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Walkthrough Data

Walkthrough Data. September 18, 2013 Kaye A. Robinson Sam Houston High School. Remember the Coaching Model Rubric?. First Section: Student Outcomes. Data from Student Outcomes. Ratings of “No Academic Growth” were attributed to classrooms not having a word wall of any kind.

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Walkthrough Data

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  1. Walkthrough Data September 18, 2013 Kaye A. Robinson Sam Houston High School

  2. Remember the Coaching Model Rubric? First Section: Student Outcomes

  3. Data from Student Outcomes Ratings of “No Academic Growth” were attributed to classrooms not having a word wall of any kind. Ratings of “Limited Academic Growth”: were attributed to classrooms having word walls that did not contain all three (3) components. Classrooms in which the students are observed using academic vocabulary in speaking, listening, reading and writing will receive ratings higher than “typical.”

  4. Next Section: Student Actions/Habits

  5. Data from Student Actions / Habits Culture of Achievement Engagement with Rigorous Content

  6. SAISD 3 High Priority Targets: • Clear Learning Objectives (CLOs) • Daily Demonstration of Learning (DDOL) • Active Student Engagement Strategies (ASES)

  7. Clear Learning Objectives (CLOs)

  8. List of Clear Learning Objectives Observed: • I can compare & contrast Engineering, Science, and Technology. • I can recognize how to better my self-image and understand personal and relationship bank account. • I can make precise and accurate measurements using the triple beam balance. • I can use AVID strategies in my other classes; I can develop the necessary skills to become a successful scholar. • I can use constructions to explore attributes of geometric figures. • I can recall the 5 elements in a short story and use all 5 in my original short story; I can score 85% or higher on my common assessment; I can identify the difference between tone and mood. • I can draft an essay that can be submitted for college admission or scholarship awards. • Students will employ stage movement and pantomime consistently. • I can learn and interpret the meaning of the Bill of Rights. • I can examine elements of fiction and literary devices in works of fiction. • I can interpret, match and create graphs from verbal descriptions. • I can practice each “Word Zone” activity: 1. Word Assessment, 2. Word Assessment Report, 3. Word Clinic, 4. Word Match, 5. Self Check, 6. Speed Challenge, 7. Review • No “I Can” posted. (5 classrooms) • I can continually educate myself in my field of cosmetology to obtain my cosmetology license. • I can make complex inferences about text; I can determine the role of syntax and diction in literary works. • I can use properties of functions to analyze and solve problems and make predictions. • I can analyze textual context to guess a word’s meaning; I can use a dictionary, glossary, or other media to find the exact meaning. • I can create a color wheel to synthesize how to mix colors and use color schemes. • I can interpret and determine the reasonableness of solutions; I can identify the mathematical domain and range and determine reasonableness. • I can research a topic related to the civil war and construct a visual and oral presentation of facts. • I can present to the class my Fermi question using proper terminology. • I can complete all rotation stations; I can build my reading skills; I can respect myself and others in this room. • I can explain the Declaration of Independence.

  9. Daily Demonstration of Learning (DDOL)

  10. Active Student Engagement Strategies (ASES)

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