Pendleton County Schools Julie Hubbard, Director of Curriculum and Assessment Amy Razor, Assistant Superintendent Assessment for Learning

I and I Check Steps to Growing our Learners Using Data to Guide Instruction MAP Score Data Collection/AnalysisImplemented/On-going RTI Data/AnalysisImplemented Enrichment Data/AnalysisImplemented Use classroom assessment to guide instructionImplemented Learning Targets Learning Targets Congruent to Instruction Implemented; On-going Create/Utilize Standards CardsImplemented; On-going Monitor/Review Pacing GuidesImplemented; On-going Develop Instructional UnitsImplemented; On-going Formative Assessment Learning ChecksImplemented, On-going MAP TestingImplemented, On-going Common AssessmentsImplemented, On-going “Clicker” UsageImplemented

I and I Check Steps to Growing our Learners Student Focused Culture High Student ExpectationsImplemented MAP Goal SettingImplemented; On-going General Goal Setting Implemented; On-going Engagement Strategies Compass OdysseyImplemented; On-going Pyramid of InterventionImplemented Pyramid of SupportImplemented Various Instructional ProgramsImplemented

MAP SCORES 40% or below Math Fall 40% or below Math Winter 40% or below Reading Fall 40% or below Reading Winter 70% or Above Math Fall 70% or Above Math Winter 70% or Above Reading Fall 70% or Above Reading Winter 1 st Grade 15%23%18%29%53%40%45%35% F/R Lunch 6%14%12%15%29%18%12%17% Special Ed. 6%12%6%13% 7%9%5% 2 nd Grade 38%51%40%44%30% 43%30% F/R Lunch 18%31%25%31%9%14%16%14% Special Ed. 10%17%14%17%6% 3 rd Grade 26%43%19%33%40%29%44% F/R Lunch 14%31%13%23%14%10%14%21% Special Ed. 6%8%3%9%4% 3%4%

MAP SCORES 40% or below Math Fall 40% or below Math Winter 40% or below Reading Fall 40% or below Reading Winter 70% or Above Math Fall 70% or Above Math Winter 70% or Above Reading Fall 70% or Above Reading Winter 4 TH Grade 31% 39%33%35%39%35%37%36% F/R Lunch 17%24%23%21%11% 12% Special Ed. 12% 16%12%3%1% G/T 0% 100%89%100%89% 5th Grade 33%37%34%26%33%26%42%35% F/R Lunch 18%23%18%16%9%11%13%14% Special Ed. 20%18%14%17%0% 1% G/T 0% 82%64%100%82%

Using Data to Guide Instruction – MAP Scores

KINDERGARTEN Reading Overall Growth %: 80% Math Overall Growth %: 75% Average Student Growth in Reading: 5.2 RIT Points Average Student Growth in Math: 4.9 RIT Points

FIRST GRADE Reading Overall Growth %: 88% Math Overall Growth %: 81% Average Student Growth in Reading: 5.2 RIT Points Average Student Growth in Math: 6.5 RIT Points

SECOND GRADE Reading Overall Growth %: 78% Math Overall Growth %: 81% Average Student Growth in Reading: 6.2 RIT Points Average Student Growth in Math: 5.3 RIT Points

FIFTH GRADE Reading Overall Growth %: 77% Math Overall Growth %: 72% Average Student Growth in Reading: 4.3 RIT Points Average Student Growth in Math: 3.1 RIT Points

OVERALL MAP GOAL: EVERYONE GROWS!!

Using Data to Guide Instruction in Other Ways

Learning Targets

This triangle represents the relationship between the Learning Target, Assessment, and Learning activities. If these three are congruent you have achieved an exact match with the standard, as a result both teaching and learning is enhanced.

Students and teachers can hit any target that they can see and will hold still. – Rick Stiggins Learning Targets: Statements of what we want students to learn and be able to do.

1. Read the target. 2. Circle the tricky words. 3. Write what the new word means. 4. Read the learning target with the new words. 5. Think about what the learning target means to you. 6. Ask yourself… What does my teacher want me to learn? Deconstructing Learning Targets

Formative Assessment

Formative Assessment “Clickers”

Formative Assessment

Exit Slip Divide the shape into 4 equal parts shade half of the shape.

Formative Assessments

Student Focused Culture: Goal Setting

Student Focused Culture: High Expectations

Culture of Growth

Engagement Strategies

Understanding our Students By age 21 The average person will have spent…. O 10,000 hours video games O 20,000 s O 20,000 hours TV O 10,000 hours on a cell phone O Under 5,000 hours reading Marc Prensky

E ngagement is obviously a central aspect of effective teaching. If students are not engaged, there is little, if any, chance that they will learn what is being addressed in class. --Marzano

Increase Student Engagement Students who use technology in their classes have better attendance rates and lower dropout rates than their peers who don't use technology in school, according to the U.S. Department of Education. Technology challenges students to perform better, engages them in the topic being taught, and enables them to work more independently. This independent work gives students a greater sense of responsibility for the work they are doing. Since students often know more about technology than their teachers do, using technology can make students feel more energetic and enthusiastic about their work.