Leading A Team to Establish Group Norms and Analyze Data
•Download as PPTX, PDF•
1 like•475 views
This document discusses analyzing and displaying DIBELS (Dynamic Indicators of Basic Early Literacy Skills) data for a reading class of 20 students. It includes a table showing the percentage of students in categories like emerging, proficient, and exemplary for different DIBELS measures at the beginning, middle, and end of year. It also discusses identifying student subgroups and their performance, gathering and reviewing performance data over time, and using progress monitoring to help students improve specific skills.
Report
Share
Report
Share
Recommended
Parent's Club Meeting October 2016
This document provides information about Title I interventions at Dunlap Grade School. It describes the three-tiered Response to Intervention (RTI) model used to identify and support students academically. Students in Tier II receive targeted classroom or intervention support based on assessments below the 25th percentile. A variety of research-based reading and math interventions are used in 6-8 week cycles, with progress monitored through tools like STAR assessments. Title I staff document intervention implementation to ensure integrity. The document recaps September successes and previews upcoming October activities.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
Eald staff meeting nov
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and help students progress in writing. It details the following:
- Goals for teachers to apply L&LL and for students to progress one level per year or two levels for EALD students.
- A plan to develop teacher capacity through professional development and student leveling sessions to assess sentence structure.
- A moderation process found the school's leveling was mostly aligned to moderator standards.
- An ethos that leveling will help teachers cater to student needs and support differentiation.
Title I Parent Meeting 2016
As a parent/guardian of a student at a school receiving funds under Title I of the Elementary and Secondary Education Act, you have the right to request the professional qualifications of the teachers who instruct your child and the paraprofessionals, if any, who assist them. You may request the following information about each of your child's classroom teachers and/or their paraprofessional assistants:
1. Whether the teacher has met State certification requirements;
2. Whether the teacher is teaching under an emergency permit or other provisional status by which State licensing criteria have been waived;
3. The teacher's college major;
4. Whether the teacher has any advanced degrees and, if so, the subject of the degrees; and
5. Whether any instructional aides or paraprofessionals provide services to child and, if so, their qualifications.
If you would like to receive any of this information, please contact Charlotte Ferris (cferris@dunlapcusd.net) at the District Office
Math Blizzard: Numbers and Operations K-5 Progression
A K-5 Progression of Numbers and Operations Standards at Dunlap Grade School. In addition, a Title 1 Review and Introduction of RtI
PTA Meeting - Smith Middle School (Scott's Assignment)
This document summarizes a PTA meeting about standardized writing assessments at Smith Middle School. It discusses trends in writing test scores over the past 5 years which have generally increased but also decreased recently. It compares the school's scores to district averages and presents an improvement plan to increase professional development, assessment tools, and descriptive feedback to better prepare students. It recognizes a teacher, Mrs. Summers, for helping increase proficiency scores.
Gaby
This document discusses the credibility issues faced by non-native English speaking teachers with their students, academic organizations, and administrators. It notes that a teacher's race, appearance, and accent can impact credibility with students. It provides recommendations for non-native teachers to improve vocabulary, pronunciation, word stress, fluency, and use of technology to build credibility. Practice is highlighted as key to overcoming credibility challenges.
McMulen Data Vision Action 11.14.13
Through analyzing achievement data, providing targeted instruction and intervention, and offering professional development, Wildwood Elementary worked to increase the academic performance of its low-income students in mathematics. Key aspects of the intervention included coordinating support services, adhering to mathematical targets, and examining data frequently. As a result, Wildwood closed the achievement gap between low-income and non-low-income students in both reading and mathematics, earned recognition as a School of Distinction, and was removed from the state's list of failing schools.
Recommended
Parent's Club Meeting October 2016
This document provides information about Title I interventions at Dunlap Grade School. It describes the three-tiered Response to Intervention (RTI) model used to identify and support students academically. Students in Tier II receive targeted classroom or intervention support based on assessments below the 25th percentile. A variety of research-based reading and math interventions are used in 6-8 week cycles, with progress monitored through tools like STAR assessments. Title I staff document intervention implementation to ensure integrity. The document recaps September successes and previews upcoming October activities.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
Eald staff meeting nov
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and help students progress in writing. It details the following:
- Goals for teachers to apply L&LL and for students to progress one level per year or two levels for EALD students.
