1. 1  Barb Rowenhorst  TIE Rapid City

2. Outcomes  Analyze eMetrics results and gain a deeper understanding of grade-level and individual student data.  Use eMetrics standards data to help guide instructional, professional development and assessment practices.  Integrate other building assessment data with eMetrics data (four lenses).  Plan a data analysis at your building.

3. 3 Data analysis is a critical component of No Child Left Behind (NCLB). NCLB is an opportunity to use data to transform teaching and learning. State Accreditation- Data Analysis Required

4. Continuous Improvement Process

5. eMetrics Grade Level Standards Reading & Math What score is good enough?

6. Directions - eMetrics

7. As a Grade Level…answered an average of 4.4 questions correctly on that INDICATOR eMetrics Scores - MATH School

8. As a Grade Level…answered an average of 8.5 questions correctly on that INDICATOR School eMetrics Scores - READING

9. What score is good enough?

10. Core Standards

11.  The Dakota STEP blueprints can be found at…  http://doe.sd.gov/octa/assessment/dakSTEP/docs/ 2009/STEP%20Spring%202009%20Test%20Blue prints.pdf  It will help teachers better understand what will be on the 2010 Dakota STEP Assessment. D-STEP Blueprints

14. Team Work Time - Outcomes  Analyze the math and reading standards data  Whole group or ½ analyze math, ½ analyze reading  Celebrate, sustain, and replicate your successes  SIP is driven by your areas of need  Content: What? Determine your building’s target standards  Process: How? Determine how you will share this data with your building staff

15. Team Work Time & BREAK

16. Classroom Connections Unpacked Standards http://doe.sd.gov/contentstandards/ http://doe.sd.gov/contentstandards/

17. Continuous Improvement Process

18. 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

19.  Scientifically-based research strategies  Specific strategies determined for each content (reading/math) and each grade or grade cluster.  Specific to student growth.  Indicators to judge the effectiveness must be noted.  Assessments that track performance over time (baseline, mid-year, end).  Connect to your target standards on SIP Classroom Connections

20. eMetrics Individual Students Reading & Math

21. Directions - Sorting Student Data

22. eMetrics – Student Data Mary Bob James Beatrice 10 14 14 7 11

23. School Improvement Plan

24. Staff has clarity in regard to what students must know, understand, and be able to do. The interventions are timely and may require, rather than invite, students to evoke the extra time and receive the additional support for learning. The focus on results is critical to both the school ’ s system of interventions and their culture of celebration. Teachers use results to identify strengths and weaknesses in their individual practice, to help each other address areas of concern, and to improve their effectiveness in helping all students learn. PLC Points to Ponder (DuFour)

25. Team Work Time - Outcomes  Analyze the math and reading standards data  Whole group or ½ analyze math, ½ analyze reading  Celebrate, sustain, and replicate your successes  SIP is driven by your areas of need  Content: What? Determine your building’s target standards  Process: How? Determine how you will share this data with your building staff

26. Team Work Time until LUNCH Please return by 12:00