The document outlines pathways for measuring student academic achievement and character growth using a 5-step process. It notes that while the steps are the same for both, measuring character is different from measuring academics and will not be held to ambitious goals in the second year. This is because there is less historic data on character, its growth is unknown, and character evaluations can be subjective depending on a teacher's knowledge.
This document discusses setting ambitious yet appropriate goals for students and handling data issues. It states that goals should be challenging but feasible, motivate hard work, and ensure high-level learning. It provides examples of appropriate and inappropriate reasons for adjusting a student's goal or removing them from the data set. Key reasons include an alternative goal being more suitable or a student missing over 50% of instruction. The tracker tracks goal progress and adjustments in its roster and roster changes tabs.
The document provides an overview of the Character Growth Tracker, which allows users to input character scores for students on a 1-5 scale, calculate averages, and track student progress over time. It describes key features, such as storing and exploring character data, tracking overall progress towards goals, and noting when all data has been input. It also outlines limitations, such as not being able to determine if students understand questions or if users have made mistakes entering data. Finally, it provides guidance for properly using the tracker, including treating student data with care, anonymizing names, copying and pasting values only, and saving often.
The document provides an overview of the student goals assessment (SGA) process for the second year of school. It describes the four main differences between the first and second year SGA, including that achieving the proficient goal is now a graduation requirement, the pathway is year-long rather than half-year, goals are set for all students, and character strengths are measured. It then outlines the four SGA modules that students will complete over the course of the year to plan, track progress, verify outcomes, and report on their academic and character growth pathways.
This document provides suggestions for conducting Session #4 of the SGA-201 course, which focuses on helping graduate students develop their professional pathways. It outlines options for holding the session in a whole group, small groups or individual meetings. It notes requirements for students beforehand and suggested activities. For group meetings, it discusses providing differentiated support through stations. For individual meetings, it suggests reviewing quiz scores, having students pitch their pathways, and walking through their tracker. The document emphasizes preparing students in advance and having clear expectations and follow-up instructions.
Relay Graduate School of Education's mission is to teach teachers and school leaders to develop academic skills and strong character in students to succeed in college and life. Formative assessment documentation should be seamlessly collected daily in multiple contexts to fully understand student growth. Teachers select three students of varying developmental levels and collect five documentation samples for each standard being measured for each student across three rounds of data collection. Documentation includes student work, observations, checklists and photos with descriptions. The data should be used to inform instruction, strengthen student relationships, and improve teaching practice by telling the developmental story of students.
To remove a student from the tracker roster, the teacher should not delete the student's information. Instead, the teacher indicates on either the "Student Roster" tab of the Standards Mastery Tracker or the "Roster_Changes" tab of the Reading Growth Tracker that they wish to remove a student. Any request must include a compelling rationale, such as the student being absent for over 50% of instructional days, and refer to the SGA Handbook for more information on appropriate removal scenarios and policy.
To prevent an assessment item from counting toward the overall class average in the tracker, teachers can remove the standard ID and points possible associated with that item. This will blank out the average for that item so it is not included in calculations, while keeping the student response data. Common appropriate reasons to exclude an item include if it assessed unintended content or had factual errors, while poor student performance or running out of time are not valid justifications.
This document discusses the importance of treating student data with care when reflecting on end-of-year results. It emphasizes that data must be honest, accurate, complete, and error-free in order to draw valid conclusions about student learning and achievement. Specifically, it provides examples of how to ensure data is an honest reporting of student accomplishments, reflects any changes over the course of the year, contains all necessary information, and has been thoroughly checked for errors or inconsistencies. Treating data with care is crucial for appropriately measuring student outcomes and communicating their progress to students, parents, and other stakeholders.
This document discusses setting ambitious yet appropriate goals for students and handling data issues. It states that goals should be challenging but feasible, motivate hard work, and ensure high-level learning. It provides examples of appropriate and inappropriate reasons for adjusting a student's goal or removing them from the data set. Key reasons include an alternative goal being more suitable or a student missing over 50% of instruction. The tracker tracks goal progress and adjustments in its roster and roster changes tabs.
The document provides an overview of the Character Growth Tracker, which allows users to input character scores for students on a 1-5 scale, calculate averages, and track student progress over time. It describes key features, such as storing and exploring character data, tracking overall progress towards goals, and noting when all data has been input. It also outlines limitations, such as not being able to determine if students understand questions or if users have made mistakes entering data. Finally, it provides guidance for properly using the tracker, including treating student data with care, anonymizing names, copying and pasting values only, and saving often.
The document provides an overview of the student goals assessment (SGA) process for the second year of school. It describes the four main differences between the first and second year SGA, including that achieving the proficient goal is now a graduation requirement, the pathway is year-long rather than half-year, goals are set for all students, and character strengths are measured. It then outlines the four SGA modules that students will complete over the course of the year to plan, track progress, verify outcomes, and report on their academic and character growth pathways.
This document provides suggestions for conducting Session #4 of the SGA-201 course, which focuses on helping graduate students develop their professional pathways. It outlines options for holding the session in a whole group, small groups or individual meetings. It notes requirements for students beforehand and suggested activities. For group meetings, it discusses providing differentiated support through stations. For individual meetings, it suggests reviewing quiz scores, having students pitch their pathways, and walking through their tracker. The document emphasizes preparing students in advance and having clear expectations and follow-up instructions.
Relay Graduate School of Education's mission is to teach teachers and school leaders to develop academic skills and strong character in students to succeed in college and life. Formative assessment documentation should be seamlessly collected daily in multiple contexts to fully understand student growth. Teachers select three students of varying developmental levels and collect five documentation samples for each standard being measured for each student across three rounds of data collection. Documentation includes student work, observations, checklists and photos with descriptions. The data should be used to inform instruction, strengthen student relationships, and improve teaching practice by telling the developmental story of students.