- A plan to develop teacher capacity through professional development and student leveling sessions to assess sentence structure.
- A moderation process found the school's leveling was mostly aligned to moderator standards.
- An ethos that leveling will help teachers cater to student needs and support differentiation.
Title I Parent Meeting 2016
As a parent/guardian of a student at a school receiving funds under Title I of the Elementary and Secondary Education Act, you have the right to request the professional qualifications of the teachers who instruct your child and the paraprofessionals, if any, who assist them. You may request the following information about each of your child's classroom teachers and/or their paraprofessional assistants:
1. Whether the teacher has met State certification requirements;
2. Whether the teacher is teaching under an emergency permit or other provisional status by which State licensing criteria have been waived;
3. The teacher's college major;
4. Whether the teacher has any advanced degrees and, if so, the subject of the degrees; and
5. Whether any instructional aides or paraprofessionals provide services to child and, if so, their qualifications.
If you would like to receive any of this information, please contact Charlotte Ferris (cferris@dunlapcusd.net) at the District Office
Math Blizzard: Numbers and Operations K-5 Progression
A K-5 Progression of Numbers and Operations Standards at Dunlap Grade School. In addition, a Title 1 Review and Introduction of RtI
PTA Meeting - Smith Middle School (Scott's Assignment)
This document summarizes a PTA meeting about standardized writing assessments at Smith Middle School. It discusses trends in writing test scores over the past 5 years which have generally increased but also decreased recently. It compares the school's scores to district averages and presents an improvement plan to increase professional development, assessment tools, and descriptive feedback to better prepare students. It recognizes a teacher, Mrs. Summers, for helping increase proficiency scores.
Gaby
This document discusses the credibility issues faced by non-native English speaking teachers with their students, academic organizations, and administrators. It notes that a teacher's race, appearance, and accent can impact credibility with students. It provides recommendations for non-native teachers to improve vocabulary, pronunciation, word stress, fluency, and use of technology to build credibility. Practice is highlighted as key to overcoming credibility challenges.
McMulen Data Vision Action 11.14.13
Through analyzing achievement data, providing targeted instruction and intervention, and offering professional development, Wildwood Elementary worked to increase the academic performance of its low-income students in mathematics. Key aspects of the intervention included coordinating support services, adhering to mathematical targets, and examining data frequently. As a result, Wildwood closed the achievement gap between low-income and non-low-income students in both reading and mathematics, earned recognition as a School of Distinction, and was removed from the state's list of failing schools.
NSI 2014: Move Over - I'm Driving! A Model for Student Engagement
See how one middle school utilizes Naviance Success Planning with their standards-based academic assessments to develop SMART Goals, write action plans, and conduct student-led parent conferences. This interactive session demonstrates how students analyze data and prepare for individual conferences.
Using data to improve outcomes for vulnerable groups in the Early Years
This document summarizes Liz Laws' presentation on using Early Years Foundation Stage (EYFS) data to improve outcomes for vulnerable groups. The presentation aimed to show how to use EYFS data to measure all children's progress, focus on attainment and progress of vulnerable groups, and inform planning, teaching, learning and interventions. Key points included identifying gaps in literacy and math between boys/girls, summer/non-summer born, and pupil premium/non-pupil premium children; ensuring accurate assessments; analyzing data to identify gaps and tailor teaching; and seeing improved progress and outcomes as a result, particularly for vulnerable groups. Next steps discussed continuing these strategies and embedding a data lead role.
DEN Impact Study 2011
This report summarizes the results of a survey of 231 members of the Discovery Educator Network Leadership Council about their use of Discovery Educator Network resources and services. It finds that respondents were highly active users of all DEN has to offer, especially social media and the Weekly Update. It also finds that DEN had a major positive impact on respondents' professional growth and technology use. However, some resources like certain webinars had lower participation. The report provides recommendations for how DEN can improve engagement with all its offerings.
Building a High-Performing Middle School PLC
Learn how to bring the three big ideas of a PLC to life in a middle school. Leave with a powerful understanding of what it takes to transform any middle school into a high-performing PLC. Gain practical strategies you can use immediately.
Guest Researcher: Dr. Mark Knight
This document discusses conducting action research in school settings. It provides an example of an action research study conducted in a school district to address increasing student engagement and achievement. The study examined incorporating student voice into a process called Coaching for Design that involved teachers designing lessons. Data collection involved interviews and focus groups. Results showed student voice activities increased participant engagement and perspectives. While longer-term impacts on achievement were unclear, the district has continued building on the work. The document prompts discussion of developing one's own action research plan.
