data team process muscogee county school district - mcsd

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POWERFUL PRACTICES FOCUSED ON STUDENT RESULTS

Step 2. Analyze and

Prioritize Needs

Step 3. Establish, Review or

Revise SMART Goals

Step 1. Collect

and Chart Data

Step 6. Monitor and

Evaluate Results

Data Team

Process

Step 4. Select

Research-Based

Instructional Strategies

Step 5. Determine

Results Indicators

Muscogee County School District Division of Teaching and Learning

Secondary Education Department

manual Data Team

Data Team Manual 2013-2014

1 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department

Muscogee County School District

Mission

The Muscogee County School District is committed to

providing educational experiences that will enable each

student to become a lifelong learner, enter the work

force with necessary skills and achieve academic and

personal potential.


Vision

We envision a School District in which:

Each student is given multiple opportunities to excel

in his/her academic, social, emotional and physical

development in a safe, nurturing environment.

Well-prepared, responsible and caring employees

are committed to excellence in education.

Parents, community members, staff and students are

full partners in the education of children.

Motto

Just as the lighthouse guides the ships at sea through safe channels, the Muscogee County School

District must carefully guide the students through the channels of learning enlightenment.

Beliefs: Division of Academics

All students learn when provided high-quality instruction that is engaging and challenging.

All students must have a physically and emotionally safe learning environment.

All district employees work collaboratively to improve student achievement.

All organizational and instructional decisions are data driven.

All district personnel are committed to continuous professional learning.



Table Contents

Division of Teaching and Learning:

Top Three Topics for Instruction .................................................................................................................3

Preparing for Data Teams ............................................................................................................................4

Secondary Education Department:

Unit Assessment Overview ..........................................................................................................................5

Common UNIT Assessment Design Points .................................................................................................6

Frequently Asked Questions ........................................................................................................................7

Secondary Education Common UNIT Assessment Framework & Timelines.............................................9

Data Teams and Timelines Overview

Data Teams Schedules and Assessment Timelines ...................................................................................38

Data Team Leader Responsibilities ...........................................................................................................45

Data Team Meeting Cycle .........................................................................................................................46

Support Structures for Collaboration .........................................................................................................50

Suggested Data Team Conversations and Questions .................................................................................53

Six Step Process for Data Teams ...............................................................................................................57

First Steps in the Process ...........................................................................................................................59

More DETAILS

Step1: Collect and Chart Data ........................................................................................................60

Step 2: Analyze and Prioritize Needs .............................................................................................73

Step 3: SMART Goals .................................................................................................................... 93

Step 4: Design/Select Instructional Strategies .............................................................................99

Step 5: Determine Result Indicators ...........................................................................................131

Step 6: Monitor/Verity/Evaluate .................................................................................................133

School Improvement Plan .....................................................................................................................142

Resources and Research ........................................................................................................................143

Sections are colored coded by steps identified on cover page.



Division of Teaching and Learning

Top Three Topics

Data

Decision

Making

Standards-Based Classrooms

Response to Intervention

Co-Teaching

Progress

Monitoring

Instructional

Software

Curricula

Maps




Preparing for Data Teams

CRCT

EOCT

SLO

Assessments

The Plan

for

Data Teams

Standards-Based Classroom

* Curricula Maps

* Differentiated Instruction

Create

SIP

Based on

Data

Beginning of

Course End of

Course

Data/Progress

Monitoring

Formative Assessments

Focus Walks

-CRCT/EOCT

Data

in Classworks

-SLO

Assessments

-Unit Tests

Engage

Faculty

in

Review of

SIP RTI Process

Tiered

Interventions

Student

Achievement

Standards-

Mastery




Assessment Overview

District Common UNIT Assessments

District Common UNIT Assessments (CUA) are created for courses, in grades 6-12, which are

correlated to a CRCT or EOCT. These course CUAs are unit-based and are administered after

identified units through the course. The specific units which are grouped for the CUAs are

identified by course in the MCSD Secondary Education Common UNIT assessment

Frameworks.

The CUAs are teacher-created, based on course standards, and are reviewed each year. Various

Georgia Department of Education (GaDOE) and Partnership for Assessment of Readiness for

College and Career Indicators (PARCC) documents guide the creation of the CUAs.

EOCT or CRCT domain weights are identified for guiding test item selection

Georgia Performance Standards are correlated to test items

Course instruction timelines are reviewed for best possible administration dates

GaDOE Online Assessment System (OAS) and other available question databases are

used to select test items

Successful use of data to drive decision making is not random, but results from a strategic focus

on specific issues. Source:

Wayman, J. C., & Stringfield, S. (2006). Technology-supported involvement of entire faculties in examination of

student data for instructional improvement. American Journal of Education, 112, 549–571.

District Common UNIT Assessments Administration Schedule

Specific dates of instruction are provided for each Essential Curricula Map instructional

unit.

The length of each instructional unit, by course, dictates the schedule for administration

of the Common UNIT Benchmark Assessments.

The course-by-course schedule is provided in the Common UNIT Assessment

Framework for all CRCT or EOCT courses in middle and high schools.



MCSD Secondary Education

Common UNIT Assessments Design Points

Common UNIT Assessments are common, formative assessments. The

assessment results are used to guides for student achievement progress.

Common UNIT Assessments for grades 6-12 are not comprehensive

assessments for course content.

Common UNIT Assessments for grades 6-12 are aimed at standards

mastery.

It is possible for students to score 100% correct on these assessments.

Students not scoring at least 80% correct should receive additional

instruction and/or practice to address identified areas of need.

Common UNIT Assessments are designed to aim directly at the

standards correlated to units of the MCSD Essential Curricula Maps.

Direct correlation to the CRCT/EOCT weights are utilized in the

design of the instructional units.

Data Team Leaders’ discussions:

1) Data results are analyzed to identified student academic areas of need

2) Strategies are identified for correlated standards of need as noted by

Common UNIT Benchmark Assessment results and are noted in Data

Team Minutes.

Data informs and guides the modification of instructional design to

continue to address individual student needs.

Instructional strategies, with descriptions and templates are located on

http://www.secondaryinstruction.com/ (pages: Engaged Learner,

CALI/Literacy, Differentiated Instruction)

http://www.secondaryinstruction.com/



Frequently Asked Questions:

Common Unit Assessments (CUA)

1. Who developed the CUA’s? MCSD teachers were recommended for this task.

2. Are the CUA’s aligned with

CRCT and EOCT?

Yes. Answer keys are available with the correlation of

test items to standards/elements.

3. Are the CUA’s

comprehensive?

No. Each CRCT/EOCT course is comprised of

instructional units. The instructional units are based on

GaDOE Framework recommendations, with MCSD

modifications. The MCSD instructional units are

correlated to the CUAs.

4. Why are we going to unit

based assess?

Unit based assessments identify standards-mastery

for each student throughout the year.

This information is vital for data analysis and

identification of specific students in need of

remediation BEFORE the high-stakes testing

occurs.

5. Why can’t we just use our

own CUA?

District CUAs provide consistency for instruction

of standards and expectations for students.

Teachers will continue to utilize their own

additional informal, formative assessments

throughout each instructional unit.

Teachers are encouraged to bring student-tested

questions to share in the design of the MCSD

Common Unit Assessments.

6. How will testing occur?

CUAs are administered through Classworks software.

Testing windows were established by the MCSD

Curriculum and Assessment Design Teams.

7. What happens if a student

fails the Post CUA?

Re-teaching, additional practice, mini-lessons and

differentiated instruction occurs for students who

have not met standard, as defined at the school

level.

After students have revisited the specific content

areas of need, as identified by the CUA and the

teacher, the student is re-assessed.

The second unit assessment can be teacher-

designed to address ONLY the standards/elements

of need per student as identified by the CUA. The

second assessment should not again address all

standards/elements of the unit.



FAQ continued ……

8. What if a student is absent

during the Pre- or Post-

CUA?

Students who are absent on a specific testing date

may be able to complete the test during a testing

window. The Classworks Champions are trained to

open and close the testing window for the CUAs.

Copies of the CUAs are available in MSWord form.

These must be secured by the school Data Team

Leader and may be printed for specific use as

needed.

9. What do I do with the results

of the Pre CUA?

Student results, from Pre-Assessments, may be

used to identify students who have prior knowledge

of the identified standards. Unit instruction should

be modified to challenge the student in this content

area.

These results, along with other varied assessments,

can be used to differentiate instruction.

10. Do I have to test my students

during the Pre or Post CUA

window?

The CUAs are District COMMON Assessments.

For the data to be utilized in a timely manner, the

testing windows, per course, must be followed.

The data will be discussed at the school level and at

the principals‘ meetings.

11. Will I get an item analysis of

the Pre or Post CUA?

Yes. As the MCSD questions were identified and

added to Classworks the DOK Levels and

Standards/Elements were correlated. This provides

item analysis information on Classworks Reports.

12. What happens if the Internet

goes out during testing?

The student will be directed to begin the assessment

over.

13. What accommodations are

made for SPED?

Copies of the CUAs are available in MSWord form.

These must be secured by the school Data Team Leader

and may be printed for specific use as needed.

14. Can a grade be assigned to a

Post CUA?

Yes. The CUA results may be utilized as a grade.

The weight of the results should be discussed at the

school level and be consistent across subject areas.

15. What do we do with the CUA

results?

A specific protocol for data analysis is defined for

MCSD Data Teams.

The results will be discussed at the School Level

Data Teams (course and/or subject meetings) and

during principals‘‘ meetings.



Common Unit Assessment Framework

Grades Six through Twelve

(Unit Assessment Timelines)

Muscogee County School District Division of Teaching and Learning


June 2013



Common UNIT Assessment Framework Overview

The MCSD Secondary Education Common Assessment Framework (CAF) provides a timeline for common district assessments in

grades 6-12.

Course Identification:

♦ The CUAF only addresses courses in grades 6-12 which are identified for Georgia standardized testing (CRCT or ECOT).

♦ The Georgia College Career Readiness Performance Index will impact future course identifications.

Unit Identification:

♦ Common Unit Assessments (CUA), for each identified course, are correlated to specific instructional units.

♦ The instructional unit order and content are based on the Georgia Department of Education (GaDOE) Framework, but are not

limited to that design.

♦ Modifications to the GaDOE Framework have been addressed by MCSD teachers to better meet the needs of our students.

♦ Unit order and identification for Common Unit Assessments (CUA) are unique to each course.

♦ The final course assessment is the CRCT or EOCT and addresses all course content.

Administration Timelines:

♦ Common Unit Assessments (CUA) Administration Timelines provide consistency for the district and follow

recommendations by MCSD teachers. Timelines were identified by MCSD collaborative teacher teams.

♦ Administration Timelines are provided for each CRCT/EOCT course in grades 6-12.

♦ Administration Timelines provide a testing window for managing the assessments. The multi-day testing schedule provides

some flexibility for each school.

Method of Administration:

♦ Common Unit Assessments (CUA) are administered through Classworks software.

♦ MCSD teachers identified questions from Georgia‘s Online Assessment System (OAS), previous MCSD assessments and

other previously tested resources. These question items were entered in the Classworks software for the specific use on the

CUAs.

Data Analysis:

♦ Common Unit Assessment (CUA) results will be discussed during Data Team meetings.

♦ Common Unit Assessment (CUA) results are to be utilized for grading purposes that are reflected on student report cards.



Common UNIT Assessment Administration


Schedule Overview 2013-2014

Color-Code Key for Table Timelines

English Language Arts

Mathematics

Science

Social Studies



Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:

Weeks of Instruction

6th

Grade

ELA and Reading

August 12- 20 October 9-18 Unit 1, 9 weeks

Freedom and Triumph

October 9-18 December 11 - 20

Unit 2, 9 weeks

Determination and Perseverance or the

Individual and Communal Identity (Unit

2 offers a choice)

December 11 – 20 March 6 – March 17 Unit 3, 9 weeks

The American Dream

April 2014 CRCT

March 6- March 17 May 12 – 21, 2014 Unit 4, 9 weeks

Friendship and Fate





7th Grade

ELA and Reading


Government and Oppression

October 9-18 December 11 - 20 Unit 2, 9 weeks

Civil Rights

December 11 – 20 March 6 – March 17 Unit 3, 9 weeks

Identity Theft

April 2014 CRCT

March 6- March 17 May 12 – 21, 2014 Unit 4, 9 weeks

Survival





8th Grade

ELA and Reading


Coming of Age in Literature

October 9-18 December 11 - 20 Unit 2, 9 weeks

Georgia Authors

December 11 – 20 March 6 –17

Unit 3, 9 weeks

Success

April 2014 CRCT

March 6- 17 May 12 – 21 Unit 4, 9 weeks

Dystopian Literature



Course Pre-Assessment Dates

1st Semester

Post-Assessment Dates

1st Semester

Instructional Unit:


9th

Grade

ELA

August 9-16 September 11-17 Unit 1, 4.5 Weeks

The Masks of Humanity

September 11-17 October 10 - 17 Unit 2, 4.5 Weeks

Portraits of Courage

October 10-17 November 13-19 Unit 3, 4.5 Weeks

Paradoxes of Life and Language

November 13-19 December 16-20

Unit 4 4.5 Weeks

The Importance of Place in Life and

Literature

December EOCT


2nd

Semester


2nd

Semester

Instructional Unit:


9th

Grade

ELA

January 8-14 February 5 -11 Unit 1, 4.5 Weeks

The Masks of Humanity

February 5-11 March 5 - 11 Unit 2, 4.5 Weeks

Portraits of Courage

March 5-11 April 16 - 22 Unit 3, 4.5 Weeks

Paradoxes of Life and Language

April 16-22 May 14-20

Unit 4 4.5 Weeks

The Importance of Place in Life and

Literature

May EOCT




1st Semester


1st Semester

Instructional Unit:


11th

Grade

ELA

August 9-16 September 11-17

Unit 1, 4.5 Weeks

Origins of Authority and Control in

Early American Lit

September 11-17 October 10 - 17 Unit 2, 4.5 Weeks

The Individual vs. Society

October 10-17 November 13-19

Unit 3, 4.5 Weeks

The Aftermath of Destruction/

Reconstructing the American Dream

November 13-19 December 16-20 Unit 4, 4.5 Weeks

Modern Times, Modern Issues

December EOCT


2nd

Semester


2nd

Semester

Instructional Unit:


11th

Grade

ELA

January 8-14 February 5 -11

Unit 1, 4.5 Weeks

Origins of Authority and Control in

Early American Lit

February 5-11 March 5 - 11 Unit 2, 4.5 Weeks

The Individual vs. Society

March 5-11 April 16 - 22

Unit 3, 4.5 Weeks

The Aftermath of Destruction/

Reconstructing the American Dream

April 16-22 May 14-20 Unit 4 4.5 Weeks

Modern Times, Modern Issues

May EOCT





6th

Grade

Mathematics,

CCGPS

August 12-20 (delay of dates to

accommodate schedule

changes)

September 16-20 Unit 1, Number: Number System Fluency, 4 weeks

September 16-20 October 16-23 Unit 2, Quantitative: Proportional Reasoning, 4 weeks

October 16-23 November 1-8 Unit 3, Number: Expressions 3 weeks

November 1-8 December 11-18 Unit 4, Number: One-Step Equations and Inequalities,

5 weeks

December 11-18 February 6-13 Unit 5, Geometry: area and Volume, 5 weeks

February 6-13 March 5-12 Unit 6, Data: Statistics, 6 weeks

March 5-12 March 20-28 Unit 7, Number: Explorations and Opposites, 2 weeks

April CRCT

No UNIT Assessment No UNIT Assessment Unit 8, final instruction is decided at the school level for

preparation to the next school year

* 6/7 Compacted Mathematics follows this schedule



Course Pre-Assessment

Dates Post-Assessment Dates

Instructional Unit:


7th

Grade

Mathematics,

CCGPS



changes)

October 10-18 Unit 1, Number: Operations with Rational Numbers, 9

weeks

October 10-18 November 18-22 Unit 2, Number: Expressions and Equations, 6 weeks

November 18-22 January 15-22 Unit 3, Quantitative: Rations and Proportional

Relationships, 5 weeks

January 15-22 February 3-12 Unit 4, Data: Inferences, 2 weeks

February 3-Feb. 12 March 6-13 Unit 5, Geometry: Geometry, 5 weeks

March 6-13 March 20-28 Unit 6, Data: Probability, 2 weeks

April CRCT



.

* 7/8 Compacted Mathematics follows this schedule





8th

Grade

Mathematics,

CCGPS



changes)

September 18-25 Unit 1, Geometry: Transformations, Congruence and

Similarity, 6.5 weeks

September 18-25 October 16-23 Unit 2, Number: Exponents/Equations, 4 weeks

October 16-23 November 14-20 Unit 3, Geometry: Applications of Exponents, 4 weeks

November 14-20 December 12-20 Unit 4, Quantitative: Functions, 4 weeks

December 12-20 January 28-Feb. 5 Unit 5, Quantitative: Linear Functions/Models/Tables, 3.5

weeks

January 28-Feb. 5 February 24-28 Unit 6, Data: Models and Tables, 4 weeks

February 24-28 March 24-28 Unit 7, Quantitative: Systems of Equations, 5 weeks

April CRCT






1st semester


1st semester

Instructional Unit: Weeks of Instruction

Coordinate

Algebra

August 12-16 August 30-September 6 Unit 1, Relationships between Quantities, 3 weeks

August 30-September 6 September 11-18 Unit 2, Reasoning with Equations and Inequalities, 3 weeks

September 11-18 October 16-23 Unit 3, Linear and Exponential Functions, 5 weeks

October 16-23 November 6-15 Unit 4, Describing Data, 2 weeks

November 6-15 November 13-22 Unit 5, Transformations in the Coordinate Plane, 4 weeks

November 13-22 December 16-20

Unit 6, Connecting Algebra and Geometry Through

Coordinates, 2 weeks

(The Common Unit Assessment is administered after the EOCT.

Other assessments are utilized during the unit in preparation for

the EOCT. The FALs are another assessment incorporated in

each instructional unit.)

December EOCT


2nd semester


2nd semester Instructional Unit: Weeks of Instruction

Coordinate

Algebra

January 8-14 January 21-27 Unit 1, Relationships between Quantities, 3 weeks

January 21-27 February 5-13 Unit 2, Reasoning with Equations and Inequalities, 3 weeks

February 5-13 March 5 – March 14 Unit 3, Linear and Exponential Functions, 5 weeks

March 5 – March 14 April 7-11 Unit 4, Describing Data, 2 weeks

April 7-11 April 14-18 Unit 5, Transformations in the Coordinate Plane, 4 weeks

April 14-28 May 14- 21







May EOCT




Year-Long


Year-Long Instructional Unit

Coordinate

Algebra

August 12-16 September 18-27 Unit 1, Relationships between Quantities, 5.5 weeks

September 18-27 October 30-November 8 Unit 2, Reasoning with Equations and Inequalities, 5.5 weeks

October 30-November 8 January 22-31 Unit 3, Linear and Exponential Functions, 9 weeks

January 22-31 February 26-March 7 Unit 4, Describing Data, 5 weeks

February 26-March 7 March 19-March 26 Unit 5, Transformations in the Coordinate Plane, 5 weeks

March 19-March 26 May 13-22







May EOCT






1st semester


1st semester


Analytic

Geometry

August 12-16 September 3-6 Unit 1, Similarity, Congruence, Proofs, 4 weeks

September 3-6 September 16-20 Unit 2, Right Triangle Trig, 2 weeks

September 16-20 October 2-8 Unit 3, Circles and Volume, 2 weeks

October 2-8 October 16-22 Unit 4, Extending the Number System, 2 weeks

October 16-22 November 4-8 Unit 5, Quadratic Functions, 2.5weeks

November 4-8 November 13-15 Unit 6, Modeling Geometry, 2 weeks

November 13-15 December 4-10 Unit 7, Applications of Probability, 2 weeks

December EOCT


2nd

semester


2nd

semester Instructional Unit: Weeks of Instruction

Analytic

Geometry

January 8-14 January 29- February 4 Unit 1, Similarity, Congruence, Proofs, 4 weeks

January 28- February 7 February 18-21 Unit 2, Right Triangle Trig, 2 weeks

February 12-21 February 26- March 4 Unit 3, Circles and Volume, 2 weeks

February 26- March 7 March 13- 18 Unit 4, Extending the Number System, 2 weeks

March 12- 21 April 7-11 Unit 5, Quadratic Functions, 2.5 weeks

April 7-11 April 21-25 Unit 6, Modeling Geometry, 2 weeks

April 16-25 April 29-May 6 Unit 7, Applications of Probability, 2 weeks

May EOCT




Year-Long


Year-Long Instructional Unit: Weeks of Instruction

Analytic

Geometry

August 12-16 September 25- October 3 Unit 1, Similarity, Congruence, Proofs, 7 weeks

September 25- October 3 October 16-23 Unit 2, Right Triangle Trig, 2.5 weeks

October 16- 23 November 18 – 22 Unit 3, Circles and Volume, 5 weeks

November 18 – 22 January 14-17 Unit 4, Extending the Number System, 4 weeks

January 14-17 March 4-11 Unit 5, Quadratic Functions, 7 weeks

March 4-11 March 24-28 Unit 6, Modeling Geometry, 3 weeks

March 24-28 April 23 – 30 Unit 7, Applications of Probability, 4 weeks

May EOCT






1st semester


1st semester

Instructional Unit

Accelerated

(#1)

Coordinate

Algebra/

Analytic

Geometry A

August 8-14 August 21-27 Unit 1, Relationships between Quantities

August 21-27 September 11-17 Unit 2, Reasoning with Equations and Inequalities

September 11-17 October 2-11 Unit 3, Linear and Exponential Functions

October 2-11 October 21-25 Unit 4, Describing Data

October 21-25 November 4-8 Unit 5, Transformations in the Coordinate Plane

November 4-8 November 18-22 Unit 6,

Connecting Algebra and Geometry Through Coordinates

May EOCT

No UNIT Assessment No UNIT Assessment

Unit 7,8,9 final instruction is decided at the school level for

preparation to the next school year. This Accelerated course is

correlated to the Coordinate Algebra EOCT.


