The document discusses how to analyze additional student data that has been collected. It provides questions to ask to track student progress, such as whether the data is accurate and complete, if the roster is up to date, if pacing is on track, and if student performance is improving. It emphasizes the importance of having high-quality data and explains how to properly use codes like "NETR" to exclude student responses if needed. The overall message is that asking the right questions and carefully examining the data in the tracker can provide insights about student learning and help ensure goals are being met.
The document discusses setting meaningful goals to measure student achievement. It explains that goals should be meaningful if students understand the goal, can track their own progress, and are motivated to achieve the goal. The document then outlines proficient and ambitious mastery goals of 70% and 80% respectively of selected standards based on ensuring students have sufficient knowledge to progress to the next grade level. It emphasizes that goals must include all students achieving mastery of all standards on average. Finally, it provides an example to demonstrate how overall average standards mastery is calculated by averaging individual standard mastery percentages.
The document provides guidance to verify end-of-year student data and assess student performance. It advises checking that all students are included in the final roster, that data is available for all students, all standards have been assessed, the tracker is error-free, and progress toward goals has been examined. The results should be analyzed at the individual student and standard level to determine preparation for the next grade and future work needed.
Standards - The What, When, Where, Who, and HowL H
The document discusses the history and evolution of standards in education in the United States from 1984 to the present. It begins by noting that in 1984, there were no national or statewide standards, and the content taught varied significantly between schools and states. In 1989, state governors adopted a goal of creating common content standards. However, by 1998 standards still varied greatly between states. Discussion of national common core standards began in 2006, with the goal of aligning standards to post-secondary education and careers. The document emphasizes the importance of teaching all standards to fully prepare students.
The document discusses different ways to assess students and determine if they have truly mastered standards. It advocates for using strong summative assessments aligned to standards that are obtainable, defensible, and provide granular results. To fully assess a standard, teachers should administer multiple assessment items that provide students sufficient opportunities, or "at-bats", to demonstrate mastery of a standard in different contexts over time. This "coverage" approach allows for a more comprehensive evaluation of student learning compared to assessing a standard with only one example.
The document discusses measuring student success and growth. It states that while teachers want many important outcomes for their students, they should primarily measure student growth and achievement (SGA) because it is what they can directly observe and it matters most to students. SGA serves as a proxy for success since teachers cannot measure everything, but they still care about all the other important outcomes as that defines true success.
The Standards Mastery Tracker can provide overall and individual student scores on assessments, average scores by question and standard, and track student mastery of standards over time. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. When using the tracker, teachers must treat student data with care, follow directions, carefully update information, and thoughtfully respond to results.
The document discusses how to analyze additional student data that has been collected. It provides questions to ask to track student progress, such as whether the data is accurate and complete, if the roster is up to date, if pacing is on track, and if student performance is improving. It emphasizes the importance of having high-quality data and explains how to properly use codes like "NETR" to exclude student responses if needed. The overall message is that asking the right questions and carefully examining the data in the tracker can provide insights about student learning and help ensure goals are being met.
The document discusses setting meaningful goals to measure student achievement. It explains that goals should be meaningful if students understand the goal, can track their own progress, and are motivated to achieve the goal. The document then outlines proficient and ambitious mastery goals of 70% and 80% respectively of selected standards based on ensuring students have sufficient knowledge to progress to the next grade level. It emphasizes that goals must include all students achieving mastery of all standards on average. Finally, it provides an example to demonstrate how overall average standards mastery is calculated by averaging individual standard mastery percentages.
The document provides guidance to verify end-of-year student data and assess student performance. It advises checking that all students are included in the final roster, that data is available for all students, all standards have been assessed, the tracker is error-free, and progress toward goals has been examined. The results should be analyzed at the individual student and standard level to determine preparation for the next grade and future work needed.
Standards - The What, When, Where, Who, and HowL H
The document discusses the history and evolution of standards in education in the United States from 1984 to the present. It begins by noting that in 1984, there were no national or statewide standards, and the content taught varied significantly between schools and states. In 1989, state governors adopted a goal of creating common content standards. However, by 1998 standards still varied greatly between states. Discussion of national common core standards began in 2006, with the goal of aligning standards to post-secondary education and careers. The document emphasizes the importance of teaching all standards to fully prepare students.
