1  Janet Hensley  Pam Lange  Barb Rowenhorst Meade School District

 USF Credit ◦ 2 credits for PASS Team Members ◦ 1 credit for other participants  Who will be responsible for sign-up in building on In-service days?

 Data Driven Dialogue ◦ Non-negotiable ◦ Negotiable ◦ Technology  Formative Assessment ◦ Seven Strategies

To discuss district/building report card status. To analyze reading and math standards at individual grade and student levels. To integrate multiple data sources. To determine uses of summative and formative assessments.

Data Matrix

Prioritize & Set Goals Study & Plan Successful Strategies Observe Patterns & Hypothesize Student Data Program & Structures Data Family & Community Data Professional Practices Data

Pre-Assessment Discovering Summative/Final Assessment Making Sure Formative Assessment Checking Up

 Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.  Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.

 Discuss the assessments listed for your grade level/building level  Determine if the results are currently used for pre/formative/summative  Add any assessments that are missing  Turn in a copy of the matrix per building

Work Time

 Complete Observations/Hypothesis worksheet  Big aha’s

14 DakotaSTEP Basic Information Basic Information

15  Reading: 3-8 and 11 ◦ New standards tested 2009  Math: 3-8 and 11  Science: 5, 8 and 11 Not reported on AYP Report Card

Annual Measurable Objectives up to 2014 K School YearReadingMathReadingMath %45%50%60% %54%66%67% %65%66%54% %65%72%54% %72% 63% %72%62%63% %79%71%72% %86%80%81% %93%90% %

Observations (Facts Only) Hypothesis (Why might this be a pattern?) Next Steps: What needs further investigation? Recorder: Person with most buttons.

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 Find the report for your specific building.  Analyze report.  Areas of celebration?  Areas of surprise?  Math, reading, attendance, graduation

Work Time

Observations (Facts Only) Hypothesis (Why might this be a pattern?) Math – Blue Reading – Pink Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

DakotaSTEP Individual Standards Grade Level/Building Level Discussions

25 School What score is good enough?

 The Dakota STEP blueprints can be found at…  /docs/2009/STEP%20Spring%202009%20Test %20Blueprints.pdf  It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.

Observations (Facts Only) Hypothesis (Why might this be a pattern?) Next Steps: What needs further investigation? Recorder: Birthday closest to today.

Work Time

Observations (Facts Only) Hypothesis (Why might this be a pattern?) Reading – Pink Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

35 School

 Usually, 7 questions per standard (R) or indicator (M - combines standards) or below and above

 The Dakota STEP blueprints can be found at…  /docs/2009/STEP%20Spring%202009%20Test %20Blueprints.pdf  It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.

Observations (Facts Only) Hypothesis (Why might this be a pattern?) Next Steps: What needs further investigation? Recorder: Youngest person at the table.

Work Time

Observations (Facts Only) Hypothesis (Why might this be a pattern?) Math – Blue Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

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7.R.2.1 Students can interpret text using comprehension strategies. Learning targets to meet this standard: I can study or determine the relationship of the parts to the whole (interpret) by connecting, questioning, visualizing, determining importance, inferring, synthesizing, and monitoring for meaning (comprehension strategies). Examples: Determining the author’s purpose, cause and effect, compare and contrast, conclusions, facts or opinions, generalizations, graphics, hypotheses, inferences, supporting details, prior knowledge, or purpose for reading

Individual Student Standards Report Grade Level Discussion

 Select a content area your table would like to work with.  Find the excel document.  Select one of the lowest standards for that content area.  Sort that standard.  How many students scored below your “good enough” score?  How many of these are proficient students?  Do you need to adjust your “good enough” score?

 How are you going to address this so everyone has this information? (non-negotiable)  What will your teachers do with it?  How will this drive instruction?

Work Time

Observations (Facts Only) Hypothesis (Why might this be a pattern?) Math – Blue Reading - Pink Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

K-12 Content Discussions

 Sort observations into categories that make the most sense to your team ◦ K-12 Reading or math  As a content area team, determine the next steps. ◦ Post on chart paper

Plan Time

 Ethan Dschaak  David Carroll  Chris Koletsky  Mitch Adams

62 Create an Account ONLY