data discussions
DESCRIPTION
This brief presentation offers a few sample exercises to help jump-start summative-level data discussions at the district, school, or classroom level. This information is free for public use. For additional information contact Dessalines Floyd at [email protected].TRANSCRIPT
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3
THINGS
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Look#1
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THINK#2
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A. The % of students at-or-above proficiency in my class [increased / decreased] from the previous to the current school year.
What contributed to the increase or decrease?
How will I ensure that the increase continues or combat factors that may be contributing to the decrease?
B. The % of students showing one year (greater than 77 development points) of growth [increased / decreased] from the previous to the current school year.
What contributed to the increase or decrease?
How will I ensure that the increase continues or combat factors that may be contributing to the decrease?
C. Was my formative (brief, frequent, ongoing) assessment data a clear indication of the likelihood of summative (FCAT) success? Why or why not?
D. Was interim (quarterly, benchmark) assessment data a clear indication of the likelihood of FCAT success? Why or why not?
Think and Reflect
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ActThe path tosuccess is guided by
your ability to select the most
appropriate intervention in an
effort to meet the students’
specific needs.
#3
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