AP at NISD August 2, 2014
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The document discusses AP performance goals for the district and examines data on AP exam pass rates. It focuses the discussion on how the district goals impact teachers and students, whether the goals are realistic, how campus and personal goals align with district goals, and what can be done to improve student achievement and meet the goals. Key questions are posed about using data to drive instruction, what the data indicates about programs, and how to create effective professional learning communities to share strategies and resources to increase AP scores.
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This document outlines Portage Northern High School's implementation of Professional Learning Communities (PLCs) and a Pyramid Response to Intervention (PRTI) model. It discusses how PLCs were used to analyze student data and identify struggling students, and how a multi-tiered PRTI model was developed to provide increasingly intensive academic and behavioral supports. Tier 1 interventions involve universal supports for all students. Struggling students receive Tier 2 interventions such as tutoring or re-teaching. Intensive Tier 3 interventions involve individualized support plans. The school also created an Academic Support Teacher role to monitor student progress and ensure fidelity of the PRTI process. Overall, the document shows how PLCs and PRTI
Enhancing Programming through Naviance CCR
This document outlines an agenda for a presentation on using the Naviance College and Career Readiness (CCR) curriculum to better prepare high school students for life after graduation. The presentation discusses how the CCR curriculum can help engage students and improve college and career readiness through interactive lessons. It also covers defining goals for curriculum implementation, a group activity to develop a scope and sequence, and provides a sample lesson from the CCR curriculum. The presentation aims to demonstrate how schools can use Naviance's resources to accomplish goals like increasing the percentage of students applying to 4-year colleges.
NB Provincial Assessment Program
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- 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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International conference
This document discusses student engagement in higher education. It outlines that student belonging, supportive relationships between staff and students, and relevant experiences are important for engagement. Engaged students have better outcomes individually and for society. Student surveys, outcomes data, and league tables are used to measure engagement and inform course improvements to enhance outcomes. Emerging technologies may help engagement, but their use requires care to avoid problematic data collection and ensure student privacy. The future of education is uncertain as jobs and needed skills rapidly change, requiring flexible, technology-enabled learning to prepare students.
Materials for Outcomes Workgroup March 31 2015
This document summarizes a workgroup meeting for Geneva 2020, a cradle-to-career partnership in Geneva, NY. The workgroup was tasked with drafting outcomes and indicators for Geneva 2020 to present to the broader partnership. It provides examples of outcomes and indicators from other similar partnerships. It also outlines the shared vision, mission, goals, outcomes and indicators framework that the workgroup will use to draft outcomes and indicators for Geneva 2020.
Coherence cas cop 1 post
The document outlines Jonathan P. Costa's work on building coherence in education systems. It discusses the need to focus on high-leverage student learning goals, align measures and assessments to evaluate progress towards goals, and connect instructional practices, professional development, and organizational systems and structures to support goal attainment. Costa provides tools and frameworks to help map these elements of coherence within a district or school.
INET Results-Based Accountability Workshop: May 2, 2014
This document provides data and analysis on the Success Boston initiative, which aims to increase college graduation rates among Boston Public School (BPS) students. It finds that BPS college enrollment and graduation rates increased between 2000 and 2008. Participation in Success Boston coaching programs also correlated with higher one-year and two-year college persistence rates for BPS graduates from the Class of 2009 compared to non-participants, especially for male, black, Hispanic and low-income students. The initiative's performance measures, derived from the National Student Clearinghouse database, show progress toward goals of increasing BPS graduation rates to 52% for the Class of 2009 and doubling the rate for the Class of 2011.
Bel conference league tables july 2013
This document discusses university league tables and how student outcomes factor into a university's reputation and rankings. It notes several problems with league tables, such as time lags in data and inconsistencies in methodology. The document then examines how the university currently performs in various league tables and the factors that rankings are based on. It proposes actions the university can take to improve its performance and position over time, such as increasing the number of good degrees awarded, improving student satisfaction scores, and encouraging more students to complete post-graduation outcome surveys. The goal is to genuinely enhance student outcomes rather than just manipulate league table results.
Roles and responsibilities information item may 2013
- Dr. Vodicka outlines a framework for the future of Vista Unified School District that includes a vision, mission, values, goals, and roles and responsibilities.
- The goals focus on student enrollment, achievement, graduation rates, college readiness, English learner reclassification, and more. Metrics and targets are provided for each goal.
- Dr. Vodicka proposes developing informal and formal networks through school clusters and cross-functional groups to achieve the goals. Modest changes for 2013-14 and more ambitious future steps are outlined.
- Questions are posed to the board regarding reactions to the cluster and department proposals, as well as next steps.
Principal and-teacher-evaluation-key-ideas-your-role-and-your-school's-leadin...
This document provides an overview of principal and teacher evaluation processes in Mississippi, including:
- The Mississippi Principal Evaluation System (MPES) uses student achievement goals, organizational goals, and staff surveys to evaluate principals.
- Teacher evaluations incorporate classroom observations, student growth objectives, and professional growth goals. Non-tested teachers use student learning objectives to measure student growth.
- Principal and teacher evaluations are interconnected, as principals and teachers must work together to achieve schoolwide student growth.
- "Leading indicators" and "lagging indicators" help define goals and measure progress, with leading indicators more easily influenced during the school year.
- Counselors can support the new evaluation processes by fostering
District-Wide Implementation of State-Mandated Student Academic, Career, and ...
