This document provides an overview of student performance data from the 2003-2004 school year. It includes summaries of results from the CST, CELDT, district assessments, grades, behavior reports, suspensions/expulsions. It prompts administrators to analyze the data at the district, school, grade, subgroup and individual student levels. The purpose is to evaluate programs and ensure equitable learning outcomes for all students.
T bonde maker in your classroom cue rockstar day 3- tahoeTraci Bonde
This document provides resources for bringing maker activities into the classroom, including an introductory video, ideas for funding maker projects, and information on program planning and management from Make:ED and Maker Ed organizations. It contains links to videos and websites that offer strategies and lessons for incorporating making and tinkering into classroom lessons through hands-on projects.
T bonde scratch cue rockstar day 2- tahoeTraci Bonde
The document discusses using the Scratch programming language for elementary school math education. It mentions "Scratch for Elem Math", "Code it man!", and "T_Bonde Scratch- CUE Rockstar Day 2- Tahoe" multiple times. It also provides links to Scratch and Scratch Jr. activities and resources for primary grade students and mentions a Scratch studio sample and Google bringing Scratch to Boys & Girls Clubs.
T bonde pbl & google project management cue rockstar day 1- tahoeTraci Bonde
The document discusses project-based learning and Google tools that can help manage projects. It recommends mapping out projects, building them using Google Sites and Classroom, and then managing the projects. The Buck Institute Projects Rubric is referenced for guidance on project design. Teachers are encouraged to use Google tools to offer PBL projects while streamlining the management process.
73% of respondents research business products and services using their smartphones or tablets. The majority (66%) do this research during work hours or in the office, while 41% also do it during their commutes. Over half (56%) of respondents have also purchased IT products or services for their business using their smartphone. The top ten IT products purchased on mobile devices are software, computer accessories, IT services, storage devices, printers and ink, computer components, smartphones, tablet devices, and laptop computers.
The document discusses a district rollout plan for collaborative data analysis in PUSD from 2009-2010. The goal was to provide teachers with ongoing tools and processes to introduce data to staff to improve instruction. Key aspects included analyzing CST cluster data through an inquiry cycle, reviewing overall test results, and participating in classroom-level data reviews. A variety of assessment types would be used, including formative, summative, screening, and diagnostic tests. Teachers would analyze large group CST cluster reports using a provided worksheet and agenda as a guide.
This document summarizes the results of a mobile survey conducted in 2013 with over 25,000 respondents across 43 countries. The survey found that lines between personal and work technology are blurred, with many using their personal devices for work. It also found that mobile users are highly engaged with their devices on weekends and evenings for activities like purchasing, video viewing, and interacting with ads. Mobile users are also much more likely to research, purchase, and recommend products and services online compared to 2012 levels.
T bonde maker in your classroom cue rockstar day 3- tahoeTraci Bonde
This document provides resources for bringing maker activities into the classroom, including an introductory video, ideas for funding maker projects, and information on program planning and management from Make:ED and Maker Ed organizations. It contains links to videos and websites that offer strategies and lessons for incorporating making and tinkering into classroom lessons through hands-on projects.
T bonde scratch cue rockstar day 2- tahoeTraci Bonde
The document discusses using the Scratch programming language for elementary school math education. It mentions "Scratch for Elem Math", "Code it man!", and "T_Bonde Scratch- CUE Rockstar Day 2- Tahoe" multiple times. It also provides links to Scratch and Scratch Jr. activities and resources for primary grade students and mentions a Scratch studio sample and Google bringing Scratch to Boys & Girls Clubs.
T bonde pbl & google project management cue rockstar day 1- tahoeTraci Bonde
The document discusses project-based learning and Google tools that can help manage projects. It recommends mapping out projects, building them using Google Sites and Classroom, and then managing the projects. The Buck Institute Projects Rubric is referenced for guidance on project design. Teachers are encouraged to use Google tools to offer PBL projects while streamlining the management process.
73% of respondents research business products and services using their smartphones or tablets. The majority (66%) do this research during work hours or in the office, while 41% also do it during their commutes. Over half (56%) of respondents have also purchased IT products or services for their business using their smartphone. The top ten IT products purchased on mobile devices are software, computer accessories, IT services, storage devices, printers and ink, computer components, smartphones, tablet devices, and laptop computers.
