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Reading Success Network, Southern California Comprehensive ...
 

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    Reading Success Network, Southern California Comprehensive ... Reading Success Network, Southern California Comprehensive ... Presentation Transcript

    • Outcome Data Demographic Data Process Data
    • The school's standardized test scores are just one indicator of student progress and learning The teachers use their grade-level benchmark tests to identify strengths and weaknesses in student progress. The school spends time analyzing and considering the promotion/retention as well as redesignation rates of their student population. The teachers identify how many and which students at their school have been referred to extended day tutoring programs and/or summer school.
    • This type of data is not limited to academic achievement, but can also refer to discipline referrals and suspension rates. This data can also include comparative information such as internal and external subgroups, matched scores, and standards. The teachers analyze report card grades of their students and compare the grades to other assessment data after each trimester. This data must be at the center of decision-making process in schools and districts. This type of data leads to effective decisions about curriculum instruction, assessment, budget, personnel, organization.
    • Teachers are aware of who their English Learners are and keep their proficiency levels in mind when planning and conducting lessons. The school personnel consider high poverty indicators such as free/reduced lunch or AFDC status as one piece of data when deciding upon programs to offer students. The school uses data such as attendance, tardiness, reasons for absence, mobility rate, etc. to make decisions about students. The school uses ethnicity, primary language, and gender to make purposeful decisions about students and to check the progress within each subgroup.
    • This type of data helps us understand our students' achievement. It should not, however, be used as a reason or excuse for either negative or positive achievement. This type of data helps us to effectively address the variables which affect student learning, yet are out of our control. It should only be used if it will help improve teaching and learning. The expectations that teachers have for their students are examined as useful data, including consistency, communication, and application of these expectations for each student. Collection of this type of data includes the examination of the quantity and quality of resources, professional development, and parental involvement opportunities.
    • Staff spend time gathering and analyzing data which indicates how consistent the curricular and instructional approaches are across and between grade levels. Teachers have regular discussions about how instructional time is allotted for various specified skill building, including the practice and applications of those skills. The principal engages the staff in analyzing the alignment between the content standards, the selected assessment, the curriculum used, and the employed instructional practices. The staff studies and makes decisions about the organization of the instructional day, the teaching assignments, and student disbursement based on other types of data.
    • Careful examination is given to the staffing at the school site based on the needs of students. The most experienced and effective teachers are given the neediest students whenever possible. This type of data reflects the school's capacity and efforts to respond to the varying needs of the students. This type of data refers to what happens to children when they come to school. This type of data helps us to understand why students are successful or unsuccessful.
    • The school's standardized test scores are just one indicator of student progress and learning The teachers use their grade-level benchmark tests to identify strengths and weaknesses in student progress. The school spends time analyzing and considering the promotion/retention as well as redesignation rates of their student population. The teachers identify how many and which students at their school have been referred to extended day tutoring programs and/or summer school. OUTCOME OUTCOME OUTCOME OUTCOME
    • This type of data is not limited to academic achievement, but can also refer to discipline referrals and suspension rates. This data can also include comparative information such as internal and external subgroups, matched scores, and standards. The teachers analyze report card grades of their students and compare the grades to other assessment data after each trimester. This data must be at the center of decision-making process in schools and districts. This type of data leads to effective decisions about curriculum instruction, assessment, budget, personnel, organization. OUTCOME OUTCOME OUTCOME OUTCOME
    • Teachers are aware of who their English Learners are and keep their proficiency levels in mind when planning and conducting lessons. The school personnel consider high poverty indicators such as free/reduced lunch or AFDC status as one piece of data when deciding upon programs to offer students. The school uses data such as attendance, tardiness, reasons for absence, mobility rate, etc. to make decisions about students. The school uses ethnicity, primary language, and gender to make purposeful decisions about students and to check the progress within each subgroup. DEMOGRAPHIC DEMOGRAPHIC DEMOGRAPHIC DEMOGRAPHIC
    • This type of data helps us understand our students' achievement. It should not, however, be used as a reason or excuse for either negative or positive achievement. This type of data helps us to effectively address the variables which affect student learning, yet are out of our control. It should only be used if it will help improve teaching and learning. The expectations that teachers have for their students are examined as useful data, including consistency, communication, and application of these expectations for each student. Collection of this type of data includes the examination of the quantity and quality of resources, professional development, and parental involvement opportunities. DEMOGRAPHIC DEMOGRAPHIC DEMOGRAPHIC DEMOGRAPHIC
    • Staff spend time gathering and analyzing data which indicates how consistent the curricular and instructional approaches are across and between grade levels. Teachers have regular discussions about how instructional time is allotted for various specified skill building, including the practice and applications of those skills. The principal engages the staff in analyzing the alignment between the content standards, the selected assessment, the curriculum used, and the employed instructional practices. The staff studies and makes decisions about the organization of the instructional day, the teaching assignments, and student disbursement based on other types of data. PROCESS PROCESS PROCESS PROCESS
    • Careful examination is given to the staffing at the school site based on the needs of students. The most experienced and effective teachers are given the neediest students whenever possible. This type of data reflects the school's capacity and efforts to respond to the varying needs of the students. This type of data refers to what happens to children when they come to school. This type of data helps us to understand why students are successful or unsuccessful. PROCESS PROCESS PROCESS PROCESS