This document summarizes the district-wide implementation of student academic, career, and post-secondary plans using Naviance software across middle and high schools in New Haven, Connecticut. It describes the multi-year rollout process involving administrators, teachers, counselors and stakeholders. Year 1 focused on developing the student success plan template. Year 2 focused on training and implementation, with a scope and sequence for activities by grade level. Examples are provided of how different schools implemented the plans based on their demographics and resources. The document provides guidance on engaging stakeholders and pacing the implementation process.
Afg 2+ qsi
The document provides guidance on preparing for reaccreditation by the Middle States Association of Colleges and Schools, including organizing for the self-study, conducting a period of reflection on progress since the initial accreditation, developing student performance objectives and action plans, and assessing the school's performance based on the twelve MSA standards. Key aspects covered are engaging stakeholders, appraising accomplishments and opportunities for growth, establishing priorities, and creating a plan for continuous improvement over the next seven years.
AC23 - darren van laar.pdf
The PRES is a national survey of postgraduate research students in UK higher education institutions. The University of Portsmouth typically achieves above average response rates to the PRES survey due to efforts to encourage student participation. These efforts include sending personalized emails and reminders to students, involving supervisors and department leaders, and offering an incentive prize. Analyzing and reporting on PRES results helps the university identify areas for improvement and ensures survey responses influence quality reviews. Maintaining high response rates makes the data more representative and credible for evaluating the postgraduate research experience.
LCH Annual Report January- December 2010
The annual report from La Costa Heights Elementary School provides information on the school's accomplishments in 2010 and goals for 2011. Key accomplishments included academic awards and recognition for various programs. The report discusses the Single Plan for Student Achievement which is used to identify areas for improvement and create goals and action plans. It outlines steps taken to support academics, enrichment, safety, and use of funding. The report encourages parent involvement through the PTA, SSC, ELAC and other activities. It provides information on communication channels and asks for questions or comments.
Key Metrics for Improving Your Targeted Marketing Strategy
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Presented by Polly Sipper and Holly Trusiak
Hobsons University 2015
NSI 2014: Data-Driven Decision Making
This document outlines the agenda and materials from a Naviance data-driven decision making workshop. The workshop covered defining key performance indicators and student outcomes, identifying relevant student data variables, developing surveys to collect additional data, and creating a plan to implement Naviance activities throughout the school year to work towards defined outcomes. Presenters provided examples and activities for staff to collaborate on applying these data-driven concepts and customizing Naviance for their own schools and districts. Resources for data analysis, Naviance support, and general statistics were also shared.
Assessmentof studentlearningoutcomesinstudentservices
The document outlines a plan for assessing student learning at Frederick Community College. It discusses developing learning outcomes aligned with the goal of students becoming self-directed learners. Examples are provided of outcomes in different student support areas, like athletics and financial aid. A process for assessment is described, including developing outcomes, strategies to meet outcomes, benchmarks, and instruments to measure outcomes. The results are then used to improve student programming and services.
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INET Results-Based Accountability Workshop: May 2, 2014
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Roles and responsibilities information item may 2013
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Principal and-teacher-evaluation-key-ideas-your-role-and-your-school's-leadin...
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District-Wide Implementation of State-Mandated Student Academic, Career, and ...
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Key Metrics for Improving Your Targeted Marketing Strategy
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Assessmentof studentlearningoutcomesinstudentservices
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AP at NISD August 2, 2014
- 1. AP at NISD It’s Personal Rich Discussions around Improving Student Performance
- 2. District SMART Goals • Minimize the gap between AP final classroom grades and AP test scores by increasing AP scores of 3+ by 5% on the Spring 2015 AP exams. • Increase overall EOC phase II scores by 6%. Increase the LEP phase II pass rate by 7%. Increase the phase II Special Ed. met standard by 6%. Increase the Advanced Level III by 30% district wide. • Increase participation in district initiatives (History Fair/District AP PLCs, District PD) by 10%
- 3. •How do the District Goals impact you and your students? •Are the district goals realistic and achievable? •How do the district goals align and inform your campus and personal goals for this year? Think about the Following…..
- 6. Data
- 8. APUSH WHAP MACRO MICRO PSYCH HUM GEO US GOV EUR HIST District 462/1482 533/1254 245/676 69/100 90/229 36/61 241/814 1/1 % 3+ 31.17% 42.50% 36.20% 69% 39.30% 59% 29.60% 100% NISD Students Who May Not Receive College Credit 1020 721 431 31 139 25 573 0 Students with < 3 on AP Exams
- 11. Questions to Consider…… • How does the data help to drive the decisions we make in our instruction this year? • What does the data indicate about our program- as a district, as a campus, as an individual teacher?
- 12. Creating Effective PLCs • Norms • Meeting times • Meeting Places • Effective use of time – Sharing effective lessons/activities – Creating Common Assessments – Calibration/practice “AP style” scoring of writing – Modeling effective lessons
- 13. AP US and AP World Collaborative • How can the success of the AP World, after their redesign, help AP US History as they go through theirs? • What did the WHAP teachers do to improve scores that could be replicated or used to help the APUSH? • How do WHAP teachers approach teaching the skills necessary for success on the redesigned exam?
- 14. Pink Bat
- 16. Focus on Solutions • What can we do to improve students achievement-individually, as a district, as a PLC? • What training, resources, materials do we need to achieve our goals? • What type and quantity of district support do we need to achieve our goals? • Who can I go to as a resource?