2nd

Semester


2nd

Semester Instructional Unit

Accelerated

(#1)

Coordinate

Algebra/

Analytic

Geometry A

January 8-14 January 21-27 Unit 1, Relationships between Quantities

January 21-27 February 6-12 Unit 2, Reasoning with Equations and Inequalities

February 6-12 March 3-7 Unit 3, Linear and Exponential Functions

March 3-7 March 17-21 Unit 4, Describing Data

March 17-21 April 7-11 Unit 5, Transformations in the Coordinate Plane

April 7-11 April 23-29 Unit 6,


May EOCT


Unit 7, 8, 9 final instruction is decided at the school level for

preparation to the next school year. This Accelerated course is





Year-Long


Year-Long Instructional Unit

Accelerated

(#1)

Coordinate

Algebra/A.

Geometry A

August 8-19 September 4-13 Unit 1, Relationships between Quantities

September 4-13 October 7-17 Unit 2, Reasoning with Equations and Inequalities

October 7-17 November 13-22 Unit 3, Linear and Exponential Functions

November 13-22 December 11-20 Unit 4, Describing Data

December 11-20 February 3-12 Unit 5, Transformations in the Coordinate Plane

February 3-12 March 4-13 Unit 6,


May EOCT


Unit 7, 8, 9 are completed in April and May. These units

are correlated to the Geometry curriculum and are

assessed the next year. This Accelerated course is





1st semester


1st semester

Instructional Unit

Accelerated

(#2) A.

Geometry/Adv.

Algebra

August 8-14 August 28-September 6 Unit 1, Extending the Number System

August 28-September 6 September 11-20 Unit 2, Quadratic Functions

September 11-20 September 25- October 4 Unit 3, Modeling Geometry

September 25- October 4 October 9-18 Unit 4 Applications of Probability

October 9-18 October 23- November 1 Unit 5, , Inferences and Conclusions from Data

October 23- November 1 November 6 – 15 Unit 6, Polynomial Functions

November 6 – 15 November 20 – December 4 Unit 7, Rational and Radical Relationships

December EOCT


Units 8, 9, and 10: final instruction is decided at the school

level for preparation to the next school year. This

Accelerated course is correlated to the Analytic Geometry

EOCT.


2nd

Semester


2nd

Semester Instructional Unit

Accelerated

(#2) A.

Geometry/Adv.

Algebra

January 8-14 January 29-February 7 Unit 1, Extending the Number System

January 28-February 7 February 12 -21 Unit 2, Quadratic Functions

February 6-12 February 26- March 7 Unit 3, Modeling Geometry

February 26- March 7 March 12-21 Unit 4 Applications of Probability

March 12-21 April 7-11 Unit 5, , Inferences and Conclusions from Data

April 7-11 April 16-April 25 Unit 6, Polynomial Functions

April 16-April 25 April 29- May 6 Unit 7, Rational and Radical Relationships

May EOCT


Unit 8, final instruction is decided at the school level for

preparation to the next school year. This Accelerated

course is correlated to the Analytic Geometry EOCT.





6th

Grade

Earth Science

NO Unit Assessment NO Unit Assessment Unit 1, Habits of Mind, 2 weeks

August 14-23 September 23-28 Unit 2, Astronomy, 4 weeks

September 23-28 October 15-22 Unit 3, The Earth, Sun and Moon, 3

weeks

October 15-22 November 14-22 Unit 4, Inside Earth, 6 weeks

November 14-22 January 16-24 Unit 5, Earth’s Surface, 5 weeks

January 16-24 February 20-28 Unit 6, Earth’s Water Processes, 6 weeks

February 20-28 April 21-29

Unit 7, Climate and Weather, 6 weeks

* Most of the content is learner prior to

CRCT. Additional time is provided in this

unit to allow for continued instruction and

assessment AFTER CRCT.

April 2013 CRCT

NO Unit Assessment NO Unit Assessment Unit 8, You are the Scientist, 4 weeks





7th

Grade

Life Science


August 14-23 October 15-23 Unit 2, Cell and Organization of Life, 8 weeks

October 15-23 November 5-13 Unit 3, Genetics and Heredity, 3 weeks

November 5-13 December 4-12 Unit 4, Body Systems, 3 weeks

December 4-11 January 21-29 Unit 5, Intro to Interdependence of Life, 5 weeks

January 21-29 February 19-28 Unit 6, Biomes, 5 weeks

February 19-28 April 22-30

Unit 7, Evolution, 6 weeks

* Most of the content is learner prior to CRCT. Additional

time is provided in this unit to allow for continued

instruction and assessment AFTER CRCT.

April CRCT

NO Unit Assessment NO Unit Assessment Unit 8, You Are the Scientist, 4 weeks





8th

Grade

Physical Science


August 14-23 October 22-30 Unit 2, Structure and Properties of Matter, 8

weeks

October 22-30 December 11-19 Unit 3, Transformation of Energy, 5 weeks

December 11-19 January 30- February 5 Unit 4, Waves, Electromagnetic/Sound, 5 weeks

January 30- February 5 February 26 - March 5 Unit 5, Force and Motion, 5 weeks

February 26- March 5 March 20 - 26

Unit 6, Force in Nature, 4 weeks

* All instruction and the assessment are completed

prior to CRCT.

April CRCT


Unit 7, You Are the Scientist, 7 weeks

* CRCT review is included in this unit instruction

time.




1st semester


1st semester

Instructional Unit:


Biology

August 9-16 (delay of dates to accommodate

schedule changes) September 9-13 Unit 1, Cells, 5 weeks

September 9-13 October 7-11 Unit 2, Genetics, 4 weeks

October 7-11 October 28-Nov. 1 Unit 3, Evolution and Organisms, 3 weeks

October 28-Nov. 1 November 18-22 Unit 4, Ecology, 3 weeks

December EOCT


Unit 5, You Are the Scientist , 2 weeks

Design as a culminating instructional period with a continued focus on:

Habits of Mind

Nature of Science

Inquiry-Based Instruction and

Application through project-based learning


2nd semester


2nd semester Instructional Unit:


Biology

January 8-14 February 10-18 Unit 1, Cells, 5 weeks

February 10-18 March 3-7 Unit 2, Genetics, 4 weeks

March 3-7 March 24-28 Unit 3, Evolution and Organisms, 3 weeks

March 24-28 April 21-25 Unit 4, Ecology, 3 weeks

May EOCT


Unit 5, 2 weeks,

You Are the Scientist, is design as a culminating instructional period

with a continued focus on:

Habits of Mind

Nature of Science





Course

Pre-Assessment

Dates

Year Long

Post-Assessment

Dates

Year Long

Instructional Unit:


Biology

August 9- 16 (delay of dates to accommodate

schedule changes) October 14-18 Unit 1, Cells, 10 weeks

October 14-18 December 16-20 Unit 2, Genetics, 8 weeks

December 16-20 February 28-March 6 Unit 3, Evolution/Organisms, 8 weeks

February 28-March 6 April 22-April 29 Unit 4, Ecology, 8 weeks

May EOCT


Unit 5, 2 weeks,

You Are the Scientist, is design as a culminating instructional period

with a continued focus on:

Habits of Mind

Nature of Science



\




1st semester


1st semester


Physical

Science

(high

school)

August 9-16 (delay of dates to accommodate

schedule changes) September 4-10 Unit 1, Matter, 4 weeks

September 4-10 September 24-30 Unit 2, Chemistry, 3 weeks

September 24-30 October 23-29 Unit 3, Motion, 4 weeks

October 23-29 November 18-22 Unit 4, Charged, 4 weeks

December EOCT


* Unit 5, 3 weeks, You Are the Scientist, is design as a culminating

instructional period with a continued focus on:

Habits of Mind

Nature of Science




2nd semester


2nd semester Instructional Unit: Weeks of Instruction

Physical

Science

(high

school)

January 8-14 February 3-7 Unit 1, Matter, 4 weeks

February 3-7 February 24-28 Unit 2, Chemistry, 3 weeks

February 24-28 March 24-28 Unit 3, Motion, 4 weeks

March 24-28 April 23-29 Unit 4, Charged, 4 weeks

May EOCT


* Unit 5, 3 weeks, You Are the Scientist, is design as a culminating

instructional period with a continued focus on:

Habits of Mind

Nature of Science



This course is not offered as a Year-Long option at this time.





6th

grade

Social

Studies

World

Studies

NO Unit Assessment

NO Unit Assessment (The focus of this unit is on

the concepts and enduring

understandings rather than

specific standards.)

Unit 1, Weeks 1 and 2

Conflict & Change; Culture; Governance; Human Environmental

Interaction, Location; Production, Distribution & Consumption, Time;

Change & Continuity; Movement & Migration

August 12-23 October 4-16

Unit 2, Europe Today, Weeks 3-8

SS6CG4a,b,c; SS6CG5a,b; SS6G10a,b; SS6G11a,b,c; SS6G8a,b;

SS6H7b,c

October 4-16 October 25-November 5 Unit 3, Europe: Environmental and Economic Forces, Weeks 9-11

SS6E5a,b,c; SS6E6a,b; SS6E7a,b,c,d; SS6G9a

October 25-November 5 December 6-17 Unit 4, Europe’s Historical Influence Weeks 12-16

SS6H6a,b,c,d; SS6H7a

December 6-17 January 10 - 22

Unit 5, Australia, Weeks 17-19

SS6CG6a,b,c; SS6CG7a; SS6E8a,b,c; SS6E9a,b,c; SS6E10a,b,c,d;

SS6G13a,b; SS6G14a,b; SS6H8a; SS6H9a,b

January 10-22 January 31-Feb 11

Unit 6, Latin America Today, Weeks 20-22

SS6E2b,c; SS6G1a,b; SS6G3a,b; SS6G4a,b,c; SS6CG1a,b,c; SS6H3a,b;

SS6CG2a

January 31-February 11 February 21- March 4

Unit 7, Latin America Environmental and Economic Forces, Weeks

23-25

SS6G2a; SS6E1a,b,c; SS6E2a,b,c,d; SS6E3a,b,c,d

February 21- March 4 March 13-25 Unit 8: Latin America’s Cultural Legacy, Weeks 26-28

SS6H1b; SS6H2a,b,c

March 13- 25 March 28- April 15 Unit 9, Canada Today, Weeks 29-30

SS6H4a,b;SS6H5a; SS6CG1a,b,c; SS6CG3a

March 28- April 15 April 18 – April 29 Unit 10, Canada Environmental and Economic Forces, Weeks 31-32

SS6G5a; SS6G6a,b; SS6G7a; SS6E1a,b,c; SS6E2a,b,c,d; SS6E3a,b,c,d

April 2013 CRCT

NO Unit Assessment NO Unit Assessment Unit 11: Your Financial Future, Weeks 33-36

SS6E4





7th grade

Social

Studies

World

Studies

NO Unit Assessment




specific standards –

Connecting Themes used in

Global Studies.)

Unit 1, Week 1


Interaction; Location; Production, Distribution & Consumption, Time;

Change & Continuity; Movement & Migration

August 12-20 September 20 – Oct. 1 Unit 2, The Origins of SW Asia and the Modern Middle East, Weeks 2-6

SS7H2 a,b,c,d; SS7g5a,b; SS7g7b; SS7G8a,b,c,d,e; SS7CG4a,b,c; SS7CG5a

September 20 – Oct. 1 October 23- 31 Unit 3, Impact of Environment and Economy on SW Asia, Weeks 6-10

SS7G6a; SS7G7a; SS7E6a,b,c,d; SS7G7a,b,c,d

October 23-October 31 November 12 –21

Unit 4, Southern and Eastern Asia in the 20th

Century and Today,

Weeks 11 - 13

SS7G9a,b; SS7G11a,b; SS7G12a,b,c; SS7CG6a,b,c; SS7CG7a

November 12 –

November 21 December 3- 11

Unit 5, Impact of Environment and Economy on Southern and Eastern

Asia, Weeks 14 - 16

SS7G10a,b; SS7E8a,b,c; SS7E9a,b,c; SS7E10 a,b,c,d

December 3- December

11 January 7 –15

Unit 6, Historical Background for Southern and Eastern Asia, Weeks

17- 19

SS7H3 a,b,c,d,e

January 7 – January 15 January 28 – Feb. 8 Unit 7, Africa Today, Weeks 20 - 23

SS7G1 a,b; SS7G3a; SS7G4a,b,c; SS7CG1a,b,c; SS7CG2a; SS7CG3a,b

January 28- Feb. 8 Feb. 20 – March 3

Unit 8, Impact of Environment and Economy on Africa Weeks, Weeks

24 - 28

SS7G2a,b,c; SS7E1a,b,c; SS7E2a,b,c; SS7E3a,b,c,d

February 20 – March 3 March 13 –25 Unit 9, Connecting Africa’s Past with Africa’s Present, Weeks 29 - 32

SS7H1a,b,c,d

March 13 – March 25 CRCT – April 16 Unit 10, Personal Finance and Overall Review, Weeks 33 - 36

SS7E4

April 2013 CRCT



Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit: Weeks of Instruction

8th grade

Social

Studies

Georgia

Studies

NO Unit Assessment




specific standards.)

Unit 1, Week 1


Interaction; Location; Production, Distribution & Consumption; Time;

Change & Continuity; Rule of Law/ Technological Innovation

August 12-20 August 30 – Sept. 6 Unit 2, Georgia’s Beginnings – Understanding Geography and the

Early Inhabitants of Georgia SS8G1a; SS8H1; SS8E1

August 30 – Sept. 6 September 20 – 27

Unit 3, Georgia’s Exploration and Colonization- Reasons for and

Events Surrounding Early Exploration and Colonization

SS8G1d; SS8H1b,c; SS8H2; SS8G2; SS8E1; SS8E2a

September 20 - 27 October 25 – Nov. 1

Unit 4, Statehood and Revolution- Significant Events Leading up to

Independence for the U.S. and Georgia

SS8H3; SS8H4; SS8H5; SS8CG1; SS8E1; SS8E2a

October 25- Nov.1 November 22 – Dec. 6

Unit 5, The Civil War – The Impact of Significant Events and

Influential People of the Civil War SS8H6; SS8G2;

SS8E1; SS8E2a

November 22 – Dec. 6 December 13 - 20 Unit 6, New South: Social, Eco./ Political Changes of the New

South Era SS8H7a,b,c; SS8HG2a,b; SS8E3a,b

December 13-20 January 31 –Feb. 7 Unit 7, The 20

th Century – Depression and Recovery after WWI

SS8H8; SS8H9

January 31 – Feb. 7 February 7 – Feb.14

Unit 8, Post WWII Georgia – Political and Social Development

Leading to Growth of the State

SS8H10; SS8E1; SS8E2b; SS8E3a

February 7 –14 February 21 – 28 Unit 9, Civil Rights in Georgia SS8H11

February 21- 28 February 28 – March 7 Unit 10, Modern Georgia Significant Developments SS8H12

February 28 – March 7 March 21 – March 28 Unit 11, Distribution of Power

SS8H12a; SS8CG1; SS8CG2; SS8CG3; SS8CG5; SS8E4a,b,c

March 21 – March 28 April 25 – May 2 Unit 12, Adult and Juvenile Justice System

SS8CG4; SS8CG6

April 2013 CRCT

No Unit Assessment No Unit Assessment Unit 13, Personal Finance, Standards: SS8E5




1st Semester


1st Semester

Instructional Unit:


U.S.

History

August 9-16 August 21 –27 Unit 1, 11 days

Colonization to American Revolution, SSUSH 1 – SSUSH4

August 21- August 27 September 5 - 11 Unit 2, 10 days

Young Growing Nation, SSUSH 5 – SSUSH7

September 5- 11 September 19 - 25 Unit 3, 10 Days

A Nation Divided, SSUSH 8 – SSUSH 10

September 19-25 October 1- 7 Unit 4, 8 Days

Industrial Revolution to Imperialism, SSUSH11 – SSUSH14

October 1-7 October 11- 21 Unit 5, 8 Days

WWI – Great Depression, SSUSH 15- SSUSH18

October 11- October 21 October 25- 31 Unit 6, 9 Days

WWI – Cold War, SSUSH 19 – SSUSH 21

October 25-31 November 13 - 19 Unit 7, 12 Days

Modern Era, SSUSH 22 – SSUSH 25

No Assessment No Assessment Unit 8 – Review for EOCT/ Projects


2nd

Semester


2nd

Semester

Instructional Unit:


U.S.

History

January 8-14 January 23 – 28 Unit 1, 11 Days

Colonization to American Revolution, SSUSH 1 – SSUSH 4

January 23– 28 February 10 – 18 Unit 2, 10 Days

Young Growing Nation, SSUSH 5 – SSUSH 7

February 10 - 18 February 27 –March 5 Unit 3, 10 Days

A Nation Divided, SSUSH 8 – SSUSH 10

February 27 – March 5 March 11 -18 Unit 4, 8 Days

Industrial Revolution to Imperialism, SSUSH 11 – SSUSH 14

March 11 - 18 March 24 – 28 Unit 5, 8 Days

WWI – Great Depression, SSUSH 15- SSUSH 18

March 24- 28 April 14 - 18 Unit 6, 9 Days

WW1 – Cold War, SSUSH 19 – SSUSH 21

April 14 - 18 April 30 – May 6 Unit 7, 12 Days

Modern Era, SSUSH 22 – SSUSH 25

No Assessment No Assessment Unit 8, Review




1st Semester


1st Semester

Instructional Unit:


Economics

August 9-16 August 28 – Sept. 4 Unit 1, 13 days

Economic Foundations, SSEF 1-6

August 28-Sept. 4 September 26 – Oct. 2 Unit 2, 17 days

Microeconomics, SSEMI 14

September 26 – Oct. 2 October 28 - Nov. 4 Unit 3, 19 Days

Macroeconomics, SSEMA1-3

October 28 – Nov. 4 November 15 -21 Unit 4, 10 Days

International Economics, SSEIN 1-3

Nov. 15- 21 December 16-20 Unit 5, 10 Days

Personal Finance, SSEPF 1-6


2nd

Semester


2nd

Semester

Instructional Unit:


Economics

January 8-14 January 29 – February 4 Unit 1, 13 Days

Economic Foundations, SSEF 1-6

January 29 – Feb. 4 February 26 – March 4

Unit 2, 17 Days

Microeconomics, SSEMI 14

February 26- March 4 March 27 –April 8 Unit 3, 19 Days

Macroeconomics, SSEMA1-3

March 27 – April 8 April 18 – 24 Unit 4, 10 Days

International Economics, SSEIN 1-3

April 18 – 24 May 2 – 8 Unit 5, 10 Days

Personal Finance, SSEPF 1-6



Month Procedures Who Focus Materials/

Resources

June- July June 17-18 (TLA) Teacher Leader Academy Training for all Principals and Academic Coaches

Academic Coach or Assistant

Principal/Principal Planning for Data teams prior to school starting-

Review Standards, Standards-Based Classroom Model, District Curriculum Maps, Domain Data, SIP

Academic Coach/ Principal need to submit Data Team meeting schedule to Keith Seifert in Secondary Education (copy to Suzanne Evans and Kim Cason)

July 23 - Overview of Data

Team Manual

Academic Coaches or Assistant Principals /Principals Plan for the School Year Principals, Academic Coaches or Assistant Principals

Overview of Data Teams and Expectations Plan data teams schedule prior to school starting – Recommendation: Bi-monthly meetings for data teams Provide specific information related to Data Team Manual, expectations for CUA administration and Data Teams

Data Team Manual

Data Team Schedule and Assessment Schedule Overview



August August 7-22 SLOs will be administered in Classworks

Common UNIT Assessments Begin- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment

Note: The Common Assessment Framework Document will guide the testing schedule for each course

CRCT data from previous year

will be uploaded in Classworks to provide ILPs for individual students

Teachers review Classworks

data, STAR data, SLOs, Common Unit Assessments, Curricula maps

Excel Spreadsheet training

Teachers administer SLOs and CUAs

Data Teams Review Data

Academic Coaches or Assistant Principals/ Principals

Show video at http://www.lissapijanowski.com/data-teams.html Step 1: Collect and Chart Data (See Suggested Data Team Conversations and Guided Questions) Step 2 : Analyze and Prioritize Needs (See Suggested Data Team Conversations and Guided Questions)

SLOs – Classworks

Common Unit Assessments in Classworks

See Data Team Manual, Step1, for Resources

See Data Team Manual, Step 2, for Spreadsheet Resources

September Begin Collecting, Analyzing and Charting Data

Begin Data Team Meetings

Review RTI Process

Data Teams Step 3: Review SMART Goals

Step 4: Instructional Strategies (Review and evaluate)

See Data Team Manual, Step 3, for Resources

http://www.lissapijanowski.com/data-teams.html

http://www.lissapijanowski.com/data-teams.html



Preparation for the 8th grade Writing Assessment in January

Conduct Focus Walks using specific rubrics or checklists with common school-wide focus

Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment


September 16-27 EOCT Mid-

Month /Retest Administration

September 25 GHSWT September 26 GHSWT make

up

Review Data

October Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment

Note: The Common Assessment Framework Document will guide the testing schedule for each

Teachers Data Teams

Step 4: Instructional Strategies (Review of Student Work Samples)

Step 5: Determine Results Indicators

See Data Team Manual, Step 4, for Resources See Data Team Manual, Step 5,



course

Data teams will include discussions on Common Assessments, EOCT results, GHSWT results, etc.

October 14 - Send in Data Team Minutes and Reports (Spreadsheet) to Secondary Ed

Academic Coaches/ Principals

for Resources

November Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment


Data teams will include discussions on Common Assessments

Teachers Data Teams

Step 6: Monitor and Evaluate Results (Review all Focus Walk results and Determine new direction for 2nd semester)

See Data Team Manual, Step 6, for Rubrics and Resources

December Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment


Teachers Data Teams

Steps 1-6 See Data Team Manual for Resources



December 2- 13 - EOCT Winter Administration

Data teams will include discussions on Common Assessments, and preparation for CRCT

December 14 - Send in Data Team Minutes and Reports (Spreadsheet) to Secondary Ed

Send Data Team minutes and reports, sign-in sheets, and agendas to district support personnel and send copies to Leslie Fedde in Professional Learning if your teachers are receiving PLU credit.