The document discusses different ways to assess students and determine if they have truly mastered standards. It advocates for using strong summative assessments aligned to standards that are obtainable, defensible, and provide granular results. To fully assess a standard, teachers should administer multiple assessment items that provide students sufficient opportunities, or "at-bats", to demonstrate mastery of a standard in different contexts over time. This "coverage" approach allows for a more comprehensive evaluation of student learning compared to assessing a standard with only one example.
The document discusses measuring student success and growth. It states that while teachers want many important outcomes for their students, they should primarily measure student growth and achievement (SGA) because it is what they can directly observe and it matters most to students. SGA serves as a proxy for success since teachers cannot measure everything, but they still care about all the other important outcomes as that defines true success.
The Standards Mastery Tracker can provide overall and individual student scores on assessments, average scores by question and standard, and track student mastery of standards over time. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. When using the tracker, teachers must treat student data with care, follow directions, carefully update information, and thoughtfully respond to results.
Ece sga accurate and meaningful measures 1.3Melissa Browne
The document discusses how determining whether a test score such as 82% is high or low depends on many factors related to how accurately and meaningfully student learning was measured. These factors include how much of the curriculum was taught, the rigor and quality of assessments, how averages were calculated, and whether everything was properly aligned. An accurate and meaningful measure is one that correctly indicates students' knowledge across all aspects of the curriculum based on high-quality instruction and assessment. An inaccurate or meaningless measure may only cover part of the curriculum or have other flaws.
The document provides guidance for inputting student data into a standards mastery tracker:
- Only enter students' initials and anonymize their information. Paste any copied information as values to avoid errors. Set calculations to manual to prevent slowdowns. Carefully enter the correct information and save often.
- Fill out tabs in order: student roster, standards, assessment dates. Only enter data into gray fields, not blue or white.
- On assessments, first create an item map linking questions to standards, then enter individual student responses. The final tab will display overall assessment averages.
This document provides an overview of the Year 2 Early Childhood Education Student Growth Assessment (ECE SGA) program. It outlines four key differences between the Year 1 and Year 2 programs, including that achieving a proficient goal is now a graduation requirement, it is a yearlong pathway instead of half-year, goals must be "just right" for all students, and documentation samples must be collected. It then describes the yearlong scope and sequence, including the four ECE SGA modules that students will complete over the course of the year to develop, track progress on, analyze outcomes of, and report on their pathway plans.
The document provides guidance on properly inputting student data into a reading growth tracker. It emphasizes anonymizing student names by only including last initials, copying and pasting values from other files instead of formulas, carefully entering accurate data like reading levels, and filling out the tabs in order to track reading growth over time and view final results. Saving often and reviewing directions if needed are also recommended.
The Developmental Standards Tracker can provide overall growth data for students, show growth by individual standard, and calculate average proficiency by domain. It can also track data collection completion percentages by domain. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. The tracker also cannot prescribe exactly how teachers should act on the data. When using the tracker, teachers must treat the student data with care, follow directions for inputting data meticulously, and thoughtfully reflect on and respond to the data, as it represents individual students' progress.
The Reading Growth Tracker can provide teachers with information about students' individual reading growth over time, the percentage of students meeting reading goals, and can translate reading levels to grade-level equivalents. However, it cannot evaluate the effectiveness of teaching plans, the quality of assessments, detect errors in entered data, or prescribe how to act on the data. When using the Reading Growth Tracker, teachers must treat students' reading data with care by following directions, carefully updating information, and thoughtfully reflecting on and responding to the data, as it contains sensitive information about students' reading abilities.
The document discusses preparing international school students for university and career success. It notes that while students and parents aspire for university and careers, achievement sometimes falls short of aspirations. The document also reports on surveys that found less than half of students feel hopeful about their future, over a third feel stuck, and over a tenth feel discouraged. It emphasizes the importance of engaging students and focusing on their strengths to increase achievement and engagement. The document promotes using the Naviance platform to provide career and college readiness support to students starting in middle school to help them set and achieve their goals.
Bulk Registration for the School Day SAT, PSAT/NMSQT, & PSAT 8/9CollegeBoardSM
The webinar provides an overview of bulk registration for SAT School Day, PSAT/NMSQT, and PSAT 8/9 tests. It discusses how student registration data is submitted to preprint labels with student information to affix to answer sheets before test day. This saves time on test day and reduces student errors. Schools receive supplemental materials like a memo with the provided data and supervisor's manuals for test administration. After the test, all materials are returned as usual and data files are provided to schools later.
