Ches Data And Technology Slideshare
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The document discusses data from Church Hill Elementary School related to student performance and achievement. It analyzes test score data in mathematics from 2009 which shows most students are proficient or advanced, but subgroups like special education and Title I students show more needs. It discusses how technology can help administrators and teachers better assess student performance, monitor progress, differentiate instruction to meet individual student needs, and use data to guide instructional improvements. The document calls for developing a plan to fully utilize available student performance data and technology tools to ensure all students' needs are being met.
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This document discusses using different types of data for continuous school improvement, including perceptual data, student learning data, school process data, and demographic data. It outlines a statewide system in Nebraska to provide professional development training to analyze data at all levels, from school staff to statewide cadres. Key aspects of the data training include the four Nebraska Data Literacies: what do the data show, why might this be, how should we respond, and did our response produce results. The document also provides resources for perceptual data surveys available through the Nebraska Department of Education.
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The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
Data Driven Instrruction
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include using data to provide feedback, prevent over-reliance on standardized tests, and allow schools to be more responsive. Potential disadvantages include misuse of data, teaching to tests, and lack of flexibility.
3. The future of data-driven instruction is depicted as embracing interim assessments and using data in real-time to diagnose student and teacher performance and target interventions accordingly. Administrative use of data for monitoring and accountability
Data Driven Instruction
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
Boosting student success: The role of data analytics
In this short presentation to the Chartered ABS Annual Conference 2016, Baback and myself will talk about the importance of Learning Analytics and how it may prove to be a useful tool with regards to the impending Teaching Excellence Framework (TEF) Review. Baback and I will also talk about our own experiences and highlight what we are doing with respect to learning analytics.
An app idea to facilitate feedback and improve student learning
This is an app idea I came up with to improve student learning.
What is the motivation for this app?
Students, who are the customers of education, have little input. Teachers, who heavily influence student learning, lack the data to improve teaching. Administrators, who can promote change, have little information.
The auris app is designed to facilitate feedback and serve as a powerful tool to empower students, enable teachers, and inform administrators.
What do you think?
Welcome To A Breakthrough Year!
The document introduces the goals of Lee Middle & High School for the 2007-08 school year, which are to equip all students to be lifelong learners by getting them to meet high educational standards and to understand core concepts on a deeper level. It discusses moving from an old mission of providing basic education for some to a new mission of challenging all students. It then outlines several beliefs and components needed to make a breakthrough in student achievement, such as personalization, precision, and professional learning.
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.
Lecture 2 Students The Shift Collides
The document discusses how shifts in technology and education policy are impacting the way teachers need to educate "digital native" students, including the need to use technology to meet state academic standards under the No Child Left Behind Act. Teachers are encouraged to develop lessons that incorporate technology to engage students accustomed to a fast-paced digital environment.
How will I and my students utilize the results of the assessment_sir joey.docx
The document provides guidance on how teachers can utilize assessment data from various tools to improve student learning and instruction in five key ways:
1. Plan individualized instructional interventions for struggling students based on their strengths and weaknesses.
2. Develop daily instructional strategies like grouping students based on their performance levels.
3. Set targeted goals for students and teachers to guide success.
4. Monitor student and teacher progress regularly to track improvements.
5. Discover professional development needs for teachers based on areas where students see the least growth.
Building a high-quality teaching profession - lessons from around the world
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
DOMAIN-3-STRAND-3.4-LEARNER-ACHIEVEMENT-AND-OTHER-PERFORMANCE-INDICATORS.pdf
This document discusses key concepts relating to school leadership and learner achievement, including learning outcomes, performance indicators, and data-based interventions. It explains that school leaders should set achievable and challenging learning outcomes and utilize data to develop interventions to maintain or improve learner achievement. The document provides definitions and examples of concepts like learning outcomes, interventions, and classifications of performance indicators that measure learner achievement and the education system. It emphasizes that school leaders need to understand these concepts and use school data to support learners' attainment of outcomes.
Action Plan Wk 4 Edld 5352
The document outlines an action plan for implementing technology and professional development at the district and campus levels. Key roles and responsibilities include:
- Superintendent oversees implementation of the Texas Long Range Technology Plan.
- Directors and coordinators at the district level provide instructional technology coaches, assist with benchmark testing and textbook adoption, and oversee career and technology education programs.
- Campus administrators ensure technology is integrated at the campus level and provide staff development.
- Technology staff maintain hardware, software, networks, and troubleshoot issues.
- Teachers attend professional development and implement technology in classrooms.
The principal plays a lead role in modeling technology use and ensuring staff receive content-specific training to confidently
Question 3 How did we get to where we are nowIdentify Gaps.docx
Question 3: How did we get to where we are now?
Identify Gaps
Resources
Data Considerations
Is data available? (Yes, No)
Is there a perceived gap as compared to the standard?
What would you define as a root cause for identified gap(s)?
Student achievement data
Total number of students
No. of students on level
No. of students below level
No. of students above level
Yes
522
158
225
139
Yes
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered .
Teacher Working Conditions Survey (data to help identify gaps and causes).
Yes
Yes
I would define perception as root cause for identified gap.
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not?
No
Yes
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class.
Other programs offered by the school to close gaps? (Are they working)?
No
None
N/A
N/A
N/A
Question 3: How did we get to where we are now?
Identify Gaps
Resources
Data Considerations
Is data available? (Yes, No)
Is there a perceived gap as compared to the standard?
What would you define as a root cause for identified gap(s)?
Student achievement data
Total number of students
No. of students on level
No. of students below level
No. of students above level
Yes
522
158
225
139
Yes
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered .
Teacher Working Conditions Survey (data to help identify gaps and causes).
Yes
Yes
I would define perception as root cause for identified gap.
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not?
No
Yes
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class.
Other programs offered by the school to close gaps? (Are they working)?
No
None
N/A
N/A
N/A
Running head: REFLECTIVE PAPER 1
3
REFLECTIVE P ...
School council 25 march
Eastbourne Primary School aims for excellence through high quality teachers and learning outcomes. The school recognizes the impact of socioeconomic disadvantage on students and the moral imperative to address their needs. Research shows that effective teachers use evidence-based methods, have high expectations, understand each student's starting point and monitor progress. The school implements a "critical learning path" approach where teachers collaborate in teams to precisely identify individual student needs, plan targeted instruction, and reflect on results. To increase precision and engagement, teachers provide small group and individualized instruction based on formative assessment data. The school is strategizing to enhance resources like technology and collaboration spaces to further support personalizing learning at students' points of need.
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.
Wsu Ppt Building District Data Capacity
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
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Ches Data And Technology Slideshare
- 1. Church Hill Elementary Data, Technology, and Student Achievement Presented by Jeanine K. Brizendine
- 2. from elementary age… to high school and adulthood
- 3. Are we sure we are doing all that we can for them to survive in the world they will live in? 2011, 2012, 2013 and beyond…
- 4. The Data for CHES 2009… Grade 3 Mathematics
- 9. Special Education is an area we need to look at. We are making some progress, can we do more for the students in this population?
- 10. Students in the LEP Population We are receiving students in this population.
- 11. 504 Population Minimal changes in this population.
- 12. FARMS Population There are a number of students in this population.
- 13. Title I Population There are more and more students in this population and the numbers are on the rise.
- 15. Are we doing all that we can? We can do more and we need to do more to assure we are doing all that we can for all of our students.
- 21. We need a plan… http:// www.schoolkit.com/learn21.aspx
- 24. Now, what do you think we should do to assure that we are doing all that we can for our students now in 2009? Please share your thoughts in the comments section in slideshare