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The document summarizes literacy assessment data from kindergarten through third grade. It shows the percentage of schools and teachers that exceeded, met, or did not meet growth standards in each grade. Overall, the data indicates that the majority of schools and teachers are not meeting literacy growth targets, especially in kindergarten. The document encourages teachers to use formative assessment data to tailor instruction to individual student needs.
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The Measure of Academic Progress (MAP) test is an adaptive assessment that provides individualized questions for students based on their responses. It measures student growth over time in reading, math, language usage, and science. MAP results include RIT scores that pinpoint student achievement levels and indicate concepts that require more instruction. These scores along with subtest performance are used by teachers to target instruction and by students and parents to understand strengths and areas for growth. While MAP provides useful information, teachers emphasize that classroom performance and work provide the fullest picture of a student's learning.
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1. Value-added models measure student growth and teacher effectiveness by tracking individual student test score improvements from year to year and comparing actual scores to projected scores based on prior achievement.
2. Research shows that highly effective teachers who tailor instruction to student needs produce consistent growth across all students, while ineffective teachers tend to benefit only the highest or lowest achieving students.
3. Sustained growth for each student every year is the goal, rather than simply passing assessments, and value-added data helps schools ensure all students are learning as much as they are able to.
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The Measure of Academic Progress (MAP) test is an adaptive assessment that provides individualized questions for students based on their responses. It measures student growth over time in reading, math, language usage, and science. MAP results include RIT scores that pinpoint student achievement levels and indicate concepts that require more instruction. These scores along with subtest performance are used by teachers to target instruction and by students and parents to understand strengths and areas for growth. While MAP provides useful information, teachers emphasize that classroom performance and work provide the fullest picture of a student's learning.
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2. Research shows that highly effective teachers who tailor instruction to student needs produce consistent growth across all students, while ineffective teachers tend to benefit only the highest or lowest achieving students.
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- The document contrasts achievement vs. growth and explains how EVAAS focuses on measuring academic growth rather than just proficiency levels.
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3. Determining how many teachers will be rated "Excellent" given the increased rigor of evaluations.
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2. Gather data on student progress, benchmarks, grades and assessments to monitor the effectiveness of the basic skills program and determine any revisions needed.
3. Work with the new Assistant Principal to determine their responsibilities and characteristics needed for their mentor. The mentor's role should be supportive rather than evaluative.
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The document discusses value-added assessment, which measures student growth and teacher effectiveness. It aims to provide teachers with diagnostic data to improve instruction. Value-added models require assessments that closely match curricula, can detect a range of student growth, and are reliably measured. The goal is for teachers to use data to increase all student achievement through differentiated instruction focused on individual growth. Research shows teacher effectiveness varies more between teachers than other factors and is the strongest influence on academic growth. Highly effective teachers ensure all students achieve and make excellent gains across achievement levels.
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This document discusses using student assessment data to guide instruction. It recommends that teachers (1) collect baseline student data, (2) use the data to develop remediation plans, and (3) evaluate student progress using formative and summative assessments. Sample student growth percentile data is presented for grades 3-6. The document stresses the importance of teacher collaboration, making instructional adjustments based on data, and using response to intervention supports for students struggling. The overall goal is to use assessment data and collaborative planning to continuously improve and refine instruction.
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3. Determining how many teachers will be rated "Excellent" given the increased rigor of evaluations.
4. Deciding which domains and components of teacher frameworks count the most towards final ratings.
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1. Meet with the teacher to discuss their mistake rather than involving the entire staff.
2. Gather data on student progress, benchmarks, grades and assessments to monitor the effectiveness of the basic skills program and determine any revisions needed.
3. Work with the new Assistant Principal to determine their responsibilities and characteristics needed for their mentor. The mentor's role should be supportive rather than evaluative.
4. Have the new Assistant Principal introduce themselves to all stakeholders through a faculty meeting.
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This document discusses different types of assessments and their purposes. It outlines how formative assessments, like daily checks for understanding, are more useful for informing instruction compared to annual high-stakes tests. The document advocates for using common assessments in data teams to analyze student work, identify strengths and weaknesses, and determine best practices. It emphasizes that effective data teams regularly examine student data, evaluate instruction, set goals, and use teacher needs to guide improvement efforts.
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- Examples of evaluation standards and elements that relate to using student data and growth to inform instruction and monitor progress.
- Defining effective teachers as those whose students meet growth expectations and are proficient or higher on standards.