This document summarizes an ongoing curriculum review at Biddenham school regarding their AS level courses. It outlines several issues being considered, such as whether students are sufficiently prepared for AS level after GCSEs, if entrance requirements should be increased, and whether changes should be made to the AS course structure and offerings. Staff are invited to contribute to an online wiki to help inform the review.
The College Board hosted a webinar to share information about the SAT, how to prepare for free on Khan Academy, and how colleges are using SAT test scores for college admission. The webinar was hosted by Aaron Lemon-Strauss at the College Board and featured Eric Li from Khan Academy and Nan Davis from Austin College. Learn more at collegeboard.org/parents.
1) The document discusses using data from MCAS test scores and other sources to monitor student performance and growth over time.
2) It provides sample data on MCAS performance levels and growth for different grades and subjects in the Williams school district.
3) A growth model is introduced that measures individual student improvement relative to academic peers with similar testing histories through student growth percentiles.
Ipsef malaysia what matters most -simon dweck capita educationbrunop1985
This document discusses factors that influence teachers' decisions to teach abroad rather than in their home countries. It reports on surveys finding that heavy workloads, lack of time for self-reflection, and constant changes drive UK teachers to consider leaving. International teaching offers greater work-life balance, autonomy in the classroom, and supportive school leadership according to research. The document advocates for a strategic people plan by organizations and countries to address future workforce needs through attracting, educating, and retaining top talent.
College Board Parent Town Hall with David ColemanCollegeBoardSM
The College Board hosted a webinar to share information how parents can help their children get ready for college. The webinar was hosted by College Board president David Coleman and featured Marcia Hunt from Pine Crest School and Rachelle Hernandez from University of Texas, Austin. Learn more at collegeboard.org/parents.
The school is pleased with its 2018 GCSE and A-Level results. For GCSEs, 72% achieved a grade 4 or higher in English and 73% in math, above national averages. 22% achieved the English Baccalaureate. For A-Levels, 44% of grades were A*-B and 71% were A*-C, the school's best results. Top students are continuing their education at the school or prestigious universities. Staff are thanked for their expertise and support of students.
This document provides information to parents about class registration at Anderson High School. It discusses blended learning options being offered, graduation requirements, guidance counselors, the semester schedule, Advanced Placement courses, NCAA eligibility, career and technical education programs, and the class scheduling process. Parents are encouraged to discuss class choices with their children and ensure scheduling sheets are submitted by the March 21st deadline.
Anthony Gell School 50 years in 50 mins Phil Richards
This 3 sentence summary provides the key information about a 50 year retrospective document on Anthony Gell School:
The document discusses Anthony Gell School's success over the past 50 years in educating students to achieve higher academic standards while maintaining a caring environment, highlighting that 68% of students gained 5+ GCSEs including English and Math in 2015, placing the school in the top 20% for student progress in England. Several top achieving 2013 students and their university/career destinations are listed, and 2015 A-Level and BTEC/OCR results showing increases in higher grades are reported.
Vedic Mathematics is an ancient system that allows for complex calculations to be performed very quickly, in some cases 60 times faster than normal math systems. The website promotes Vedic Mathematics globally and offers online and in-person courses to help students eliminate their fear of math and improve academic performance. Their mission is to develop students' mental abilities and create interest in math through this fast Vedic Math system.
The document summarizes the results of a needs assessment survey completed by teachers at a school. It includes information on the teachers' demographics, current technology skills and tools available, interest in additional technology, and preferences for professional development. Based on the survey results, the proposed professional development topic is iPads and apps in the classroom, delivered as a flipped model with an introductory video and follow-up session. Permission is granted to present this technology training on an upcoming professional development day.
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.
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.
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
Ece sga accurate and meaningful measures 1.3Melissa Browne
The document discusses how determining whether a test score such as 82% is high or low depends on many factors related to how accurately and meaningfully student learning was measured. These factors include how much of the curriculum was taught, the rigor and quality of assessments, how averages were calculated, and whether everything was properly aligned. An accurate and meaningful measure is one that correctly indicates students' knowledge across all aspects of the curriculum based on high-quality instruction and assessment. An inaccurate or meaningless measure may only cover part of the curriculum or have other flaws.