Disadvantaged Pupils- Staff Briefing
This is in the context of my school. But, the teaching and learning tips shared should apply to all contexts.
I hope it helps.
@ASTSupportaali
CTHSS SB Share
Combined EDUCATION CONNECTION and CSDE slides that highlight Smarter Balanced Assessment information.
Teach Smarter, Not Harder PETE&C 11
This document discusses using formative assessment and digital tools to engage students and increase instructional time. It notes that formative assessment, unlike summative assessment, is an ongoing process where teachers adjust instruction and students adjust learning based on evidence. When done well with student participation, formative assessment can significantly improve both achievement and motivation. A variety of digital tools are presented that teachers can use to check student understanding and gather feedback.
DIBELS: One Piece of the Puzzle
Presentation for the Horizon School Division AISI PD Day, regarding the utilization of DIBELS within a Collaborative Response Model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Innovation presentation
The document discusses the benefits of using the Edusoft assessment management system over traditional paper-based testing methods like Scantron. Edusoft allows teachers to develop and administer assessments online or on paper, access results immediately, and tailor instruction to student needs based on assessment data. It also outlines Edusoft's role in measuring student learning and teacher effectiveness as required by laws like No Child Left Behind. Finally, it provides recommendations for implementing Edusoft, such as involving stakeholders, reviewing learning standards, providing teacher training, analyzing student performance data, and designing instruction to help students meet goals.
Careena - A Virtual Career Adviser In Your Pocket
A class project with the purpose of providing career advice for high school and college students on career paths to explore as well as how to reach their goals. Part of the Conversational UI Movement
What Makes Charter Schools Effective?
This document discusses lottery-based studies of charter school effectiveness. Lottery-based studies are described as the gold standard for evaluating charter schools because they generate ideal control groups by randomly assigning some applicants to charter schools (lotteried-in) and others to traditional public schools (lotteried-out). A lottery-based study of NYC charter schools found small positive effects on test scores and graduation rates. Certain charter school policies like longer school days and data-driven instruction are correlated with stronger effects. However, the document cautions that no causal conclusions can be drawn about specific policies.
FB SIT Process
1. Staff will learn how to develop interventions to help struggling students, set goals for student progress, and monitor student progress toward goals.
2. The document discusses the Student Intervention Team (SIT) process which utilizes a team approach to develop intervention plans for students who are not responding to Tier 1 and Tier 2 supports.
3. The SIT process involves recommending students for intervention, completing forms to describe the student's needs and concerns, designing and implementing intervention plans with goals and monitoring procedures, and following up to evaluate intervention effectiveness and make adjustments if needed.
C&I 578 Assignment 11.1. Design Bad
The document discusses GCMS Elementary's implementation of Response to Intervention (RtI) to address low reading scores, with only 75% of students meeting state standards. The school introduced RtI to provide students with tools to increase their reading success through data-driven assessment and targeted instruction. The core components of their RtI implementation included a multi-tiered model of instruction, a problem-solving method, integrated data collection and assessments, and a focus on the five elements of reading instruction. The school assessed students using DIBELS and MAP assessments and provided interventions in increasing intensities to students based on their risk levels and needs. While proud of initial gains, the school remained committed to ongoing improvement and helping more students succeed
Problem Solving for Universal Education
This document provides an overview of the key concepts of the 4-step problem solving process used in multi-tiered systems of support: 1) Problem/Goal Identification, 2) Problem Analysis, 3) Intervention Design, and 4) Is it Working? It describes each step in detail, providing examples of forms and guidelines to use for data collection, developing hypotheses, selecting evidence-based interventions, monitoring progress, and making decisions about student response to intervention.
Keynote Address
This document discusses the challenges of graduating students who are college and career ready. It notes that most job openings will require some post-secondary education. While New York's overall graduation rate is 74%, there are gaps for certain student groups. Over 50% of students in New York two-year institutions require remedial courses. International test scores show US students underperforming compared to other countries. The document discusses implementing the Common Core standards, using data to improve instruction, developing effective teachers and leaders, and increasing college attainment to boost the economy.
