Action plan for team teaching
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Lisa Treadway created an action plan to evaluate the effectiveness of team teaching on student achievement. She will observe a 5th grade team teaching setting and a self-contained classroom to collect data on student performance. Lisa will also analyze assessment data from the past five years to compare the performance of students in team teaching versus traditional classrooms. Finally, she will present her findings and recommendations to school administrators.
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Action plan for team teaching updated
Lisa Treadway created an action plan to evaluate the effectiveness of team teaching on student achievement. Over the course of the 2010-2011 school year, she will:
1. Observe 5th grade team teaching and a self-contained classroom to compare student achievement data.
2. Survey teachers, parents, and students to understand the impact of team teaching on communication, lessons, and enthusiasm. Teachers will review findings and recommend changes.
3. Collect past TAKS and assessment data from the last 5 years to evaluate long-term effects of team teaching on achievement.
4. Analyze current and historical student data to determine the overall impact of team teaching on achievement.
5. Present findings and recommendations
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This document summarizes Liz Laws' presentation on using Early Years Foundation Stage (EYFS) data to improve outcomes for vulnerable groups. The presentation aimed to show how to use EYFS data to measure all children's progress, focus on attainment and progress of vulnerable groups, and inform planning, teaching, learning and interventions. Key points included identifying gaps in literacy and math between boys/girls, summer/non-summer born, and pupil premium/non-pupil premium children; ensuring accurate assessments; analyzing data to identify gaps and tailor teaching; and seeing improved progress and outcomes as a result, particularly for vulnerable groups. Next steps discussed continuing these strategies and embedding a data lead role.
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NWEA Measures of Academic Progress (MAP) tests students in grades 3-10 at Shanghai American School in mathematics, reading, and language usage. MAP is administered in the fall and spring and provides RIT scores, which allow for measuring academic growth over time on an equal interval scale. The school, teachers, and parents can use MAP data to identify strengths and weaknesses, evaluate programs, guide classroom instruction, and celebrate student growth.
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More than half of the sixth graders at St. Ignatius Loyola Academy are not proficient in mathematics according to annual tests. The school's principal, Maria McLaughlin, created an improvement plan focusing on specific math areas for the upcoming year. She will review student data to group students and revise teaching methods for the focus areas. She is seeking feedback on concerns about student performance, the selected focus topics, helping to analyze data and create groups, and using iPads as a new teaching approach.
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Action plan for team teaching updated
Lisa Treadway created an action plan to evaluate the effectiveness of team teaching on student achievement. Over the course of the 2010-2011 school year, she will:
1. Observe 5th grade team teaching and a self-contained classroom to compare student achievement data.
2. Survey teachers, parents, and students to understand the impact of team teaching on communication, lessons, and enthusiasm. Teachers will review findings and recommend changes.
3. Collect past TAKS and assessment data from the last 5 years to evaluate long-term effects of team teaching on achievement.
4. Analyze current and historical student data to determine the overall impact of team teaching on achievement.
5. Present findings and recommendations
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https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
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The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
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1. Whether the teacher has met State certification requirements;
2. Whether the teacher is teaching under an emergency permit or other provisional status by which State licensing criteria have been waived;
3. The teacher's college major;
4. Whether the teacher has any advanced degrees and, if so, the subject of the degrees; and
5. Whether any instructional aides or paraprofessionals provide services to child and, if so, their qualifications.
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- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
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Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
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You will leave with a deeper understanding of:
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How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
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- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
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This document describes a math placement tool called Math-Pensity that uses multiple measures to recommend the most appropriate math course for students with 90% accuracy. It explains that misplacement can cause students to fail algebra and fall behind in higher math. Math-Pensity considers state test scores, interim assessments, teacher recommendations accounting for maturity and skills, and a proprietary matrix. A trial in one district achieved over 95% accuracy in placing middle and high school students in the correct math levels. The document promotes Math-Pensity as helping districts save time, improve equity and access to courses, and develop optimal schedules annually in a changing process.