To remove a student from the tracker roster, the teacher should not delete the student's information. Instead, the teacher indicates on either the "Student Roster" tab of the Standards Mastery Tracker or the "Roster_Changes" tab of the Reading Growth Tracker that they wish to remove a student. Any request must include a compelling rationale, such as the student being absent for over 50% of instructional days, and refer to the SGA Handbook for more information on appropriate removal scenarios and policy.
To prevent an assessment item from counting toward the overall class average in the tracker, teachers can remove the standard ID and points possible associated with that item. This will blank out the average for that item so it is not included in calculations, while keeping the student response data. Common appropriate reasons to exclude an item include if it assessed unintended content or had factual errors, while poor student performance or running out of time are not valid justifications.
This document discusses the importance of treating student data with care when reflecting on end-of-year results. It emphasizes that data must be honest, accurate, complete, and error-free in order to draw valid conclusions about student learning and achievement. Specifically, it provides examples of how to ensure data is an honest reporting of student accomplishments, reflects any changes over the course of the year, contains all necessary information, and has been thoroughly checked for errors or inconsistencies. Treating data with care is crucial for appropriately measuring student outcomes and communicating their progress to students, parents, and other stakeholders.
The document provides guidance on finalizing end-of-year standards mastery data by outlining several steps to verify the data is accurate and complete. These steps include ensuring the tracker includes the teacher's name and finalized roster, at least two assessments were administered and the data from those assessments was entered for all students and standards, the tracker is error-free, and progress toward mastery goals was calculated. Taking these steps will help ensure students receive an honest and accurate assessment of their learning.
This document discusses the importance of verifying student outcome data before celebrating or reporting results. It emphasizes that data must be honest, accurate, complete and error-free. This involves finalizing rosters, ensuring all standards are assessed with rigor, collecting multiple rounds of data for each student, and double checking for errors. Verifying outcomes is crucial to send the right message about student achievement and treat data with appropriate care.
The document outlines the steps a teacher should take to finalize their developmental standards data tracker. It includes verifying that the tracker has an updated roster, assessment dates, data entered for all students and standards, and is error-free. Finally, the teacher should check progress toward goals and ensure their data is honest, accurate, complete and error-free as this is an important part of their role.
The document discusses various academic opportunities and requirements for students. It notes that transcripts are updated each semester to track credits and progress towards graduation requirements. It encourages students to use PSAT and ACT/SAT prep resources and explains the benefits of dual credit, AP, and UIL programs including earning college credits. Registration for the following school year begins in February and good attendance is emphasized.
There are several steps to finalize reading growth data from end-of-year assessments: 1) verify guidance from the assessment template, 2) walk through sample tracker steps including adding name and finalized roster, 3) ensure at least two assessment rounds were administered and input, 4) check for complete data on all students, and 5) review the tracker for errors and progress toward goals. Accurate, complete, and error-free data is important for teachers and students.
Reporting on Mid Year Data - Standards Mastery Kaycee Salmacia
1) The document provides guidance for teachers to summarize their mid-year data on student mastery of standards and character traits.
2) Teachers are instructed to check their overall average standard mastery for standards assessed to date and for all standards to gauge student progress and likelihood of end-of-year success.
3) Additional measures like pacing, coverage, and progress toward ambitious goals are to be reviewed and areas of strength or need identified.
The document explains how to use the code "NETR" or "Not Enrolled This Round" in a student assessment tracker. NETR should be used when a student was not enrolled at the time an assessment was given so their blank response is not counted as a zero. It provides appropriate scenarios like when a student joins after an assessment. It also lists inappropriate scenarios like absence or running out of time, which should not use NETR. To use NETR, simply enter it in the student response field and the tracker will ignore that field and not count it toward averages.
The document provides guidance for teachers to summarize mid-year reading growth data in their assessments. It instructs teachers to record their current overall average reading growth, the percentage of students meeting ambitious goals, and their most recent character average and growth. Teachers are told to note any increases or decreases in character data from the previous round and explain why. The document also notes how to account for students who left the class.
This document provides steps for finalizing end-of-year standards mastery data in a sample tracker. It outlines that the tracker should include a finalized roster with all students, an updated assessment calendar reflecting four rounds of administered assessments, completed data entries for all students on all standards, and be error-free to check progress towards goals. Taking care with the data is important for students.
The document provides steps for finalizing character data in a sample tracker, including:
1) Ensuring the tracker includes the teacher's full name and has a finalized student roster.
2) Verifying the assessment calendar reflects four assessments being administered and four rounds of data entered for all students.
3) Checking that the tracker is error-free and progress toward the goal is assessed. Finalizing the character data accurately and completely is important for teachers and students.
1) MSA math and reading scores for special education students at Sandalwood Elementary School have been increasing over the past few years but need to improve further to meet AYP targets.
2) Possible factors contributing to rising scores include increasing resources like special education teachers, tutoring programs, and math/reading programs.
3) The school provides online math and reading resources for teachers, parents, and students to continue supporting special education students.
math-360 is a web based (#onlinemath) learning, practice and assessment program for students in grades 1 through 10.
math-360 (#math360usa) can be used as: a) an after school (#afterschool) program, b) the primary curriculum for home-schooled students (#homeschool), c) a remedial (#mathremedy) program for those students who need extra help to keep pace with their school curriculum.
#afterschool,#homeschool,#math360usa,#mathremedy,#onlinemath
Springboard is an after school program designed by doctoral level educators to provide academic support to students. It uses small student-teacher ratios and certified teachers to examine students' work, provide tutoring, and ensure they understand classroom lessons. The program offers a balanced schedule of academics, physical activity, social-emotional learning, snack time, and electives. It aims to close learning gaps and communicate regularly with parents and school staff about students' needs and progress.