Parent teacher conferencing_with_map
This document provides guidance for teachers on sharing MAP (Measures of Academic Progress) data with parents. It recommends focusing on student strengths and areas for growth rather than test scores. Teachers are advised to gather multiple sources of evidence on student learning and set individualized learning goals when meeting with parents.
AALF Gap Closed 10 best practices
The document outlines 10 essential best practices employed by high-achieving charter schools that are closing the achievement gap, including having a coherent instructional philosophy, a culture of high expectations, using rigorous curriculum and data-driven decision making, providing targeted student support and intervention, teaching reading and writing across all subjects, and ongoing staff training and development. These practices are common among charter schools in Minnesota that have been successful in reducing performance disparities between student groups.
2017 Universal Education District Contacts Meeting
The document discusses universal education and designing instruction to meet the needs of all students. It addresses teaching grade level standards, using universal design for learning principles, ensuring access to informational texts, and considering the instruction, curriculum, environment, and learner when planning universally designed education. Key aspects that were highlighted include aligning IEPs with grade level standards, assessing cognitive complexity, and defining inclusion according to Florida statute.
C&I 578 Assignment 11.1. Design Good
The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
Behavior Specific Praise
This document discusses the use of behavior specific praise to support instruction. It defines behavior specific praise and explains why it is an effective strategy. Research shows it increases on-task behavior and reduces problem behavior. The document provides examples of behavior specific praise and reviews benefits like improving relationships and engagement. It also notes potential challenges and provides a checklist for implementing behavior specific praise, monitoring its effects, and ensuring treatment integrity.
Elements of greatness 2010 2011
This document discusses elements of greatness and school achievement data. It includes a list of elements of greatness such as vision, belief, desire, and courage. It then provides school achievement data from 2010-2011 including reading and math proficiency levels and AYP results. It encourages discussion of this data and focuses on continuing to improve student achievement.
More Related Content
What's hot
NSI 2014: Move Over - I'm Driving! A Model for Student Engagement
See how one middle school utilizes Naviance Success Planning with their standards-based academic assessments to develop SMART Goals, write action plans, and conduct student-led parent conferences. This interactive session demonstrates how students analyze data and prepare for individual conferences.
Using data to improve outcomes for vulnerable groups in the Early Years
This document summarizes Liz Laws' presentation on using Early Years Foundation Stage (EYFS) data to improve outcomes for vulnerable groups. The presentation aimed to show how to use EYFS data to measure all children's progress, focus on attainment and progress of vulnerable groups, and inform planning, teaching, learning and interventions. Key points included identifying gaps in literacy and math between boys/girls, summer/non-summer born, and pupil premium/non-pupil premium children; ensuring accurate assessments; analyzing data to identify gaps and tailor teaching; and seeing improved progress and outcomes as a result, particularly for vulnerable groups. Next steps discussed continuing these strategies and embedding a data lead role.
DEN Impact Study 2011
This report summarizes the results of a survey of 231 members of the Discovery Educator Network Leadership Council about their use of Discovery Educator Network resources and services. It finds that respondents were highly active users of all DEN has to offer, especially social media and the Weekly Update. It also finds that DEN had a major positive impact on respondents' professional growth and technology use. However, some resources like certain webinars had lower participation. The report provides recommendations for how DEN can improve engagement with all its offerings.
Building a High-Performing Middle School PLC
Learn how to bring the three big ideas of a PLC to life in a middle school. Leave with a powerful understanding of what it takes to transform any middle school into a high-performing PLC. Gain practical strategies you can use immediately.
Guest Researcher: Dr. Mark Knight
This document discusses conducting action research in school settings. It provides an example of an action research study conducted in a school district to address increasing student engagement and achievement. The study examined incorporating student voice into a process called Coaching for Design that involved teachers designing lessons. Data collection involved interviews and focus groups. Results showed student voice activities increased participant engagement and perspectives. While longer-term impacts on achievement were unclear, the district has continued building on the work. The document prompts discussion of developing one's own action research plan.
Disadvantaged Pupils- Staff Briefing
This is in the context of my school. But, the teaching and learning tips shared should apply to all contexts.
I hope it helps.
@ASTSupportaali
CTHSS SB Share
Combined EDUCATION CONNECTION and CSDE slides that highlight Smarter Balanced Assessment information.