Academic Coaches or Assistant Principals / Principals

January Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment


Data teams will include discussions on CRCT preparations, Common Assessment data, EOCT preparations

Teachers Data Teams




January 22 – 8th Grade Writing Test

February Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment


February 10-13 – EOCT Mid-

Month Retest Administration

February 26 - GHSWT Retake

Teachers Data Teams


March Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment


March 14 - Send in Data Team

Minutes and Reports (Spreadsheet) to Secondary Ed

March 17-21 –GHSGT

Teachers Data Teams




April

April



April 8 – 22 – CRCT

April 30 – May 9 - EOCTs

Teachers Data Teams


May April 30 – May 9 – EOCTs

May 12 – CRCT Retest

Review Data May 14 - Send in Data Team

Minutes and Reports (Spreadsheet) to Secondary Ed



Teachers Data Teams


June Principal’s Academy to plan for 2014-15

Prepare for PARCC Assessment June 17th – Deadline for

student data to be uploaded

Principals/ Academic Coaches



Data Team Leaders

Responsibility Overview

Primary Data Team Leader: Each middle and high school has assigned one Primary Data

Team Leader. The Primary Data Team Leader in schools is the Academic/Instructional Coach.

(Schools without Academic/Instructional Coaches identify a Magnet Coordinator or Curriculum

Assistant Principal as the Primary Data Team Leader.) The Primary Data Team Leader:

Submits of school-based UNIT Common Assessments to the Secondary Education

Department

Coordinates the administration of the MCSD Secondary Education Common UNIT

Assessments based on the CUA Schedule

Collects results

Analyzes data

Leads discussions

Coordinates the Data Decision Making Process at the school level

Shares the School Data Team Meeting Schedule with the Secondary Education Department

Submits District Common UNIT Assessment results to the Secondary Education

Department using the Data Team Minutes document provided by The Leadership and

Learning Center. No document substitution may be made.

Data Team Leaders: Each middle and high school also has several other Data Team Leaders

identified in their building. Depending on the student population in their school, principals may

identify Grade Level, Subject, or Course Data Team Leaders. These Data Team Leaders:

Are identified to guide small groups of teacher, by course or subject, in regular

discussions

Lead teacher sessions in the creation of school-based formative assessments

Lead teacher discussions in analysis of data

Support discussions to identify specific student needs

Assist to identify research-based strategies correlated to specific student needs

Provide leadership for collaborative teacher planning to modify instruction based on

priority needs

Guide the review of student work samples to identify rigor and ensure instruction is

meeting students‘ priority

Share course or subject progress with the Primary Data Team Leader

District Data Team Leaders: School Data Team Leaders are supported through the Data

Decision Making Process by District personnel, who are certified by The Leadership and

Learning Center, in the MCSD Data Team Process.



Data Team Meeting Cycle Source: Drafted by Tony Flach, Center for Performance Assessment for New Haven Public Schools 2006

Includes some material from the Stupski Foundation and the Connecticut Department of Education DDDM/DT Indicators of Success

Steps/Components

Proficient Exemplary

(All Proficient Criteria PLUS)

1

Collect & Chart Data

& Results Data is generated from

common assessments. This

is the current state of

students‘ understanding of

concepts and application of skills. The charted data

should include: number of

students tested, number/

percentage/names of

students proficient and

higher, close to proficient,

and not proficient.

Data assembled in discussion

format prior to start of meeting

Data is disaggregated by teacher

Results include number,

percentage, and names of students

at multiple performance levels

Data supports, specific and

relevant feedback to teachers and

students to improve performance

Data includes student work samples from the assessment being

reviewed

Results are disaggregated

according to specific school needs

and subgroups present in the school

Multiple sources of data are

included

All team members have results

2

Analyze Strengths &

Obstacles and

prioritize needs Using student work, the

team identifies strengths,

trends, patterns, errors and

misconceptions, and lack

of proficient levels of skill

application. Teams also

collaboratively determine

root causes of proficient

student performance and

the root causes of non-

proficient performance.

Strengths become the basis

of celebrations. Obstacles

and challenges become the

priority or focus for the

teaching unit.

The inferring of strengths and

needs is based on a direct analysis

of student work

Identified strengths and

weaknesses (needs) are within the

direct influence of teachers

Team goes beyond labeling the

need or the ―what,‖ to infer the

root cause, or the ―why‖

Strengths and weaknesses are

identified for each performance

group

Weaknesses are prioritized to

reflect those areas that will have

the largest impact

Prioritized weaknesses (needs)

reflect areas that will have impact

within multiple skill areas

3

Goals: set, review, and

revise The team sets one or more SMART (Specific,

Measureable, Achievable,

Relevant, and Timely)

Specific targeted subject area,

grade level, and student group are

established

Measurable area of need is

established and assessment to be

used is identified

Achievable gains in student

Targeted needs have impact in

multiple skill areas



goals:

Choose the specific student

group and/or

specific content

skills and

application

Choose the

measurement tool

Establish the

relevance of the goal

Schedule the date

of assessment

Specify the desired

outcome

(percentage gains

or percentage of

students proficient

Validate that the

goal is achievable

Example: The percentage

of grade 4 students scoring

proficient and higher in

Author‘s Word Choice

will increase from 28

percent to 80 percent by the first of October as measured by the common

formative assessment

administered September

30.

learning are determined based on

the consideration of current

performance of all students

4

Select Common

Instructional Strategies Team members revisit the

misconceptions identified

in Step 2 and brainstorm

effective teaching

strategies and techniques

(experience and research-

based) to determine which

techniques, when

implemented

appropriately, will have

the desired effect on

student learning. These

strategies (teams should

choose one to three

Strategies directly target the

prioritized needs identified during

the analysis

Strategies chosen will modify

teachers‘ instructional practice

Strategies reflect actions of the

adults that change the thinking of

students

Team describes strategies for each

performance group

Team agrees on prioritized

research-based strategies that will

have greatest impact

Strategies selected impact multiple

content/skill areas

Modeling of how selected

strategies would be implemented

occurs

Team members anticipate/discuss

acceptable, ongoing adaptations to

strategy implementation – If….then….

Strategies selected will help the

most students and maximize

learning



strategies) are examined and those determined to be most effective are selected,

and agreed upon by

everyone, and will be

implemented during the

determined instructional

time.

5

Determine Results

Indicators Team members specify

how they will know if their

strategies are working:

―What will we see

in terms of teacher

actions if the

strategy is

implemented

properly?‖

―What will we see

in terms of student actions if the

strategy is

implemented?‖

―How will the

students be

engaged in using

the strategy?‖

―What should we

see in student work that will let

us know that the

strategy is

effective?

Results indicators illustrate

the impact of the strategy

and effectiveness of the

strategy. They serve as the

―picture of progress‖

between pre-and post-

assessments.

Result indicators are created for

each selected strategy

Result indicators describe teacher

and student behaviors that will be

seen if the selected strategies are implemented

Result indicators describe the

anticipated change in student

performance if the strategy is

having the desired impact on the

prioritized need

Team establishes interim time-

frame to monitor the

implementation of the strategy

Indicators contain clear and

detailed descriptions that allow

others to replicate the described practices

Indicators are specific enough to

allow teachers to predict student

performance on next assessment



6

Monitor and Evaluate

Results Monitoring serves as a vehicle for improvement.

Teachers reflect on the

processes used, clarify

Teachers bring student work

samples that provide evidence of

strategy implementation

Teachers describe their

implementation of the strategy

including frequency, direct instruction/modeling, and

Multiple work samples are

included that show the progression

of strategy implementation over time

Teachers observe colleagues in

their use of the strategy and

discuss observations during this

goals, collaboratively

discuss the effectiveness

of instructional

strategies, make

necessary adjustments,

and generate ideas to

improve teaching and

learning.

Begin cycle again.

feedback provided to students

Teachers examine the student

work samples to determine the

quality of strategy

implementation and whether the

strategy is having the desired

impact (effectiveness)

Teachers discuss the

effectiveness of the strategy

including whether to continue,

modify, or stop the

use of the selected strategy

meeting

Teachers discuss other situations

where the strategy may be used

Member Participation

Members actively listen and seek to understand instructional practices described in order to ensure appropriate implementation

Team openly reflects

on instructional

practices

Members share ideas, successes, and challenges

Members adhere to meeting time and purpose

Members bring student evidence and other required resources to meeting

Members apply learned practices to classrooms and serve as models for other team members or teachers

Members actively solicit ideas, successes, and challenges from each other

Members assist team members in adhering to stated timeframes and purpose of meeting

Norms

Team operates by clearly defined and collaboratively developed norms for professional behavior

Norms are referenced prior to

each meeting

Norms are reflected upon and modified as necessary

Agreed upon norms are internalized

Team serves as a model for professional behavior for other teams in school



Support Structures for Collaboration Source: Drafted by Tony Flach, Center for Performance Assessment for New Haven Public Schools 2006

Includes some material from the Stupski Foundation and the Connecticut Department of Education DDDM/DT Indicators of Success

Steps/Components

Proficient Exemplary

(All Proficient Criteria PLUS)

Agenda

(included in

spreadsheet)

Outlines 5 steps of the data team

process

Indicates targeted instructional

area and accompanying standards

Includes next meeting date

Allocates time for each component

of meeting

Focused entirely on collaborative

analysis of student work

Includes reminders of agreed upon

norms

Includes reminders and

descriptions of role of facilitator and team leader

Includes reflections of current

team status against goal as

appropriate (results from previous

assessment, pre-assessment, etc.)

Indicates expected impact on other

standards from improvement in targeted standards (leverage)

Minutes

(included in

spreadsheet)

Accurate representation of

meeting process

Includes list of members present

Indicates prioritized needs for

team focus

Describes agreed upon strategies

Results indicators reflect desired

changes in student and teacher

behaviors

Descriptions of strategies and

results indicators are specific and

allow team members to

consistently implement agreed upon actions

Available to team within 48 hours

Descriptive enough for leadership

to be able to identify team needs

and required supports

Minutes are taken during the

meeting in order to capture group

thinking (not re-crated after the

meeting)

Available to team at the end of

meeting

Record of collaboration, analysis,

and strategies allows for

replication of practices by

professionals outside of the team

Minutes include models for

strategy use

Minutes include list of supporting

resources (websites, etc.)



Support Structures for Collaboration continued….

Scheduling

Meetings are scheduled on a

regular, consistent basis

Meetings are held at least monthly

Meetings are within 3 days of

availability of data

A minimum of 30 uninterrupted

minutes is available for

collaboration

Meeting time is uninterrupted

Interim meetings are scheduled to

collaborate on strategy

implementation and make required

adjustments

Resource personnel scheduled to

support EACH meeting

Data

(shared with

Sec. Ed.)

Results are available within 3 days

of assessment

Disaggregated by standard and

indicator to support identification

of strengths and needs

Disaggregated by teacher

All team members have results

including support personnel who

may not be able to attend meeting

Targeted groups of students

identified by name

Supports timely, specific, and

relevant feedback to teachers and

students to improve performance

Disaggregated by significant sub-

groups

All stakeholders aware of data

All student needs identified

Supports independent student goal

setting

Follow-Up

Clear time lines and

responsibilities are delineated for resources/support identified during

data team meeting

Support is provided to team within

identified timelines

Data Team Leader/Facilitator

meets with building administrator

within one week of team meeting

to discuss needs, resources, etc.

Support is available to teams

immediately

Administrator is present during

meeting and leaves with clearly

identified action steps to support team decisions



Support Structures for Collaboration continued….

Administration

Knowledgeable of data team process

Provides time and support for collaboration on a scheduled, consistent basis

Models an inquiry-based

approach

Aware of team goals and identified, prioritized areas of need

Aware of instructional practices selected and provides feedback on the appropriateness of the strategies

Able to articulate resources, materials identified by team in order to support selected practices

Promptly provides support identified

Attends meetings on a regular basis (at least one per month)

Is knowledgeable of effective teaching strategies and provides the coaching and feedback necessary for successful implementation

Publicly celebrates successes of teams

Provides support to team immediately

Attends meetings as frequently as possible and leaves with clearly identified action steps to support team‘s decisions

Serves as a model for administrative support of data team process

Provides regular opportunities

for team members to publicly

share their successes during

faculty meetings or through

other meetings

Provides structures that allow teacher modeling and observation of successful practices



Suggested Data Team Conversations and Guiding Questions

for Data Team Meetings These are suggested questions to guide the first year of Data Team discussions when ALL

faculty are involved directly in The Six Step Data Team Process. Once all faculty

members are confident in The Six Step Process, multiple steps will be included in each

Data Team discussion.

August- Collect and Chart Data (Step 1)

What data sources are available?

How is the pre-loaded CRCT/EOCT in Classworks used to support the RTI process?

When will Common Unit Assessments be utilized in Data Team discussions?

How can formative assessment results be used to monitor student achievement?

How are teacher groups formed to create meaningful discussion groups to collect and

chart data?

Where will data be located for all teachers? Is there a Data Room?

What are we attempting to measure/monitor?

Did our assessment measure the skills and/or concepts that we need to monitor?

Did we notice anything unusual during the assessment that should be addressed?

Did we include too many items on the assessment, or was it the right length?

Did the assessment questions require rigorous thinking? (higher levels on Bloom‘s

Taxonomy: evaluation, synthesis, analysis)

Should we revise any questions for the post-assessment? (Remember that we want to

compare pre- and post-assessment results.)

September- Data Analysis and Prioritization of Needs (Step 2)

What assessment instruments are available to identify student achievement data?

What assessment instrument results are utilized to identify student achievement growth?

How will Common Unit Assessments be utilized to increase standards-mastery and

student achievement?

How are student academic strengths identified?

How are student academic needs identified?

When is item analysis on formative or summative assessments useful?

How are student group data results disaggregated to the subgroup and individual student

levels?

What additional questions can be generated to support the identification of student

strengths and needs?

What is a sample of an ideal/proficient student response? (Do we know what we

consider proficient? Do we agree on what proficiency looks like?)

Which questions had a high number of correct responses?

Which questions were left blank or had a very low response rate on a Common

Unit assessment? (We will consider these for targeted instructional/learning

objectives.)

What question or questions seem most difficult for students? On which concepts

will we need to give focused and direct instruction?



Guiding Questions continued……

October – Review SMART Goals (Step 3)

What are SMART Goals?

Is our goal a SMART (Specific, Measurable, Achievable, Relevant, and Timely) goal?

Which SMART Goals are included in the School Improvement Plan (SIP)?

How was data used to establish the SIP SMART Goals?

What are the grade level, team, or department year-long (course) goals?

How do the SMART Goals impact classroom instruction?

What obstacles stand in the way of reaching our student learning goal?

October -Instructional Strategies (Step 4)

What research-based instructional strategies are identified in the School Improvement

Plan (SIP)? (These are common strategies for the school.)

How are strategies modified to assist students who did not demonstrate standards-

mastery on the Common Unit Assessments?

How can MCSD Essential Curricula Maps impact instruction?

How does collaboration in the design of MCSD Essential Curricula Maps provide for

instructional consistency across the District?

Does everyone know what the strategies look like in action?

Do we need to improve the classroom environment to increase the motivational level

for all students? How do we encourage risk-taking? How do we motivate students

who don‘t care? How do we invite students who have been disconnected for too long?

What strategies will we implement for those students who lack the foundation

necessary to be successful on the new material we will present? (Intervention strategies

are usually discussed here.) What short-term intervention should occur? What short-

term, flexible grouping is needed for targeted learning to occur? (These small, flexible

groups may last for only 20 minutes a day for 4 days, and must not be viewed as

permanent groups.) When we prioritize the instructional needs of our students, we

focus our efforts and increase the likelihood of their success.

What research-based instructional strategies ensure student engagement in the learning?

What specific instructional strategies are identified to differentiate instruction?

How does the Response To Intervention (RTI) Process impact classroom instruction?

How can performance tasks, authentic scenarios or labs be maximized to provide

opportunities for student application of content knowledge?

November- Instructional Strategies (Step 4)

Student Work Samples Guide Instruction

How can student work samples be utilized to inform instruction?

How can student work samples be used to collaborate and provide consistent instruction

from classroom to classroom?

How will exemplary student work samples be identified and shared to provide students

with models for quality work?




November- Determine Results Indicators (Step 5)

What indicators serve as monitoring tools ?

Which result indicators allow for mid-course corrections to ensure standards-mastery?

Which result indicators provide information for student growth progress between pre-

and post-assessments?

What adult behaviors serve as result indicators?

What student behaviors serve as result indicators?

What student work samples serve as result indicators?

How will we know if students are learning as a result of our specific instructional

strategies?

Exactly what should we see students applying after 5 days of instruction, 10 days of

instruction, 15 days of instruction?

What will directly link learning with specific strategies? (For example, teachers use

the flow map (a nonlinguistic representation) during instruction of concepts and ideas.

Teachers then assess student learning by giving students a flow map to complete, noting

the important information of cause/effect.)

In our quick-writes, administered at the end of each day/session/period, what questions

will reveal specific but on-target learning?

What overall application behaviors will we be able to see/note if the desired learning is

occurring as a result of our focused instruction and use of instructional strategies?

How will we confirm that the entire team has implemented the strategies that were

collaboratively and collectively agreed upon? To what degree will we know whether the

strategies are being implemented as intended and described during our team meeting?

(This is the teacher-to-teacher accountability key.)

December – Monitor and evaluate Results (Step 6)

What specific topics (SBC, SBC Opening, Differentiated Instruction, Rigor, etc.) have

been used for emphasis during Focus Walks?

Which Focus Walk templates were used this year?

What Focus Walk data has been collected this year?

How has Focus Walk data been shared with teachers?

How has the Focus walk data been utilized to increase standards-mastery?

When has peer-to-peer instructional review been conducting?

January - Steps 1-6

Step 1- What new Data and be Collected and Charted?

Step 2- What are new identified Priority Needs as a result of the Analysis of data?

Step 3- What new or different SMART GOALS may be needed for the next SIP a result

of the analysis of data?




Step 4 – What new or different Instructional Strategies (common to the entire school)

are needed as a result of the analysis of data?

Step 5 – Continue to review the Result Indicators. How do these identify instructional

strengths and needs?

Step 6- Continue to Monitor and Evaluate Results.

Steps 1-6 Suggested Resources

Ainsworth, L., & Viegut, D. (2006). Common formative assessments: How to connect

standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press.

Introductory Level Piercy, T. (forthcoming). Compelling conversations. Englewood, CO: Advanced Learning

Press.

Advanced Level White, S. (2005). Beyond the numbers. Englewood, CO: Advanced

Learning Press. White, S. (2005). Show me the proof! Englewood, CO:

Advanced Learning Press.



Overview: Six Steps of Data-Driven Instruction (modified from the Six Sigma Model of business) and

Six Steps of Decision Making for Results from

The Leadership and Learning Center)

The Six Steps of Data Decision Making are the foundation for the MCSD Data Team Process. For

more details, refer to The Leadership and Learning Center Data Team Manuals.

Stages/Steps Description Correlation to

Instruction 1: Define Data Teams:

Identify the problem and the objective.

(Essential Competencies for Data-

Driven Teachers) Develop data collection procedures.

Collect data.

2: Analyze Strengths and Needs:

Disaggregate data.

Identify variations of data.

Graph data summaries.

Generate potential causes.

Identify priority needs. Which are

urgent? Which can be addressed in the

next 9 weeks?

3: Goals (Define the

Measure of Progress)

Clarify goals:

SMART Goals are identified.

Teams set goals.

Correlate goals to needs/challenges.

Goals are revisited throughout the year.

4: Design/Select

Strategies

Design strategies and solutions.

Instructional strategies are identified to

address needs.

Instructional strategies are research-

based.

A specific timeline is created.

Strategies are revisited throughout the

year.

5: Result Indicators OR

Descriptors of

Improved Learning/

Teaching

Implementation of solutions.

Monitor strategies implementations.

(What indicates impact? What are

expected adult behaviors? What are

expected student behaviors?)

Determine effectiveness of strategies.

6: Verify/ Monitor,

Evaluate

Consider stages for change.

Monitor the results of strategies.

Reflect on progress toward Goals.

Determine if changes are needed.



Six-Step Decision Making Process

Step 1: Data

Treasure Hunt-

Define the Problem

Step 2: Analyze

Step 3:

Goals (SMART) Step 4: Select Research-

Based Strategies

Step 5: Result

Indicators

Step 6: Monitor

and Evaluate

(throughout the

process)



Step Date of Action 1. Identify Data Team LEADERS and Meeting Schedules.

LEADERS

a. Principal

b. Academic Coach or AP for Curriculum

c. Department Chairs (for smaller Data Team

sessions)

SCHEDULES

d. How many small Data Teams are needed?

e. Who will be members on each of the Data Teams?

f. Communicate dates and locations of all Data

Team Meetings to teachers and Secondary

Education.

2. Learn the Data Team process.

a. All teachers are included.

b. Data Team Leaders establish consistent meeting

norms.

c. Data Team Leaders are trained on the specific

Data spreadsheet by The leadership and Learning

center.

3. START the Process

a. Identify Classworks Champions.

b. Assign classes in Classworks.

c. Pre-Assessments are administered (see the

Common UNIT Assessment Framework for

Timelines)

d. Assign assessments to teachers and students in

Classworks.

4. START the Data Team Meetings

a. Data Team Leaders communicate most recent data

from various sources including the most recent

UNIT assessments per course.

b. All teachers discuss strengths and needs.

c. Identify strategies correlated to needs.

5. CONTINUE the Data Team process:

a. Steps 1-6

Data Team FIRST STEPS……..



Step 1:

Collect and

Chart Data



Secondary Education



Step 1:

Collect and Chart Data Preliminary Step:

What is a Balanced Approach to Assessment?

Does your instruction model Balanced Approach to Assessment?

A Self-Assessment Inventory 3 = Use frequently 2 = Use sometimes 1 = Use infrequently 0 = Almost never use

Directions: Use the following scale to rate your level of use of each of the following assessments

. 1. _____ Fill-in-the-blank quizzes or tests with word bank

2. _____ Project during which student creates a product (i.e., PowerPoint, piece of art, mobile, newspaper, etc.)

3. _____ Student evaluation of his/her own work (i.e., writing, reading comprehension, etc.)

4. _____ Matching quizzes or tests

5. _____ Oral group presentation (i.e., scene study, debate, panel discussion, etc.)

6. _____ Reflective journals or learning logs

7. _____ True-false quizzes or tests

8. _____ Teacher-student conferences

9. _____ Student-created mnemonics, illustrations, or examples that provide evidence of understanding

(i.e., of specific terminology, of reading comprehension, of a figure of speech, etc.)