NWEA Growth and Teacher evaluation VA 9-13
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Overview of assessments, growth, and value added in a teacher evaluation context
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The progress monitoring process involves (1) administering formative assessments to monitor student learning over time, (2) choosing appropriate measures and collecting data through progress monitoring assessments, and (3) using data to evaluate student performance against goals, make instructional decisions, and communicate progress to students and parents. Progress monitoring allows teachers to evaluate the effectiveness of instruction and determine if students are making adequate progress toward learning goals.
Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
NASPA AnP 2014
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
NCDPI NCTED Meeting April 2014
This document discusses the EVAAS evaluation system for teachers and educator preparation programs in North Carolina. It provides an overview of how teacher effectiveness will be evaluated based on student growth and achievement data rather than solely on proficiency. Growth will be measured using EVAAS, which assesses the value added by a teacher in a given year. The document outlines the implications for exceptional children teachers, including how their standard 6 rating and effectiveness status will be calculated based on growth data. It also addresses how EVAAS data could factor into approvals for educator preparation programs at the campus and program level going forward.
Ed Reform Lecture - University of Arkansas
This document discusses issues related to using standardized test scores in teacher evaluations and for dismissal purposes. It notes that using tests as the main evidence for dismissal will likely lead to expensive legal battles by experts. Evaluation systems could also face legal challenges if they have disparate impacts. Additionally, measurement issues make attributing student growth or lack of growth to a single teacher imprecise. Alternative approaches are proposed that give more weight to classroom observations and use test data to validate rather than determine ratings.
1516-Site Visitor Presentation-RtI-bowenmak.key
This document summarizes the strategies and programs implemented at Adlai E. Stevenson High School to provide targeted academic and social-emotional support to students who are struggling or not meeting learning outcomes. It outlines various intervention programs offered, such as guided study, mentor skills curriculum, targeted tutoring, and homework help. It also discusses entry and exit criteria for determining student participation and measuring the success of interventions. The goal is to identify students in need of support as early as possible and provide the right type and level of help to ensure academic success for all.
Barkstall agenda mtg
The Barkstall Faculty Meeting Agenda focuses on student learning with the goals of creating a culture of literacy, reviewing progress in rigor and relevance, and identifying next steps. The meeting will discuss AIMSweb student progress data in different curriculum areas and grade levels, as well as how progress monitoring is currently done and which students fall into tiers 2 and 3 for math and reading. The agenda also includes discussing fluency research and the effectiveness of repeated reading in building fluency. Progress monitoring is defined as regularly assessing academic and behavioral performance to determine if students are making appropriate progress and to build more effective intervention programs for those not progressing adequately. Schools use progress monitoring data to make decisions about intervention levels and adjust instructional strategies to better
Assessment 2.0 for Canadian Accredited Independent Schools Heads
This document discusses various methods of assessing student learning, including standardized tests, student surveys, and digital portfolios. It notes both benefits and limitations of different approaches. The PISA-Based Testing for Schools is highlighted as providing useful international comparison data but possibly not detailed enough reporting for continuous improvement. Student experience of assessments is a consideration, and affordability varies across methods. Balancing assessments to measure what schools value while not constraining teaching is an ongoing discussion.
Non-Cognitive Testing
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
Connecticut mesuring and modeling growth
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, and instability of results. Multiple years of data are recommended to account for these issues.
Connecticut mesuring and modeling growth
John Cronin presented on issues educators need to know about using tests for high-stakes evaluation in Connecticut. He discussed Connecticut's evaluation requirements, including that 45% must be based on student growth, 40% on teacher practice, and the remaining 15% on other factors. He also outlined issues with using growth and value-added measures, such as measurement error, lack of random assignment, and instability of results. The presentation recommended using multiple measures and years of data for evaluation and understanding the limitations of these types of measures.
Connecticut mesuring and modeling growth
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, unfairness to teachers, and instability of results. Multiple years of data are recommended to account for these issues.
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.
Acis assessment presentation for posting
The document discusses learning assessment for the 21st century. It begins by noting the presenter's interest in experimenting with and innovating assessment, while still maintaining academic excellence and teaching 21st century skills. The presenter then discusses the need to assess what matters most through meaningful evaluations of thinking and communication skills. Various external tools are examined, such as the MAP assessment and international tests like PISA and TIMMS that can provide data for accountability and benchmarking. Developing internal assessments of 21st century skills through methods like formative assessment, project-based learning, and digital portfolios is also covered.
Hammond slides
The Michigan Council for Educator Effectiveness (MCEE) was charged with developing recommendations for new teacher and administrator evaluation systems based on student growth and multiple measures. In its interim report, the MCEE outlined plans to pilot four observation tools and student growth models in 14 districts during the 2012-2013 school year. The goals of the pilot were to provide feedback on the tools, evaluate correlations between observations and student outcomes, and inform the MCEE's recommendations which were estimated to be completed by June 2013.