The document provides steps to finalize reading growth data in a sample tracker:
1. The tracker should include the teacher's full name and have a finalized roster on the goal tab for the chosen reading assessment. Students missing more than 50% of instruction should be removed.
2. The assessment calendar should show that at least four rounds have been administered and entered for all students. Absent students should make up assessments.
3. The tracker should be error-free. Data should be treated with care as it is critical to the teacher's role and students deserve honest, accurate, complete and error-free data.
The document proposes a program called "Gliding Through the GRE" to help students prepare for the exam. It would be a classroom-based tutoring program taught by psychology students that uses proven techniques to boost memory retention and reduce test anxiety. The program aims to increase student acceptance to graduate programs, retention rates, and GPAs. It argues that such a program could be sold to colleges for $20,000 per year and benefit students by providing free preparation compared to expensive online alternatives. Research on coaching for other standardized tests like the SAT shows it can significantly improve scores. The creator argues they are qualified to design this through their psychology and business background.
LITE 2018 – How to Use Scoring Templates to Track Academic Performance [Siobh...getadministrate
This document discusses how to use score templates to track student academic performance. It begins by distinguishing between educational attainment, which focuses on final results, and learning progress, which tracks student development over time. It then defines score templates as customizable fields that can record details about students, like exam marks, assignment submissions, and medical information. The advantages of score templates are that they make it easy to track student progress over time and allow results to be added in bulk and reported on regularly. The document provides information on where to find score templates and how to set them up and enter student scores. It concludes by discussing plans to transition score template features to global custom fields.
Butler Tech Online is an online learning program that allows students flexible enrollment and pacing. To track student progress and quality attendance, the program implements a personalized education plan for each student. The plan sets target dates for lessons based on a student's enrollment dates and expected pace of completion. Student status is determined by comparing actual work completed to expected work based on pace and assignment grades. Quality attendance is based on student status and meeting adequate weekly progress goals, rather than just time spent online. The system aims to support students while maintaining accountability.
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.
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
The document provides guidance on finalizing end-of-year standards mastery data by outlining several steps to verify the data is accurate and complete. These steps include ensuring the tracker includes the teacher's name and finalized roster, at least two assessments were administered and the data from those assessments was entered for all students and standards, the tracker is error-free, and progress toward mastery goals was calculated. Taking these steps will help ensure students receive an honest and accurate assessment of their learning.
This document discusses the importance of verifying student outcome data before celebrating or reporting results. It emphasizes that data must be honest, accurate, complete and error-free. This involves finalizing rosters, ensuring all standards are assessed with rigor, collecting multiple rounds of data for each student, and double checking for errors. Verifying outcomes is crucial to send the right message about student achievement and treat data with appropriate care.
The document outlines the steps a teacher should take to finalize their developmental standards data tracker. It includes verifying that the tracker has an updated roster, assessment dates, data entered for all students and standards, and is error-free. Finally, the teacher should check progress toward goals and ensure their data is honest, accurate, complete and error-free as this is an important part of their role.
The document discusses various academic opportunities and requirements for students. It notes that transcripts are updated each semester to track credits and progress towards graduation requirements. It encourages students to use PSAT and ACT/SAT prep resources and explains the benefits of dual credit, AP, and UIL programs including earning college credits. Registration for the following school year begins in February and good attendance is emphasized.
There are several steps to finalize reading growth data from end-of-year assessments: 1) verify guidance from the assessment template, 2) walk through sample tracker steps including adding name and finalized roster, 3) ensure at least two assessment rounds were administered and input, 4) check for complete data on all students, and 5) review the tracker for errors and progress toward goals. Accurate, complete, and error-free data is important for teachers and students.
Reporting on Mid Year Data - Standards Mastery Kaycee Salmacia
1) The document provides guidance for teachers to summarize their mid-year data on student mastery of standards and character traits.
2) Teachers are instructed to check their overall average standard mastery for standards assessed to date and for all standards to gauge student progress and likelihood of end-of-year success.
3) Additional measures like pacing, coverage, and progress toward ambitious goals are to be reviewed and areas of strength or need identified.
The document explains how to use the code "NETR" or "Not Enrolled This Round" in a student assessment tracker. NETR should be used when a student was not enrolled at the time an assessment was given so their blank response is not counted as a zero. It provides appropriate scenarios like when a student joins after an assessment. It also lists inappropriate scenarios like absence or running out of time, which should not use NETR. To use NETR, simply enter it in the student response field and the tracker will ignore that field and not count it toward averages.
The document provides guidance for teachers to summarize mid-year reading growth data in their assessments. It instructs teachers to record their current overall average reading growth, the percentage of students meeting ambitious goals, and their most recent character average and growth. Teachers are told to note any increases or decreases in character data from the previous round and explain why. The document also notes how to account for students who left the class.
This document provides steps for finalizing end-of-year standards mastery data in a sample tracker. It outlines that the tracker should include a finalized roster with all students, an updated assessment calendar reflecting four rounds of administered assessments, completed data entries for all students on all standards, and be error-free to check progress towards goals. Taking care with the data is important for students.
The document provides steps for finalizing character data in a sample tracker, including:
1) Ensuring the tracker includes the teacher's full name and has a finalized student roster.
2) Verifying the assessment calendar reflects four assessments being administered and four rounds of data entered for all students.
3) Checking that the tracker is error-free and progress toward the goal is assessed. Finalizing the character data accurately and completely is important for teachers and students.
1) MSA math and reading scores for special education students at Sandalwood Elementary School have been increasing over the past few years but need to improve further to meet AYP targets.
2) Possible factors contributing to rising scores include increasing resources like special education teachers, tutoring programs, and math/reading programs.
3) The school provides online math and reading resources for teachers, parents, and students to continue supporting special education students.
math-360 is a web based (#onlinemath) learning, practice and assessment program for students in grades 1 through 10.
math-360 (#math360usa) can be used as: a) an after school (#afterschool) program, b) the primary curriculum for home-schooled students (#homeschool), c) a remedial (#mathremedy) program for those students who need extra help to keep pace with their school curriculum.