10. ____ Observations of students working independently or in small groups

11. ____ Simulations

12. ____ Oral questioning (teacher asking students; students asking teacher)

13. ____Peer reviews and peer response using prescribed criteria checklist

14. ____ Student-completed (teacher-prepared) graphic organizers

15. ____ Multiple-choice quizzes or tests

16. ____ Short essay responses to quiz or test questions

17. ____ Group investigations (define a problem, research the problem, posit solutions, present findings)

18. ____ Process writings (plan, draft, revise, draft, edit, publish)

19. ____ Short answer quizzes or tests

20. ____ Word finds, crossword puzzles, etc.

Source: GaDOE GPS Day 3 Training Participant‘s Guide, Page 16 Selected Response Constructed Response Performance Assessment Informal & Self-Assessment

Item

Number

Your

Score (0-3)

Item

Number

Your

Score (0-3)

Item

Number

Your

Score (0-3)

Item

Number

Your Score (0-3)

1 9 2 3 4 13 5 6 7 14 11 8

15 16 17 10 20 19 18 12

TOTAL TOTAL TOTAL TOTAL Do you use a variety assessment tools? Is there a balance in your assessment tools?



Step 1:

Collect and Chart Data Balanced Assessment: A Self-Assessment Inventory

Reflection

Compare and contrast your totals for the various assessment formats.

Questions Responses

Does your classroom practice reflect a balance

of assessment types? HOW?

Which assessment formats might you add or

use more frequently in order to provide a more

balanced picture of students‘ knowledge, skills,

and understanding? WHY?

Which assessment formats might you use less

frequently in order to provide a more balanced

picture of students‘ knowledge, skills, and

understanding? WHY?

What is the difference between formative

and summative assessments?



Step 1:

Collect and Chart Data

How is assessment maximized for student learning?

Reflect on your classroom teachers. Evaluate the classroom practice for each of the statements below, according to the following scale:

1 = Teachers don’t do this, or this doesn’t happen in our classrooms. 2 = Teachers do this infrequently, or this happens infrequently in our classrooms. 3 = Teachers do this sometimes, or this sometimes happens in our classrooms. 4 = Teachers do this frequently, or this happens frequently in our classrooms. 5 = Teachers do this on an ongoing basis, or this happens all the time in our classrooms.

Rating Survey Statement

1. Teachers understand the relationship between assessment and student motivation and use assessment to build student confidence and mastery rather than failure and defeat.

2. Teachers can articulate, in advance of teaching, the achievement goals students are to master.

3. Teachers inform students about their progress toward goals on a regular basis.

4. Teachers correlate performance objectives, tasks, and assessments.

5. Teachers make sure that students can describe what targets they are to hit and what comes next in their learning.

6. Teachers use a variety of assessment tools.

7. Teachers consistently use classroom assessment information to revise and guide teaching and learning.

8. Feedback to students is frequent, descriptive, constructive, and immediate, helping students know how to improve learning.

9. Teachers actively, consistently, and effectively involve students in assessment, including teaching students to manage their own learning through development of skills for self-assessment.

10. Teachers correlate standards, standardized test descriptors and learning tasks to strengthen content instruction.

Review your ratings.

What are identified strengths at your school?

What is one assessment need?



Step 1:

Collect and Chart Data Essential Competencies for Data-Driven Teachers

Source:

http://www.microsoft.com/Education/ThoughtLeaders.aspx

Essential

Concepts

Collecting

and Analyzing

Summative Data

Setting

Measurable

Goals

Collecting

and Analyzing

Formative Data

Making

Changes

Data Transparency

and Safety

Alignment

for Results

Understand the

conceptual differences

between data-driven decision-making and

federal / state accountability

Understand the

importance and impact on student

learning of

summative assessment

practices

Understand the importance of

establishing

SMART goals for instructional success

Understand the

importance and

impact on student learning of frequent

formative assessment practices

Implement focused interventions in

instruction to

improve student learning

Facilitate the creation of school

climates where data

visibility is frequent and important

Understand the importance of results-

driven practice and

how that is different than previous practice

Articulate what

effective data-driven instruction looks like

Get relevant

summative data out

of district DMA

systems for

analytical and reporting purposes

Understand the six

key characteristics of SMART goals

Select key formative indicators

of success to

measure school and student progress

during the school

year

Ensure that

instructional

interventions are

aligned with state

standards and district curricula

Ensure that relevant

data are accessible

to parents and students (i.e., no

gate keeping)

Understand the

importance and impact

on student learning of

continuous and

progressive SMART goal-setting

Understand how the

following elements

interact to improve student learning:

(1) summative baseline

data, (2) measurable goals, (3) frequent

formative assessment,

(4) professional learning communities,

and (5) making

instructional and organizational changes

based on formative and

summative data

Select key summative

indicators of

success for their classrooms

Utilize summative

data to set SMART goals for their

classrooms

Use appropriate

technologies to

collect, organize, analyze, and report

student formative

assessment data

Ensure that

instructional interventions are

aligned with

content-specific instructional best

practices

Facilitate the

creation of school climates of data

safety (i.e., data are

used for feedback and/or information,

not for evaluation)

Ensure that personal professional

development is aligned

to student, school, and district needs

Understand the

importance of utilizing multiple measures, and

multiple indicators

within measures, when assessing school and

student success

Are familiar with

relevant assessment literacy concepts

and can

appropriately interpret summative

data

Meet regularly and

frequently for

collaborative, data-based discussion of

student progress and

identification of appropriate

instructional

interventions

Utilize print and

electronic

communication channels to

disseminate status

and progress information on key

summative and

formative assessment

indicators to parents

and students

Ensure that curricular design and delivery are

aligned to student,

school, and district needs

Are familiar with

relevant assessment literacy concepts

and can

appropriately

interpret formative

assessment data

Utilize data to

celebrate instructional

progress and

successes, not just to

identify continuing

needs

Identify emergent patterns from

formative

assessment data

Engage in root

cause analysis to identify appropriate

interventions



Step 1: Collect and Chart Data DATA-DRIVEN TEACHERS

Dr. Scott McLeod, Director

School Technology Leadership Initiative

University of Minnesota

Sources:

http://principalville.blogspot.com/2008/07/teaching-craft-or-science.html

Innovative Teachers /Thought Leaders

What is Data-Driven Decision-Making?

Data-driven decision-making (DDDM) is a system of teaching and management practices that

gets better information about students into the hands of classroom teachers. Schools and districts

across the country are seeing substantial improvements in student learning and achievement as

they incorporate data-driven practices. Intelligent and pervasive uses of data can improve

instructional interventions for students and enhance standards-mastery.

Data-driven decision-making requires an important paradigm shift for teachers – a shift from

day-to-day instruction that emphasizes process and delivery in the classroom to pedagogy that is

dedicated to the achievement of results.

Data-driven educators should be able to articulate the essential elements of effective data-driven

education outlined in the diagram below. The five major elements of data-driven instruction

are:

good baseline data,

measurable instructional goals,

frequent formative assessments, (formal and informal)

professional learning communities, and

focused instructional interventions.

These elements interact to enhance student learning and to inform teacher practice.

* Multiple measures, and multiple indicators within measures, are needed when assessing school

and student success (Bernhardt, 2004).





Step 1:

Collect and Chart Data

How can Common Assessment results be used in the Data Decision process?

Data Decisions

What data are available from

Common Assessments?

How are data used to inform

instruction?

Who analyzes the data?

How are instructional strategies

identified?

What are research-based

instructional strategies identified?

How are data used to set SMART

Goals?

How is instruction monitored to

ensure the identified research-

based strategies are maximized?

How is academic progress

monitored to ensure academic

growth?



Step 1:

Identify Collect and Chart Data Data Sources and Collect Data from

Varied Assessment Tools

What varied assessments can be identified?

Diagnostics or Pre-assessments

Source Items Standards

Feedback for Students


Post-Assessments




Step 1:

Collect Data: Qualitative and Quantitative

Pre-Assessments (informal, formative)

teacher prepared pretest

KWL charts and other graphic organizers

writing prompts/samples

questioning

guess box

picture interpretation

prediction

teacher observation/checklists

student demonstrations and discussions

initiating activities

informational surveys/questionnaires/inventories

student interviews

student products and work samples

self-evaluations

portfolio analysis

show of hands to determine understanding: every pupil response

drawing related to topic or content

reader response survey

anticipation journals

Formal Summative

standardized test data

What happens between pre- and

post-assessments?

Circle the informal formative strategies you can

use to review identified standards that are

taught but not mastered between pre- and post-.



Step 1: Collect Data (Common Vocabulary supports data collection and discussion of findings.)

Standards-Based Education Glossary of Commonly Used Terms

Anchor Paper(s) - A sample of student work that exemplifies a specific level of

performance. Raters use anchors to score student work, usually comparing the student

performance to the anchor. For example, if student work was being scored on a scale of 1-5,

there would typically be anchors (previously scored student work) exemplifying each point

on the scale.

Benchmark - A detailed description of a specific level of student performance expected of

students at particular ages, grades, or developmental levels. Benchmarks are often

represented by samples of student work. A set of benchmarks can be used as "checkpoints"

to monitor progress toward meeting performance goals within and across grade levels, i.e.,

benchmarks for expected mathematics capabilities at grades three, seven, ten, and

graduation.

Benchmark Assessments - Student assessments used throughout a unit or course to monitor

progress toward learning goals and to guide instruction. Effective benchmark assessments

check understanding and application of knowledge and skills rather than recall;

consequently, effective benchmark assessments include performance tasks. Benchmark

assessments may involve pre and post-assessments.

Benchmark Papers – Another term used for anchor papers.

Commentary - Oral or written feedback that identifies the features of a work sample that

illustrate the relevant parts of a standard(s). Commentary draws attention to the qualities of

student work with direct reference to the performance descriptions for the relevant standards.

Student Commentary - Oral or written self-reflective, metacognitive comments made by

the student that self-assess his or her progress toward the specified standard(s) and that

provide feedback to the teacher in terms of student understanding; as a result of effective

self-assessment, students develop the skills necessary to self-adjust and become more

independent learners.

Teacher Commentary - Oral or written comments made by the teacher that provide

feedback to the student regarding his/her progress toward the specified standard(s);

comments may include praise in addition to feedback and will often include guidance in

addition to the feedback.

Note: Public commentary is posted commentary that specifies the evidence in student work

that effectively illustrates relevant parts of the standard(s). Private commentary is

commentary that identifies the features of a work sample that illustrate the relevant parts of

a standard(s) as well as feedback and guidance for next steps. Private commentary is meant

for the student, teacher and parent, not the public.



Common Assessment - Common assessments are the result of teachers collaborating and

coming to consensus about what students should know, understand and be able to do

according to the standards. Common assessments assess the standards and provide teachers

a means for looking at student work.

Differentiation - Differentiation is simply attending to the learning needs of a particular

student or small group of students rather than the more typical pattern of teaching the class

as though all individuals in it were basically alike. To differentiate instruction is to

recognize students varying interests, readiness levels and learning profiles and to react

responsively. There are three elements of the curriculum that can be differentiated: content,

process, products and learning environment.

Evaluation - The process of making judgments about the level of student understanding or

performance.

Feedback - Descriptive comments provided to or by a student that provides very specific

information about what a student is/is not doing in terms of performance needed to meet

identified standards/learning goals.

Guidance - Information provided to the student about what to do next, including steps or

strategies to try in order to improve and progress toward identified standards/learning goals.

Organizing Framework - An organizing framework guides teachers as they plan for

instruction

ensuring that all standards are addressed and achieved by the end of the year.

Performance Standards - Performance standards provide clear expectations for

assessment, instruction, and student work. They define the level of work that demonstrates

achievement of the standards, enabling a teacher to know ―how good is good enough.‖

Performance standards incorporate content standards, but expand upon them by providing

suggested tasks, sample student work, and teacher commentary.

Performance Task - A performance task is a formative assessment that checks for student

understanding/misunderstanding and or progress toward the standards/learning goals at

different points during a unit of instruction. Performance tasks involve the application of

knowledge and skills rather than recall and result in tangible products or observable

performances. They involve meaning-making, encourage self-evaluation and revision,

require judgment to score, and are evaluated using predetermined criteria (rubrics).

Performance tasks are generally assessed.

Culminating Performance Task - Culminating performance tasks differ from other

performance tasks in that they are created over time during the unit. Culminating

performance tasks measure conceptual understanding of the standards/learning goals

specified for a specific unit and usually involve multiple modalities.



Rubrics - Based on a continuum of performance quality and a scale of different possible

score points, the rubric identifies the key traits or dimensions to be examined and assessed

and provides key features of performance for each level of scoring.

Scoring Rubric - A scoring guide that enables teachers to make reliable judgments about

student work and enables students to self-assess their work. A rubric is based on a

continuum of performance quality, built upon a scale of different possible score points to be

assigned; identifies the key traits or dimensions to be examined and assessed; and provides

key features of performance for each level of scoring (descriptors) which signify the degree

to which the criteria have been met.

Teaching Rubric - Teaching rubrics are explicitly designed to support as well as to evaluate

student learning. Teaching rubrics have several features that support learning:

Teaching rubrics are written in language that students can understand;

Teaching rubrics are created with students as a result of the teaching that has

occurred in the

classroom (not before the teaching takes place);

Teaching rubrics define and describe quality work;

Teaching rubrics refer to common weaknesses in students' work and indicate how

such weaknesses

can be avoided, and;

Teaching rubrics can be used by students to assess their works-in-progress and

thereby guide revision and improvement.

Standards-Based Classroom - A standards-based classroom is a classroom where teachers

and students have a clear understanding of the expectations (standards). They know what

they are teaching/learning each day, why the day‘s learning is an important thing to know or

know how to do, and how to do it. They also know that they are working toward meeting

standards throughout the year…that standards-based learning is a process not an event.

Standards-Based Instructional Bulletin Boards - A strategically placed bulletin board

in the classroom that provides examples of student work that have been correlated to the

standards by elements. Generally, the student work, the task, the standard, and the

commentary on the work are posted on the bulletin board for students and others to refer to

as a model or exemplar of student work that meets or approaches meeting the standard(s).

Source:

Georgia Department of Education, GAPSS Analysis, Kathy Cox, State Superintendent, Page

26 of 156


Division of Teaching and Learning, Secondary Education Department 72

Step 1: Collect and Chart Data Data Sources and Collection of data Sets

Data Rooms

(Photos)



Step 2: Analyze

and

Prioritize Needs


Secondary Education



Step 2: Analyze and Prioritize

Analyzing Formative Data

Frequent formative assessments are needed in order to benchmark the progress

of their students during the school year toward the set goals.

Using baseline data to set measurable year-end goals, without a system for frequent analysis and

adjustment of instructional is not going to result in academic improvement or standards-mastery.

Teacher Data Teams

To utilize the data from formative assessments, educators need the opportunity to meet regularly and

frequently to have data-based discussions about student progress.

During these meetings, educators:

Identify emergent patterns from the formative data

Discuss what the data tell them about students‘ progress toward learning goals

Collaboratively identify instructional strategies which directly correlate to the identified learning

needs

Set a specific timeline for the next instructional units

Identify a plan to monitor the selected instructional strategies.

Report Forms and Documentation

Previous Protocols NEW Protocols

Documentation of

Results

Data analysis was documented

on SALT Data Reports and

Learning Logs.

Spreadsheet, by The Leadership and

Learning Center, includes all

documentation: agendas, minutes,

data.

Data Analysis

Data was analyzed by SALTs

with assistance from

Department Chairs.

Data will be analyzed by various

school Data Teams. These Data

Teams may be created by course,

subject or grade level. The team

creations depend on the schools and

the student populations.

Data Review

Assessment results were

reviewed by SALTs/Dept.

Chairs and shared with

teachers.

ALL teachers will be on a Data Team.

ALL teachers will review assessment

results. Various Data Team Leaders

will be identified per school.

Submission of

Reports

Data Reports and Learning

Logs were submitted by

SALTs.

Data Spreadsheets will be submitted

by principals during the regularly

scheduled Principals‘ Meetings.




Communication of assessment results can sometimes be enhanced by the appropriate vocabulary.

Statistical & Measurement Terms by GaDOE

1. Analytic scoring: The use of a scoring key containing an ideal response to judge the competence or

proficiency of student responses on an assessment. Example: Georgia writing assessments in grades

8 and 11.

2. Concurrent Validity: A type of criterion-related validity. The degree to which test scores are related

to scores on another current assessment or current criterion measure.

3. Construct Validity: The degree to which a test measures an unobservable construct or trait.

4. Content Validity: The degree to which a test measures an intended content area.

5. Correlation: Measures the strength and direction of a relationship between two variables. Uses the

correlation coefficient to describe the relationship.

6. Correlation Coefficient: Ranges from -1.00 to 1.00. A positive correlation means that as one

variable increases, the other variable increases. A negative correlation means that as one variable

increases, the other variable decreases. The closer the correlation coefficient is to 1.00, either

positive or negative, the stronger the relation ship is. If a correlation coefficient is 0, no linear

relationship exists.

7. Criterion Referenced: Performance interpreted in relation to a specified standard. Examples include

(but not limited to): state assessments such as the CRCT, EOCT, GHSGT and writing assessments.

Teacher tests that employ a ‗cut score‘ for passing or mastery are also Criterion-referenced.

8. Criterion-related Validity: The extent to which a test-score is related to an outcome

measure/criterion.

9. Cronbach’s Alpha: A measure of internal consistency of a test. Used to measure reliability.

10. Curvilinear Relationship: A relationship exists between two variables but not in a linear manner.

For example, one variable increases as another variable increases, only up to a point. After that point

is reached, as the variable continues to increase, the other variable decreases. You may see this with

hours of study time and test performance.

11. Dependent Variable: The variable that is expected to change as a result of the independent variable.

Test scores are expected to change as a result of hours of study.

12. Descriptive Statistics: Statistics that summarize or describe a set of scores in a sample. Measures

of central tendency and measures of dispersion are descriptive statistics.



13. Diagnostic Test: An achievement test used to determine a student‘s strengths and weaknesses in a

content area.

14. Distracter: An incorrect choice within a multiple choice item.

15. Equivalent Forms: Forms of a test that measure the same content and objectives with items of

similar difficulty.

16. Equivalent Forms Reliability (Alternate Form Reliability): Students are tested on two alternate

forms of a test. The scores on the alternate forms are correlated.

17. Error of Measurement: The difference between a student‘s observed score and the student‘s true

score.

18. Evaluation: Process used to judge information from one source such as assessment scores or from

multiple sources.

19. Formative evaluation: Evaluation conducted while a creative process is under way, designed and

used to promote growth and improvement in a student‘s performance or in a program‘s

development. Examples include (but not limited to): pre/post tests, portfolios, benchmark tests,

quizzes, teacher observations.

20. Hard Copy: Paper reports distributed from a testing company. Provides performance information

for an individual student, classroom, school, system or state.

21. Holistic Scoring: Method of scoring essays, products, and performances in which a single score is

given to represent the overall quality of the product or performance without reference to specific

criteria. Example: Georgia writing assessments in grades 3 and 5.

22. Independent Variable: The variable that affects the dependent variable. The variable that is

manipulated in an experiment.

23. Inferential Statistics: Using the results found in a sample to infer about the entire population.

24. Interval Scale: A scale that has equal units but only an arbitrary zero point. Example, an

IQ/achievement score.

25. Item Response Analysis: Analyzing the percent of students who answered an item correctly as

compared to the percent of students who answered each distracter. Provides information on which

items proved difficult for students.

26. Likert Scale: A perception or attitude scale that asks participants to rate their level of agreement on

a scale.

27. Linear Relationship: A relationship that takes the form of a straight line. As one variable

increases, the other increases. Or alternately, as one variable increases, the other decreases.



28. Mean: A measure of central tendency; the arithmetic average of all of the scores.

29. Measures of Central Tendency: A typical or representative score of a set of scores.

30. Measures of Variability or dispersion: Measure of the dispersion of a distribution.

31. Median: A measure of central tendency; the middle point in an ordered distribution. 50% of the

scores fall above the median and 50% of the scores are below the median.

32. Mode: A measure of central tendency; the most frequently occurring score in a distribution.

33. Multiple Regression Equation: Using multiple input variables to predict an outcome variable.

34. Negatively Skewed Distribution: The mean is lower than the median. Therefore, low extreme

scores are pulling the distribution down the number line (to the left).

35. Nominal Scale: A measurement scale that provides names or categories. It cannot be ordered or

arranged.

36. Observational Research: Research that takes place in a natural setting. Observing how students

or subjects interact with their environment.

37. Ordinal Scale: A measurement scale that has the property of order but does not have equal

distances between the scores. Example (class rank, dress sizes)

38. Pearson r: The statistical operation used to yield the correlation coefficient on interval or ratio

data.

39. Percentile Rank: Scores are ranked and range from 1-99. A percentile reveals the percentage of

students who score at or below a particular score. If a student achieves at the 60th

percentile,

he/she has performed better than 60% of the data set or norm group.

40. Performance assessment: A formal assessment method in which a student‘s skill in carrying out

an activity and producing a product is observed and judged. Examples include (but not limited to):

construction of a project; completion of an essay, research paper, or a science lab).

41. Pilot Test: A test administered to gain information on the appropriateness of the items,

administration guidelines, or other aspect of the test before it becomes operational.

42. Positively Skewed Distribution: The mean is above the median. There are extreme high scores

pulling the distribution up the number line (to the right).

43. Predictive Validity: A type of criterion-related validity. The degree to which test scores

correlate to future criterion measures.



44. Qualitative Research: Gathering historical or current subjective information. An in-depth study

of relatively few cases where the information gained cannot easily be changed to numbers.

45. Quantitative Research: Gathering and analyzing information that is quantifiable or can easily be

converted to numbers.

46. Range: A measure of dispersion. The distance between the highest and lowest scores of a

distribution.

47. Ratio Scale: A measurement scale that has a true zero point and equal units between scores.

48. Reliability: The degree to which test scores are consistent, reliable, and replicable.

49. Research: Using scientific inquiry to gain factual information.

50. Sample: A sub-set of data taken from a parent population.

51. Skewed Distribution: A distribution that is not a normal bell-shaped curve. It is not

symmetrical.