The document provides guidance for inputting student data into a standards mastery tracker:
- Only enter students' initials and anonymize their information. Paste any copied information as values to avoid errors. Set calculations to manual to prevent slowdowns. Carefully enter the correct information and save often.
- Fill out tabs in order: student roster, standards, assessment dates. Only enter data into gray fields, not blue or white.
- On assessments, first create an item map linking questions to standards, then enter individual student responses. The final tab will display overall assessment averages.
This document provides an overview of the Year 2 Early Childhood Education Student Growth Assessment (ECE SGA) program. It outlines four key differences between the Year 1 and Year 2 programs, including that achieving a proficient goal is now a graduation requirement, it is a yearlong pathway instead of half-year, goals must be "just right" for all students, and documentation samples must be collected. It then describes the yearlong scope and sequence, including the four ECE SGA modules that students will complete over the course of the year to develop, track progress on, analyze outcomes of, and report on their pathway plans.
The document provides guidance on properly inputting student data into a reading growth tracker. It emphasizes anonymizing student names by only including last initials, copying and pasting values from other files instead of formulas, carefully entering accurate data like reading levels, and filling out the tabs in order to track reading growth over time and view final results. Saving often and reviewing directions if needed are also recommended.
The Developmental Standards Tracker can provide overall growth data for students, show growth by individual standard, and calculate average proficiency by domain. It can also track data collection completion percentages by domain. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. The tracker also cannot prescribe exactly how teachers should act on the data. When using the tracker, teachers must treat the student data with care, follow directions for inputting data meticulously, and thoughtfully reflect on and respond to the data, as it represents individual students' progress.
The Reading Growth Tracker can provide teachers with information about students' individual reading growth over time, the percentage of students meeting reading goals, and can translate reading levels to grade-level equivalents. However, it cannot evaluate the effectiveness of teaching plans, the quality of assessments, detect errors in entered data, or prescribe how to act on the data. When using the Reading Growth Tracker, teachers must treat students' reading data with care by following directions, carefully updating information, and thoughtfully reflecting on and responding to the data, as it contains sensitive information about students' reading abilities.
The document discusses preparing international school students for university and career success. It notes that while students and parents aspire for university and careers, achievement sometimes falls short of aspirations. The document also reports on surveys that found less than half of students feel hopeful about their future, over a third feel stuck, and over a tenth feel discouraged. It emphasizes the importance of engaging students and focusing on their strengths to increase achievement and engagement. The document promotes using the Naviance platform to provide career and college readiness support to students starting in middle school to help them set and achieve their goals.
Bulk Registration for the School Day SAT, PSAT/NMSQT, & PSAT 8/9CollegeBoardSM
The webinar provides an overview of bulk registration for SAT School Day, PSAT/NMSQT, and PSAT 8/9 tests. It discusses how student registration data is submitted to preprint labels with student information to affix to answer sheets before test day. This saves time on test day and reduces student errors. Schools receive supplemental materials like a memo with the provided data and supervisor's manuals for test administration. After the test, all materials are returned as usual and data files are provided to schools later.
This document summarizes an ongoing curriculum review at Biddenham school regarding their AS level courses. It outlines several issues being considered, such as whether students are sufficiently prepared for AS level after GCSEs, if entrance requirements should be increased, and whether changes should be made to the AS course structure and offerings. Staff are invited to contribute to an online wiki to help inform the review.
The College Board hosted a webinar to share information about the SAT, how to prepare for free on Khan Academy, and how colleges are using SAT test scores for college admission. The webinar was hosted by Aaron Lemon-Strauss at the College Board and featured Eric Li from Khan Academy and Nan Davis from Austin College. Learn more at collegeboard.org/parents.
1) The document discusses using data from MCAS test scores and other sources to monitor student performance and growth over time.
2) It provides sample data on MCAS performance levels and growth for different grades and subjects in the Williams school district.
3) A growth model is introduced that measures individual student improvement relative to academic peers with similar testing histories through student growth percentiles.
Ipsef malaysia what matters most -simon dweck capita educationbrunop1985
This document discusses factors that influence teachers' decisions to teach abroad rather than in their home countries. It reports on surveys finding that heavy workloads, lack of time for self-reflection, and constant changes drive UK teachers to consider leaving. International teaching offers greater work-life balance, autonomy in the classroom, and supportive school leadership according to research. The document advocates for a strategic people plan by organizations and countries to address future workforce needs through attracting, educating, and retaining top talent.