Sse workshop 2 spring 2014
This document provides guidance on using the six step school self-evaluation process to evaluate an aspect of teaching and learning in the new Junior Cycle. It emphasizes that school self-evaluation is about improving learner outcomes through an inclusive, reflective, collaborative process. Key dates related to school self-evaluation and the Junior Cycle are provided. Resources for supporting the school self-evaluation process, including PDST seminars, workshops and school supports, are also listed.
Sse workshop 2 spring 2014
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
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NYSCOSS Conference Superintendents Training on Assessment 9 14
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Using Assessment Data for Educator and Student Growth
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The document outlines the goals and objectives of a statewide system of support for schools and districts. It discusses increasing the percentage of targets met on assessments, student proficiency, and graduation rates. It also aims to assist schools with data-driven decision making, increasing capacity for student growth, and enhancing teacher knowledge. Support is customized at three levels - intensive, moderate, and independent - focusing on areas like instruction, leadership coaching, and consultative support. Teams will problem solve using new zones and coordinators, continue cross-division coordination, and provide professional development through core school improvement staff. The service support team functions include serving zones, regular regional meetings, teleconferencing, analyzing data, and promoting customized professional development and support.
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This document outlines a partnership between five schools to improve teacher effectiveness through professional development for teachers and administrators. The goals are to increase data literacy, strengthen professional learning communities, promote effective instructional strategies, and foster collaboration. Each school will participate in leadership sessions and learning activities focused on instructional best practices. Teachers will engage in professional development, record collaboration in professional learning communities, conduct peer observations, and be evaluated at the end of the year. The anticipated outcomes include improved teacher collaboration, data-informed instruction, implementation of effective teaching strategies, understanding of rigor and relevance, and increased student achievement and teacher effectiveness.
DST update
This document summarizes support for low-performing schools in North Carolina. It begins by noting that all children in the state have a constitutional right to a sound basic education. It then shows that students in the bottom 5% of schools have higher rates of minority, economically disadvantaged, disabled, and English learner students compared to the top 5% of schools. The document discusses the importance of students gaining more than a year's worth of learning each year if they enter below grade level. It outlines North Carolina's process for identifying and providing oversight and support to low-performing schools. Data shows improvement in originally low-performing high schools and Race to the Top schools. The state's role is to use cost-effective models
Census Date by Region
This document analyzes racial typologies, segregation levels, and poverty rates across the 8 districts of the North Carolina State Board of Education. It breaks down demographic data by county, race, and neighborhood characteristics like segregation and poverty for each district. The analysis aims to understand how factors like segregation and poverty interact and compound disadvantage geographically across the state.
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This document discusses disruptive demographic trends in North Carolina that are challenging the state's education system. It notes that the state's population is growing older and more racially diverse as the Hispanic population increases. Specifically, the population growth is driven by minorities while the white population is aging. This demographic shift means North Carolina schools must adapt to serve a more multicultural student body in the coming years.
Teacher portal presentation 38632ptnh22r4fzkrsauhs40efn55
This presentation summarizes research on teacher quality in North Carolina. It finds that teachers prepared by UNC teacher preparation programs generally perform as well or better than teachers prepared through other pathways. However, some specific alternative programs like Teach For America produce teachers that are more effective, especially at the elementary level. The presentation recommends expanding support for new teachers, strengthening clinical practice in teacher preparation programs, improving recruitment and selection criteria, and using a dashboard to monitor program outcomes. It also reviews recommendations from a UNC Board of Governors subcommittee on increasing collaboration between UNC institutions and improving teacher and leader quality.
Psf top teneducationissues_v5_web
This document discusses the top 10 education issues in North Carolina for 2015 according to the Public School Forum of North Carolina. The issues include: building a principled path on teacher compensation by developing career advancement opportunities and increasing salaries, making sense of the new A-F school performance grading system by re-evaluating its weightings and indicators, maintaining high academic standards, emphasizing quality and equity in school choice options, expanding opportunities for anytime/anywhere learning, recruiting and retaining excellent teachers, managing student enrollment growth, shifting to elements of digital-age learning, streamlining assessments, and meeting milestones for college and career readiness.