52. Split-half Reliability: Students take one test, but the test is divided in half. The performance on

each half is correlated. Because only the halves are correlated, a statistical procedure is used to

correct the correlation for the full assessment.

53. Standard Deviation: A numerical value that describes the ‗average‘ deviation of all scores in a

distribution. It provides a value that describes the spread of scores from the mean and is

expressed in the same unit of measurement as the original scores.

54. Standard Error of Measurement (SEM): The application of a test‘s reliability to an individual

student score. It is used to provide a range where a student‘s true test score falls.

55. Standard Score: Describes the location of a score within a set of scores. The distance of the

score from the mean is described in standard deviation units.

56. Stanines: A 9 point standard score scale with a mean of 5 and a standard deviation of 2.

57. Statistical Significance: What is observed in the sample has met a specific probability level of

occurring by chance in the population. The typical probability level is < .05. Therefore, if a test

has met this significance level, we can expect the observed difference to occur in the population

less than 5% of the time.

58. Summative evaluation: An evaluation designed to present conclusions about the merit or worth

of a student‘s performance. Examples include (but not limited to): End-of-unit tests, state

assessments, final exams.



59. Survey: An instrument used to gather perception data.

60. T Score: A standard score that has a mean of 50 and a standard deviation of 10.

61. Test-retest Reliability: The same test is administered twice and the results of the two

administrations are correlated.

62. Validity: The extent to which a test measures what it intends to measure and the inferences that

can be made from the assessment are meaningful.




Data Team Minutes

(Updated version of the previous SALT Reports)

A specially designed spreadsheet is provided by The Leadership and Learning Center.

Secondary Education is using this tool to replace the previous SALT Data Report

templates and Learning Log templates.

General Directions

Please save a clean copy of this file in a safe location as a backup.

The template is a macro-enabled file. Macros are program codes that automate repetitive tasks. Your

computer may prompt you to enable macros when you open this file. Respond yes or enable. You can use

this file without enabling macros, but some of the automatic features will be disabled.

Only enter data into cells that are highlighted in yellow. Most other cells are protected to prevent

inadvertent data deletion.

Navigate between pages using the tabs at the bottom of the workbook or by clicking on the hyperlink for

the teacher page required.

The minutes pages are currently formatted to print on four letter sized sheets with portrait orientation.

Click on the link labeled ―Return to Cover‖ on any teacher page in order to go back to the cover page, or

use the tabs at the bottom.

The worksheet has several spreadsheet tabs. Be sure to observe the differences.

Begin with the Cover tab.

Screenshot of Worksheet:

Tabs

Hyperlink

s



Data Team Minutes spreadsheet formatting

Cover Page

Team and teacher info Enter the school and team name, and the names of the teachers on the team, in the yellow cells.

Subject and assessment Enter the subject being assessed.

Enter the name of the assessments and the dates they were given in the appropriate cells.

o Note that the names entered here will be the titles on top of the graphs automatically produced

on the Graphs page.

Assessment score range Enter the maximum score for the assessments.

o Example: ―100‖ or ―4‖

Enter the minimum score for proficiency or the lowest score a student could get and still be considered to

have passed the assessment.

Enter the minimum score at which you would like to count a student as being ―close‖ to proficiency.

o Example: Enter a score of ―50‖ if you would like any student scoring between a 50 and the minimum

passing score as being ―close‖ to proficient.

Enter the other minimum scores as appropriate. Note that Excel will count the students who score in the

ranges created by your entries.

o Example: If you enter 80 as the minimum score for proficiency and 60 as the minimum score for close

to proficiency, Excel will only count those students with scores between 60 and 79 as being close to

proficient.

o NOTE: You will need to enter the lowest possible score in the row labeled Far to Go Not Likely to be

Proficient. In most cases this will be a 0.

Group and graph

Labels

Assessment

score range

Automatic feature

controls

Subject and

assessment

Team and teacher

info




Group and graph labels

Enter the desired label for each performance group of students. This label will show up on the minutes

pages in the appropriate areas.

o Example: You may wish to call the group of students who score the minimum score for

proficiency or higher ―Proficient and Better‖ or ―Goal >‖

Enter the desired labels for each performance group to be displayed on the graphs. You may wish to use

abbreviations or shorter labels here.

o Example: ―Proficient or Better‖ may be shortened to ―Prof. +.‖

Automatic feature controls

Note: All control buttons work by activating the Print Preview feature in Excel. You will then only need

to click the printer button to begin printing the desired section of the workbook.

This feature selects the default printer on your computer automatically. You will

need to print manually if you wish to use a printer other than the current default.

Print Cover—This button will begin to print the cover page of the workbook

including teacher names, scores, dates, etc.

Print Minutes—This button will print the selected set of minutes. The minutes are

currently set to print on letter-sized paper in a landscape orientation.

Print Graphs—This button will print the six automatic graphs on two landscape

oriented, letter-sized pages.

Acceptable performance level

Enter the minimum percentage of students desired before moving on the next area of focus. This is for

informational purposes only.

o Example: Enter 90 if your team has decided that they will move on to another unit of

instruction after 90% or more of the teams‘ students are proficient or better on this unit.




Teacher Pages

Teacher name

The teacher name entered on the Cover worksheet will be displayed here.

Assessment data tables

Teachers enter the results of their first assessment in the appropriate yellow cells. Please note that all

labels entered into the Cover worksheet will appear in these columns.

Status update data table

This table would be used to record the results of any reassessment of students after an intervention has

been provided.

Actions for intervention students after assessment 2

table (not pictured)

This table provides space to record the names and appropriate actions to be taken for those students who

are still not proficient after assessment 2 has been administered.

Navigation

A hyperlink is included here to ease navigation back to the cover page if desired. You may also navigate

by clicking on the appropriate tab at the bottom of the Excel window.

Status update data

table

Navigation

Assessment 1

data table

Assessment 2

data table




Minutes Pages

The teachers‘ names, team name, and assessment title will automatically appear on top of the assessment

page as they are entered on the cover page.

Enter the date of the meeting in the yellow cell at the top right corner of the page.

Step 1: Data

All calculations in the data table under Step 1 will be performed automatically based on the data entered

on the individual teacher pages.

Step 2: Analysis

Record your analysis of strengths and needs in the tables. There is a table for each performance group i.e.,

―Close to Proficient,‖ ―Far but Likely,‖ etc.

The inference column is intended to guide team thinking to the underlying reason for the strength or the

need. Think about this as the ―why‖ for the ―what‖ students are doing well or poorly.

Once you have recorded all of your needs, indicate the highest priority need by placing a ―1,‖ ―2,‖ or ―3‖

in the adjacent column. Your prioritized need for each performance group will appear again farther down

on the minutes pages as you begin to select instructional strategies and generate results indicators.

Prioritized need

indication




Minutes Pages continued…..

Step 3: Goals

The goal statement section is designed to collect information from the team and suggest a possible goal

statement.

Enter the requested information in the appropriate yellow cells. That information will automatically

appear in the bolded goal statement.

o Enter the date as text such as ―Oct. 25th.‖ Excel treats dates in a different manner than other

numeric data. If you use a format like ―10/25/2010‖ Excel will change that to an output like

―41255‖ in the suggested goal statement.

The number next to ―Projected Goal‖ indicates the percentage of students expected to be proficient if only

those who are ―close‖ to proficiency currently are added to the percentage of students who are currently

proficient or better. The projected goal can be modified up or down by entering a numerical adjustment in

the cell marked ―Adjustment.‖ Use a negative sign (-) before the number being entered if you wish to

adjust the projected goal down. There is no need to enter a percentage sign (%) after the number.

Step 4: Instructional Strategies

Note that the list of instructional strategies included is not intended to be exhaustive but

rather to serve as a brainstorming prompt. The prioritized need for each group of students is listed here as a reminder of the target of the selected

instructional strategy.

Once the team has completed brainstorming possible instructional responses, record only the agreed upon

instructional strategy in the first column and then record other information in the subsequent columns as

needed.

There is room for up to three instructional strategies (one per prioritized need).




Minutes Pages continued…………..

Step 5: Results Indicators

Note that the prioritized need and agreed upon instructional practice are repeated here to serve as

reminders while completing this step of the process.

Describe the adult and student behaviors that would provide evidence of the actual use of the strategy as

well as the ―look-fors‖ in student work that indicate that the selected strategy is having the desired impact.

Record in the appropriate yellow highlighted cells.

Graphs Page

Several types of graphs are automatically created on the Graphs Page. Titles for those graphs are created

based upon the information entered on the Cover Page of the workbook.

To print graphs, simply click the Print Graphs button on the Cover worksheet.




School: Grade Level:

SALT: Date:

Administration: (Check one.) CBA I CBA II

Principal’s signature: (Signature verifies principal is

aware of identified standards, instructional strategies to address identified standards and implementation timeline.)

Identify teacher by number code at the school level. Provide data by teacher identification.

Assessments

Results

Reported by

Grade

Level/Teacher

Teacher ID (SALT and Principal know

Teacher ID.)

CBA I (course %

correct average

by teacher)

CBA II (course % correct

average by

teacher)

Georgia Criterion Reference

Test (CRCT) Results

Spring

previous

year

Spring

this year

Reading Reading Teacher 1

Reading Teacher 2

Reading Teacher 3

Reading Teacher 4

Reading Teacher 5

English/LA

English/LA Teacher 1





Mathematics

Mathematics Teacher 1





Science

Science Teacher 1

Science Teacher 2

Science Teacher 3

Science Teacher 4

Science Teacher 5

Social Studies

Social Studies Teacher 1




Social Studies Teacher 5 STAPLE this report to the TOP of the corresponding Course Learning Log and submit to the MCSD Secondary Education .

Reports are due 10 days after the last day of the Benchmark administrations.

(Digital copies of the form are located on the Assessment page of www.secondaryinstruction.com.)




Step 2: Analyze and Prioritize (PREVIOUS REPORT FORMS)

Learning Log for Benchmark Review Meetings (held the week after assessments are completed)

School Name:

Meeting Date:

SALT’s Name

Course Name:

Discipline: (check one) English/Language Arts Mathematics Science Social Studies

Learning Log Directions:

A digital copy of the Learning Log is located at www.secondaryinstruction.com. Digital or hard copies may be used.

An example of a completed Learning Log is included in the SALT Manual.

Assign a team member to record findings on the Learning Log during the meeting.

Learning Logs document grade level, team, discipline, standards and strategies to improve student learning.

Each team member keeps a copy of the completed Learning Log to guide future instruction.

Principal signature is required prior to submitting to Secondary Education.

Copies of completed Learning Logs are submitted to the principal and sent to Secondary Education.

An item analysis must be attached to the Learning Log copy which is submitted to Secondary Education.

Results: First BENCHMARK: (overview of BENCHMARK results including strengths or needs)

Second BENCHMARK: (include identification of needs and description of measurable impact of instructional strategies) Strengths:

Needs:

Targeted Area of Identified Student Needs for students not scoring a minimum of 80% correct: (specific standards, elements and/or objectives LANGUAGE)

Instructional Strategies directly correlated to identified student needs of students not scoring a minimum of 80% correct: (description of strategies to address identified target areas of need discovered through BENCHMARK results)

Timeline: (dates members plan to implement instructional strategies identified to improve student achievement and BENCHMARK results)

Team Members’ Printed Name:

Team Members’ Signatures :





Maximize Assessments

How is assessment maximized for student learning?

Reflect on your classroom teachers. Evaluate the classroom practice for each of the statements

below, according to the following scale:

1 = Teachers don’t do this, or this doesn‘t happen in our classrooms.

2 = Teachers do this infrequently, or this happens infrequently in our classrooms.

3 = Teachers do this sometimes, or this sometimes happens in our classrooms.

4 = Teachers do this frequently, or this happens frequently in our classrooms.

5 = Teachers do this on an ongoing basis, or this happens all the time in our

classrooms.

Rating Survey Statement

1. Teachers understand the relationship between assessment and student motivation and

use assessment to build student confidence rather than failure and defeat.

2. Teachers can articulate, in advance of teaching, the achievement goals students are to

master.

3. Teachers inform students about their progress toward goals on a regular basis.

4. Teachers correlate performance objectives, tasks, assessments.

5. Teachers make sure that students can describe what targets they are to hit and what

comes next in their learning.

6. Teachers use a variety of assessment tools.

7. Teachers consistently use classroom assessment information to revise and guide

teaching and learning.

8. Feedback to students is frequent, descriptive, constructive, and immediate, helping

students know how to improve learning.

9. Teachers actively, consistently, and effectively involve students in assessment,

including teaching students to manage their own learning through development of

skills for self-assessment.

10. Teachers correlate standards, standardized test descriptors and learning tasks to

strengthen content instruction.

Review your ratings.

What are identified strengths at your school?

What is one assessment need?




Formative vs. Summative Assessment

Formative Assessment: An assessment used to guide current/ongoing instruction. A teacher uses

formative assessment many times throughout the year. He/she may assess students after one specific unit

of instruction. Results influence decisions regarding continued individual instruction.

Summative Assessment: An assessment used to measure students‘ absolute comprehension of the

curriculum as a whole. A summative assessment is administered at the end of a course or larger unit of

instruction. It summarizes the students‘ learning experiences.

Assessments are not definitively formative or summative. Instead, they can be thought of as being on a

continuum according to the characteristics they possess.

Formative Summative

Therefore, an assessment can be more similar to formative, yet have summative characteristics. Or

alternately, they can be more similar to summative, yet can be utilized to guide instruction.

Characteristics Formative Assessment Summative Assessment

Time Frame Frequent intervals

After small units of instruction.

Administered throughout

instructional process.

Infrequently throughout the year

At either the end of a course or at

the end of a large amount of

instruction.

Administered after instruction is

completed.

Information Assessed Tests every objective within a

specific unit of study

Tests broad concepts

Samples the covered objectives

Rationale Diagnosis: reveals needs of the

student in terms of remediation

and learning style/instructional

strategy to be used

Can be used to predict

performance on the summative

assessment

Provides immediate results

Provides information on

overall/general comprehension of

course material.

Assists in the evaluation of group

instruction or program effectiveness

Can be used to predict future

success with other

courses/standards

REFLECTION:

What Formative and

Summative

Assessments do you

use?

Source: http://principalville.blogspot.com/2008/07/teaching-craft-or-science.html





Performance Tasks as Assessments

Performance Tasks

Applied skills by

students are measured

through application of

concepts.

Standards mastery can

be measured through

performance tasks.




Rubric Design

Where are rubric templates located?

What are qualities of well-designed rubric? http://www.park.edu/cetl/quicktips/rubrics.html#Steps%20in%20Rubric%20Development

http://rubistar.4teachers.org/index.php

http://www.rcampus.com/rubricshellc.cfm?mode=gallery&sms=publicrub&

http://www.teach-nology.com/web_tools/rubrics/

Examples of Science Rubrics:

http://www.geocities.com/Athens/Delphi/1993/rubrics/teresa/rubrics.htm

http://roobrix.com/

http://www.park.edu/cetl/quicktips/rubrics.html#Steps%20in%20Rubric%20Development

http://rubistar.4teachers.org/index.php

http://www.rcampus.com/rubricshellc.cfm?mode=gallery&sms=publicrub&

http://www.teach-nology.com/web_tools/rubrics/

http://www.geocities.com/Athens/Delphi/1993/rubrics/teresa/rubrics.htm

http://roobrix.com/



Step 3: SMART Goals


Secondary Education



Step 3: SMART Goals

Setting Measurable Goals Measurable year-end instructional goals serve as meaningful targets to guide instructional strategies.

These goals are often referred to as SMART goals: Specific, Measurable, Attainable, Results-Oriented,

and Time-Bound.

An example SMART goal might be:

The percentage of third grade students scoring at Level 3 or higher on the state mathematics test

will increase from 64% in Spring 2004 to 82% in Spring 2005.

Formalized goal-setting can lead to improved student learning outcomes.

SMART goals have the following six components:

1. A measurable baseline (64%);

2. A measurable target (82%);

3. A specific time frame (Spring 2004 to Spring 2005);

4. Specificity about what is being assessed (percentage of third grade students scoring at Level 3 or

higher);

5. Specificity about the method of assessment (the state mathematics test); and

6. Focus areas that guide future action needed to reach the learning target (number sense,

computation, and measurement).

SMART goals can be used with common assessments and teacher-made rubrics.



Step 4: Select Instructional Strategies


Secondary Education




Making Changes Is Sometimes Unsettling

Data analysis is meaningless if it does not result in meaningful, timely, instructional change.

Information transparency is necessary for successful data-driven instruction.

Data-driven decision-making practices include ensuring data are valued and visible. Data Rooms

are a strategy to address this need.

Teachers and administrators must confront the brutal truths about their performance, and the

reasons underlying lack of progress.

Data is feedback, not indictments.

Data is used on a regular basis to modify instruction to meet the specific needs of students.

Teachers must be willing to discuss their instructional strengths and weaknesses with peers.

The mental paradigm shift from instructional delivery to a focus on achievement of results is

required for data-driven teams to be successful.

Principals ensure a school climate where it is professionally and emotionally safe to look at student

data.

Administrators are responsibility for fostering an environment where data are recognized as a

strong useful tool.

Two questions that can guide change:

What evidence do we have that what we’re doing is working?, and

How will we respond when we find out that what we’re doing is not working? (see, e.g., DuFour,

Eaker, & DuFour, 2005).

Research:

Bernhardt, V. L. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont,

NY: Eye on Education. [available at http://www.eyeoneducation.com]

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom

assessment. Phi Delta Kappan, 80(2), 139-148. [available at

http://www.pdkintl.org/kappan/kbla9810.htm]

DuFour, R., Eaker, R., & DuFour, R. (Eds.). (2005). On common ground: The power of

professional learning communities. Bloomington, IN: National Educational Service.

[available at http://www.nesonline.com]

Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria,

VA: Association for Supervision and Curriculum Development. [particularly pages 1-55;

available at http://shop.ascd.org]

Supovitz, J. A., & Klein, V. (2003). Mapping a course for improved student learning: How

innovative schools systematically use student performance data to guide improvement.

Philadelphia, PA. [available at http://www.cpre.org/Publications/AC-08.pdf]

http://www.eyeoneducation.com/

http://www.pdkintl.org/kappan/kbla9810.htm

http://www.nesonline.com/

http://shop.ascd.org/

http://www.cpre.org/Publications/AC-08.pdf



Step 4: Select Instructional Strategies Essential Competencies for Data-Driven Teachers

Source:


Essential

Concepts

Collecting

and Analyzing

Summative Data

Setting

Measurable

Goals

Collecting

and Analyzing

Formative Data

Making

Changes

Data Transparency

and Safety

Alignment

for Results

Understand the conceptual differences

between data-driven

decision-making and federal / state

accountability

Understand the

importance and

impact on student learning of

summative

assessment practices

Understand the

importance of establishing

SMART goals for

instructional success

Understand the importance and

impact on student

learning of frequent formative

assessment practices

Implement focused

interventions in instruction to

improve student

learning

Facilitate the

creation of school climates where data

visibility is frequent

and important

Understand the

importance of results-driven practice and

how that is different

than previous practice

Articulate what

effective data-driven

instruction looks like

Get relevant

summative data out

of district DMA systems for

analytical and

reporting purposes

Understand the six

key characteristics

of SMART goals

Select key

formative indicators of success to

measure school and

student progress during the school

year

Ensure that

instructional

interventions are aligned with state

standards and

district curricula

Ensure that relevant data are accessible

to parents and

students (i.e., no gate keeping)

Understand the

importance and impact

on student learning of continuous and

progressive SMART

goal-setting

Understand how the

following elements interact to improve

student learning:

(1) summative baseline data, (2) measurable

goals, (3) frequent

formative assessment, (4) professional

learning communities,

and (5) making instructional and

organizational changes

based on formative and summative data

Select key

summative

indicators of success for their

classrooms

Utilize summative data to set SMART

goals for their

classrooms

Use appropriate

technologies to collect, organize,

analyze, and report

student formative assessment data

Ensure that instructional

interventions are

aligned with content-specific

instructional best

practices

Facilitate the creation of school

climates of data

safety (i.e., data are used for feedback

and/or information,

not for evaluation)

Ensure that personal

professional

development is aligned to student, school, and

district needs

Understand the importance of utilizing

multiple measures, and

multiple indicators within measures, when

assessing school and

student success

Are familiar with relevant assessment

literacy concepts

and can appropriately

interpret summative

data

Meet regularly and

frequently for collaborative, data-

based discussion of

student progress and identification of

appropriate

instructional interventions

Utilize print and

electronic communication

channels to

disseminate status and progress

information on key

summative and formative

assessment

indicators to parents and students

Ensure that curricular

design and delivery are

aligned to student, school, and district

needs

Are familiar with relevant assessment

literacy concepts

and can

appropriately

interpret formative

assessment data

Utilize data to celebrate

instructional

progress and

successes, not just to

identify continuing

needs

Identify emergent

patterns from

formative assessment data

Engage in root

cause analysis to

identify appropriate interventions




Research-Based Strategies

The Secondary Instruction Site, secondaryinstruction.com, provides links to Research-Based Strategies.

Visit these sites, which are listed on the left of the home page.

Engaged Learner

Literacy

Differentiated Instruction


Examples:

Authors

Hattie, John and Timperley, Helen; The Power of Feedback, URL:

http://rer.sagepub.com/content/77/1/81

Marzano's Nine Essential Instructional Strategies

Payne, Ruby; Research-Based Strategies (principals have a copy)

Strategies

Bloom‘s Taxonomy

Depth of Knowledge Levels

Project-Based Learning

../../../AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/XVPOLEWF/secondaryinstruction.com

http://rer.sagepub.com/content/77/1/81



VI- Curriculum Maps

share best-practices for addressing literacy

provide building consistency

IV- Editing and Revising

self-assessment

improves communication skills (21st Century skill)

V- Speaking and Listening in

Groups

Teacher led questioning is not discussion

True discussions increase critical thinking skills

VI- Speaking and Listening Skills

classroom partners are vital to increasing skills

III- Creative Note Taking

Copying is not note taking

Highlighting is not note taking

Identify strategies for the building

Teach vocabulary in content

NO unattached words

Group words

verbalize in dialog

sketch meaning

include in content writing and discussions

II- 3 types of Active Vocab:

high-frequency (see Bloom’s Verb List)

specialized terms- content

embellishments – content descriptors

I- Every k-12 teacher is a Language

Arts teacher.

