District Data Retreat

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District Data Retreat

• Pam Lange
• Barb Rowenhorst
• Janet Hensley
• Jennifer Nehl
• Lori Laughlin
• ESA 7

Meade School District
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Outcomes

• To examine DakotaSTEP data reports.
• To analyze reading and math standards at
  individual grade and individual student level.
• To discuss the use of the eMetrics and
  Achievement Series Websites K-12.
• To gain an awareness of the new South Dakota
  reading content standards.
• To analyze and/or develop building-level SMART
  goals based on data.

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Miscellaneous

• Credit
• 2-credit PASS Team Members
• 1-credit Meade Staff
• Credit/Sign-up Manager
• PASS Team Members
• PASS Process 2008-2009
• Technology
• Grade level differentiated PD

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Its All About Numbers . . .

• Each person select a penny from the middle.
• Describe an event that happened to you during the
  year listed on your penny.

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4 Lenses of Data
Observe Patterns Hypothesize
Program Structures Data
Family Community Data
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DakotaSTEP Basic Information

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AMO Until 2014
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Data Retreat Terminology
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Dakota-STEP Tested Areas

• Reading 3-8 and 11
• Math 3-8 and 11
• Science 5, 8 and 11
• Not reported on AYP Report Card

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State Report Card

• Available to the parents, community, media
• South Dakota Department of Education Website
  http//doe.sd.gov

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DakotaSTEP Department of Education Website 2008
District Report Card
www.sdesa7.org
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How You Get There
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Report Card
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DakotaSTEP Growth Reports
www.sdesa7.org
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• Blue sticky notes for math

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(No Transcript)
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Individual Student Growth
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Individual Student Growth

• What observations can you make about your
  students who show
• Most growth
• Least growth
• Drop from advanced to proficient
• Drop from proficient to basic
• Remained in the same category
• What surprises you about the data?

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DakotaSTEP Individual Standards Grade Level
www.sdesa7.org
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Youve got to go below the surface...
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to uncover the really big ideas.
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eMetricsWebsite
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Math Standards Grade LevelCore Standards
Handout (Green)
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Math Targeted Areas
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Scoring

• Usually, 7 questions per standard (R) or
  indicator (M - combines standards)

0
7
3.5 or below
3.6 - 4.5
4.6 and above
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(No Transcript)
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What Score is Good Enough
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Card Sort

• Categorize Sort observations into categories
• K-12 Math
• Hypothesis Why might this area be a strength or
  weakness?
• Next Steps What are some areas that need further
  exploration?

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• Pink sticky notes for reading

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Reading Standards

• Repeat process for Reading
• Reading Growth Charts
• Reading Individual Growth
• Reading Standards
• New Reading Standards

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Card Sort

• Categorize Sort observations into categories
• K-12 Reading.
• Hypothesis Why might this area be a strength or
  weakness?
• Next Steps What are some areas that need further
  exploration?

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New Reading Standards

• Examine new reading standards chart
• New standards will be tested this year
• Convert old standards to new standards (based on
  areas of need)
• What work has been completed to ensure all
  teachers are familiar with the new reading
  standards?

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eMetricsWebsite
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(No Transcript)
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(No Transcript)
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Name
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eMetrics Website

• Interactive Website for DakotaSTEP Standards
• https//solutions1.emetric.net/sdstep/

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Evaluation of Goals
www.sdesa7.org
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• Would you tell me, please, which way I ought to
  go from here? asked Alice.
• That depends a good deal on where you want to
  get to, said the Cat.
• I dont much care where said Alice.
• Then it doesnt matter which way you go, said
  the Cat.

Lewis Carroll From Alices Adventure in
Wonderland (2002, p. 53)
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• Without goals, training is helter-skelter without
  progress toward substantive learning.
• Without goals, we will never work as hard or as
  smart to accomplish what is important to us and
  our students.
• Without goals, we tend to return to what is
  comfortable but it is in the discomfort zone
  where we are most alert and focused.

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Possible Problems Writing Goals

• Vague language.
• Goals cant be measured accurately.
• Unrealistic goals.
• Responsible party unclear.
• Focus on activities rather than outcomes.
• (Smith, 1999)
• McREL, 2005

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• SMART goals are the glue that holds teams and
  their efforts together against the incessant
  distractions that bombard us everyday.
• Anne Conzemius (2006)

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What is a SMART Goal?

• S Specific
• M Measurable
• A Attainable
• R Results-based
• T Time-bound

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SMART Goals

• Link directly to data and focus on student
  learning.
• Are reasonable in terms of time and resources.
• Are most likely to have the greatest impact on
  student achievement.
• Align to the standards.
• Use authentic assessments.

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SMART Goals Independent Practice

• Work as a building team.
• Use the SMART Goal Planning Template
• Draft 2-3 SMART goals based on building data
• Can include more data than what was covered
  today four lenses

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SMART Goal Planning Guide
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escWorks
Create an Account ONLY http//www.sdesa7.org
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Next Steps