College Board Parent Town Hall with David ColemanCollegeBoardSM
The College Board hosted a webinar to share information how parents can help their children get ready for college. The webinar was hosted by College Board president David Coleman and featured Marcia Hunt from Pine Crest School and Rachelle Hernandez from University of Texas, Austin. Learn more at collegeboard.org/parents.
The school is pleased with its 2018 GCSE and A-Level results. For GCSEs, 72% achieved a grade 4 or higher in English and 73% in math, above national averages. 22% achieved the English Baccalaureate. For A-Levels, 44% of grades were A*-B and 71% were A*-C, the school's best results. Top students are continuing their education at the school or prestigious universities. Staff are thanked for their expertise and support of students.
This document provides information to parents about class registration at Anderson High School. It discusses blended learning options being offered, graduation requirements, guidance counselors, the semester schedule, Advanced Placement courses, NCAA eligibility, career and technical education programs, and the class scheduling process. Parents are encouraged to discuss class choices with their children and ensure scheduling sheets are submitted by the March 21st deadline.
Anthony Gell School 50 years in 50 mins Phil Richards
This 3 sentence summary provides the key information about a 50 year retrospective document on Anthony Gell School:
The document discusses Anthony Gell School's success over the past 50 years in educating students to achieve higher academic standards while maintaining a caring environment, highlighting that 68% of students gained 5+ GCSEs including English and Math in 2015, placing the school in the top 20% for student progress in England. Several top achieving 2013 students and their university/career destinations are listed, and 2015 A-Level and BTEC/OCR results showing increases in higher grades are reported.
Vedic Mathematics is an ancient system that allows for complex calculations to be performed very quickly, in some cases 60 times faster than normal math systems. The website promotes Vedic Mathematics globally and offers online and in-person courses to help students eliminate their fear of math and improve academic performance. Their mission is to develop students' mental abilities and create interest in math through this fast Vedic Math system.
The document summarizes the results of a needs assessment survey completed by teachers at a school. It includes information on the teachers' demographics, current technology skills and tools available, interest in additional technology, and preferences for professional development. Based on the survey results, the proposed professional development topic is iPads and apps in the classroom, delivered as a flipped model with an introductory video and follow-up session. Permission is granted to present this technology training on an upcoming professional development day.
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.
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.
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
Here are some pre-work activities needed before selecting an SI project and forming an SI team:
1. Review the school's SIP and the agreed targets with the Division to understand the strategic direction and priorities.
2. Evaluate the school's performance based on key measures like enrollment, attendance, dropout rates, learning outcomes, etc. to identify areas that need improvement.
3. Consult stakeholders like teachers, parents, learners through surveys, interviews or focus group discussions to understand issues and concerns from their perspective.
4. Map the current processes in the school using tools like SIPOC or process mapping to get a holistic view of operations and identify opportunities for improvement.
5. Analyze both quantitative and qualitative
This document provides an overview of the Get There Green program, which engages high school students in creating and implementing a "green" transportation plan for their school. The program guides students through six steps: conducting an inventory and assessment, setting goals, developing an action plan, taking action during a week-long clean commute event, evaluating results, and presenting their work. Program tools include a student manual, templates, and an online social media platform to help students market and measure the program's impact. Clean Air Schools staff are available to assist schools throughout the process.
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.
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.
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.
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 provides guidance for educators on reporting mid-year data on student progress towards standards. It outlines the steps to:
1) Check the percentage of data collected and students at goal by domain and standard. This evaluates pacing and coverage.
2) Compare progress to ambitious goals.
3) Ensure qualitative documentation is included for three students at different developmental levels and aligned to standards being assessed. This documentation should confirm or conflict with developmental data.
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.
This document provides an overview of an 8-step process for developing and presenting effective safety training. The steps include: 1) assessing learner needs; 2) setting goals and objectives; 3) designing the curriculum; 4) selecting methods and media; 5) writing the course outline; 6) coordinating logistics; 7) presenting the training; and 8) documenting and evaluating the training. The overall goal is to help students improve their knowledge, skills, and ability to develop, present, and evaluate safety training outcomes.