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Similar to Action plan for team teaching
Student Learning Initiatives (R)
The document provides an agenda for a meeting to discuss initiatives to improve student learning and achievement at Yelm Community Schools. Key topics include the mission and vision of YCS, the role of the Office of Teaching and Learning, professional learning communities (PLCs), and using a strategic planning process including gap analysis to set and monitor student performance targets.
Final application video
School B has not met reading benchmarks for three years and has a widening achievement gap between student groups. Test score data shows improving performance over time but subgroups like black, Hispanic, disabled, and economically disadvantaged students continue to lag behind state averages. The document proposes several strategies to engage teachers in meaningful instruction responsive to student needs, including professional development, critical friendships, and using technology like smart boards, laptops, and virtual field trips. The goal is to set ambitious growth targets, close the achievement gap, and increase student performance through high-quality training and data-driven instruction.
Accountability: What's It Really All About?
This document discusses accountability in education and improving student outcomes through various initiatives. It provides data on US performance in international exams over time and achievement gaps between racial groups in reading and math. It states the top-performing school systems attract more effective teachers and distribute them more equitably. The document outlines different ways to evaluate and enable accountability and achievement, including progress reports, achievement reporting systems, and innovation initiatives focusing on personalized instruction through technology and alternative staffing/scheduling models. Metrics to assess the initiatives include increased student achievement, credit accumulation, and teacher collaboration.
AMS.ELA.Assessment.Plan.1.docx
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Documents oerc_160913_va_symp_lindsey_lewis-final
This document summarizes research from the Ohio Education Research Center (OERC) related to student growth measures (SGM). The OERC has funded multiple projects focused on measuring student growth and how SGMs are used in education policy and practice. One study found educators expressed concerns about the fairness and validity of using SGMs for evaluation. Another analyzed how sensitive teacher value-added scores are to changes in reported instructional time and found scores generally remained stable. A third examined the first year of Ohio's new teacher evaluation system and found 20% of teachers had SGMs incorporated but ratings did not always match standards ratings.
Action Research Plan
This document outlines an action research plan to increase family and community involvement at a school. The goal is to improve student achievement through greater parental and community engagement. Key steps in the plan include gathering staff and stakeholder input on involvement opportunities, forming focus groups to research best practices, and implementing new programs. Progress will be monitored through assessments of student performance data and activity evaluations, with revisions made as needed to refine the involvement strategies.
E as t-tle - testing to teaching
This document discusses how teachers can use e-asTTle testing data to inform their teaching practices. It recommends using the data to identify whole class, group, and individual student learning needs. Teachers can then set learning intentions and success criteria, establish targeted groups, and help students set goals. The document suggests e-asTTle provides formative evaluation to see how teaching is impacting students and progressing their learning. It also shows how e-asTTle data can be triangulated with other assessment tools like PROBE, writing samples, and classroom observations to get a full picture of student performance.
Session 1 Tom Abbott Biddulph High School
This document discusses using data from initial teacher education (ITE) programs to improve student achievement. It presents data from surveys of headteachers, mentors, and students on their experiences with trainee teachers. Student survey results found little difference in learning environments between trainee and regular teachers. Data analysis of students taught by trainee teachers found no negative impact on test scores. The document provides ideas for effectively utilizing trainee teachers and sharing the findings.
Action research plan (edld 5301) revised
The document outlines an action plan to improve math achievement for low socio-economic students with 12 steps over the course of a school year. It involves researching effective strategies, identifying struggling students, implementing interventions through additional instruction and meetings, collecting data on student performance, evaluating effectiveness, and presenting findings to faculty.
Week 3 draft action research plan
This action research plan aims to determine the impact of an inclusive classroom on student outcomes, both academic and social. The plan outlines goals, activities, responsibilities, timeline, benchmarks and assessments to collect and analyze data on student performance and progress over the school year. This includes surveys, student work samples, test scores and report cards to evaluate the effectiveness of inclusion classrooms and identify areas for improvement.
Action research plan (edld 5301) revised
The document outlines an action plan to improve math achievement for low socio-economic students with 10 steps including researching effective strategies, identifying struggling students, implementing interventions, collecting data throughout the year, evaluating effectiveness, and presenting findings. The plan involves meetings with teachers, an administrator, data analysis, revisions to interventions, and a final presentation of results.
