1. 1  Jennifer Nehl Kemmerer

2. Outcomes To discuss district report card status. To examine PAWS data reports. To analyze reading and math standards at individual grade and individual student level. To discuss the use of additional data utilized K-12.

3. It’s All About Numbers... On the index card, write three numbers between 0 and 10. Numbers mean different things to different people. Don’t change everything based on one piece of data.

4. Data Matrix

5. 4 Lenses of Data Prioritize & Set Goals Study & Plan Successful Strategies Observe Patterns & Hypothesize Student Data Program & Structures Data Family & Community Data Professional Practices Data

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

7. 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.

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

9. Assessment Matrix

10. Building Data Wall (The Process) Math – blue (first) Reading – pink (second) Writing – Yellow (third) Science – green (fourth) Observations (Facts Only) Hypothesis (Why might this be a pattern?) Next Steps: What needs further investigation?

11. 11 PAWS Basic Information Basic Information

12. Reading: 3-8 and 11 –New standards tested 2009 Math: 3-8 and 11 Science: 4, 8 and 11 Not reported on AYP Report Card 12

13. Annual Measurable Objectives up to 2014

15. Cut Scores

16. On the back of your ‘Three Numbers Index Card’, identify one group of students you feel needs special attention.

17. Birthday line-up Grab any materials you have received. Quickly and quietly, get in line according to your birthday: January birthdays at one end, December at the other. Finally, we will get into groups of 3.

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19. Let’s look at READING

20. Work Time

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

22. Let’s look at MATH

23. Work Time

24. Observations (Facts Only) Hypothesis (Why might this be a pattern?) Math – Blue Reading – Pink Science – Green 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

25. WRITING Let’s look at WRITING

26. Work Time

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

28. SCIENCE Let’s look at SCIENCE

29. Work Time

30. Individual Student Reports Select a content area your table would like to work with. Select one of the lowest standards for that content area.

31. Next Steps

32. Check Out: jnehl@tie.net Please e-mail all electronic feedback to Jenjnehl@tie.net