The document discusses a district rollout plan for collaborative data analysis in PUSD from 2009-2010. The goal was to provide teachers with ongoing tools and processes to introduce data to staff to improve instruction. Key aspects included analyzing CST cluster data through an inquiry cycle, reviewing overall test results, and participating in classroom-level data reviews. A variety of assessment types would be used, including formative, summative, screening, and diagnostic tests. Teachers would analyze large group CST cluster reports using a provided worksheet and agenda as a guide.
This document summarizes the results of a mobile survey conducted in 2013 with over 25,000 respondents across 43 countries. The survey found that lines between personal and work technology are blurred, with many using their personal devices for work. It also found that mobile users are highly engaged with their devices on weekends and evenings for activities like purchasing, video viewing, and interacting with ads. Mobile users are also much more likely to research, purchase, and recommend products and services online compared to 2012 levels.
The document is a FAQ about the Dublin Unified School District's BYOD (Bring Your Own Device) program. It outlines that students are allowed to bring their own portable devices to enhance technology integration. While the district provides wireless access, it does not take responsibility for supporting, repairing, or replacing any personal devices. Students use devices at teacher discretion for educational purposes only.
The document discusses social media and digital citizenship statistics for teens and children, including that 95% of teens use the internet, 81% use social media, and 50% log into social media daily. It also notes that 21% of children under 13 use social media and 26% have a YouTube account. The document then outlines action items for the Dublin Unified School District, including providing comprehensive digital citizenship training for staff using Common Sense Media, educating parents on social media best practices, and informing students and staff about appropriate social media use and reporting.
This document provides guidance on digital citizenship for parents and educators. It discusses the importance of social networks to students, embracing their digital world, empowering students with tools and teaching citizenship both physically and digitally. It recommends modeling appropriate online behavior, setting clear boundaries on technology use at home, educating yourself on your own digital footprint and privacy settings, and positively responding to negativity online or at school by reporting cyberbullying. Common Sense Media is also recommended as a resource for rating and educating about kids' online activities.
T bonde pbl & google project management cue rockstar day 1- tahoeTraci Bonde
The document discusses project-based learning and Google tools that can help manage projects. It recommends mapping out projects, building them using Google Sites and Classroom, and then managing projects by breaking them into three steps - mapping out the project, building it, and then managing it over time using Google tools. The document aims to provide guidance on how to implement and manage projects in the classroom.
The document provides information about tools to help administrators introduce data to staff. It describes a navigation system that displays maps to help drivers find the best routes, and several sample reports for teachers, grading, districts, and classrooms. These reports display exam details, proficiency levels, standards information, and allow users to find facts and observations in the presented data. Staff are instructed to work with partners to examine and discuss the data.
Collaborative Data Analysis 0708 KickoffTraci Bonde
The document discusses a district rollout of collaborative data analysis tools to provide administrators and staff ongoing access to student performance data to improve instruction. It describes quick reviews of data inquiry cycles and choosing partners for exercises. Assessment data from multiple sources like formative, summative, screening, and diagnostic tests will be analyzed in small and large groups using tools like the CST cluster report to identify areas for improvement at the classroom and site levels. Support from Educational Services will be provided to review and understand the data.
The document is a FAQ about the Dublin Unified School District's BYOD (Bring Your Own Device) program. It outlines that students are allowed to bring their own portable devices to enhance technology integration. While the district provides wireless access, it does not take responsibility for supporting, repairing, or replacing any personal devices. Students use devices at teacher discretion for educational purposes only.
The document discusses social media and digital citizenship statistics for teens and children, including that 95% of teens use the internet, 81% use social media, and 50% log into social media daily. It also notes that 21% of children under 13 use social media and 26% have a YouTube account. The document then outlines action items for the Dublin Unified School District, including providing comprehensive digital citizenship training for staff using Common Sense Media, educating parents on social media best practices, and informing students and staff about appropriate social media use and reporting.
