010

  2. FLUENCY Developing rubrics or checklists for language fluency. Writing thesis statements to address purpose, audience, and context for multi-paragraph sized papers. Using SIOP strategies to get students reading, writing, listening and speaking about content. The Semantic Feature Analysis- culling out, organizing, and comparing and contrasting content-specific information from textbooks. Utilizing reading strategies to reach language targets specifically designed for your most needy readers. Improving speaking and listening skills that cover both WIDA speaking/listening goals and preparation for senior graduation project speaking. 

  3. Continue the Language Development Work 20-hour Professional Development 2 Renewal Credits

  4. Participants will: 1.  Understand the purposes of formative, summative and authentic assessments. 2.  Learn how to utilize the Thinkgate platform to gather and analyze data from district assessments. 3.  Learn how to utilize the Thinkgate platform to create and input common assessments. 4.  Learn how/continue to engage in the Data-Wise process in PLCs by participating in meaningful data conversations. 5.  Link data-driven instruction to RTI. 6.  Utilize Lexile and Quantile information to differentiate instruction to meet the needs of ESL students, LEP students, below grade-level learners and gifted students

  5. State State/Federal Testing – mandated by state and federal agencies delivered by the State and Federal Testing Team Formative (for) Formative assessment is a process used by teachers, instructional leaders, and students that provides feedback to adjust ongoing teaching and learning to improve student achievement of intended instructional outcomes. Council of Chief of State School Officers (CCSO), 2008. Summative (of) (includes EOC/EOG) Score that reflectsachievement. For students who took the test; the scores are not used to improve instruction. Types of Assessments

  6. Common Assessments collaboratively created by a team of teachers responsible for the same grade level or course content. Classroom Assessments Administered by classroom teachers to provide formative or summative data Types of Assessments • Authentic Assessments • authentic tasks performed by a student and judged according to a predetermined set of standards.

  7. Background on Formative Assessments Rigor Level: Middle and Below (Pre) Middle and High (Benchmarks) Questions: Written by Professional Item Writing Company NOT modeled after EOCs Purpose: Baseline data/Progress Do Not assign grades

  8. 2011-2012 Testing Calendar Round 2

  9. Thinkgate = Pay for Performance Thinkgate = Formative and Summative Assessments Thinkgate is an Assessment Platform

  10. Logging Into Thinkgate • To access Thinkgate, enter www.thinkgate.net in your address bar: • For first time users: • Enter your CMS login user name, without the @ suffix, i.e. ann.jones • Next, Enter the following password: cms6218 • Lastly, Enter your Thinkgate Client ID: nccms • Once signed-in, you should change your password to your CMS login password

  11. Why Use Data? • Data are process tools for talking reflectively and productively about the “what” and “how” of teaching and learning. • Data help to forge a common bond, a “culture” of acceptable and unacceptable patterns and practices for teaching and learning.

  12. Data have no meaning…meaning is imposed through interpretation. How we understand is the objective. Wellman and Lipton, 2003

  13. Successful schools use data-not for accountability, something that is done to them from outside forces- but rather as responsibility, a means of making rational decisions responding to intrinsic obligation.

  14. Questions for PLC’s • What questions does this data bring up? • What data would help you answer these questions? • Where are you going to get the data? When? • When are you getting back together to look at needed data?

  15. Next Steps? • Register for PD • Align yourself with a PLC (if you don’t already have one). This is usually your department or a sub-group within your department…but be creative. • Fill out the PLC form and turn it in to Dotson by 11/10.

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