LIGHTS CAMERA ACADEMIC DATA at the Elementary Level
- Slides: 32
LIGHTS, CAMERA …. ACADEMIC DATA at the Elementary Level Cammie Neal and Jennifer Schau Forsyth County Schools
Summative vs. Formative l Summative Assessment: focus is on mastery or a culmination of learning. Sometimes pass/fail High-stakes tests (e. g. , State assessments) l End of chapter tests l Final Exams l l Formative Assessment: focus is on student achievement during instruction. Determines effectiveness of instruction Pre-test l Weekly quizzes l Running record l
Why Data? l Data tells us exactly how the student is performing at any given time l Data guides the choices teacher make in knowing what needs to be taught or re-taught l Data reveals what teaching and learning activities are working and what one’s aren’t working
Why Data? cont. l Data shows how much a student has learned over time even if he/she does not pass high stakes testing l Data provides specific feedback to students and parents on academic performance and behavior
Data MUSTS l Measurable l Reliable l Valid
Georgia Regulations l (2) …. a specific learning disability …. must be directly related to a pervasive processing deficit and to the child’s response to scientific, research-based interventions…. This is clearly documented by the child’s response to instruction as demonstrated by a review of the progress monitoring available in general education and Student Support Team intervention plans….
a, Tier III at da , d Tier II ta et o. I nt er , d at ! Re a sp on s ta ve n Tier IV Da tio n Pyramid of Interventions Tier I
Universal Screening (Benchmarking) l Measures student skills and progress three times a year l Identifies needs curriculum vs. class vs. student
Progress Monitoring (measuring improved outcomes) l Ongoing and systematic l Frequency level l Used is dependent upon the Tier to develop instructional goals and make instructional change decisions in “real time”
ACT 1 List YOUR Local Data HAVEs vs. NEEDs
Curriculum Based Measurement l CBM research has been conducted over the past 30 years Research has demonstrated that when teachers use CBM for instructional decision making: l Students learn more l Teachers decision making improves l Students are more aware of their performance l Assessments have been proven to be sensitive to improvement l
CBM Focus l CBM tests are brief and easy to administer l CBM tests assess at the skills level l CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student
CBM Basics l CBM monitors student progress throughout the school year l Students intervals l Weekly, l Teachers are given probes at regular bi-weekly, monthly use student data to quantify short- and long-term goals that will meet end-of-year goals
Reading (5 Big Ideas) Phonemic awareness Phonics Fluency Vocabulary Comprehension l l l Based on Center for the Improvement of Early Reading Achievement (CIERA) & National Reading Panel
Samples for Phonetic Components (Phonemic Awareness & Phonics) *AIMSweb
Sample for Fluency *DIBELS http: //dibels. uoregon. edu/
Sample for Vocabulary *DIBELS http: //dibels. uoregon. edu/
Samples for Comprehension AIMSweb 3 minute MAZE Probe *AIMSweb
Math l Basic facts l Computation l Problem Solving
Basic Facts Scored for digits correct *AIMSweb
Sample of Computation • Random numerals within problems • Random placement of problem types on page Improving Student Outcomes through Progress Monitoring Nancy Safer, Jacki Bootel, Rebecca Holland Coviello Virginia Department of Education, September 28, 2006 www. studentprogress. org
A “Correct Digit” Is the Right Numeral in the Right Place 4507 2146 2361 4 correct digits 4507 2146 2461 4507 2146 2441 3 correct digits 2 correct digits • Improving Student Outcomes through Progress Monitoring Nancy Safer, Jacki Bootel, Rebecca Holland Coviello Virginia Department of Education, September 28, 2006 www. studentprogress. org
Problem Solving l ? ? l Possibility – Monitoring Basic Skills Progress (MBSP blackline masters)
Writing l Written l Spelling Expression
Sample of Written Expression AIMSweb – 3 minute writing prompts * Scored for : Total Words Written (TWW) Correct Writing Sequences (CWS) *AIMSweb Words Spelled Correctly (WSC)
Sample of Spelling * Scored for - Correct Letter Sequence CLS *AIMSweb
Resources (General) l l l l http: //www. studentprogress. org/default. asp http: //www. interventioncentral. org/ http: //easycbm. com/ http: //aimsweb. com/ http: //www. isteep. com/ http: //ggg. umn. edu/ http: //iris. peabody. vanderbilt. edu/browsebytopic 04. html
Resources – (Low to No Cost Products) l l http: //ntuaft. com/Departments/Research___Communication/Special Ed/Training%20 Modules/CBA%20 Training%2 0 Module/NPS%20%20 CBA%20 Reading%20 Probes/Table%20 of%20 Contents%20 for %20 Reading%20 Probes. htm (Reading CBM probes - free) http: //www. proedinc. com/customer/product. View. aspx? ID=1348 (Math blackline masters - $50) http: //dibels. uoregon. edu/ (Reading - $1 per student for data base, but can download free materials for data collection) Flora. murray@vanderbilt. edu (MAZE orders - $25 per grade level)
Resources (Linked to Intervention) http: //www. whatworks. ed. gov/ l http: //www. bestevidence. org/ l
ACT 2 List YOUR Assessment Resources HAVEs vs. NEEDs
Discussion and Questions l What next. . . ? ? ? RTI Toolkit by Jim Wright Chapter 2 Launching RTI in Your School: Gauging School Readiness, Education Stakeholders and Inventorying Resources The RTI Guide: Developing and Implementing a Model in Your Schools by John E. Mc. Cook Part III So You Want to Implement an RTI Model? Dr. Andy Roach - CBAM Stages of Concern survey Contact information: cpsatr@langate. gsu. edu Georgia State University P. O. Box 3980 Atlanta, GA 30302 404 -413 -8176
l Cammie l 770 887 -2461 x 202350 l Jennifer l 770 Neal cneal@forsyth. k 12. ga. us Schau jschau@forsyth. k 12. ga. us 887 -2461 x 202344
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