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This document summarizes a Region 4 Roundtable meeting on North Carolina's Digital Learning Plan. The meeting included a presentation on the foundations, approach, and initial recommendations of the plan, as well as discussion of feedback from town halls. The plan aims to build on legislative actions and lessons learned from districts to create a student-centered, digital-age learning model. It will address questions around models, instruction/content, infrastructure, capacity, policy, funding, and recommendations to support local digital transitions. Preliminary recommendations to inform state policy include expanding connectivity, supporting innovative district models, building educator capacity, and ensuring access to high-quality digital resources.
Level 5 leadership holiday edition
This document discusses leadership practices that can take principals to the next level of school improvement. It focuses on achieving greatness as a leader through Level 5 leadership concepts described by Jim Collins. Level 5 leadership involves a paradoxical combination of personal humility and strong professional will. The document discusses identifying Level 5 behaviors in video examples and considering how changes in behavior can help principals become Level 5 leaders. It provides definitions and descriptions of Collins' five levels of leadership.
Curriculum manager in schoolnet
The document provides instructions for using the Curriculum Manager tool in Schoolnet to create and manage curricula and associated instructional resources. Key points include:
1) The Curriculum Manager allows users to create curricula and curricular units, link instructional resources like lesson plans and assessments, and import curriculum materials such as pacing guides and standards documents.
2) A curriculum hierarchy is established with curricula at the top level encompassing entire courses, broken into curricular units like grading periods, which contain instructional units and lesson plans.
3) Users can search for, create, edit and publish new curricula, curricular units, and instructional units as well as link associated instruction
Just another test
This document contains test score results from EXPLORE, PLAN, and ACT exams in reading, math, and science. It shows the number of students who scored at each performance level, with higher levels indicating more advanced skills. For reading, over 200 students scored at the two highest levels for a score of 16 or higher. In math, over 180 students scored at the top levels for 17 or higher. And over 180 students scored at the top two science levels for 18 or higher.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective and successful teachers that are nearly impossible to replace. It finds that low-performing schools often hire less effective replacements when an Irreplaceable teacher leaves. Additionally, most schools retain Irreplaceable teachers and low-performing teachers at similar rates. The document argues that poor leadership, working conditions, and policies contribute to Irreplaceable teachers leaving at similar rates as low performers. It advocates for a focus on retaining Irreplaceable teachers through improved leadership, working conditions, and policies.
Fall 2014 administrative retreat agenda[1]
This document outlines the agenda for a leadership retreat held in Myrtle Beach, SC from December 12-14, 2014. The retreat, led by Dr. Johnny Hunt, was intended to help school leaders collaborate and develop skills to support the mission and vision of the Public Schools of Robeson County. Over the three days, participants would discuss positive coaching, policies and procedures, technology tools for leadership, and building capacity within their staffs and communities. The agenda included sessions on understanding retention challenges, transformational leadership structures, and the human factors of leadership. Participants were encouraged to be actively involved and respectfully communicate as allies during the retreat.
Sm admin retreat 14 cw
The document provides an overview of using Google Drive and sharing documents. It discusses logging into your Google account, uploading and viewing files in Drive, sharing documents with other users, and making comments on documents. The document is a user guide for Gaggle Next UI and managing documents in the cloud.
Principals' summer retreat graphic organizer
This document outlines chapters from a book being discussed by different regional leadership teams. Chapter 9 focuses on leadership being an affair of the heart, with key points around love, serve, learn, vision and empower. For Chapter 1, the Northern Region discusses important moments and how to use professional learning communities for continuous school improvement. Chapter 7 led by the Central Region addresses ensuring effective instruction and adapting to the planning process. Chapter 8 led by the Southern Region discusses maintaining a positive school culture. Finally, Chapter 2 led by the Central Office examines monitoring, culture change, autonomy and preventing ambivalence. Throughout, participants are asked to reflect personally on takeaways from each chapter.
Principals' summer retreat graphic organizer
The document outlines chapters from a book or manual led by different regional offices, with each chapter including key passages, points, and a section for personal reflection. Chapters 2, 9, 1, 7, and 8 are described in this manner with the leadership coming from the Central Office, Western Region, Northern Region, Central Region, and Southern Region respectively.
Summer 2014 administrative retreat agenda[1]
This document outlines the agenda for a three-day administrative retreat with the following goals:
1) Support the mission and vision of the Public Schools of Robeson County through collaborative teams with the necessary knowledge, skills, and abilities.
2) Discuss positive coaching relationships, policies and procedures, quality PLC structures, transformational leadership, effective leadership, and building local capacity.
3) Engage in presentations, discussions, activities and collaborative work focused on leadership, instruction, and school improvement utilizing Google docs and other collaborative tools.