Vocab = 3 categories

notetaking is interactive

editing and revising

formal instruction for speaking

curriculum mapping for consistency

Active Literacy

Heidi Hayes Jacobs Standards-Based Classroom: Work Session

Every K-12 teacher is a Literacy teacher.



Step 4: Select Research-Based Strategies




Standards-Based Classroom


http://secondaryinstruction.com/StandardsBasedClassroom.html

http://secondaryinstruction.com/StandardsBasedClassroom.html




Standards-Based Classroom Standards-Based Education Glossary of Commonly Used Terms

Anchor Paper(s) - A sample of student work that exemplifies a specific level of performance.

Raters use anchors to score student work, usually comparing the student performance to the

anchor. For example, if student work was being scored on a scale of 1-5, there would typically

be anchors (previously scored student work) exemplifying each point on the scale.

Benchmark - A detailed description of a specific level of student performance expected of

students at particular ages, grades, or developmental levels. Benchmarks are often represented

by samples of student work. A set of benchmarks can be used as "checkpoints" to monitor

progress toward meeting performance goals within and across grade levels, i.e., benchmarks for

expected mathematics capabilities at grades three, seven, ten, and graduation.

Benchmark Assessments - Student assessments used throughout a unit or course to monitor progress

toward learning goals and to guide instruction. Effective benchmark assessments check understanding

and application of knowledge and skills rather than recall; consequently, effective benchmark

assessments include performance tasks. Benchmark assessments may involve pre and post-

assessments.

Benchmark Papers – Another term used for anchor papers.

Commentary - Oral or written feedback that identifies the features of a work sample that

illustrate the relevant parts of a standard(s). Commentary draws attention to the qualities of

student work with direct reference to the performance descriptions for the relevant standards.

Student Commentary - Oral or written self-reflective, metacognitive comments made by the

student that self-assess his or her progress toward the specified standard(s) and that provide

feedback to the teacher in terms of student understanding; as a result of effective self-assessment,

students develop the skills necessary to self-adjust and become more independent learners.

Teacher Commentary - Oral or written comments made by the teacher that provide feedback to the

student regarding his/her progress toward the specified standard(s); comments may include praise in

addition to feedback and will often include guidance in addition to the feedback.

Note: Public commentary is posted commentary that specifies the evidence in student work that

effectively illustrates relevant parts of the standard(s). Private commentary is commentary that

identifies the features of a work sample that illustrate the relevant parts of a standard(s) as well as

feedback and guidance for next steps. Private commentary is meant for the student, teacher and

parent, not the public.

Common Assessment - Common assessments are the result of teachers collaborating and coming to

consensus about what students should know, understand and be able to do according to the standards.

Common assessments assess the standards and provide teachers a means for looking at student work.



Differentiation - Differentiation is simply attending to the learning needs of a particular student or

small group of students rather than the more typical pattern of teaching the class as though all

individuals in it were basically alike. To differentiate instruction is to recognize students varying

interests, readiness levels and learning profiles and to react responsively. There are three elements of

the curriculum that can be differentiated: content, process, products and learning environment.

Evaluation - The process of making judgments about the level of student understanding or

performance.

Feedback - Descriptive comments provided to or by a student that provides very specific information

about what a student is/is not doing in terms of performance needed to meet identified

standards/learning goals.

Guidance - Information provided to the student about what to do next, including steps or

strategies to try in order to improve and progress toward identified standards/learning goals.

Organizing Framework - An organizing framework guides teachers as they plan for instruction

ensuring that all standards are addressed and achieved by the end of the year.

Performance Standards - Performance standards provide clear expectations for assessment,

instruction, and student work. They define the level of work that demonstrates achievement of

the standards, enabling a teacher to know ―how good is good enough.‖ Performance standards

incorporate content standards, but expand upon them by providing suggested tasks, sample

student work, and teacher commentary.

Performance Task - A performance task is a formative assessment that checks for student

understanding/misunderstanding and or progress toward the standards/learning goals at different

points during a unit of instruction. Performance tasks involve the application of knowledge and skills

rather than recall and result in tangible products or observable performances. They involve

meaning-making, encourage self-evaluation and revision, require judgment to score, and are

evaluated using predetermined criteria (rubrics). Performance tasks are generally assessed.

Culminating Performance Task - Culminating performance tasks differ from other

performance tasks in that they are created over time during the unit. Culminating performance

tasks measure conceptual understanding of the standards/learning goals specified for a specific

unit and usually involve multiple modalities.

Rubrics - Based on a continuum of performance quality and a scale of different possible score points,

the rubric identifies the key traits or dimensions to be examined and assessed and provides key

features of performance for each level of scoring.



Scoring Rubric - A scoring guide that enables teachers to make reliable judgments about student

work and enables students to self-assess their work. A rubric is based on a continuum of

performance quality, built upon a scale of different possible score points to be assigned;

identifies the key traits or dimensions to be examined and assessed; and provides key features of

performance for each level of scoring (descriptors) which signify the degree to which the criteria have

been met.

Teaching Rubric - Teaching rubrics are explicitly designed to support as well as to evaluate

student learning. Teaching rubrics have several features that support learning:

• Teaching rubrics are written in language that students can understand;

• Teaching rubrics are created with students as a result of the teaching that has occurred in the

classroom (not before the teaching takes place);

• Teaching rubrics define and describe quality work;

• Teaching rubrics refer to common weaknesses in students' work and indicate how such weaknesses

can be avoided, and;

• Teaching rubrics can be used by students to assess their works-in-progress and

thereby guide revision and improvement.

Standards-Based Classroom - A standards-based classroom is a classroom where teachers and

students have a clear understanding of the expectations (standards). They know what they are

teaching/learning each day, why the day‘s learning is an important thing to know or know how to do,

and how to do it. They also know that they are working toward meeting standards throughout the

year…that standards-based learning is a process not an event.

Standards-Based Instructional Bulletin Boards - A strategically placed bulletin board

in the classroom that provides examples of student work that have been correlated to the

standards by elements. Generally, the student work, the task, the standard, and the commentary

on the work are posted on the bulletin board for students and others to refer to as a model or

exemplar of student work that meets or approaches meeting the standard(s).

Source:

Georgia Department of Education, GAPSS Analysis, Kathy Cox, State Superintendent, Page 26 of 156




Criteria for Excellent Teacher Commentary

Commentary is part of assessment for learning rather than of assessment of learning.

To maximize student learning, not only do we need to provide effective feedback and

commentary, we also need to train students to provide effective feedback and commentary for

their own work and the work of their peers.

Timely

User-friendly- in approach and amount

Descriptive and specific in regard to performance

Consistent

Expert

Accurate

Honest, yet constructive

Derived from concrete standards

All effective teacher commentary:

Uses the language of the standards.

No single standard or element must be stated verbatim. The language of the standards will be

pervasive, however, in the performance goals for an assignment or unit of instruction, and

consequently, in any commentary related to the assignment.

Includes specific and descriptive feedback, guidance regarding what students are to do next

May include praise, but it should be specifically related to progress toward the learning goals

Is often comprised of some feedback, some guidance, and some praise; and while feedback is effective

alone, neither guidance nor praise is effective in helping students develop skills in self-assessing and

self-adjusting unless the guidance and/or praise is provided along with feedback.

Does NOT offer praise or guidance alone




Teacher Commentary SAMPLES

SAMPLE 1: ELA ELABLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student

b. Uses content vocabulary in writing and speaking.

Matt,

Your children’s story and your reflective, expository essay clearly demonstrate your understanding of the

characteristics of Romanticism.

You have clearly identified three Romantic ideals in your thesis in the first paragraph and you have developed these

points in the subsequent paragraphs through your analysis of your short story, which is very well supported by

specific and detailed references to the children’s story itself, and through your explanation of your rationale for

including certain details and ideas in the story.

In addition, your reflective, expository essay correctly employs content vocabulary related to our study of

Romanticism.

SAMPLE 2: Mathematics

Although the estimate of the surface area of the cylinder is reasonable, there is no explanation of the

process. (M6M4c)

Even with a slight computational error, it is evident that you understand the meaning of addition and

multiplication as related to positive rational numbers and are able to use these concepts to solve

problems. (M6N1)



Step 4: Select Instructional Strategies Rigor: What is it?

Resource: Rigor Is Not A Four Letter Word by Barbara R. Blackburn

The process of increasing rigor is connected to how people define rigor.

Some believe rigor is about courses or course content.




Rigor Through Bloom’s Taxonomy Suggested Verb List

Knowledge: Recall the

basic facts. The

simplest level of

thinking

tell, list, show, find, label, say, recite, check, locate, choose, select, name, identify, read, write, match,

cite, count, define, draw, indicate, name, point, quote, recognize, record, relate, repeat, state, tabulate

Comprehension:

Understanding the idea

is the key

translate, retell, define, interpret, outline, expand, reward, qualify, alter, change, spell-out, account for,

associate, classify compare, compute, contrast, describe, differentiate, discuss, distinguish, explain,

estimate, express, locate, interpolate, predict, report, restate

Application: Using

facts to find solutions to

problems

solve, adopt, use, try, relate, illustrate, diagram, construct, employ, report, interview, record, apply,

calculate, complete, demonstrate, dramatize, employ, examine, illustrate, interpret, locate, interpolate,

operate, order, predict, practice, relate, report, restate, review, schedule, sketch, solve, translate, utilize

Analysis: Examining

parts in

relationship

to the whole

breakdown, uncover, dissect, examine, take apart, classify,

simplify, inspect, categorize compare, contrast, analyze,

appraise, contract, criticize, debate, detect, diagram,

differentiate, distinguish, experiment, infer, inspect,

inventory, question, separate ,summarize

Synthesis: Creating new

or original

ideas for

products

invent, compose, combine, reorganize, develop, blend,

form, originate, reorder, produce, design, predict, arrange,

assemble, collect, construct, create, generalize, integrate,

manage, organize, plan, prepare, prescribe, propose,

specify

Evaluation: Judging the

value of ideas

or products

translate, debate, evaluate, grade, select, reject, determine,

judge, criticize, recommend, rank, editorialize, appraise,

assess, choose, critique, estimate, measure, rank, rate,

revise, score, test

R I G O R

is addressed through higher-order thinking as identified in

Analysis, Synthesis and Evaluation.



Step 4: Select Instructional Strategies Depth of Knowledge Levels

Level 1 (Recall of Information) asks students to recall facts, terms, concepts, and trends or to

recognize or identify specific information contained in graphics. This level generally requires

students to identify, list, or define. The items at this level usually ask the student to recall who,

what, when, and where. Items that require students to "describe" and/or "explain" could be

classified at Level I or Level2, depending on what is to be described and/or explained. A Level I

"describe and/or explain" would require students to recall, recite, or reproduce information. Items

that require students to recognize or identify specific information contained in documents, excerpts,

quotations, maps, charts, tables, graphs, or illustrations are generally Level I.

Level 2 (Basic Reasoning) includes the engagement of some mental processing beyond recalling or

reproducing a response. This Level generally requires students to: contrast or compare people,

places, events, and concepts; convert information from one form to· another; give an example;

classify or sort items into meaningful categories; draw simple conclusions; or describe, interpret, or

explain issues and problems, patterns, reasons, cause and effect, significance or impact,

relationships, points of view, or processes. A Level2 "describe and/or explain" would require

students to go beyond a description or explanation of recalled information to describe and/or explain

a result or "how" or "why."

Level 3 (Complex Reasoning) requires reasoning, using evidence, and a higher level of thinking

than Level I and Level 2. Students will go beyond explaining or describing "how and why" to

justifying the "how and why" through application and evidence. The cognitive demands at Level 3

are more complex and more abstract than Level I or Level 2. Items at Level 3 can include: drawing

conclusions from multiple or complex stimuli; citing evidence; applying concepts to new situations;

using concepts to solve problems; analyzing similarities and differences in issues and problems;

proposing and evaluating solutions to problems; recognizing and explaining misconceptions; or

making connections across time and place to explain a concept or "big idea."

Level 4 (Extended Reasoning) requires the complex reasoning of Level 3 with the addition of

planning, investigating, or developing that will most likely require an extended period of time. The

extended time period is not a distinguishing factor if the required work is only repetitive and does

not require applying significant conceptual understanding and higher-order thinking. At this level

the cognitive demands should be high and the work should be very complex. Students should be

required to connect and relate ideas and concepts within the content area or among content areas in

order to be at this highest level. The distinguishing factor for Level 4 would be evidence through a

task or product that the cognitive demands have been met. A Level 4 performance will require

students to analyze and synthesize information from multiple sources, examine and explain

alternative perspectives across a variety of sources and/or describe and illustrate how common

themes and concepts are found across time and place. In some Level 4 performance students will

make predictions with evidence as support, develop a logical argument, or plan and develop

solutions to problems.



Many on-demand assessment instruments will not include assessment activities that could be

classified as Level4. However, standards, goals, and objectives can be stated so as to expect

students to perform thinking at this level. On-demand assessments that do include tasks, products,

or extended responses would be classified as Level 4 when the task or response requires evidence

that the cognitive requirements have been met.

Source: http://facstaff.wcer.wisc.edu/normw

(

http://facstaff.wcer.wisc.edu/normw



Source: Norman Webb, University of Wisconsin

Depth of Knowledge – DOK

Level 1 - Requires students to recite or recall of information including fact, formula, or simple procedure.

May be asked to demonstrate a rote response, use a well-known formula, follow a set procedure

(like a recipe), or perform a clearly defined series of steps.

Level 2 -

Requires some mental processing beyond a habitual response.

Requires students to make some decisions on how to approach a task or problem

Level 3 - Requires reasoning, planning, using evidence and in most cases to ―explain their thinking.‖

Requires students to go beyond; to explain, to generalize, or connect ideas

Level 4 - Requires some complex reasoning, planning, developing and thinking over an extended period of

time.

May be asked to develop a hypothesis and perform complex analysis

Mathematics Depth of Knowledge Descriptions

The levels represent a hierarchy based on complexity not difficulty. Level 1 (Recall)

Recall of information such as a fact, definition, term, or a simple procedure, as well as performing a

simple algorithm or applying a formula.

Other key words that signify Level 1 include ―identify,‖ ―recall,‖ ―recognize,‖ ―use,‖ and ―measure.‖

Verbs such as ―describe‖ and ―explain‖ could be classified at different levels, depending on what is to be

described and explained.

Level 2 (Skill/Concept) Engagement of some mental processing beyond a habitual response. Assessment item requires students to

make some decisions as to how to approach the problem or activity.

Keywords that generally distinguish a Level 2 item include ―classify,‖ ―organize,‖ ‖estimate,‖ ―make

observations,‖ ―collect and display data,‖ and ―compare data.‖ These actions imply more than one step.

Level 3 (Strategic Thinking) Reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most

instances, requiring students to explain their thinking is at Level 3. Activities that require students to make

conjectures are also at this level.

Level 4 (Extended Thinking) Complex reasoning, planning, developing, and thinking, most likely over an extended period of time and

requires application of significant conceptual understanding and higher-order thinking. Students are

required to make connections.



Step 4: Design Select Strategies

Source: Norman Webb, University of Wisconsin

Depth of Knowledge

Level 1 - Requires students to recite or recall of information including fact, formula, or simple procedure.

May be asked to demonstrate a rote response, use a well-known formula, follow a set procedure

(like a recipe), or perform a clearly defined series of steps.

Level 2 -

Requires some mental processing beyond a habitual response.

Requires students to make some decisions on how to approach a task or problem

Level 3 - Requires reasoning, planning, using evidence and in most cases to ―explain their thinking.‖

Requires students to go beyond; to explain, to generalize, or connect ideas

Level 4 - Requires some complex reasoning, planning, developing and thinking over an extended period of

time.

May be asked to develop a hypothesis and perform complex analysis

Science Depth of Knowledge Descriptions

Four levels of depth-of-knowledge are used in this analysis. The levels represent a hierarchy based on

complexity (rather than difficulty). This difference takes some time to ponder and refine. The hierarchy is

based on two main factors: 1) sophistication and complexity, and 2) the likelihood that students at the

grade level tested would have received prior instruction or would have had an opportunity to learn the

content. Some assessment items have a low depth-of-knowledge level because the knowledge required is

commonly known and student with normal instruction at a grade level should have had the opportunity to

learn how to routinely perform what is being asked

Level 1 (Recall and Reproduction) Requires the recall of information, such as a fact, definition, term, or a simple procedure, as well as

performance of a simple science process or procedure. Level 1 only requires students to demonstrate a rote

response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined

series of steps.

A ―simple‖ procedure is well defined and typically involves only one step. Verbs such as ―identify,‖

―recall,‖ ―recognize,‖ ―use,‖ ―calculate,‖ and ―measure‖ generally represent cognitive work at the recall

and reproduction level. Simple word problems that can be directly translated into and solved by a formula

are considered Level 1. Verbs such as ―describe‖ and ―explain‖ could be classified at different DOK

levels, depending on the complexity of what is to be described and explained.



A student answering a Level 1 item either knows the answer or does not: that is, the item does not need to

be ―figured out‖ or ―solved.‖ In other words, if the knowledge necessary to answer an item automatically

provides the answer to it, then the item is at Level 1. If the knowledge needed to answer the item is not

automatically provided in the stem, the item is at least at Level 2. Some examples that represent, but do

not constitute all of, Level 1 performance are:

Recall or recognize a fact, term, or property.

Represent in words or diagrams a scientific concept or relationship.

Provide or recognize a standard scientific representation for simple phenomenon.

Perform a routine procedure, such as measuring length.

Level 2 (Skills and Concepts)

Includes the engagement of some mental processing beyond recalling or reproducing a response. The

content knowledge or process involved is more complex than in Level 1. Items require students to make

some decisions as to how to approach the question or problem. Keywords that generally distinguish a

Level 2 item include ―classify,‖ ―organize,‖ ‖estimate,‖ ―make observations,‖ ―collect and display data,‖

and ―compare data.‖

These actions imply more than one step. For example, to compare data requires first identifying

characteristics of the objects or phenomena and then grouping or ordering the objects. Level 2 activities

include making observations and collecting data; classifying, organizing, and comparing data; and

organizing and displaying data in tables, graphs, and charts. Some action verbs, such as ―explain,‖

―describe,‖ or ―interpret,‖ could be classified at different DOK levels, depending on the complexity of the

action.

For example, interpreting information from a simple graph, requiring reading information from the graph,

is a Level 2. An item that requires interpretation from a complex graph, such as making decisions

regarding features of the graph that need to be considered and how information from the graph can be

aggregated, is at Level 3. Some examples that represent, but do not constitute all of, Level 2 performance,

are:

Specify and explain the relationship between facts, terms, properties, or variables.

Describe and explain examples and non-examples of science concepts.

Select a procedure according to specified criteria and perform it.

Formulate a routine problem, given data and conditions.

Organize, represent, and interpret data.



Level 3 (Strategic Thinking) Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels.

The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the

fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step

task requires more demanding reasoning.

In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple

explanation or a word or two should be at Level 2. An activity that has more than one possible answer and

requires students to justify the response they give would most likely be a Level 3. Experimental designs in

Level 3 typically involve more than one dependent variable.

Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a

logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve

non-routine problems. Some examples that represent, but do not constitute all of Level 3 performance, are:

Identify research questions and design investigations for a scientific problem.

Solve non-routine problems.

Develop a scientific model for a complex situation.

Form conclusions from experimental data.

Level 4 (Extended Thinking)

Involves high cognitive demands and complexity. Students are required to make several connections—

relate ideas within the content area or among content areas—and have to select or devise one approach

among many alternatives to solve the problem. Many on-demand assessment instruments will not include

any assessment activities that could be classified as Level 4.

However, standards, goals, and objectives can be stated in such a way as to expect students to perform

extended thinking. ―Develop generalizations of the results obtained and the strategies used and apply them

to new problem situations,‖ is an example of a grade 8 objective that is a Level 4. Many, but not all,

performance assessments and open-ended assessment activities requiring significant thought will be Level

4.

Level 4 requires complex reasoning, experimental design and planning, and probably will require an

extended period of time either for the science investigation required by an objective, or for carrying out

the multiple steps of an assessment item. However, the extended time period is not a distinguishing factor

if the required work is only repetitive and does not require applying significant conceptual understanding

and higher-order thinking.

For example, if a student has to take the water temperature from a river each day for a month and then

construct a graph, this would be classified as a Level 2 activity. However, if the student conducts a river

study that requires taking into consideration a number of variables, this would be a Level 4. Some

examples that represent, but do not constitute all of, a Level 4 performance are:

Based on data provided from a complex experiment that is novel to the student, deduct the

fundamental relationship between several controlled variables.

Conduct an investigation, from specifying a problem to designing and carrying out an experiment,

to analyzing its data and forming conclusions.



Social Studies

Data Team Guide 2013-2014





Immediate Feedback

Interactive software and web sites can provide students

with immediate feedback to the solutions they provide.

Immediate feedback helps to keep the student on the

correct path to learning new skills.

Accelerated Math is an example of software that provides

immediate feedback to student answers. Teachers must be

sure to discuss results with students.

Interactive materials do not always need to be technology

based. Students enjoy solving problems and receiving

immediate feedback from various methods. Teacher

designed self-evaluation folders or punch cards are just a

few examples.

Immediate Feedback strategies should be incorporated into

at least one of the unit designs.

Post unit name and strategy on the wall chart.

(per person)

For High-Tech and Low-Tech suggestions,

Visit:

www.secondaryinstruction.com, Curriculum Strategies

Punch Cards

File Folder Feedback

Flip Chutes

And More………

Remember, students can create immediate feedback tools as

homework projects to address assigned problems or

situations. The tools can then be shared with peers!

http://coe.jmu.edu/mathvidsr/inst_strat/descrip/scm.htm




High-Tech Examples of Immediate Feedback How is an interactive slideshow made?

1. Open Fractions slideshow template.

2. Locate slide 7. Copy and paste this slide 4 times in the slide view on the left of the screen. Slide 8

will be for answer A, slide 9 for answer B, slide 10 = C, and slide 11 = D.

3. On slide 7 highlight the answer A. Select Insert, Hyperlink from the top menu bar.

4. Find "Place in this document‖ . Select the number of the corresponding slide. (Example: A = Slide

8)

5. Continue this for each answer of b, c, and d.

6. On slide answer A, add a text box to LINK the students to the next problem. On slides for b, c, and

d, add a text box that LINKS the students to the original problem.