#afterschool,#homeschool,#math360usa,#mathremedy,#onlinemath
Springboard is an after school program designed by doctoral level educators to provide academic support to students. It uses small student-teacher ratios and certified teachers to examine students' work, provide tutoring, and ensure they understand classroom lessons. The program offers a balanced schedule of academics, physical activity, social-emotional learning, snack time, and electives. It aims to close learning gaps and communicate regularly with parents and school staff about students' needs and progress.
The document provides steps to finalize reading growth data in a sample tracker:
1. The tracker should include the teacher's full name and have a finalized roster on the goal tab for the chosen reading assessment. Students missing more than 50% of instruction should be removed.
2. The assessment calendar should show that at least four rounds have been administered and entered for all students. Absent students should make up assessments.
3. The tracker should be error-free. Data should be treated with care as it is critical to the teacher's role and students deserve honest, accurate, complete and error-free data.
The document proposes a program called "Gliding Through the GRE" to help students prepare for the exam. It would be a classroom-based tutoring program taught by psychology students that uses proven techniques to boost memory retention and reduce test anxiety. The program aims to increase student acceptance to graduate programs, retention rates, and GPAs. It argues that such a program could be sold to colleges for $20,000 per year and benefit students by providing free preparation compared to expensive online alternatives. Research on coaching for other standardized tests like the SAT shows it can significantly improve scores. The creator argues they are qualified to design this through their psychology and business background.
LITE 2018 – How to Use Scoring Templates to Track Academic Performance [Siobh...getadministrate
This document discusses how to use score templates to track student academic performance. It begins by distinguishing between educational attainment, which focuses on final results, and learning progress, which tracks student development over time. It then defines score templates as customizable fields that can record details about students, like exam marks, assignment submissions, and medical information. The advantages of score templates are that they make it easy to track student progress over time and allow results to be added in bulk and reported on regularly. The document provides information on where to find score templates and how to set them up and enter student scores. It concludes by discussing plans to transition score template features to global custom fields.
Butler Tech Online is an online learning program that allows students flexible enrollment and pacing. To track student progress and quality attendance, the program implements a personalized education plan for each student. The plan sets target dates for lessons based on a student's enrollment dates and expected pace of completion. Student status is determined by comparing actual work completed to expected work based on pace and assignment grades. Quality attendance is based on student status and meeting adequate weekly progress goals, rather than just time spent online. The system aims to support students while maintaining accountability.
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.
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
The document discusses Title I funding and the development of the Annual Continuous Improvement Plan (ACIP) at Graham Elementary School. It explains that Title I funding is used to supplement existing programs and help students meeting challenging standards. The ACIP is developed based on school data to identify areas for improvement, set goals to improve these areas, and develop strategies funded by Title I money. A Title I team comprising teachers, parents, and community members is formed to share input and develop the ACIP goals and strategies. The ACIP aligns with the district and state strategic plans to help students become college and career ready.
The document discusses using data to assess various academic support programs aimed at traditionally underrepresented students at Georgia Tech. It outlines challenges in obtaining and analyzing enrollment, grade, and other institutional data. The goal is to evaluate programs like summer bridge courses, peer mentoring, and tutoring to determine their impact on student achievement, retention, and development in order to improve offerings and student outcomes. Metrics like GPA, course performance, and graduation/retention rates are examined. Data is obtained from the admissions, registrar, and institutional research offices and analyzed using tools like Excel, Access, and SASS to guide programming decisions.
The document outlines a district's vision, mission, goals and strategies for improving student achievement and outcomes. The key points are:
- The district's vision is to establish a world-class, student-focused learning system where all students meet or exceed high standards.
- The district's goal and theory of action focus on engaging all staff in high-quality teaching and learning through strengthening the "instructional core" of teacher skills, rigorous content, and student engagement.
- The district will implement strategies such as professional learning communities, instructional coaching, integrating technology, and differentiated instruction to improve the instructional core.
- School goals and plans will align with the district's vision and be supported by district
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.
The document discusses analyzing data from various programs run by an Office of Minority Education to assess their effectiveness and impact on student outcomes. It describes collecting data from sources like the admissions, registrar's, and institutional research offices on topics like GPA, course performance, and retention. The data is then exported, analyzed, and compiled into reports to evaluate programs like the summer bridge challenge program, peer mentoring, and academic support and determine how to improve student achievement.
MSDE Presentation on Student Learning Objectives: MSEA 2013 Conventionmarylandeducators
The document discusses implementing high-quality student learning objectives (SLOs) as part of Maryland's teacher evaluation model. It explains that 50% of teacher evaluations will be based on student growth measures, including SLOs. SLOs require teachers to identify critical content, select quality measures, set rigorous targets, and develop best practice action plans. The document provides questions and examples to guide teachers in developing high-quality SLOs and ensuring they are ambitious yet attainable. After using SLOs for 5 years, teachers reported benefits like stronger collaboration and a focus on student progress and achievement.
SMART - Developing Effective Goals and Objectives.pptxssuser62c7af1
The document discusses developing effective goals and objectives using the SMART framework. SMART stands for Specific, Measurable, Appropriate, Realistic, and Time-Specific. The document provides guidance on writing goals and objectives that adhere to each element of the SMART framework. Specifically, it emphasizes making goals precise and quantifiable so progress can be measured, aligning goals with stakeholders' needs, ensuring goals are achievable with available resources, and specifying timeframes to establish deadlines. Adhering to the SMART framework helps create clear, focused goals that guide planning and enable evaluation of success.
1. The document discusses the need for strategic coherence in planning across a school district to ensure student success in an unpredictable world.