This document provides guidance on digital citizenship for parents and educators. It discusses the importance of social networks to students, embracing their digital world, empowering students with tools and teaching citizenship both physically and digitally. It recommends modeling appropriate online behavior, setting clear boundaries on technology use at home, educating yourself on your own digital footprint and privacy settings, and positively responding to negativity online or at school by reporting cyberbullying. Common Sense Media is also recommended as a resource for rating and educating about kids' online activities.
T bonde pbl & google project management cue rockstar day 1- tahoeTraci Bonde
The document discusses project-based learning and Google tools that can help manage projects. It recommends mapping out projects, building them using Google Sites and Classroom, and then managing projects by breaking them into three steps - mapping out the project, building it, and then managing it over time using Google tools. The document aims to provide guidance on how to implement and manage projects in the classroom.
The document provides information about tools to help administrators introduce data to staff. It describes a navigation system that displays maps to help drivers find the best routes, and several sample reports for teachers, grading, districts, and classrooms. These reports display exam details, proficiency levels, standards information, and allow users to find facts and observations in the presented data. Staff are instructed to work with partners to examine and discuss the data.
Collaborative Data Analysis 0708 KickoffTraci Bonde
The document discusses a district rollout of collaborative data analysis tools to provide administrators and staff ongoing access to student performance data to improve instruction. It describes quick reviews of data inquiry cycles and choosing partners for exercises. Assessment data from multiple sources like formative, summative, screening, and diagnostic tests will be analyzed in small and large groups using tools like the CST cluster report to identify areas for improvement at the classroom and site levels. Support from Educational Services will be provided to review and understand the data.
1. Administrator Institute
PUSD:
Educational
Services
Going For The Gold
Data Overview
What is it?
How do I read it? Going For the Gold
When did it occur?
How do I apply it? for every student
no matter what!
2003-2004 School Year August 18, 2004
2. Administrator Institute
PUSD:
Educational
Services Data Analysis Protocol
Data Overview What is It That We Want All
What is it? Students to Learn?
How do I read it? Content Standards
When did it occur? How Will We Know When Each
How do I apply it?
Student Has Learned?
Measurement
What Happens When a Student
Does Not Learn?
Intervention
(courtesy of Sanford & Systems: 2004)
Richard & Rebecca DuFour in Getting Started: Reculturing Schools to
Become Professional Learning Communities. NES, 2002
2003-2004 School Year August 18, 2004
3. Administrator Institute
PUSD:
Educational
Services CST
Data Overview
2003-2004 CST results have been
What is it? compiled by- (coming soon)
How do I read it?
All assessment areas
When did it occur? Ethnicity
How do I apply it? Language Fluency
3 yr comparative
2003-2004 School Year August 18, 2004
4. Administrator Institute
PUSD:
Educational
Services CELDT
Data Overview
CELDT Results for
What is it? 2003-2004 for all sites
How do I read it? by-
% of students will make a
When did it occur?
1 level gain per yr in
How do I apply it? CELDT- Goal 2.3 EL
Timeline
% of El students at
CELDT levels 4/5 who
are basic-advanced on
CST’s- Goal 3.8 EL
Timeline (coming soon)
By grade total levels/%’s
2003-2004 School Year August 18, 2004
5. Administrator Institute
PUSD:
Educational
Services District Assessments
Data Overview All District Assessments by:
What is it? District overall
How do I read it? Grade
When did it occur?
Ethnicity
How do I apply it?
Language Fluency
2003-2004 School Year August 18, 2004
6. Administrator Institute
PUSD:
Educational
Services Grades
Data Overview
Grades for 2003-2004
What is it?