7. To test your links, select the Slide Show icon at the bottom left of the screen.

8. Find the slides with the links. They should now appear underlined.

9. Double click on the links. Check to be sure you are linked to the appropriate slide.

10. Continue to create the other slides for the remaining problems.

11. Be sure to use Spell Check under the Tools Button at the top menu bar.

12. Save your work to the Immediate Feedback network folder AND to the unit in Atlas.

13. To view all of the slides at one time, click on the Slide Sorter View button found in he lower left

corner.

14. Print a copy for your file by printing 6 slides per page for the Session Files Crate. File> Print. At the

Print window click on the drop down menu by What: select Handouts, 6 slides per page



Step 4: Design, Select Strategies

What Does Differentiation Look Like, A T/F Quiz

Directions: Mark the item T if it is TRUE for a differentiated classroom or F if it is FALSE for a

differentiated classroom. After you have responded individually, compare your answers to the others in your

table group. When you disagree, discuss your various points and attempt to reach consensus.

_____ 1. All students in the class completing the same work for a unit/chapter.

_____ 2. Assessing students before a unit of instruction to determine what they already know.

_____ 3. Adjusting the core curriculum by content (below to above grade level).

_____ 4. Limiting how and what is taught by teaching to the average student.

_____ 5. Providing assignments tailored for students of different levels of achievement.

_____ 6. Having high expectations for ALL students.

_____ 7. Providing educational experiences which extend, replace, or supplement standard curriculum.

_____ 8. Assigning more work at the same level to high achieving students.

_____ 9. Focusing on student weaknesses and ignoring student strengths.

_____ 10. Providing activities that all students will be able to do.

_____ 11. Structuring class assignments so they require high levels of critical thinking and allow for a range

of responses.

_____ 12. Giving the same kind of problems or questions and expecting more.

_____ 13. Creating more work-extra credit, to do when done.

_____ 14. Students participating in respectful work.

_____ 15. Putting students in situations where they don't know the answer- often.

_____ 16. Students and teachers collaborating in learning.

_____ 17. Providing free-time challenge activities.

_____ 18. Differing the pace of instruction.

_____ 19. Using capable students as tutors.

_____ 20. Using higher standards when grading.

_____ 21. Including a blend of whole class, group, and independent learning.

_____ 22. Using individualized instruction.

How can differentiated instruction

IMPROVE student achievement?




Some Underlying Assumptions of Differentiated Instruction

Read each assumption and assess your own ―way of thinking about teaching‖ by marking the star if this

assumption is implicit in your practice throughout an instructional unit, the smiley face if you‘ve taken this

assumption into consideration in some way for an instructional unit, and the question mark if you need to think

about your practice in terms of this assumption.

Underlying Assumptions ?

1. I have planned an instructional unit to accommodate multiple and varied

learning needs (social as well as cognitive), rather than attempting to

accommodate them after student frustration or failure.

2. I work to create and maintain a classroom community where students

feel safe and valued as they are; at the same time I support each student

in order to maximize his or her potential.

3. I interact with each student with positive regard and positive

expectations.

4. I recognize every student has both talents and areas of need, and I

emphasize the student‘s strengths rather than accentuating labels,

deficits, or differences. At the same time, I do not call attention to the

differentiation, but rather I help students appreciate varied ways in

which all of them can find personal success with important goals.

5. I use multiple and alternative forms of assessment at all stages of student

learning in this unit in order to uncover and address a full range of

learning needs and strengths.

6. I gather and employ knowledge and information about my students in

order to identify and address their varied readiness levels, interests, and

learning profiles during this unit.

7. I find ways to provide access for all students to meaningful and

powerful ideas, information, and skills in this unit rather than reducing

the standards, watering down the curriculum, or assigning busy work.

8. I use multiple methods in this unit to engage students in active learning.

Although I may employ whole-class instruction, I know that

differentiation does not take place during whole class instruction.

9. I work to develop classroom management skills that allow 1) multiple

tasks to proceed smoothly in the classroom, 2) students to take

increasing responsibility for their learning, and 3) the time to monitor

student activity and coach for student growth and quality work.

Based on the work of Stephanie Corrigan, Utah Valley State College. Adapted from ―The Facilitator‘s Guide,‖ At Work in the Differentiated

Classroom, Alexandria: ASCD, 2001, 57-58.

What other instructional strategies will be helpful when using data to modify instruction? 1.

2.




Strategies for Differentiated Instruction

Low-Prep Differentiation

Choices of assignments

Homework options

Varied journal prompts

Varied pacing with anchor options

Student-teacher goal setting

Work alone/together

Whole-to-part explanations

Flexible seating

Varied computer programs

Design-A-day

Varied supplementary materials

Varying scaffolding on same organizer

Computer mentors

Think-pair-share

Use of collaboration

Open-ended activities

Jigsaw

Negotiated criteria

Explorations by interest

Multiple levels of questions

More Resources:

http://www.secondaryinstruction.com/DifferentiatedInstruction.html

High-Prep Differentiation

Tiered tasks: (ex: 21st Century

Skills)

Tiered activities and labs

Tiered student-product

Tiered Feedback Folders

Varying graphic organizers

Independent studies

Multiple texts

Alternative assessments

Learning contracts

Multiple-intelligence options

Personal agendas

Literature circles

Complex instructions

Group investigations

Tape-recorded materials

Teams, games, and tournaments

Choice boards

Simulations

Problem-based learning

Graduated rubrics

http://www.secondaryinstruction.com/DifferentiatedInstruction.html



Step 4: Design, Select Strategies Source: GaDOE GPS Manual




Variable Indicator of

Engaged Learning

Indicator Definition

Vision of

Learning

Responsible for

learning

Strategic

Energized by

learning

Collaborative

Learner involved in setting goals, choosing tasks,

developing assessments and standards for the

tasks; has big picture of learning and next steps in

mind

Learner actively develops repertoire of

thinking/learning strategies

Learner is not dependent on rewards from others,

has a passion for learning

Learner develops new ideas and understanding in

conversations and work with others

Tasks

Authentic

Challenging

Multidisciplinary

Pertains to real world, may be addressed to

personal interest

Difficult enough to be interesting by not totally

frustrating, usually sustained

Involves integrating disciplines to solve problems

and address issues

Assessment

Performance-based

Generative

Seamless and

ongoing

Equitable

Involving a performance or demonstration, usually

for a real audience and useful purpose

Assessments having meaning for learner; maybe

produce information, product, service

Assessment is part of instruction and vice versa;

students learn during assessment

Assessment is culture fair

Instructional

Model

Interactive

Generative

Teacher or technology program responsive to

student needs, requests (e.g., menu driven)

Instruction oriented to constructing meaning;

providing meaningful activities/experiences

NCREL’s Indicators of Engaged Learning



Learning Context

Collaborative

Knowledge-building

Empathetic

Instruction conceptualizes students as part of

learning community, activities are collaborative

Learning experiences set up to bring multiple

perspectives to solve problems such that each

perspective contributes to shared understanding for

all, goes beyond brainstorming

Learning environment and experiences set up for

valuing diversity, multiple perspectives, strengths

Grouping

Heterogeneous

Equitable

Flexible

Small groups with persons from different ability

levels and backgrounds

Small groups organized so that over time all

students have challenging learning

tasks/experiences

Different groups organized for different

instructional purposes so each person is member

of different groups, works with different people

Teacher Roles

Facilitator

Guide

Co-learner/co-

investigator

Engages in negotiation, stimulates and monitors

discussion and project work but does not control

Helps student to construct their own meaning by

modeling, mediating, explaining when needed,

redirecting focus, providing options

Teacher considers self as learner; willing to take

risks to explore areas outside his or her expertise;

collaborates with other teachers and practicing

professionals

Student Roles

Explorer

Cognitive

Apprentice

Teacher

Producer

Students have opportunities to explore new

ideas/tools; push the envelope in ideas and research

Learning is situated in relationship with mentor

who coaches students to develop ideas and skills

that simulate the role of practicing professionals

(i.e., engage in real research)

Students encouraged to teach others in formal and

informal contexts

Students develop products of real use to

themselves and others

Source: North Central Regional Educational Laboratory. Indicators of Engaged Learning. Retrieved

December 12, 2003. http://www.ncrel.org/sdrs/edtalk/engtab1.htm

http://www.ncrel.org/sdrs/edtalk/engtab1.htm



Step 4: Select Strategies

Engaged Learning Environment

Does my classroom model engaged learning?

Variable Indicator of Engaged

Learning

Yes

Example Needs

Attention

Vision of Learning

Responsible for

learning

Strategic

Energized by learning

Collaborative

Tasks

Authentic

Challenging

Multidisciplinary

Assessment

Performance-based

Generative

Seamless and ongoing

Equitable

Instructional

Model

Interactive

Generative

Learning Context

Collaborative

Knowledge-building

Empathetic

Grouping

Heterogeneous

Equitable

Flexible

Teacher Roles

Facilitator

Guide

Co-Learner/co-

investigator

Student Roles

Explorer

Cognitive Apprentice

Teacher

Producer

Source: North Central Regional Educational Laboratory. Indicators of Engaged Learning. Retrieved

December 12, 2003. http://www.ncrel.org/sdrs/edtalk/engtab1.htm,

http://www.ncrel.org/sdrs/edtalk/engtab1.htm



Step 4: Select Strategies

Nine Instructional Strategies that Improve Student Achievement

Across all Content Areas and Grade Levels

Researchers at Mid-Continent Research for Education and Learning (McREL) have identified nine

instructional strategies that are most likely to improve student achievement across all content areas and

across all grade levels. These strategies are explained in the book, Classroom Instruction That Works, by

Robert Marzano, Debra Pickering, and Jane Pollock. Note the presence of cooperative learning in this list.

1. Identifying similarities and differences

2. Summarizing and note taking

3. Reinforcing effort and providing recognition

4. Homework and practice

5. Nonlinguistic representations

6. Cooperative learning

7. Setting objectives and providing feedback

8. Generating and testing hypotheses

9. Cues, questions, and advance organizers

.

For the complete article:

http://www.secondaryinstruction.com/InstructionalStrategies.html

How can Marzano‘s Strategies IMPROVE student

achievement?

http://www.secondaryinstruction.com/InstructionalStrategies.html



Step 5: Determine Result Indicators OR

Descriptors of Improved Learning


Secondary Education



Which Result Indicators are the focus NOW?

What adult behaviors may need to be addressed or replaced with research-based strategies?

What student behaviors may need to be addressed to meet or exceed standards?

The identified Result Indicators may change throughout the year.

Prioritized Need:

Selected Instructional Focus:

Strategy to be Monitored:

Result

Indicators

Listen for:

Look for:

Adult

Behaviors

Student

Behaviors

Additional information is located in the Data Teams Training Manual

by The Leadership and Learning Center.



Step 6: Monitor and Evaluate


Secondary Education



GAPSS Classroom Instruction Observation Form

Date: _____________________ Time In: ______________ Time Out: ______________ Beginning Middle End

Instruction Strand Observed Examples

C

1.1

Lesson/units are clearly aligned with

GPS/QCC.

Units of study and/or lesson plans are available and show clear alignment to the standards.

I

1.3

Learning goals are aligned with

GPS/QCC and are communicated by the

instructor.

Units of study, lesson plans, and/or commentary are clearly aligned to GPS/QCC. Standards, essential questions, etc. are explicit and referenced

often during instruction.

Students apply learning goals in

performance tasks aligned to the

standards.

Performance tasks, culminating performance tasks, student work, portfolios, rubrics, and/or graphic organizers, etc. are clearly aligned to

the GPS/QCC.

I

2.1

Sequencing of the instructional period is

predictable and logical.

Instruction begins by activating prior knowledge, including experienced-based activities, followed by spiraling and scaffolded tasks that

move students toward conceptual understanding and independent use of what they are learning, and ends by summarizing learning.

The lesson begins with a clearly defined

opening to strengthen learning.

Instruction explicitly states learning goals and makes connections to prior knowledge, subject areas, and/or student experiences,

incorporates modeling or demonstration, and/or assesses student understanding (such as questioning, informal written assessments,

charting), etc.

Instruction has a defined work period. The work period provides opportunities to practice, review, and apply new knowledge and receive feedback (for example: independent

practice, guided practice, small group, conferencing, hands-on learning, problem solving, etc.).

Instruction ends with a summary activity

that reinforces the learning.

The lesson closing summarizes the learning goal(s), clarifies concepts, and addresses misconceptions. Students may share their work that

relates to the learning goal(s).

Content specific vocabulary is

developed in context.

The instructor provides rich information about new vocabulary words and how the new words function. New vocabulary is presented and

reinforced in the context of the standards being taught. Students are provided opportunities to use the new words in their writing, reading,

and conversations.

I

2.2

Higher order thinking skills and

processes are utilized in instruction.

Instructor‘s questioning techniques require students to compare, classify, analyze different perspectives, induce, investigate, problem solve,

inquire, research, make decisions, etc.

Higher order thinking skills and

processes are evident in student work.

All students are engaged in tasks that require comparison, classification, analysis of perspectives, induction, investigation, problem solving,

inquiry, research, decision making, etc.

I

2.3

Instruction is differentiated to meet

student readiness levels, learning

profiles, and interests.

The standards are the expectation for learning for all students, but within a class period instruction is paced and presented differently with

the use of varying materials, resources, and tasks. (Instruction may be differentiated through content, process, product, and/or learning

environment.)

I

2.4

Instruction and tasks reinforce students‘

understanding of the purpose for what

they are learning and its connection to

the world beyond the classroom.

Instruction is explicitly made relevant to students. For example, classroom instruction is differentiated to reflect student interests, leads to

the creation of products that are useful in real-world problem solving, emphasizes inter-disciplinary connections, leads to authentic

assessments, and/or further reveals real-world problems and their potential solutions. (I-2.4: Operational Descriptor F: Relevance and

authenticity)

I

2.5

The classroom instructor implements

grouping strategies.

The instructor uses flexible grouping and sub-grouping of students related to readiness levels, interests, and learning style preferences.



Instruction Strand Observed Examples

I

2.7

The use of technology is integrated

effectively into instruction.

Teacher effectively uses technology to provide real-world, relevant application, to enhance students‘ research skills and to

differentiate instruction to maximize student learning. Technology is used to enhance student learning of the grade/content

standards. (e.g. Interactive boards, computers, digital cameras, projection systems, calculators, probeware, software, interactive

games, voting systems, Palm Pilots, Online Assessment, etc.) Students effectively use technology during

the class period.

Students use technology to research, create documents and/or projects, and to demonstrate a greater understanding of the learning

goals. (e.g. PowerPoint, webpages, etc.)

I

3.1

Instructional goals, activities, interactions,

and classroom environment convey high

expectations for student achievement.

Students are engaged in rigorous work. Students interact with other students and teachers concerning their work and the

standards. The standards are held as the expectation for all students and are evident in classroom practices.

I

3.3

Students demonstrate personal efficacy and

responsibility.

Students evaluate their own work aligned to the standards, elements, benchmark work, anchor papers or rubrics and are provided

the opportunity to revise their work. Students are on task and may use resources available in the room (content maps, rubrics,

computers, posted exemplary work, etc.)

Assessment Strand Observed Examples

A

2.2

Formative assessments are utilized during

instruction to provide immediate evidence

of student learning and to provide specific

feedback to students.

The teacher is monitoring for student understanding throughout the instructional period, conferencing with students, asking

questions, and/or engaging students in KWLs, 3-2-1 activities, quick write, ticket out the door, etc. The formative assessments

are used to provide students with frequent and specific feedback.

Written commentary is aligned to the GPS

standard(s) and elements or QCC content

standards.

Commentary uses the language of the standard providing specific feedback by describing the quality of the student work when

compared to the desired learning goals. Commentary goes beyond ―good job‖, ―great work‖, etc.

Planning and Organization Strand Observed Examples

PO

3.2

Materials and resources are effectively

allocated.

Student support materials and resources are easily accessible to students (classroom library, technology, etc.). Materials and

resources to support content area lessons are visible. Human resources (co-teachers, paraprofessionals, instructional coaches,

etc.) are effectively utilized to maximize instruction for all learners.

PO

4.1

Classroom management is conducive to

student learning.

Expectations for behavior are evident (rules posted, behavior consistently monitored and addressed when necessary). Classroom

practices and procedures are understood and followed.

PO

4.3

Instruction is provided in a safe and orderly

environment. The classroom is clean and conducive to learning.

PO

4.2

Instructional time is maximized. Classroom instruction has no or minimal interruptions.

The teacher maximizes instructional time.

Instruction begins and ends on time. Student transitions during instruction are smooth with no loss of instructional time. The

teacher is monitoring student learning and actively engaged with students.

School Culture Strand Observed Examples

SC

1.1

The culture of the classroom reflects a risk-

free learning environment.

Students feel comfortable sharing their work and receiving feedback from the teacher and other students regarding their work,

students ask clarifying questions, etc.

Student Question:

I

1.3

Learning goals/standards are

clearly communicated to

students.

The student can explain the learning goals or standards/elements that he/she is

working on. The student is able to explain the substance of what is being learned and

show how the learning is embedded in their work.

What standard(s) or element(s) are you working

on today? What does your teacher want you to

learn? What is your learning goal today?

Student A NA

Student B NA

Student C NA




Standards-Based Classroom: ENVIRONMENT

Artifacts and Evidence Checklist

Artifacts on Display or Posted Comments are Required

Room arranged to support individual work

Room arranged to support cooperative groups

or peer partners

Classroom procedures

Bulletin Boards support instructional design

Behavior Management System and Procedures

Standards: Language of the Standards is

clearly communicated in various ways to the

students including classroom postings

Essential Questions

Unit Plans available

Word Wall and/or vocabulary

Graphic Organizers completed by students

Materials and Resources

Student Work

Teacher Commentary

Rubrics

Sharing the Standards-Based Classroom

Be sure to provide at least five (5) written comments which:

detail identified evidence or

ask questions for clarification of items observed.




Standards-Based Classroom: ENVIRONMENT

Artifacts on Display or Posted Comment Hints for

Strengths

Comment Hints for Areas

of Improvement

Room arranged to support individual work

Room arranged to support cooperative groups or

peer partners

Classroom procedures

Bulletin Boards support instructional design

Behavior Management System and Procedures

Standards: Language of the Standards is clearly

communicated in various ways to the students

including classroom postings

Standards/elements are clearly

visible when entering the room

Standards are obviously center

stage of instruction

Font is appropriate

Students write and speak the

actual wording from the

standard

ELEMENTS are included with

the standard.

Standards are posted on the bulletin

board, but are only legible within 2

feet

Standards seem to be an

afterthought

Students can‘t articulate the wording

of the identified standard

Textbook driven learning is not

appropriate.

Essential Questions

The questions are open-ended

and promote discussion.

Postings are directed to the

student.

Posted questions have specific

answers.

Questions are directed to the teacher

and not the learner.

Unit Plans available

Word Wall and/or vocabulary

Wording from the standards are

posted and student generated.

3 components are evident:

word, definition, graphic

Teacher printed words only

Words posted do not show the Heidi

Hayes Jacobs 3 levels

Vocabulary emphasis could not be

seen.

Vocabulary did not correspond to

the selected standard.

Graphic Organizers completed by students

Materials and Resources

Student Work

Student work is current and

correlated to the unit standards.

Work models authentic

application of standards.

Work demonstrates high

expectations.

Scantrons are not student work

samples.

Student work can‘t be seen.

Purpose of selected student work

samples is not obvious.

Teacher Commentary

The language of the

standards/elements are the focus

of the commentary.

Commentary was seen and

heard.

Good job and/or nice should not be

a part of teacher commentary.

Commentary uses the WORDS from

the standard or element.

Rubrics




School:

Teacher:

Standards-Based Classroom: OPENING

Checklist

Evidence Comments

1. Begin instruction with a clearly defined Opening

session

(lesson does not start with the Work Session)

2. Limit Opening to less than 15% of the instructional

period

(An Opening for a 60 minute class is usually 5-10

minutes.)

3. Include researched-based strategies in student

instructions (grouping, differentiation, menu selections,

goal setting, etc.)

4. Clearly communicate Language of the Standards more

than once

5. Clearly communicate Language of the Standards in

more than one way

6. Assess student knowledge of the Standards (KWL

Chart, Do-Now, Warm-Up, etc.)

7. Guide students to address/communicate Language of

the Standards (rewording, recording, reading,

questioning, goal setting, applying, etc.)

8. Develop vocabulary, specific to the Standards (Word

Walls, Mental Models, etc.)

9. Communicate high expectations and goals for

(identified student goals, student goal charts, standards

mastery)

10. Reinforce procedures to maximize instructional time

during the Opening

SBC Opening should include at least 6 of the 10 identified Opening elements identified in the table.

The Opening elements may be observed being directly addressed by the teacher or by the students.

At least 5 comments are provided by the observer to guide the enhancement of the SBC Opening.



Step 6: Monitor and Evaluate School:

Teacher:

Standards-Based Classroom: WORK SESSION

Checklist

Evidence Comments

1. Use Language of the Standards: teachers and students

(High Impact Practice Implementation Rubric, Concept

1, 2, 3)

2. Demonstrate grouping strategies: teachers


4)

3. Work independently: students

(Standards-Based Classroom Framework)

4. Work in small groups: students


5. Engage in performance tasks: students


6. Explain how student work meets the Standards:

teachers and students


5)

7. Set learning goals from the results of formative and

summative assessments: teachers and students


6, 7)

8. Demonstrate authentic application of content through

the use of performance tasks: students


8)

9. Engage in conversations with the teacher and peers

using the language of the Standards: students

10. Revise work/products based on peer and/or teacher

feedback to create quality work: students


9, 10)

At least 5 comments are provided by the observer to guide the enhancement of

Standards-Based Classroom Instruction.




School:

Teacher:


Standards-Based Classroom: CLOSING

Checklist

Evidence Comments

1. End lesson with a clearly defined Closing session

(Work Session ends 5-6 minutes before the end of the class

period)

2. Limit Closing session to less than 10% of the instructional

period (A Closing for a 60 minute class is usually 5-6

minutes.)

3. Provide feedback to students using the Language of the

Standards (commentary to students addressing day‘s work)

4. Clarify Misconceptions (students ask questions, teacher

provides clarifying statements, etc.)