2. It emphasizes explicitly connecting foundational systems like mission, leadership, goals and measures to instructional practices to achieve high leverage student learning goals like critical thinking, communication, digital literacy and problem solving.
3. The document provides examples of how districts, schools, teachers and students can develop aligned goals, measures and practices at each level to create organizational coherence focused on equitable student outcomes.
Optimizing your Response to Intervention (RTI) Model with Wowzers Online MathWowzersMath
The document discusses optimizing a school's Response to Intervention (RTI) model with the help of the Wowzers technology solution. It recommends a three-pronged approach: 1) using diverse formative and summative assessments to understand student mastery, 2) separating students into tiers visually based on assessment data to assign learning, and 3) employing easy-to-use progress monitoring measures. This would allow schools to screen students, identify at-risk cases, determine exit criteria, and gain insights to guide next steps in learning. The presenter takes questions at the end and requests feedback on providing more information about Wowzers' tiered instruction capabilities.
This document provides information on creating SMART goals for school improvement. It defines what SMART goals are and the components they should include: Specific, Measurable, Attainable, Relevant, and Time-bound. Examples of effective and ineffective goals are given. The document guides participants through creating an initial SMART goal for their grade level using achievement data. Participants are asked to develop a reading SMART goal, identify strategies to achieve it, assign responsibilities, and establish a timeline with evidence of completion.
Presented by:
Dr. Lisa D’Adamo-Weinstein, Director of Academic Support , SUNY Empire State College
Dr. Tacy Holliday, Governance Coordinator, Montgomery College, NCLCA Learning Center Leadership Level
Description: Measuring and evaluating student success is crucial to retention efforts and program development. Join us as we talk about the key elements necessary to measure student success in your tutoring and learning centers. We will assist you in developing an assessment plan for your own center.
Data Driven Instructional Decision MakingA framework.docxwhittemorelucilla
Data Driven
Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
then pivot instruction based on insights from their analysis.
From: Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
Data-Driven Decision Making Process Cycle
Data Planning
and
Production
Data Analysis
Developing
an Action
Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data is used
From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
TeachersKnowBest-MakingDataWork.pdf
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Instructors need to
facilitate this data –driven
instruction decision loop
in a timely and smooth
fashion
…and on an ongoing basis
• Per student
• Per class
• Per group
Data –Driven Instruction Feedback Loop
Roles Inherent in the Data-Driven Instruction
Decision Making Loop
• Planner
• Data Producer
• Data Analyst
• Monitor
• Reporter
• Data End User
• IT
• Operations and Logistics
Data Planning and Production Questions
• What questions are to be addressed in future data-informed
conversations? Which questions are more important?
• What information (metrics) are needed to answer these question?
• Is the information available and feasibly attainable?
• Are the necessary technology and resources available?
• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
• How and when will the data be collected and stored?
Data Analysis Questions
• What relations exists between the metrics? What patterns do
the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
need to be designed to support the analysis?
• What method of analysis or evaluation will be used?
• What are the data limitations, strengths, challenges, context?
Monitor Questions
• How are the metrics evolving as the learning and instructional
processes evolve.
INET Results-Based Accountability Workshop: May 2, 2014Navicate
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.
Fetc 2015 Microsoft and Adobe industry certification magicMike Ploor
Presentation for FETC workshop where participants train for MOS certification in a two hour window. More information provided to extend to classroom and allow for college credit for these certifications.
The document outlines a framework for setting goals, measures, and practices at the district, school, and teacher levels to improve student skills. At the district level, the community selects high-leverage student skills and agrees on standardized and non-standardized metrics to measure success. Similarly, at the school level, the community selects goals and measures. Professional learning opportunities are created at the school level aligned with needed instructional strategies. At the teacher level, goals are set aligned with the school's focus, and teachers identify standardized and non-standardized measures. Teachers engage in school-based professional learning and can add personalized learning to their plans.
Enhancing Programming through Naviance CCRNaviance
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.
The School Consultancy Tutoring Programme Presentationsuefraser11
Sue and Maryanne created the Tutor Your Child program to help parents support their children's math and English learning at home, offering tutorial videos at three levels of difficulty. They then expanded into secondary schools with their School Consultancy Tutoring Programme to help close learning gaps preventing students from progressing in math. The program assesses students, creates individualized learning roadmaps, tracks progress, and supports teaching assistants delivering the lessons. Schools benefit from improved student outcomes, engagement, and self-esteem as gaps are addressed. Feedback shows students enjoying learning at the right level and making academic progress.
Training and Coaching Capacity Webinar.pptxShree Shree
Training and coaching are both valuable approaches to personal and professional development, but they differ in their methodologies and objectives. Here's an overview of each:
Training:
Training refers to a structured process of imparting knowledge, teaching skills, and providing instruction on specific topics or tasks. It typically follows a predefined curriculum or syllabus and is designed to enhance specific capabilities or competencies. Training programs can be conducted through workshops, seminars, online courses, or on-the-job training. The main goals of training are to transfer knowledge, develop specific skills, and improve performance in a particular area. Trainers often focus on providing information, demonstrating techniques, and facilitating practice or application of learned skills.
Coaching:
Coaching, on the other hand, is a more personalized and individualized approach to development. It involves a one-on-one relationship between a coach and a client, known as the coachee. The coach acts as a facilitator, supporting the coachee in setting goals, exploring possibilities, and achieving personal or professional growth. Coaching sessions typically involve active listening, powerful questioning, and reflection to help the coachee gain self-awareness, clarify their goals, and identify strategies for success. Coaches often help individuals explore their values, beliefs, and motivations, and provide guidance, feedback, and accountability throughout the coaching process.
While training focuses on the transfer of knowledge and skill acquisition, coaching emphasizes self-discovery, goal-setting, and personal growth. Training tends to have a more structured and content-driven approach, while coaching is more open-ended and driven by the coachee's specific needs and aspirations. Both training and coaching can be valuable in different contexts and can complement each other to support holistic development.