Teach Smarter, Not Harder PETE&C 11
This document discusses using formative assessment and digital tools to engage students and increase instructional time. It notes that formative assessment, unlike summative assessment, is an ongoing process where teachers adjust instruction and students adjust learning based on evidence. When done well with student participation, formative assessment can significantly improve both achievement and motivation. A variety of digital tools are presented that teachers can use to check student understanding and gather feedback.
DIBELS: One Piece of the Puzzle
Presentation for the Horizon School Division AISI PD Day, regarding the utilization of DIBELS within a Collaborative Response Model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Innovation presentation
The document discusses the benefits of using the Edusoft assessment management system over traditional paper-based testing methods like Scantron. Edusoft allows teachers to develop and administer assessments online or on paper, access results immediately, and tailor instruction to student needs based on assessment data. It also outlines Edusoft's role in measuring student learning and teacher effectiveness as required by laws like No Child Left Behind. Finally, it provides recommendations for implementing Edusoft, such as involving stakeholders, reviewing learning standards, providing teacher training, analyzing student performance data, and designing instruction to help students meet goals.
Careena - A Virtual Career Adviser In Your Pocket
A class project with the purpose of providing career advice for high school and college students on career paths to explore as well as how to reach their goals. Part of the Conversational UI Movement
What Makes Charter Schools Effective?
This document discusses lottery-based studies of charter school effectiveness. Lottery-based studies are described as the gold standard for evaluating charter schools because they generate ideal control groups by randomly assigning some applicants to charter schools (lotteried-in) and others to traditional public schools (lotteried-out). A lottery-based study of NYC charter schools found small positive effects on test scores and graduation rates. Certain charter school policies like longer school days and data-driven instruction are correlated with stronger effects. However, the document cautions that no causal conclusions can be drawn about specific policies.
FB SIT Process
1. Staff will learn how to develop interventions to help struggling students, set goals for student progress, and monitor student progress toward goals.
2. The document discusses the Student Intervention Team (SIT) process which utilizes a team approach to develop intervention plans for students who are not responding to Tier 1 and Tier 2 supports.
3. The SIT process involves recommending students for intervention, completing forms to describe the student's needs and concerns, designing and implementing intervention plans with goals and monitoring procedures, and following up to evaluate intervention effectiveness and make adjustments if needed.
C&I 578 Assignment 11.1. Design Bad
The document discusses GCMS Elementary's implementation of Response to Intervention (RtI) to address low reading scores, with only 75% of students meeting state standards. The school introduced RtI to provide students with tools to increase their reading success through data-driven assessment and targeted instruction. The core components of their RtI implementation included a multi-tiered model of instruction, a problem-solving method, integrated data collection and assessments, and a focus on the five elements of reading instruction. The school assessed students using DIBELS and MAP assessments and provided interventions in increasing intensities to students based on their risk levels and needs. While proud of initial gains, the school remained committed to ongoing improvement and helping more students succeed
Problem Solving for Universal Education
This document provides an overview of the key concepts of the 4-step problem solving process used in multi-tiered systems of support: 1) Problem/Goal Identification, 2) Problem Analysis, 3) Intervention Design, and 4) Is it Working? It describes each step in detail, providing examples of forms and guidelines to use for data collection, developing hypotheses, selecting evidence-based interventions, monitoring progress, and making decisions about student response to intervention.
Keynote Address
This document discusses the challenges of graduating students who are college and career ready. It notes that most job openings will require some post-secondary education. While New York's overall graduation rate is 74%, there are gaps for certain student groups. Over 50% of students in New York two-year institutions require remedial courses. International test scores show US students underperforming compared to other countries. The document discusses implementing the Common Core standards, using data to improve instruction, developing effective teachers and leaders, and increasing college attainment to boost the economy.
Parent teacher conferencing_with_map
This document provides guidance for teachers on sharing MAP (Measures of Academic Progress) data with parents. It recommends focusing on student strengths and areas for growth rather than test scores. Teachers are advised to gather multiple sources of evidence on student learning and set individualized learning goals when meeting with parents.
AALF Gap Closed 10 best practices
The document outlines 10 essential best practices employed by high-achieving charter schools that are closing the achievement gap, including having a coherent instructional philosophy, a culture of high expectations, using rigorous curriculum and data-driven decision making, providing targeted student support and intervention, teaching reading and writing across all subjects, and ongoing staff training and development. These practices are common among charter schools in Minnesota that have been successful in reducing performance disparities between student groups.