Compilation of notes from the Solution Tree Conference in Atlanta, GA - October 2009
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning
This document outlines a strategy for climbing a mountain, which is used as a metaphor for developing an organizational strategy. It discusses preparing for the climb by understanding what strategy is, surveying the landscape to understand the current and desired situations, and visualizing the peak goal. It also covers determining the best path to reach the goal, including considering principles, and establishing points to observe, measure, learn, and adjust along the way. Participants in a workshop are guided through exercises to apply these strategic planning elements to their own work.
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.
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.
Compilation of notes from the Solution Tree Conference in Atlanta, GA - October 2009
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning
This document outlines a presentation on planning for strategic coherence given by Jonathan P. Costa. It discusses the need to realign education systems to prepare students for an automated future. Key points discussed include defining the skills needed for future success, appropriately defining rigor, aligning social-emotional learning, and vertically aligning curriculum. The presentation proposes a strategic coherence planning process that includes committing to principles, conducting a data scan, aligning actions, analyzing results, focusing on priorities, and defining strategic actions. It emphasizes the importance of focusing systems on high-leverage goals for learning through aligned curriculum, instruction, assessment, and accountability practices.
This document outlines a presentation on goal setting for teachers given by Omar Al Noursi. It includes details about the speaker's background and qualifications. The presentation objectives are to help teachers understand the goal setting process, develop effective goals, and provide resources for doing so. The goal setting process involves examining one's practice, setting goals in meeting with administrators, assigning weights to goals, monitoring progress, and calculating goal attainment. Goal setting is presented as an important part of teacher development and performance evaluation that can improve educator effectiveness and student academic outcomes.
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
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!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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.
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 ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
26. 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
28. 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
NOTICE: There are 5 steps to the
Pathway, and they are sequenced
in a sensible order.
29. 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
CONSIDER: What would go wrong if we
tried to Track Progress before we had
Solidified our Assessment Plan?
30. 30
Take a moment to
Notice
and
Consider
another feature of the Pathway
31. 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
NOTICE: Each Step has two or three "Qualifying Questions"
underneath the visual, in small font. Those questions serve
as required checkpoints to pass through before moving to
the next Step of the Pathway.
32. 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
CONSIDER: How might you use these qualifying questions to
coach a teacher who struggled to accurately and
meaningfully measure student learning (like Romeo)?
33. 33
Take a moment to
Notice
and
Consider
another feature of the Pathway
34. 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
NOTICE: The Pathway splits after Step 1 into two sequences,
one for Standards Mastery and one for Reading Growth.
Mastery Pathways are the boxes in the top row.
Growth Pathways are the boxes in the bottom row.
These two sequences follow a similar trajectory, but there
are key differences.
35. The type of measures you will
use for your SGA work is
mastery-based
or
growth-based.
38. For mastery-based measures, students start
the year needing to learn a discrete set of
material (standards) that is new and
different than the year before.
42. For reading growth, students start the year
working to improve upon something
they’ve already worked on, and that they’re
going to continue working on.
43. 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
CONSIDER: In karate you can become a master, in yoga
everybody has room to grow (even yogis). How is 3rd grade
math like karate, and how is reading like yoga?
44. 44
Take a moment to
Notice
and
Consider
another feature of the Pathway
45. 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
NOTICE: The first three Steps of the
Pathway are really focused on
planning. The first round of
assessment data is not collected until
after those Steps are complete.
46. 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
CONSIDER: Why does the Pathway put
so much emphasis on beginning with the
end in mind?
47. 47
Take a moment to
Notice
and
Consider
one final feature of the Pathway
48. 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
NOTICE: The Pathway concludes at
Step 5: Verify Outcomes.
The end-of-year result from
completing the Pathway is an
accurate and meaningful measure of
student learning.
49. 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
CONSIDER: How do you think “Step 4:
Track Progress” and “Step 5: Verify
Outcomes” drive a cycle of reflection and
continuous improvement?
51. 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
52. 52
Click ahead to the next
activity to begin with
Step 1: Determine
Content
Editor's Notes
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
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.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
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.
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.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
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.
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.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
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.
Say
How do you determine is a numerical outcome represents an ambitious amount of Mastery or Growth?
The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
Say
How do you determine is a numerical outcome represents an ambitious amount of Mastery or Growth?
The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
Say
How do you determine is a numerical outcome represents an ambitious amount of Mastery or Growth?
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.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
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.
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.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
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.
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.
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.
Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.