It's important to note that individuals or organizations may choose to engage in training programs or hire coaches based on their specific goals and desired outcomes. Some individuals may benefit from a combination of training and coaching to maximize their learning and development potential.
The document discusses aggregate data and descriptive statistics. It covers topics like dispersion, common mistakes in analyzing average data, Simpson's Paradox phenomenon, and properly interpreting statistical findings versus practical significance. Examples are provided to illustrate Simpson's Paradox, where averages can be misleading and hide important details that disaggregating the data by subgroups would reveal. The key lesson is that aggregate data needs to be disaggregated to tell the full story and avoid paradoxical findings.
The document provides step-by-step instructions for recreating a column chart in Excel using tracker data. It describes copying the needed data into a new workbook, organizing the data with column labels, selecting "Insert > Column > 2-D Column" to generate the initial chart, and then customizing the chart by adding a title, axis labels, and data labels. The overall process takes the reader through setting up, generating, and formatting the column chart to display the selected tracker data.
The document provides step-by-step instructions for copying tracker data from a workbook into a scratch workbook, organizing it to create a column chart in Excel, and customizing the chart with a title, labeled axes, and data labels to visualize student data. It describes copying two columns of data side-by-side, sorting or organizing the data, highlighting the organized data to insert a 2-D column chart, and using Excel's layout menu to add a title above the chart, a rotated vertical axis label, and optional data labels noting "n=" values.
The document provides step-by-step instructions for creating a column chart from student data in Excel. It describes copying student performance data from a tracker into a new workbook, sorting the data from lowest to highest mastery, selecting the data and choosing "2-D Column" to generate the chart. It then advises adding labels like the title, axis titles and inserting lines to mark thresholds of 70% and 80% mastery. The overall purpose is to recreate a graphical display of student data in Excel.
The document provides step-by-step instructions for recreating a tracker graphic in Excel using assessment data. It describes copying assessment data from a tracker into a new workbook, sorting the data, organizing it into columns for different performance categories, highlighting the organized data, inserting a 2-D column chart using the Insert menu, and adding titles and labels to the chart layout to make it accessible. The overall purpose is to take raw assessment data and transform it visually into a graphical display using Excel.
The document provides instructions for copying student assessment data from a tracker into a new workbook, organizing it into columns by category and sorting by growth level, then using this organized data to generate a column chart in Excel. The steps include highlighting the organized data and selecting "Insert" then "2-D Column" to create an initial chart, making the chart wider to see all student initials, and then adding a title and axis labels through the "Layout" menu to make the figure accessible.
The document provides instructions for creating a bar graph in Excel using student assessment data. It involves copying assessment scores and student initials from a tracker into a new workbook, sorting the data by score, organizing it with boys on the right and girls on left, highlighting the organized data, selecting "Insert" then "2-D Column" to generate an initial graph, widening the graph to see all initials, and adding titles, labels and captions through the "Layout" menu to make the graph accessible. The graph will visually display and compare students' mastery of standards.
The document provides step-by-step instructions for creating a column graph in Excel to display student assessment data. It involves copying assessment data from individual student tabs into a scratch workbook, sorting the data, organizing it into columns for boys and girls, highlighting the data and selecting "Insert" then "2-D Column" to generate a column graph. Additional steps include deleting axis numbers, scaling the vertical axis to 1.0, labeling the values as percentages, and adding titles and labels to make the graph accessible.
The document provides step-by-step instructions for recreating a graphic using Excel by:
1) Copying tracker data from assessments into a new workbook and organizing it so that Excel can recognize the numbers and plot them on a graph.
2) Creating a scatter plot graph from the organized data and formatting it by deleting unnecessary numbers and making the data points larger.
3) Adding labels, titles and axis labels to make the graph accessible and clearly labeled.
The document provides step-by-step instructions for recreating a column chart in Excel that shows student reading growth over time. It describes copying relevant data from a tracker workbook, organizing the data for the chart, selecting the column chart type from the Insert menu, and customizing the chart by adding a title, axis labels, and data labels to show growth amounts. The overall process involves transferring and formatting data, selecting the appropriate chart type, and fully labeling the chart for accessibility and interpretation.
The document provides step-by-step instructions for creating a column chart in Excel by organizing data, selecting the "Insert" menu to choose a 2-D column graph, and adding titles and labels through the "Layout" menu to make the figure accessible. It demonstrates how to take organized data and turn it into a labeled column chart using Excel's graphing features.
The document provides instructions for creating a column graph in Excel. It explains that the user must first organize their data so that Excel can generate the desired figure. They then need to highlight the organized data and select "Insert" then "2-D Column" to generate the initial graph. Some additional formatting is then needed, including adding a title by going to "Layout" then "Chart Title", and labeling the vertical axis by going to "Layout" then "Axes Titles".
This document provides guidance and examples for analyzing student data and writing a data narrative focusing on one student. It includes an agenda that outlines the objectives of examining data for all students, subgroups, and individually. Examples are provided of how to write a strong student profile section, display student performance data in graphs and charts, and draw appropriate inferences about a student's achievement based on the analysis. Criteria for selecting the individual student to feature are also discussed.
This document discusses analyzing student data for subgroups. It provides an agenda that includes objectives around teaching context, analyzing data for all students, analyzing data for subgroups, and analyzing data for one student. It also includes a rubric and assessment template for subgroups. The document instructs the reader to read a sample from Kip that analyzes subgroups and consider strong features of the research questions, rationale, and data disaggregation and analysis presented. [END SUMMARY]
The document outlines an agenda for a data analysis training which includes:
1) Analyzing data for all students in a class and comparing it to grade-level benchmarks
2) Analyzing subgroups of students based on factors like gender or race
3) Analyzing individual student data
It then provides examples from a sample analysis, focusing on the section analyzing data for all students in the class. The sample analysis graphs the class results, compares them to benchmarks, and analyzes the distribution of scores. The document discusses strengths of the sample analysis' graphics and written explanations.