2017 Universal Education District Contacts Meeting
The document discusses universal education and designing instruction to meet the needs of all students. It addresses teaching grade level standards, using universal design for learning principles, ensuring access to informational texts, and considering the instruction, curriculum, environment, and learner when planning universally designed education. Key aspects that were highlighted include aligning IEPs with grade level standards, assessing cognitive complexity, and defining inclusion according to Florida statute.
C&I 578 Assignment 11.1. Design Good
The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
What's hot (20)
NSI 2014: Move Over - I'm Driving! A Model for Student Engagement
NSI 2014: Move Over - I'm Driving! A Model for Student Engagement
Using data to improve outcomes for vulnerable groups in the Early Years
Using data to improve outcomes for vulnerable groups in the Early Years
2017 Universal Education District Contacts Meeting
2017 Universal Education District Contacts Meeting
Similar to Leading A Team to Establish Group Norms and Analyze Data
Behavior Specific Praise
This document discusses the use of behavior specific praise to support instruction. It defines behavior specific praise and explains why it is an effective strategy. Research shows it increases on-task behavior and reduces problem behavior. The document provides examples of behavior specific praise and reviews benefits like improving relationships and engagement. It also notes potential challenges and provides a checklist for implementing behavior specific praise, monitoring its effects, and ensuring treatment integrity.
Elements of greatness 2010 2011
This document discusses elements of greatness and school achievement data. It includes a list of elements of greatness such as vision, belief, desire, and courage. It then provides school achievement data from 2010-2011 including reading and math proficiency levels and AYP results. It encourages discussion of this data and focuses on continuing to improve student achievement.
Community Forum October 2012
This community forum discussed Dunlap School District's focus on student growth and achievement. The district uses various assessments at the elementary, middle, and high school levels to monitor student performance and identify students who may need additional support. These include ISAT, Aimsweb, STAR, and ACT prep exams. Data is reviewed regularly by teachers and intervention programs are developed based on student needs. Stakeholder feedback from the forum will be used to further guide the district's continuous improvement efforts.
Leading 4 behaviour 4 learning
This document discusses leading behavior for learning and outlines key areas school leaders should focus on, including understanding context, physical environment, structures and systems, leadership behavior, support, cultural change, sustainability, and imperatives. It provides questions for leaders to consider in each area and assess where their school is at. The document acknowledges further resources available on leading behavior for learning from the National College for School Leadership and University of Manchester websites.
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...
Dynamic assessment has been shown to be effective in differentiating students who struggle due to unfamiliarity with tasks from those with intrinsic cognitive or language disorders. It uses a test-teach-retest model to measure language learning potential through mediated learning experiences. The document outlines a dynamic assessment protocol for assessing fictional narratives in bilingual students using mediation strategies during teaching and analyzing responsiveness, support needs, and ability to transfer skills to determine if differences are due to factors like language exposure or an underlying disorder. Key questions addressed include determining appropriate assessment targets and using results to qualify students for services or recommend classroom accommodations.
DESSA Overview - NASP 18
Presentation from Paul LeBuffe, Vice President of Research and Development at Aperture Education and co-author of the DESSA.
Using Data for Continuos School Improvement
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.
Positively Supporting Student Behavior
The document discusses positive behavior support (PBS) as a systems approach for establishing social culture and behavioral supports in schools. PBS focuses on improving environments and skills rather than fixing individuals. It emphasizes improving contexts and student competence over viewing students as problems. PBS plans target supports at universal, selected, and intensive levels. Key features of PBS include administrative support, team implementation, defining and teaching expectations, acknowledging appropriate behavior, monitoring errors, and collaborating with families.
Field Response To Intervention Mo SW-PBS SI 2008
Eugene Field Elementary School is located in Columbia, MO and serves 290 students from preschool to 5th grade. The student body has high rates of poverty, mobility, and diversity. The school implemented Positive Behavior Support in 2003 and began focusing on becoming a professional learning community in 2004. Since then, the school has developed a strategic three-tier literacy model, formalized their problem-solving team process, and seen improvements in behavior incidents, literacy proficiency rates, and special education eligibility determinations.
Data Summer
The document discusses the importance of using data to guide instruction. It outlines key findings from research showing that formative assessment and involving students in their own learning can significantly improve student achievement. However, several inhibiting factors are also identified, such as teachers focusing more on work quantity than quality of learning. The document advocates using frequent, in-depth data analysis to inform instruction and differentiate based on student needs.
