1

Janet Hensley

Pam LangeBarb

Rowenhorst

Meade School District

USF Credit◦ 2 credits for PASS Team Members◦ 1 credit for other participants

Who will be responsible for sign-up in building on In-service days?

Data Driven Dialogue◦ Non-negotiable◦ Negotiable◦ Technology

Formative Assessment◦ Seven Strategies

• To discuss district/building report card status.

• To analyze reading and math standards at individual grade and student levels.

• To integrate multiple data sources.

• To determine uses of summative and formative assessments.

Data Matrix

Prioritize & Set Goals

Study & Plan

Successful Strategies

Observe Patterns

&

Hypothesize

StudentData

Program & Structures

Data

Family & Community

Data

Pre-Assessment Discovering

Summative/Final

AssessmentMaking Sure

Formative AssessmentChecking Up

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.

It isn’t the method that determines whether the assessment

is summative or formative…

…it is how the results are used.

Discuss the assessments listed for your grade level/building level

Determine if the results are currently used for pre/formative/summative

Add any assessments that are missing

Turn in a copy of the matrix per building

Work Time

Complete Observations/Hypothesis worksheet

Big aha’s

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DakotaSTEPDakotaSTEP Basic InformationBasic Information

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Reading: 3-8 and 11 ◦ New standards tested 2009

Math: 3-8 and 11

Science: 5, 8 and 11 Not reported on AYP Report

Card

Annual Measurable Objectives up to 2014

K-8 9-12

School Year Reading Math Reading Math2002-20032003-2004

65% 45% 50% 60%

2004-2005 78% 54% 66% 67%

2005-2006 78% 65% 66% 54%

2006-2007 82% 65% 72% 54%

2007-2008 82% 72% 72% 63%

2008-20092009-2010 69% 72% 62% 63%

2010-2011 76% 79% 71% 72%

2011-2012 84% 86% 80% 81%

2012-2013 92% 93% 90% 90%

2013-2014 100% 100% 100% 100%

Observations(Facts Only)

Hypothesis(Why might this be a

pattern?)

Next Steps: What needs further investigation?

Recorder: Person with most buttons.

19

http://doe.sd.gov/

Find the report for your specific building.

Analyze report.

Areas of celebration?

Areas of surprise?

Math, reading, attendance, graduation

Work Time

Observations(Facts Only)

Hypothesis(Why might this be a

pattern?)

Math – BlueReading – Pink

Next Steps: What needs further investigation?

As a team, what two big areas need to be posted on the data wall?

Big aha’sQuestions/Concerns/Celebrations

DakotaSTEPDakotaSTEPIndividual StandardsIndividual Standards

Grade Level/Building Level Grade Level/Building Level DiscussionsDiscussions

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SchoolSchool

School

School

What score is good enough?

The Dakota STEP blueprints can be found at…

http://doe.sd.gov/octa/assessment/dakSTEP/docs/2009/STEP%20Spring%202009%20Test%20Blueprints.pdf 

It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.

Observations(Facts Only)

Hypothesis(Why might this be a

pattern?)

Next Steps: What needs further investigation?

Recorder: Birthday closest to today.

Work Time

Observations(Facts Only)

Hypothesis(Why might this be a

pattern?)

Reading – Pink

Next Steps: What needs further investigation?

As a team, what two big areas need to be posted on the data wall?

Big aha’sQuestions/Concerns/Celebrations

35

School

School

School

School

School

Usually, 7 questions per standard (R) or indicator (M - combines standards)

0 73.5 or below

3.6 - 4.5

4.6 and above

The Dakota STEP blueprints can be found at…

http://doe.sd.gov/octa/assessment/dakSTEP/docs/2009/STEP%20Spring%202009%20Test%20Blueprints.pdf 

It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.

Observations(Facts Only)

Hypothesis(Why might this be a

pattern?)

Next Steps: What needs further investigation?

Recorder: Youngest person at the table.

Work Time

Observations(Facts Only)

Hypothesis(Why might this be a

pattern?)

Math – Blue

Next Steps: What needs further investigation?

As a team, what two big areas need to be posted on the data wall?

Big aha’sQuestions/Concerns/Celebrations

45

http://doe.sd.gov/

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

Individual Individual Student Student

Standards Standards ReportReport

Grade Level Grade Level DiscussionDiscussion

Select a content area your table would like to work with.

Find the excel document.

Select one of the lowest standards for that content area.

Sort that standard.

How many students scored below your “good enough” score?

How many of these are proficient students?

Do you need to adjust your “good enough” score?

How are you going to address this so everyone has this information? (non-negotiable)

What will your teachers do with it?

How will this drive instruction?

Work Time

Observations(Facts Only)

Hypothesis(Why might this be a

pattern?)

Math – BlueReading - Pink

Next Steps: What needs further investigation?

As a team, what two big areas need to be posted on the data wall?

Big aha’sQuestions/Concerns/Celebrations

K-12 K-12 Content Content

DiscussionsDiscussions

Sort observations into categories that make the most sense to your team◦ K-12 Reading or math

As a content area team, determine the next steps.◦ Post on chart paper

Plan TimePlan Time

Ethan Dschaak David Carroll Chris Koletsky Mitch Adams

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