Case study
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A teacher is instructed to select a struggling reader to conduct a case study on. They will gather background information on the student, observe their behaviors, and administer two reading assessments. The case study report must include the student's background, a visual interpretation of their assessment results, a summary of collected information, and at least 5 recommendations based on each assessment to help the student improve their reading.
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This document provides guidance on collecting and using student data. It discusses collecting student profiles, classroom profiles, and data on student learning goals and needs to inform teaching and learning. The data can also be used for parent-teacher conferences, teaching evaluations, and defending student growth. The document recommends using formative and summative assessments as well as student perception surveys. It provides examples of tools for collecting data from the district warehouse, Google forms, and free online resources. Finally, it emphasizes using the data to plan lessons, units, and assessments to improve student learning.
Support Planner V4
The document provides an overview of the Support Planner, a tool designed to help professionals working with students by allowing them to record observations, actions, and other information to monitor student progress and needs. The Planner is based on a constructivist philosophy and is intended to facilitate communication and continuous improvement efforts. It contains various forms, reports, buttons, and other features that allow users to enter and view student data, manage classes and plans, and access additional support documents.
Jennings Final Presenation
This document discusses using predictive student data to identify at-risk students and provide early interventions at Suwannee Middle School. It analyzes data from the 2014-2015 and 2015-2016 school years that showed 23% of students were off-track to graduate. The school established tiered intervention protocols and saw a reduction in off-track students by 11%. Next steps include focusing resources on at-risk 6th graders and implementing mentoring programs and chronic absentee intervention protocols.
Sb iep module-3
Cory's reading fluency and phonics skills are below grade level benchmarks. He reads 24 words per minute while the 2nd grade benchmark is 60-80 words per minute. He can identify 5 of 10 short and long vowel sounds and cannot read multi-syllabic words. Cory has difficulty remaining on-task for more than 10 minutes when working independently but is able to complete assignments when paired with a partner. His disabilities impact his progress in reading, writing, and other academic areas that require grade level literacy skills.
Swift at isis swis training (2016)
The Swift at ISIS-SWIS User training is designed to be delivered by certified ISIS-SWIS facilitators as they prepare 2-4 school-level personnel to manage ISIS-SWIS accounts and monitor students who receive Tier III (individualized) supports.
Assessment Driven Instruction
The document discusses assessment-driven instruction for reading programs in grades K-3. It defines assessment-driven instruction as using data from valid reading assessments that measure six components of reading. Teachers use several types of assessments, including screening, progress monitoring, diagnostic, and outcome assessments. The data from these assessments helps teachers identify students' reading levels, group students for effective instruction, target skills to reteach, and monitor student progress. The Lead Literacy Teacher's role includes scheduling assessments three times per year and implementing interventions for students at risk.
Quality iep's fall 2013 session 1
This document provides guidance for developing quality Individualized Education Programs (IEPs). It discusses the components of the IEP including the student profile, present levels of academic and functional performance (PLAAFP), annual goals, and service delivery statements. Staff are instructed on gathering strength and assessment data for the profile and PLAAFP sections. Examples of quality and weak profiles and PLAAFPs are provided and staff practice evaluating these sections of sample IEPs. The document emphasizes using multiple data sources and family friendly language when describing student performance and needs in the IEP.
Rti pd powerpoint 2017 18
This document provides information about Response to Intervention (RTI) including what RTI is, the RTI model, and guidance on implementing the different tiers of support within an RTI framework. It describes RTI as a system that provides tiered academic and behavioral supports based on data. The three tiers include Tier 1 (core instruction), Tier 2 (targeted instruction for students needing additional support), and Tier 3 (intensive, individualized instruction for students not responding to Tier 1 or 2). It provides examples of interventions, documentation, and processes for referring students who are not making progress within a given tier.
Creating Assessments
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
Aligning Goals and Evaluations MEMSPA2014
Presentation from:
Siko, J.P. & Chambers, T. (2014, December). Aligning teacher evaluations, school goals, and student growth into a school-wide model. Presentation at the Michigan Elementary and Middle School Principals Association, Traverse City, MI.
Online assessment and data analytics - Peter Tan - Institute of Technical Edu...