Improvement through the use of data 2015
This document discusses using data to drive school improvement planning. It provides context on federal, state, and district requirements for school improvement plans. It highlights characteristics of high-performing schools and districts. The document also includes sample school data on achievement, attendance, graduation rates, discipline incidents, and mid-year discipline data comparisons. School improvement plans are intended to promote continuous improvement in student achievement.
Changing school culture 4.10
This document provides an overview of using the Danielson Framework for Teaching to change school culture through analyzing the current culture, decoding the framework, creating an evaluation system, and encouraging personal professional development. It discusses assessing culture, defining expectations through meaningful conversations and distributed leadership. It also addresses creating an observation process to support teacher growth through personal PD plans and establishing an appropriate environment to facilitate change. The goal is to improve teaching and learning by changing school culture through a shared understanding and application of the Danielson Framework.
Wsu Sod Findings Apr 25 09
The document discusses research conducted by the Center for Educational Effectiveness on schools that have been identified as Schools of Distinction in Washington state. The research examined staff perceptions at repeat winner schools compared to other schools on nine characteristics of high performing schools. The findings showed that repeat winner schools demonstrated significantly stronger perceptions across all nine characteristics, with key differences in areas like monitoring teaching and learning, quality curriculum and instruction, and collaborative practices. The research aims to identify distinguishing factors that contribute to improvement in these high performing schools.
Pbs Second Presentation Final
The document discusses implementing a school-wide positive behavior support (PBS) program at Gretchko Elementary School. It includes:
1. Developing and voting on a behavior matrix that outlines the school's expectations for being responsible, respectful, and safe.
2. Plans to teach the expectations school-wide and in each classroom setting using scripts and videos.
3. Establishing procedures to encourage positive behaviors, like a classroom leader chain where students earn links for exemplifying expectations, and individual incentives like "caught being good" tickets.
4. Implementing a continuum of responses to discourage negative behaviors, ranging from warnings to calls home to office discipline referrals.
Montreal Presentation Bj Walker
This presentation describes an initiative in Georgia to promote reforms that result in more children reading at grade level by the end of third grade. It is part of a national effort spearheaded by the Annie E. Casey Foundation.
Sse workshop 2 spring 2014
This document provides guidance on using the six step school self-evaluation process to evaluate an aspect of teaching and learning in the new Junior Cycle. It emphasizes that school self-evaluation is about improving learner outcomes through an inclusive, reflective, collaborative process. Key dates related to school self-evaluation and the Junior Cycle are provided. Resources for supporting the school self-evaluation process, including PDST seminars, workshops and school supports, are also listed.
Leading Complex District Transformation Efforts - SREE Conference 9/3/2014
Leading Complex District Transformation Efforts - SREE Conference 9/3/2014Partners in School Innovation
Leading Complex District Transformation Efforts: Integrating Research, Performance Management and Evaluation to Ensure Quality. A presentation about Partners in School Innovation's beliefs on how to transform districts and how the organization uses research and evaluation to measure effectiveness and ensure quality of implementation. Presented at the Fall 2014 Conference of the Society for Research on Educational Effectiveness in Washington DC.PRtI and PLC Presentation for AdvancEd
This document outlines Portage Northern High School's implementation of Professional Learning Communities (PLCs) and a Pyramid Response to Intervention (PRTI) model. It discusses how PLCs were used to analyze student data and identify struggling students, and how a multi-tiered PRTI model was developed to provide increasingly intensive academic and behavioral supports. Tier 1 interventions involve universal supports for all students. Struggling students receive Tier 2 interventions such as tutoring or re-teaching. Intensive Tier 3 interventions involve individualized support plans. The school also created an Academic Support Teacher role to monitor student progress and ensure fidelity of the PRTI process. Overall, the document shows how PLCs and PRTI
Mtss Powerpoint
The document discusses the Multi-Tiered System of Supports (MTSS) framework. It explains that MTSS aims to provide an integrated systemic approach to meeting the needs of all students using resources efficiently. MTSS involves reviewing current practices, addressing gaps, and replacing ineffective approaches with evidence-based practices. The framework provides different tiers or levels of support including core instruction for all students, supplemental instruction for some students, and intensive interventions for few students.