The document provides an overview of a sample teaching context section written by Kip Dynamite. It summarizes Kip's teaching context, which clearly describes that he teaches 2nd grade in all subjects at Pioneer Elementary in Preston, Idaho. Kip's class demographics reflect the overall school population and includes 5 family members. The intended audience is described as educated but without insider knowledge of education terminology. Kip's paragraphs are well organized, starting broadly and zooming into greater detail about his specific classroom. The information in Kip's teaching context was found through public sources like the internet and student information systems.
The document outlines an agenda and objectives for a session on data inference. The session will cover descriptive statistics, dispersion, aggregate data, asking the right questions and using the right graphics, and data inference. It will compare basic descriptive statistics and identify limitations, describe mistakes in analyzing average data, explain the purpose of data narratives, and evaluate research questions. The document provides examples of bad inferences from average data and outlines five points to consider in data inference, including that descriptive statistics don't tell the whole story, cutting the data can reveal more, statistical concepts require context, small samples can confound trends, and research questions shape inferences.
The document discusses research questions and how to evaluate them. It provides examples of poor research questions that are biased or leading and lack meaning. A good research question should be minable so it can be thoroughly explored, crisp so it is succinct and easy to understand, and meaningful so there is a clear rationale for why someone should care about the answer.
Here are the steps to create a histogram:
1) Determine the numerical ranges or "bins" to use. Here they are in 20% increments from 0-100%.
2) Count the number of data points that fall into each bin.
3) Draw columns above each bin to represent the frequencies. The column heights show the number of data points in each bin.
Let me know if any part needs more explanation!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
3. We Want Students To Succeed Academically!
http://www.abbsonlive.com/wp-content/uploads/2016/02/bigstock-graduation-girl-holding-her-di-13617998.jpg
4. But We Want Teamwork and Citizenship Too!
http://www.gettyimages.com/detail/video/baseball-little-league-champions-richmond-virginia-stock-video-footage/130116886
6. We want to develop in all students the academic skills and
strength of character needed to succeed in college and life.
http://www.abbsonlive.com/wp-content/uploads/2016/02/bigstock-graduation-girl-holding-her-di-13617998.jpg
http://blnsm.com/images/aba.jpg
18. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
A Pathway of Course!
19. Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Qualifying Qs:
1) What are you measuring,
and for whom?
2) Are you using a mastery- or
growth-based approach?
3) Have you selected an
aligned student
achievement tracker?
Step 3: Set Goals
Qualifying Qs:
1) Have you set meaningful
goals for your class?
2) Have you set meaningful
goals for all students?
Step 4: Track Progress
Qualifying Qs:
1) Are you maintaining
complete, error-free data?
2) Have you analyzed your
data?
3) Have you responded to
your data?
Step 5: Verify
Outcomes
Qualifying Qs:
1) Are your end-of-year data
complete and error-free?
2) Did you meet the
Proficient Goal? The
Ambitious Goal?
3) Have you reflected upon
these outcomes mean for
you and your students?
Select
Subject,
Students, and
Measurement
Approach
Confirm
Mastery-
Based Goals
for Student
Learning
Confirm
Growth-Based
Goals for
Student
Learning
Collect and
Act On
Ongoing
Mastery Data
Collect and
Act On
Ongoing
Growth Data
Complete and
Reflect Upon
Mastery Data
Complete and
Reflect Upon
Growth Data
Qualifying Qs:
1) Have you selected the right
assessment(s)?
2) When do you plan to
administer your
assessment(s)?
The RGSE Pathway for Measuring Academic Achievement
Create Plan to
Assess
Mastery of
the Content
Create Plan to
Measure
Growth in the
Subject
Academic Pathway.
20. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Character Pathway.
21. Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Qualifying Qs:
1) What are you measuring,
and for whom?
2) Are you using a mastery- or
growth-based approach?
3) Have you selected an
aligned student
achievement tracker?
Step 3: Set Goals
Qualifying Qs:
1) Have you set meaningful
goals for your class?
2) Have you set meaningful
goals for all students?
Step 4: Track Progress
Qualifying Qs:
1) Are you maintaining
complete, error-free data?
2) Have you analyzed your
data?
3) Have you responded to
your data?
Step 5: Verify
Outcomes
Qualifying Qs:
1) Are your end-of-year data
complete and error-free?
2) Did you meet the
Proficient Goal? The
Ambitious Goal?
3) Have you reflected upon
these outcomes mean for
you and your students?
Select
Subject,
Students, and
Measurement
Approach
Confirm
Mastery-
Based Goals
for Student
Learning
Confirm
Growth-Based
Goals for
Student
Learning
Collect and
Act On
Ongoing
Mastery Data
Collect and
Act On
Ongoing
Growth Data
Complete and
Reflect Upon
Mastery Data
Complete and
Reflect Upon
Growth Data
Qualifying Qs:
1) Have you selected the right
assessment(s)?
2) When do you plan to
administer your
assessment(s)?
The RGSE Pathway for Measuring Academic Achievement
Create Plan to
Assess
Mastery of
the Content
Create Plan to
Measure
Growth in the
Subject
Academic Pathway. 5 Steps.
22. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Character Pathway. Same 5 Steps.
One MAJOR difference…
23. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
In Year 2 SGA, you’ll be expected to
measure character,
but you won’t be held responsible
for meeting or exceeding an
Ambitious Goal.
24. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Measuring character is different
from measuring academic outcomes,
Which is why we treat it differently.
28. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
That’s why you’ll be expected to
measure character in Year 2 SGA,
but you won’t be held responsible
for meeting or exceeding an
Ambitious Goal.
29. The SGA Handbook provides
more details on measuring
character.