Are you spending lots of time conducting and marking formative assessments, tracking the learning progress of your students, and providing early intervention so as to help them learn and achieve better grades? If so, using a Learning Management System (LMS) together with a data analytics tool may help to increase your productivity. In this session, we will cover how Blackboard tools can help you conduct assessments in a paperless manner and automate the marking. You will also learn how data analytics can help you turn raw assessment data into meaningful information which will help you identify the 'at-risk' students that need your extra help, the better ones that need more challenging tasks, and the chapters that may need to be delivered with a different pedagogical approach. Hence, with a robust LMS and a data analytics tool, your quality of teaching and students' learning will help to bring about a higher student success rate.
School counselors using data
School counselors can use data to evaluate programs, measure outcomes, assess cost-effectiveness, make decisions, and monitor student progress. Data identifies needs, describes problems, discovers patterns, and targets interventions. It can convince stakeholders of the need for change, uncover otherwise invisible problems, confirm or discredit assumptions, and guide resource allocation. Focusing on data allows objective, evidence-based conversations and prevents overreliance on standardized tests or quick fixes. School counselors use various types of student achievement, psychosocial, career development, diversity, and school data to implement comprehensive, data-driven programs based on national models and local needs.
Slms innovassessmnt
This document discusses teacher evaluation and assessment. It mentions that 20% of evaluations will be based on student growth data from state assessments, another 20% on locally selected rigorous measures of student achievement, and the remaining 60% on multiple measures aligned to teaching standards. It also references regulations regarding expedited proceedings for teachers receiving two consecutive ineffective ratings.
Assessing Information Literacy From the Ground Up
The document discusses the development of an information literacy assessment program at Ferris State University. It describes creating learning outcomes based on information literacy competency standards and developing a question bank to assess student skills. Assessments are administered using Survey Monkey before and after library instruction. The program aims to close the assessment loop by using data to improve instruction. Starting small and gaining faculty buy-in were keys to success. Next steps include expanding assessments to more classes and adapting for distance learning. The overall goal of establishing a culture of assessment on campus to improve information literacy is being accomplished.
Similar to Case study (20)
ECU College of Education EdTPA Data Summit June 2014
ECU College of Education EdTPA Data Summit June 2014
Using data to drive student achievement in a secondary classroom
Using data to drive student achievement in a secondary classroom
Online assessment and data analytics - Peter Tan - Institute of Technical Edu...
Online assessment and data analytics - Peter Tan - Institute of Technical Edu...
More from Miami-Dade County Public Schools
M-DCPS Professional Learning Support Teams
This document provides information about promoting a culture of professional learning and collaboration. It discusses establishing Professional Learning Support Teams (PLST) at schools to enhance educator effectiveness through deliberate practice and collective responsibility for student learning. PLSTs support the development and implementation of high-quality professional development plans. The document also outlines M-DCPS' journey over the past several years to shift from isolated "training events" to collaborative professional learning structures and cultures in schools. Statistics are provided about the impact of PLSTs in 2017-2018, and resources for teacher professional learning through online platforms like ASCD PD In Focus are highlighted.
M-DCPS Teacher LEADership Academy: A Human Capital Investment
This document outlines Miami-Dade County Public Schools' Teacher LEADership Academy, which aims to develop teacher leaders. It discusses selecting teachers for leadership roles like instructional coaching and supporting new teachers. Teachers participate in professional development sessions to strengthen skills in areas like digital innovation, collaborative culture, and student achievement. The goals are to empower teachers as leaders, retain effective staff, and improve instructional quality throughout M-DCPS. Common challenges addressed include recruiting teachers for hard-to-staff schools and retaining early career educators. The Academy provides pathways for teacher leadership and supports developing teacher expertise.
Building Educator Success through Teamwork PLSTs Fall 2016
This document discusses building educator success through teamwork for new and early career teachers. It promotes deliberate practice, fostering professional learning cultures, communities of practice, peer-to-peer collaboration, and supporting teacher effectiveness through fall 2016. Key elements include engaging in deliberate practice, fostering professional learning cultures and communities of practice, promoting peer-to-peer collaboration, and supporting teacher effectiveness.
Building Educator Success through Teamwork
This document provides an overview of strategies for building educator success through teamwork and professional development. It discusses establishing professional learning cultures and communities of practice to promote peer collaboration and support teacher effectiveness. The document outlines an agenda for a professional development workshop that will define effective instructional practices, align learning to student achievement, and support deliberate practice growth targets using the ASCD PD In Focus program and resources.
Deliberate Practice Growth Targets
This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.