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New skills and experience
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Aeiou of k 3 literary checkpoints-3 3
- 1. THE AEIOU’S OF K-3 LITERACY CHECKPOINTS Sandra Evans Bobby Locklear
- 4. GROWTH MEASURE STANDARD As a group, students should maintain their achievement level (NCEs not Levels I-V) from one year to the next. BUT, academically, students should not lose ground either.
- 6. KINDERGARTEN Schools Making Growth Exceeded 4% Met 22% Not Met 74% Exceeded Met Not Met Teachers Making Growth Exceeded 6% Met 45% Not Met 49% Exceeded Met Not Met
- 7. FIRST GRADE Schools Making Growth Exceeded 13% Met Not Met 26% 61% Exceeded Met Not Met Teachers Making Growth Exceeded 18% Met 37% Not Met 45% Exceeded Met Not Met
- 8. SECOND GRADE Schools Making Growth Exceeded 17% Met 22% Not Met 61% Exceeded Met Not Met Teachers Making Growth Exceeded 11% Met 56% Not Met 33% Exceeded Met Not Met
- 9. THIRD GRADE Schools Making Growth Exceeded 13% Met 65% Not Met 22% Exceeded Met Not Met Teachers Making Growth Exceeded 4% Met 83% Not Met 13% Exceeded Met Not Met
- 13. Progress Monitoring Data Student was progress monitored three times the entire school year – on the program default skill not the weakest skill.
- 16. Progress Monitoring Data Student was progress monitored one time the entire school year.
- 18. Progress Monitoring Data Student was progress monitored on rate AND according to his weakest skill.
- 19. “Why should teachers be required to frequently assess each of their students? Because proper use and implementation of formative and benchmark assessments lets the teacher know whether or not a student is mastering the objectives being taught and if not, to provide the teacher with information as to the child’s weaknesses so the instruction for the particular child can be tailored to meet the child’s education needs.” mClass Benchmarks and Progress Monitoring Howard E. Manning, Jr. Superior Court Judge
- 20. READING 3D BENCHMARK GOALS Data is only valuable if we use it to change student outcomes.
- 21. ASSESSMENT IS INSTRUCTIO N
- 22. “The bottom line is that the principals that sit in the office, fail to analyze the assessment data at their fingertips and do not become proactive in seeing the K-3 assessment system is being properly and effectively used by all teachers to drive individualized instruction in literacy, are not performing at the level that is expected to provide their students and faculty with the leadership needed to be successful and have all children obtain a sound basic education and proficiency in reading. This principal is not a Leandro compliant principal” (p. 27). READ AND DISCUSS AT YOUR TABLE Howard E. Manning, Jr. Superior Court Judge
- 24. Instructional Leaders can: Access each teacher’s class data Class Summary Student Summary Progress Monitoring Drill down to individual probes View extra tools and resources Build reports to: View Composite scores by grade View TRC scores by grade View DIBELS measures scores View Composite or TRC growth View Effectiveness Formula
- 25. ACTIVITY TIME….. 1. Please login to mclasshome.com 2. Click on Reporting
- 26. 3. Click on Build a Report
- 27. REPORT TEMPLATES
- 30. SELECTING YOUR PARAMETERS 1. Population: District or Program School Grades Classes 2. Measure Overall Formative Assessment Measures State or Common Core Standards 3. Time: Year Period (Benchmark Periods (BOY,MOY,EOY) Date – Current Year or Multiple Years Enrolled: On Test day Now* *Data is refreshed every 24-48 hours *Always check time
- 31. Select a score report for your school – What does the data tell you? Composite Scores and TRC Proficiency Levels Is the overall instruction at your school having an impact on student achievement: school, group, grade, class, every student? 3D Measure Breakdown What skills are students struggling with so you know what to explicitly address? Composite Score Growth this Year How has student achievement for every group changed over the course of this year? Correlation Effectiveness Is the overall instruction at your school having an impact on every group of students? Core? Intervention?
- 32. Now that you have pulled a score report, begin the process again by pulling your Progress Monitoring Fidelity Report. NOTE – the default time parameters are not correct! Under the TIME parameter you should select: • BOY->MOY • NOW • In the past 3 weeks • In the past 5 weeks • In the past 10 weeks
- 33. PROGRESS MONITORING TRC Progress Monitoring Fidelity as of 12/10/14 DIBELS Progress Monitoring Fidelity as of 12/10/14
- 34. “Bottom line requirement: Do the formative assessment and use the information to tailor instruction to meet the needs of the individual child. Do not put the data in the folder and continue on with the instruction for the entire class on one level. (What about this do you not understand?)” Howard E. Manning, Jr.