Here’s the quick version.
44. Like Always, Treat Your Data With Care!
Honest Accurate
Complete
Error-Free
45. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
In Step 3, We’ll Set A Class Goal
46. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Even Though We Won’t Hold Ourselves
Responsible For Meeting It.
47. CLASS GOAL:
ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER GROWTH
CARD INDICATORS
48. ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER
GROWTH CARD INDICATORS
49. ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER
GROWTH CARD INDICATORS
50. ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER
GROWTH CARD INDICATORS
61. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
That’s How We’ll Measure
Character!
62. You’ll learn more at your
next in-person session.
Click ahead to the next
activity to learn about
the Character Tracker!
Editor's Notes
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://school.familyeducation.com/6th-grade/6th-grade-math/72144.html
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://school.familyeducation.com/6th-grade/6th-grade-math/72144.html
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://school.familyeducation.com/6th-grade/6th-grade-math/72144.html
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://www.mrsec.org/education/programs/kindergarten-grade-12-k-12-program
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://www.mrsec.org/education/programs/kindergarten-grade-12-k-12-program
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://www.mrsec.org/education/programs/kindergarten-grade-12-k-12-program
You measure success that matters. Character matters and that’s why we are measuring it as a part of your Y2 Pathway.
http://www.socialable.co.uk/12-killer-analytic-tools-to-measure-your-success/
Say
But how do you measure character?
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Say
Going forward, we will concretely define “the work of student growth and achievement” as this 5-step Pathway. Our SGA modules will center around use of this Pathway, and we’ll use it as a guide throughout the SGA modules this year and next year.
In the Pathway we’ll identify what your students should learn, how you’ll assess them, how high they should score to be successful, what you’ll do keep them progressing, and how you’ll reflect on how well they did. Those are the 5 steps, summarized.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Say
Going forward, we will concretely define “the work of student growth and achievement” as this 5-step Pathway. Our SGA modules will center around use of this Pathway, and we’ll use it as a guide throughout the SGA modules this year and next year.
In the Pathway we’ll identify what your students should learn, how you’ll assess them, how high they should score to be successful, what you’ll do keep them progressing, and how you’ll reflect on how well they did. Those are the 5 steps, summarized.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Question #1: So how do you set a character goal? The trouble with setting character goals is that we don’t yet know what’s possible, and just how high our students can grow. This is also a brand new field and we don’t have years’ worth of data (like we do with academic data) to set meaningful thresholds. Measuring character data can also be tricky because our perceptions may be different than others. We may see ourselves as extremely brave, but appear far more timid to others.
http://www.littletrekkers.co.uk/little-trekkers-ambassadors/ambassador-blog/item/how-high-can-you-reach.html
http://nces.ed.gov/surveys/els2002/overview2.asp
http://egelywheel.net/en/making-your-subjective-mind-work-for-you
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Your roster for your Character Goal will be one class only. If you are a self-contained elementary teacher this will be the same roster as your Academic Goals. If you are a secondary teacher, you will select one class that you teach to measure your Character Goal—likely your homeroom class or the class that you teach most frequently.
http://blogs.957rnb.com/2010/12/
For each of the great eight character strengths we have a 2-4 indicators you can use to measure each strength. Here are two examples of growth card indictors of zest and curiosity. When you administer this assessment you will collect student-level data AND teacher-level data using the following scale. If you are measuring a strength other than the great eight you will create your own 2-4 character indicators.
Show
Ask grad students to turn and talk and come up with a kindergarten appropriate version of this statement. Call on 2-3 grad students to share their ideas. Reveal sample “after” response.
Show
Ask grad students to turn and talk and come up with a kindergarten appropriate version of this statement. Call on 2-3 grad students to share their ideas. Reveal sample “after” response.
Show
Ask grad students to turn and talk and come up with a kindergarten appropriate version of this statement. Call on 2-3 grad students to share their ideas. Reveal sample “after” response.
For question #3 you’ll see that we have created a Relay Character Growth Tracker to make your character tracking easy peasy. Once you’ve selected the character strength you want to measure, you will simply identify the corresponding tab to use within the tracker. If you are using one of the great eight traits, a tab has been made for you. If you are measuring a different trait than one of the great eight you can change the information in one of the tabs to align to the character strength you selected.
Say
Another thing you may want to consider is the most grade appropriate way to administer your assessment. If you are a secondary teacher you could administer a multiple choice assessment, if you work with younger students you may choose to administer your character assessment orally. The choice is up to you!
http://www.prwatch.org/news/ /05/11523/scantron-15th-corporation-dump-alec
http://www.chi-colorado.org/research-evaluation/k8education/
For example…
For example…
This year you are required to collect 4 rounds of character data with each round including students’ self-evaluations and your teacher evaluations. For each round you will need to collect data for 100% of your students.
Beyond that, you may want to collect optional additional character data. One way you can collect additional data is to collect parent evaluations each round. This data will give you additional insight to your students’ character development.
Transition
To Step 3
Transition
To Step 3
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Say
But how do you measure character?
Because of these challenges, our approach is not to set quantitative Achievement Floors and Ambitious Goals for character, but rather, to collect really great data. As we just discussed in Step 2, your character graduation points are associated with the quantity and quality of the character data you collect, not the actual amount of growth your students make. It’s about measuring what matters, collecting great data, and using that data to drive your instruction.
http://unixheads.org/backend/ /02/i-admit-im-a-data-geek/
Because of these challenges, our approach is not to set quantitative Achievement Floors and Ambitious Goals for character, but rather, to collect really great data. As we just discussed in Step 2, your character graduation points are associated with the quantity and quality of the character data you collect, not the actual amount of growth your students make. It’s about measuring what matters, collecting great data, and using that data to drive your instruction.
http://unixheads.org/backend/ /02/i-admit-im-a-data-geek/
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.