5. Provide Informal assessment of student learning

(Ticket-Out-The-Door, Self-Check, Immediate Feedback

strategies etc.)

6. Analyze work quality (group assessment, rubrics, etc.)

7. Update goal charts, assignment lists, etc.

8. Celebrate student progress toward standards mastery

9. Link summary of the day‘s learning to the Standards

10. Identify next steps for students and/or instruction

SBC Closing should include at least 6 of the 10 identified Closing elements identified in the table. The

Closing elements may be observed being directly addressed by the teacher or by the students.

At least 5 comments are provided by the observer to guide the enhancement of the SBC Closing.



Step 6: Monitor and Evaluate Content Tasks and Rigor in the Classroom

PARCC Expectations

Prompt Possible

Observations

Evidence in

Classroom Comments to Teacher

How do these activities

support students in the

development of critical

thinking/ higher-order

thinking skills?

TKES, Performance

Standard 3

questioning techniques with wait time

students allowed to struggle

tasks for application

other:

How does instruction

promote active, engaged

learning for students?

TKES, Performance

Standard 3

student collaboration

students discuss possibilities with peers

other:

How does instruction meet

the needs of the individual

student?

TKES, Performance

Standard 4

grouping by identified needs

auditory, kinesthetic and visual presentations

other:

How does the teacher

provide informal feedback

to the students to validate

the learning?

TKES, Performance

Standard 5

verbal feedback is provided to groups

verbal feedback during class discussion

written comments

How does the classroom

environment encourage

students to be self-directed

learners?

TKES, Performance

Standard 7

struggle time during tasks

teacher ask questions to guide discovery (direct answers are limited by teachers)

other:

How does the learning

environment and instruction

challenge students?

TKES, Performance

Standard 8

discovery through tasks

collaboration with peers to create product or problem solve

When did students have an

opportunity to use the

content language?

TKES, Performance

Standard 8

group discussions

teacher interaction

other:

Teaching Channel: Discovering Angle Relationships in Reflections, CCGPS 9th

grade, Mathematics

https://www.teachingchannel.org/videos/teaching-transformations



________(School Name)________ School Improvement Action Plan Muscogee County School District

School-wide Problem-of-Practice: (Abbreviated Data Analysis Narrative)

Department/Grade Level:

SMART Goal Statement # _____

System Focus Area Alignment ______ Response to Intervention _______ Co-Teaching ________ Standards Based Classrooms

Georgia Keys Alignment _______ Curriculum _________ Instruction _________ Assessment __________ Planning & Organization

_______ Professional Learning _______ Leadership ____________ Student, Family & Community Support

_______ School Culture

Prioritized Strategies for Improvement

(Insert your 1-3 measurable instructional, programmatic, organizational, or leadership

strategies)

Results Indicators (A measurable, percent,

increase in student learning results)

Primary Leadership

(Designate the team, teacher and/or leader responsible)

Evidence (Create descriptors

of proficient teacher/leader

practices to look for.)

Artifacts (Insert what

student/adult data you will monitor)

Budget (Insert what budget

funds will come from and projected cost)

What are some things you anticipate you will need to do to ensure success? (Identify professional development expectations, effect and cause data collection frequency and practices, resources, etc.)

© 2010 by The Leadership and Learning Center All rights reserved. Copy only with permission. (866) 399-601



Resources and Research






Leader Keys Effectiveness System

Correlation to Data Teams

# Performance Standard

What it means… The Leader… Data Team Process

1 Instructional Leadership

The leader fosters the success of all

students by

facilitating the

development,

communication,

implementation

and evaluation of a

shared vision of

teaching and

learning that leads

to school

improvement.

1. Creates a shared vision for the school 2. Establishes learning goals from the vision

3. Communicates that learning is the most important school

goal 4. Expects teachers and students to attain goals.

5. Seeks goal attainment through individual and group effort 6. Provides opportunities for stakeholders to participate

in decision- making 7. Taps the expertise of the school‘s teacher leaders

8. Develops collaborative opportunities among teachers 9. Leading a Learning Community

10. Prioritizes student learning 11. Focuses instructional attention on curriculum,

instruction, and assessment. 12. Promotes and plans professional growth for self and

staff

13. Learns alongside and with faculty 14. Monitoring Curriculum and Instruction 15. Monitors teacher practice and student learning

through regular classroom visits 16. Serves as a role model for expected behaviors of

school staff 17. Limits activities that diminish instructional time

18. Ensures continuity in the school instructional

program

Provide a weekly common planning time for all grade levels


Share Data Team

Process and

Expectations with

Faculty and Staff Models an inquiry-

based attitude Aware of team goals

and identified,

prioritized areas of

need Aware of

instructional strategies

Able to articulate resources, materials identified by team in order to support selected practices

Attends data meetings as frequently as possible

Serves as a model

for administrative

support of data

team process



Planning and Assessment

The leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision making consistent with established guidelines, policies, and procedures.

Establishes and implements standard operating procedures and routines.

Demonstrates efficient daily planning resulting in smooth school operations.

Develops comprehensive long-range plans focused on goal attainment.

Monitors effectiveness of school programs. Ensures data is disaggregated so that lessons are

planned to address learning deficits. Uses data to inform collaboration efforts to maximize

learning. Uses multiple sources of data to track the progress

of individual students over time. Uses multiple sources of student data to maximize student

outcomes. Uses assessment data to measure student

progress in meeting instructional goals. Uses assessment data to determine instructional needs

of particular groups within the school. Uses assessment data to drive school improvement. Establishes procedures for disseminating student results

to parents and community members.

Share CCRPI data with faculty

Discuss importance of data team process to progress

monitor student growth Share Data Team

Process and

Expectations with

Faculty and Staff

Aware of team goals

and identified,


need

Aware of

instructional

strategies at each

Tier to support

maximum

instruction Attends data

meetings as frequently as possible

Serves as a model

for administrative

support of data

team process Support and protect

weekly common planning time

Communicate with

Academic Coach and

Data Team Leader

about instruction and

student growth

2 School Climate

The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.

Cultivates a positive environment focused on student learning.

Models respect and high expectations for all community members.

Shares decision making to maintain high morale in the

school. Maintains a current crisis and conflict action plan and

implements it as necessary. Fosters and sustains a positive school climate by

seeking assistance from community members. Builds professional relationships between school leaders

and staff. Builds positive relations between parents and the school. Provides outreach to parents and the greater community. Cultivates a trusting environment by sharing

information, power, and decision-making with teachers. Remains open and amenable to new ideas from all

members of the school community. Reaches out to the larger community to build and sustain

trust. Develops multiple leaders within the school. Distributes administrative tasks among school faculty. Facilitates shared decision making between staff

members. Regularly reviews school programs.

Promptly provides support

Publicly celebrates successes of teams

Provides regular opportunities for team members to publicly share their successes

Provides structures

that allow teacher

modeling and

observation of

successful practices

Support and protect

weekly common

planning time Communicate with

Academic Coach and Data Team Leader about instruction and

student growth



4 Organiza-

tional Management

The leader fosters the success of all students by supporting, managing, and overseeing the school‘s organization, operation, and use of resources.

Prioritizes safety of students and staff above all else. Creates and implements routines and procedures to

ensure a safe, orderly, and positive environment. Sets clear expectations for student behavior. Enforces discipline fairly and consistently. Grants teachers the authority to maintain the

established discipline policies. Maintains a current crisis management plan. Ensures a trained school crisis management team is

on board and prepared. Develops a master schedule that maximizes blocks of

instructional time. Includes key personnel in the collaborative

creation of a master schedule. Ensures the efficiency of school operations and routine

maintenance. Understands local and state school board fiscal policies. Reviews previous budgets. Creates an annual budget. Manages and allocates resources responsibly by

setting expense priorities. Ensures technology training is provided to teachers. Ensures technology is accessible and in working

order for students and staff. Ensures instructionally appropriate allocation,

equity, and sustainability of technology.

Able to articulate

resources, materials

identified by team in

order to support

selected practices Attends data


Serves as a model for

administrative support

of data team process

Provide a weekly

common planning

time for all grade

levels Provides structures that

allow teacher modeling and observation of successful practices

Support and protect weekly common planning time

Communicate with Academic Coach and Data Team Leader about instructional needs for student growth

5 Human Resources Management

The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel.

Understands the school district‘s hiring plans and uses them to the school‘s advantage.

Selects competent and capable teachers/support staff. Uses research-based hiring practices to include: multiple

interviewers, prepared questions, and scoring rubrics. Fosters and sustains the induction program. Matches mentors and mentees by teaching specialty

where practical. Identifies new teachers‘ strengths and weaknesses. Provides systematic training and support to

teachers throughout induction. Provides a culture of support where new teachers are

supported by all staff. Retention Supports innovation and risk-taking. Works to retain quality staff. Ensures working conditions are positive. Supports and encourages ongoing collaborative efforts.


Share Data Team

Process and

Expectations with

Faculty and Staff Models an inquiry-

based attitude Aware of team goals

and identified,


needs Attends data





6 Teacher/

Staff Evaluation

The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.

Fosters mutual trust between the evaluator and the teacher being evaluated.

Encourages two-way communications where both parties share ideas and interpretations.

Focuses on growth and accountability. Participates in both formal and informal conferences. Uses multiple data sources to document standards. Conducts both formal and informal observations. Offers feedback following observations. Uses evaluation as a means to remediate or remove

low-performing or unsatisfactory teachers. Adheres to district guidelines regarding teacher

evaluation. Documents adherence to designated standards. Maintains objectivity during the evaluation process. Describes existing deficiencies clearly. Offers remediation actions for identified deficiencies.

Utilize all data team documentation as a formative piece to the TKES evaluation process.(Growth and Accountability)

Develop and maintain a

high level of trust that

encourages two-way

communication that

focuses on teacher

effectiveness and

student growth

7 Profession- alism

The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.

Adheres to and demonstrates the professional standards set forth in the Georgia Leader Keys

Ethical Behavior serves as a role model for ethical behavior.

Shares ethical beliefs with faculty, staff, parents, and students.

Carries out duties with competence and integrity. Views professional development as ongoing and

continuous. Participates in a variety of professional development

opportunities. Networks with other principals to provide support. Willingly participates in peer observations. Visits other schools.

Provides regular

opportunities for team

members to publicly

share their successes Provides structures that

allow teacher modeling and observation of successful practices


Communicate with

Academic Coach and

Data Team Leader


student growth

Provide a weekly

common planning

time for all grades



8 Com-

munication and Community Relations

The leader fosters the success of all

students by

communicating and

collaborating

effectively with

stakeholders

Ensures two-way, open communications with faculty and staff.

Listens to suggestions of faculty and staff. Adopts suggestions of faculty and staff, when

appropriate. Makes communication planning a top priority. Emphasizes the partnership between parents

and the school community. Develops parent programs focused on instruction. Works to engage parents of disadvantaged students

who may not be active participants. Uses all media to open the lines of communication to

build parent and community trust. Establishes relationships with the larger community

that is mutually beneficial. Builds a positive relationship with the media.

Attends data meetings as frequently as possible


Promptly provides support Publicly celebrates

successes of teams Provides regular

opportunities for team members to publicly share their successes

Provides structures that allow teacher modeling and observation of successful practices


Communicate with

Academic Coach and

Data Team Leader


student

growth



Top Ten Things High Schools Can Do

To Improve Achievement NOW By Douglas B. Reeves∗

1. Start a WIN – Work in Now! – Program. The reason many high school students fail is missing

homework. Some schools are dramatically reducing course failures by requiring SAME DAY after-

school detention for ANY missing homework.

2. DOUBLE the time devoted to literacy and math. When students are struggling in 9th

grade English

and math classes, they are very likely struggling in every other class as well. Schools that have doubled

time in these subjects significantly reduce the failure rate. Sometimes, this means moving a science and

social studies sequence from grades 9, 10, 11 to grades 10, 11, 12. Increasing time on literacy reduces the

dropout rate because it reduces grade 9 failures.

3. EXTEND the time when grades are due from teachers to the administration after final exams. One high

school reduced 9th

grade course failures from over 1,000 to fewer than 400 when it gave teachers four

weeks after finals to turn in grades. During that time, students facing failure were able to complete

missing labs, finish term papers, or do other projects. If they were missing only a single major project, it

did not make sense for them to repeat the entire class.

4. TEACH project management, time management, and self-discipline. One recent study found that these

skills are significantly more influential on high school success than IQ in predicting high school grades and

post-secondary education participation.

5. RESTRICT student choice for any student reading below grade level. Students do not have a constitutional right to electives. In fact, the best way to increase electives is to decrease choice for students who are risking failure.

6. Require NON-FICTION WRITING in every class. One high school developed a simplified rubric for non-

fiction writing and required every class – no exceptions – to have at least one nonfiction writing assessment

every semester.

7. INCREASE student feedback, providing daily or weekly feedback. The typical 9- week report card is too

late – an educational autopsy. If students are to use feedback to improve performance, then the feedback

must be immediate.

8. COLLABORATE among teachers for the evaluation of core skills. If teachers do not agree on what the

word ―proficient‖ means, then students will get mixed messages about what level of quality is acceptable.

Only when teachers look at the same piece of anonymous student work and collaboratively score that work

will there be a true professional learning community.

9. Create COMMON ASSESSMENTS at least once per quarter. Certainly teachers can have freedom and

flexibility in many areas, but the core expectations of a class must be consistent. It is the only way that

students have an equal and fair opportunity to be prepared for the next level of instruction. Curriculum

mapping is not enough. Teachers must have Power Standards and common assessments, agreeing on the

most important standards and agreeing on what they will assess.

10. BAN ADMINISTRATIVE ANNOUNCEMENTS in faculty meetings. Time in meetings is too precious to

waste on announcements that could be made by e-mail or delivered in writing. Use every second of



meeting time for professional collaboration.

Best Practice: Today’s Standards for Teaching and Learning in America’s Schools

Steven Zemelman, Harvey Daniels, and Arthur Hyde

The Seven Structures of Best Practice Teaching



Advanced Placement (AP) Course Topics

Rigor and Vertical Alignment

http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html


What's Here

The College Board® Advanced Placement Program offers 37 courses in 22 disciplines. In this section, you

can select the official AP Course Description for the most up-to-date information about each course and exam.

To access the course of your choice, choose it from the table below.

Course Descriptions Index

Art History Biology Calculus AB Calculus BC Chemistry

Chinese Language

and Culture Computer Science A

Computer Science

AB

English Language

and Composition

English Literature

and Composition

Environmental

Science European History French Language French Literature German Language

Government and

Politics: Comparative

Government and

Politics: United

States

Human Geography Italian Language and

Culture

Japanese Language

and Culture

Latin Literature Latin: Vergil Macroeconomics Microeconomics Music Theory

Physics B

* Errata Notice

Physics C: Electricity

and Magnetism

Physics C:

Mechanics

* Errata Notice

Psychology Spanish Language

Spanish Literature Statistics Studio Art: 2-D

Design

Studio Art: 3-D

Design Studio Art: Drawing

United States History World History



http://apcentral.collegeboard.com/apc/public/repository/05839apcoursdescarthi_4311.pdf

http://apcentral.collegeboard.com/apc/public/repository/05837apcoursdescbio06_4312.pdf

http://apcentral.collegeboard.com/apc/members/repository/05836apcoursdesccalc0_4313.pdf

http://apcentral.collegeboard.com/apc/members/repository/05836apcoursdesccalc0_4313.pdf

http://apcentral.collegeboard.com/apc/members/repository/52434_apchemistrylock_4314.pdf

http://apcentral.collegeboard.com/apc/public/repository/ap06_chinese_coursedescription.pdf

http://apcentral.collegeboard.com/apc/public/repository/ap06_chinese_coursedescription.pdf

http://apcentral.collegeboard.com/apc/public/repository/52435apcompscilocked_4315.pdf



http://apcentral.collegeboard.com/apc/members/repository/52272_apenglocked5_30_4309.pdf




http://apcentral.collegeboard.com/apc/public/repository/05832apcoursdescenvsc_4317.pdf

http://apcentral.collegeboard.com/apc/public/repository/05832apcoursdescenvsc_4317.pdf

http://apcentral.collegeboard.com/apc/public/repository/05831apcoursdesceuroh_4318.pdf

http://apcentral.collegeboard.com/apc/public/repository/05830apcoursdescfrenc_4319.pdf

http://apcentral.collegeboard.com/apc/public/repository/05830apcoursdescfrenc_4319.pdf

http://apcentral.collegeboard.com/apc/public/repository/05829apcoursdescgerma_4320.pdf

http://apcentral.collegeboard.com/apc/public/repository/05828apcoursdescgopo0_4321.pdf





http://apcentral.collegeboard.com/apc/public/repository/05827apcoursdeschuman_4322.pdf

http://apcentral.collegeboard.com/apc/members/repository/05826apcoursdescitali_41929.pdf

http://apcentral.collegeboard.com/apc/members/repository/05826apcoursdescitali_41929.pdf

http://apcentral.collegeboard.com/apc/public/repository/ap06_APJapanese_coursedescription.pdf

http://apcentral.collegeboard.com/apc/public/repository/ap06_APJapanese_coursedescription.pdf

http://apcentral.collegeboard.com/apc/public/repository/05825apcoursdesclatin_4323.pdf

http://apcentral.collegeboard.com/apc/public/repository/05825apcoursdesclatin_4323.pdf

http://apcentral.collegeboard.com/apc/members/repository/52270_apeconlocked5_3_4316.pdf

http://apcentral.collegeboard.com/apc/members/repository/52270_apeconlocked5_3_4316.pdf

http://apcentral.collegeboard.com/apc/members/repository/52437_apmusiclocked_4324.pdf

http://apcentral.collegeboard.com/apc/public/repository/05824apcoursdescphysi_4325.pdf

http://apcentral.collegeboard.com/apc/public/repository/physicscderrata_50095.pdf





http://apcentral.collegeboard.com/apc/public/repository/physicscderrata_50095.pdf

http://apcentral.collegeboard.com/apc/public/repository/05823apcoursdescpsych_4326.pdf

http://apcentral.collegeboard.com/apc/public/repository/52796apspanishlocked_4327.pdf

http://apcentral.collegeboard.com/apc/public/repository/52796apspanishlocked_4327.pdf

http://apcentral.collegeboard.com/apc/public/repository/52269_apstatistics_lo_4328.pdf

http://apcentral.collegeboard.com/apc/members/repository/52187apstudioartlocke_4329.pdf





http://apcentral.collegeboard.com/apc/public/repository/05822apcoursdescushis_4331.pdf

http://apcentral.collegeboard.com/apc/public/repository/05821apcoursdescworld_4332.pdf



Working on the Work

Correlations

Working on the Work (WOW):

WOW School Standards (Schlechty, Phillip. Working on the Work)

Indicators of Engaged Learner (IEL):

Variables (NCREL http://www.ncrel.org/sdrs/edtalk/engtab1.htm)

Standard 1: Patterns of Engagement Vision of Learning, Tasks, Instructional Model

Standard 2: Student Achievement Tasks, Assessment

Standard 3: Content and Substance Vision of Learning,

Tasks, Instructional Model

Standard 4: Organization of Knowledge Teacher Roles, Instructional Model

Standard 5: Product Focus Student Role

Standard 6: Clear and Compelling Product Grouping, Tasks, Student Role

Standard 7: Safe Environment Teacher Roles, Student Role

Standard 8: Affirmation of Performances Learning Context, Student Roles

Standard 9: Affiliation Grouping, Student Role

Standard 10: Novelty and Variety Instructional Model

Standard 11: Choice Vision of Learning,

Instructional Model, Student Role

Standard 12: Authenticity Learning Context, Tasks


Mission

The Muscogee County School District is committed to providing educational experiences that will enable

each student to become a lifelong learner, enter the work force with necessary skills and achieve academic

and personal potential.


Vision

We envision a School District in which:

Each student is given multiple opportunities to excel in his/her academic, social, emotional and physical

development in a safe, nurturing environment.

Well-prepared, responsible and caring employees are committed to excellence in education.

Parents, community members, staff and students are full partners in the education of children.



National Assessment of Educational Progress (NAEP) NAEP QUESTION TOOL

http://nces.ed.gov/nationsreportcard/itmrls/

In an era of accountability and assessments, educators, parents and students are continuously searching for

ways to improve student performance. To assist in this effort, many states have developed on-line item

banks. These item banks were created by the states to enhance instruction and prepare students for the

various assessments administered in the state. Most teachers would agree that a state item bank is

extremely helpful but may have limited capabilities. One resource teachers across the nation have

discovered to be a valuable tool is the NAEP Question Tool.

The NAEP Question Tool provides easy access to NAEP questions, student responses, and scoring guides.

It allows users to view items and their associated scoring guides, keys, classification information,

performance data, subgroup data, and actual student responses. After every assessment cycle, NAEP

releases a portion of the assessment to the public.

The purpose of the NAEP Question Tool is to provide teachers, researchers, educators, parents, and

students with greater access to NAEP assessment exercises. The items are presented as:

examples of what NAEP asks students at 4th, 8th, and 12th grades,

exemplars of questions that probe students‘ knowledge of specific content area, and

a way to compare one‘s performance on a specific question to that of the students across the nation

and in the state.

Some of the enhanced capabilities of the NAEP Question Tool include:

Many different types of assessments can be created from the NAEP Question Tool. Teachers are

not required to build their assessments by cutting and pasting questions.

The NAEP Question Tool will sort items by domains, objectives, cognitive ability, and difficulty

level.

The number of items in the bank is extensive and represents many different content areas.

The NAEP Question Tool includes various types of items such as multiple choices, short-

constructed and extended-constructed response.

The NAEP Question Tool provides items based upon what a student should know and be able to do

in grades four, eight and twelve across the nation. The items in the NAEP item bank are not

limited to grades four, eight and twelve, but are appropriate for other grade levels as well.

The NAEP items align with the High Schools That Work frameworks.

NAEP writing prompts have been used in classrooms to assist students with their writing skills.

Examples of student writing responses have also been implemented in the classrooms as anchor

papers. These anchor papers have assisted educators in the teaching of the various stages in the

writing process. In addition, some schools have utilized the scorer‘s commentary to provide staff

development to educators in the scoring of writing rubrics

http://nces.ed.gov/nationsreportcard/itmrls/