School Year for-
How do I read it? Language Arts
When did it occur? Math
How do I apply it? Science
History
ELD
By ethnicity
BY Language Fluency
By Newcomers
By Special Day
*100 students is the required Classes
minimum for any sub-group or data type
2003-2004 School Year August 18, 2004
7. Administrator Institute
PUSD:
Educational
Services Behavior Reporting
Data Overview
What is it? End of Year Results-
How do I read it? Enrollment by Ethnicity
When did it occur? Referrals by:
How do I apply it? Ethnicity
Problem
Behavior
Location
Time
Grade
Repeaters
2003-2004 School Year August 18, 2004
8. Administrator Institute
PUSD:
Educational
Services Suspensions/Expulsions
Data Overview
What is it? 2003-2004 suspensions &
How do I read it? expulsions by-
When did it occur? Site
How do I apply it? Ethnicity
2 yr comparative
% Changes in yrly totals
Expulsion outcomes
2003-2004 School Year August 18, 2004
9. Administrator Institute
PUSD:
Educational
Services Data Analysis
Data Overview
Data Changes Appearance as you Zoom
What is it? for a Closer or More Distant View
How do I read it? The Data Itself Doesn’t Change, but the
When did it occur? Value of that Data to the Observer
Changes Depending on the Viewing
How do I apply it?
Distance
“Information” is “Data” that is Placed in
an Appropriate Context
You can be Data Rich and Information
Poor (DRIP)
The Secret is to Focus at the Distance
that is Best for You
2003-2004 School Year August 18, 2004
10. Administrator Institute
PUSD:
Educational
Services QUESTIONS WE SHOULD BE ASKING OURSELVES:
Data Overview
Why do we need to be looking at data?
What is it?
How do I read it? What kind of data should we be looking at?
When did it occur?
Who should be looking at the data?
How do I apply it?
Who should we be sharing the data with?
What is the best way to share the data?
Who should be leading the review of data at
the school sites?
2003-2004 School Year August 18, 2004
11. Administrator Institute
PUSD:
Educational A FEW GIVENS RELATED TO DATA AND PROGRAM EVALUATION
Services
Data Overview PROGRAM EVALUATION IS
What is it? REQUIRED FOR:
English Learners (EL Master Plan)
How do I read it?
African American students (OCR VRP)
When did it occur? Low SES Students (Title I//Board Policy)
How do I apply it? AYP (NCLB)
API (CDE/NCLB)
2003-2004 School Year August 18, 2004
12. Administrator Institute
PUSD:
Educational PROGRAM EVALUATION IS DESIRED FOR:
Services
Data Overview
What is it? English Learners (EL Master
How do I read it? Plan)
When did it occur? African American students (OCR
How do I apply it?
VRP)
Low SES Students (Title I//Board
Policy)
AYP (NCLB)
API (CDE/NCLB)
2003-2004 School Year August 18, 2004
13. Administrator Institute
PUSD:
Educational WHAT DOES PROGRAM EVALUATION
Services REALLY LOOK LIKE?
Data Overview What is the program?
Who is it designed to serve?
What is it? If it were a highly successful program, what would
success look like?
How do I read it? What resources are required to implement and sustain
the program (materials, personnel, fiscal, space)?
When did it occur? Is the program worth the resources we have allocated to
it?
How do I apply it? Is the program supported by research?
Is the program aligned to/supportive of state
curriculum/standards?
What are the expected outcomes for students in the
program? Are we getting the outcomes we expected?
How does the program contribute to equitable learning
outcomes for all students?
Does the program support our target subgroups?
What do we have to give up in order to have/fund this
program? Is it worth what we have to give up?
2003-2004 School Year August 18, 2004
14. Administrator Institute
PUSD:
Educational
Services
WE NEED TO BE ASKING OURSELVES:
Data Overview How did our district do on state and district assessments?
All students
Target subgroups (AA, EL, Low SES, Special Education)
What is it? __________________________
How do I read it? How did my school site do on state and district assessments?
All students
Target subgroups (AA, EL, Low SES, Special Education)
When did it occur? ___________________________
How do I apply it? How did each grade level do on state and district assessments?
All students
Target subgroups (AA, EL, Low SES, Special Education)
___________________________
How did each teacher do on state and district assessments?
All students
Target subgroups (AA, EL, Low SES, Special Education)
______________________________
How did each individual child do on state and district assessments?
Specifically: African American students, English Learners, GATE
students, all students
____________________________________
2003-2004 School Year August 18, 2004
15. Administrator Institute
PUSD:
Educational
Services Imagery Disclaimer
Data Overview
Olympic Photo found on Yahoo Sports website: (AP
What is it? Photo/Anja Niedringhaus)
How do I read it?
When did it occur?
How do I apply it?
2003-2004 School Year August 18, 2004