MLP Guide for Proposers & Instructors
The document provides an overview of MyLearningPlan, Miami-Dade County Public Schools' professional development management system. It defines professional development and outlines Florida's statutory requirements. It then reviews M-DCPS' evaluation of its professional development system and efforts to realign it with student achievement. The document instructs users on how to propose a course in MyLearningPlan, including selecting component templates, contact information, program/catalog, activity information, target audiences and focus areas, dates and locations.
MLP Guide for Proposers & Instructors
The document discusses plans to redevelop the district's professional development system to better support student achievement. Key aspects of the redeveloped system include focusing resources on priority issues and needs, supporting collaborative learning cultures, ensuring actual implementation of new skills, and continuously evaluating professional development for improvement. It also describes how the MyLearningPlan system can help schools improve student growth by effectively managing educator professional learning and supporting linkage between professional development, learning outcomes, and performance evaluation.
Professional learning communities
This document discusses professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
Step by Step Guide to Propose Course on MLP
This document provides a step-by-step guide for proposing and managing a course or activity on the MyLearningPlan (MLP) system in Miami-Dade County Public Schools. It outlines the various tabs and functions within MLP for drafting a proposal, setting up details like dates and locations, managing registration and rosters, and closing out an activity once complete. The guide also explains the review and approval process for activity proposals, as well as participant responsibilities for attending sessions, completing evaluations, and receiving credit.
Session 5 Follow Up
The document discusses assessing reading fluency and finding a statement from the article that defines fluency. It provides criteria for successfully completing the follow up activity, which is directly quoting one statement from the article that defines fluency.
Decoding Skills
The document discusses several topics related to decoding skills and assessing students' mastery of various phonics concepts and reading skills. It addresses how to identify issues with blends, digraphs, and diphthongs; the importance of reinforcement activities; assessing structural analysis abilities; strategies for teaching English language learners; and methods for evaluating students' understanding of context clues and contractions. A variety of activities are proposed to teach and reinforce these critical early reading skills.
Session 2
The document discusses reading assessment. It provides definitions of key terms like system and working system. It identifies the working systems according to the National Reading Panel and discusses a model of reading as a process. It discusses the purposes of assessment as screening, progress monitoring, diagnosis, and outcome measurement. It also discusses different types of reading tests like norm-referenced, criterion-referenced, survey tests, and diagnostic tools.
Session 1
The document discusses a training session on assessment foundations. It covers defining assessment, using data effectively, developing a shared vocabulary, principles of literacy assessment, and the five critical areas of reading according to the National Reading Panel. Participants will complete assignments to develop an assessment kit, case study, and group presentation on assessing and teaching a reading skill.
Session 3 Follow Up
Assessments are valuable tools that provide insight for both teachers and students. From a teacher's perspective, assessments inform differentiated instruction to meet varied student needs. For students, assessments impact their learning by allowing them to understand their strengths and areas for growth.
Session 1 Follow Up
This document provides criteria for a follow up activity on reading assessment from a professional development session. Participants are asked to identify 3 assessment terms from the session activities, find 2 new assessment ideas or strategies from additional reading, and generate 1 question about assessment from the reading. The document focuses on research-based reading assessment.
Session 1 Follow Up
This document provides criteria for a follow up activity on reading assessment from a professional development session. Participants are asked to identify 3 assessment terms from the session activities, find 2 new assessment ideas or strategies from additional reading, and generate 1 question about assessment from the reading. The document focuses on research-based reading assessment.
FAIR Instructional Ideas
The document discusses strategies for improving literacy skills in adolescents, including vocabulary instruction, comprehension strategy instruction, discussion of texts, increasing student motivation, and interventions for struggling readers. It provides recommendations and examples of techniques for each strategy, such as direct instruction of difficult words, teaching comprehension strategies like summarizing and questioning, engaging students through choice and interesting texts, and multi-syllabic word reading instruction.
Managing the Classroom
1) The document discusses competencies four and five of differentiating instruction, which focus on managing a differentiated classroom.
2) It provides learning outcomes related to identifying and solving management issues, developing routines and procedures, and reflecting on professional growth in addressing student diversity.
3) The document also includes quotes from teachers about the benefits and challenges of differentiating instruction.
Overview
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
Overview
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
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M-DCPS Teacher LEADership Academy: A Human Capital Investment
M-DCPS Teacher LEADership Academy: A Human Capital Investment
Building Educator Success through Teamwork PLSTs Fall 2016
Building Educator Success through Teamwork PLSTs Fall 2016