1. Anchoring Assessments to Instructional Practice
Data Dialogue
September 19, 2018

2. Data Dialogue: Charting Our Course 2018-2019
Strategic: How will we engage in respectful & purposeful dialogue?
Analytical: Where will we focus our attention during this process?
Inquiry-based: What questions will guide our self-reflection about our instructional planning, delivery and assessment?
Leverage: How will we leverage available resources to support our efforts?
Norms Attitudes Vertical Integrity Growth Accountability Time Expectations

3. Data Dialogue: Why 3 Week Assessments?
Alignment to TEKS-RS (intent, structures, process, pacing, resources)
Backward design anchored to depth & breadth of understanding of TEKS
Collaboration with colleagues (engaging in reflective practice & focused, shared dialogue as a standard of practice)
Data-driven documentation informs our continuous improvement efforts
Professional learning to enhance content & pedagogical knowledge and skills
Tier 1, 2, and 3 instructional strategies to support the diverse needs of our students
Focus on effective core content instruction as our #1 priority

4. What About Other Assessments?
What potential value do Blind Assessments offer?
When will we develop our own assessments?
Why don’t we just use Unit Assessments?
What about Interim and Released Assessments?
Why is this overall Assessment Cycle so important?

5. Fidelity to Process & Impact on Learning Outcomes
Assessment Calendar & Check-Ins
Shared Responsibilities/Coordinated Efforts
Disitrict Teaching & Learning Community
ESC 19 Teams
Gradual Release
Timely, evidence-based feedback (T-TESS Walk-Throughs & Formal Observations, SLO, Mentoring, PLC Collaboration, ModelTrainCoach, etc.)
Progress Monitoring + Response to Instruction & Intervention* (RtII) = Positive Impact

6. Thoughts to Ponder… YOU are “the decisive element in the classroom.”
YOU can be “an instrument of inspiration” for your students & colleagues.
It is YOUR “response that decides” your impact.
How will you NAVIGATE your course?
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim Ginott