MD8AssignCCornwell
The evaluation plan aims to improve literacy at Newsome High School through data-driven instruction. An Instructional Leadership Team was formed to collect and analyze student achievement data from tests and PLC discussions to inform teacher training. Initial surveys found teachers were unclear on data reporting. Training was provided and surveys will assess effectiveness. Reading and collaboration between departments is a focus. Multi-year evaluation will track impact of professional learning on instruction and student literacy.
Action Research Plan
The action research plan aims to improve math performance of students in special education and SSI classes using America's Choice Math Navigator. Teachers will be trained on Math Navigator and identify gaps from previous student data. They will implement the 45-minute Math Navigator curriculum, administer assessments, and document student work. Student growth will be evaluated every nine weeks and at the end of the year to assess the impact of Math Navigator on closing learning gaps in math.
Action research plan (edld 5301)
This document outlines an action plan to improve the math achievement of African American students at a school. The plan involves researching effective teaching strategies, identifying struggling students, meeting with teachers to discuss intervention plans, collecting student data throughout the year, analyzing the data to evaluate the effectiveness of strategies, and presenting findings to faculty with recommendations for the following year. Key steps include researching strategies, creating a list of identified students, implementing and tracking intervention strategies, analyzing results, and sharing conclusions.
Connect with Maths Leadership Series: Session 1- the right team
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
MET_Gathering_Feedback_Practioner_Brief
The document summarizes key findings from a study on classroom observation tools conducted as part of the Measures of Effective Teaching (MET) project. The study evaluated five classroom observation tools on their reliability and validity. It found that for high-stakes decisions, multiple observations are needed to reliably measure teacher effectiveness. Additionally, classroom observations should be combined with student achievement gains and student feedback to provide a more complete assessment of teaching quality. Policymakers and practitioners are encouraged to choose tools with clear expectations, ensure observer accuracy, conduct multiple observations, track reliability, and verify that observation scores align with student outcomes.
Action Research Portfolio
This document is a portfolio project submitted by Ann Lopez for an action research course. It includes data from MAP assessments given at LEARN 10 Charter School. The data shows reading and math scores from fall to spring for grades K-4. Lopez identifies gaps in the data, such as a need to track student progress from fall to spring. She develops an Excel tracking sheet to analyze growth. Based on the data, Lopez groups students needing extra support and plans interventions using programs like Leveled Literacy Intervention. Her goal is for 75% of students to meet their spring MAP reading goals after receiving these interventions. The portfolio reviews research on effective reading interventions for English learners, such as small group instruction and structured programs incorporating vocabulary, flu
Classroom instruction that works intro for hedgcoxe
The document discusses Robert Marzano's book "Classroom Instruction That Works" and the research behind different instructional strategies. It summarizes that researchers in the 1970s concluded teaching quality accounts for 10% of variance in student achievement. Later analysis determined the most important factor is teacher effectiveness. The document then discusses Marzano and McREL's research analyzing studies to determine the average effect size of different instructional strategies. It lists some strategies with their effect sizes and planned next steps to understand and implement PowerWalkThroughs to provide feedback to teachers based on observed instructional strategies.
Secondary Analysis Of Qualitative Data
This document discusses the usefulness of official crime statistics to sociologists. Official crime statistics are collected by the police and provide secondary data for sociologists to analyze. However, they are limited in that not all crimes are reported to the police. Victimization surveys and self-report studies aim to uncover the true amount of crime, but they also have limitations such as recall bias. While official statistics provide easily accessible standardized data, sociologists must approach them critically due to their inherent limitations in only representing reported crimes.
Action research plan (edld 5301
This document outlines an action plan to improve math achievement for African American students. The plan involves researching effective teaching strategies, identifying struggling students, meeting with teachers to discuss intervention plans, collecting student data throughout the year, revising strategies as needed, and presenting findings on the effectiveness of the interventions. Key steps include researching strategies, identifying at-risk students, implementing and tracking interventions, and assessing impact on student performance.
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