AHP presentation
1. Aloha-Huber Park is a diverse school with 85% student poverty rate and 42% English language learners. The staff is also diverse and receives ongoing professional development.
2. The school implements Positive Behavior Interventions and Support (PBIS), Response to Intervention (RTI), and proficiency-based learning. Most student behavior is benchmark or strategic.
3. The school values flexibility, capacity, collaboration, and equity to help all students succeed. Small group and individualized instruction is based on student performance data. Teachers receive coaching to improve instruction.
Similar to Leading A Team to Establish Group Norms and Analyze Data (20)
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...
Leading Complex District Transformation Efforts - SREE Conference 9/3/2014
Leading Complex District Transformation Efforts - SREE Conference 9/3/2014
Recently uploaded
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdLeveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Recently uploaded (20)
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Leading A Team to Establish Group Norms and Analyze Data
- 1. Leading A Team To Establish Group Norms and Leading A team To Analyze and Display Data November 12, 2013
- 3. Mission Statement: Character, Leadership, and Learning: Traditions for Tomorrow Vision Statement: C. T. Walker faculty and staff are honored to keep and teach the traditions of: Communication, Courtesy, Citizenship, Respect, Morals, Values, and Responsibility for one’s behavior.
- 4. •Analyze data using DIBELS •Moving students from “Does Not Meet” to “Meets” •Moving students from “Meet” to “Exceeds” •Helping students in the “Exceeds Category” maintain and Extend.
- 5. • • • • • • • The Dynamic indicators of Basic Early Literacy Skills (DIBELS) Early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS are comprised of seven measures to function as indicators. Phonemic Awareness, Alphabetic Principle, Accuracy Fluency, Connected Text, Reading Comprehension Vocabulary.
- 10. • • • Find the % of each group by dividing the number of students in each group by the total number of students in each class. Example: 4/23=17% Categorize each group by emerging, proficient, or exemplary.
- 11. Subject: Reading (DIBELS) Total # of students tested __20_____ NWF BOY Beginning of year Comp. Score 109 – 140 CLS WWR Correct Letter Whole Word Reading Sound 12 & Below - Emerging 53 & Below – 13 – 20 Proficient Emerging. 21 + - Exemplary 54 – 60 Proficient 61 + Exemplary DORF FLU Fluency 51 & Below – Emerging 52 – 60 Proficient 61+ Exemplary ACC Accuracy 92 Below – Emerging 93 – 96 Proficient 97+ Exemplary Retell 25% (5)– Emer. 15% (3) – Pro. 60% (12) – Exem. 10% (2) – Emer. 15% (3) – Emer. 15% (3) – Pro. 20% (4) – Pro. 70% (14) – Exem 70% (14) - Exem 17 Below – Emerging 18 – 26 Proficient 27+ Exemplary BOY 85% (17) -Met 10% (2) - Emerg. 20% (4) - Pro. 15% (3) - DNM 70% (14) - Exem. MOY Comp. Score 190 + EOY Comp. Score 238+ 5%(1) – Emer. 10%(2) - Pro. 85%(17) – Exem.
- 12. A Sub Group is a distinct group within a group. • • • • • • Special Education—speech White Students African Americans Asian Hispanic Economically Disadvantage (all students receive free lunch)
- 13. • • • • Identify Sub Group Does the members of my Sub Group effect my scores? How can I help students in my Sub Groups? Share Findings
- 14. Gather and Organize Data Describe Performance 4 Year Trend Yes Do we have any areas needing Improvement? Review Current Performance Data Prioritize Performance Concerns Identify Root Causes Legend: No Set Performance Targets Starting & End Points Steps in Process Decision Step
- 16. Progress Monitoring: Is the practice of testing students briefly but frequently on the skill areas in which they are receiving instruction, to ensure that they are making adequate progress. By using strategies now to pull students up, we will be able to see growth over a period of time.
- 17. • • • Your task is to work with students who are not meeting mastery in specific domain areas. During our next meeting we will identify Root Cause. Implement treatment
- 18. The Blueprint for Intervention: Multisyllable Routine cards provide direct and explicit instruction on how to apply knowledge of syllable types and divisions in order to read multisyllable words. The routine cards can be used in two ways. Tier I—whole class instruction for five minutes a day Tier II—interventions for those students struggling to read multisyllable words.
- 20. What are DIBELS?
- 21. Desegrating Data
- 22. Placing Students In Sub Groups