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
3
THINGS
Look#1
THINK#2
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
ActThe path tosuccess is guided by
your ability to select the most
appropriate intervention in an
effort to meet the students’
specific needs.
#3
