This document discusses using data to inform curriculum and instructional decisions to improve student achievement. It defines key terms like core curriculum, core maps, and diary maps. It emphasizes the importance of aligning curriculum, instruction, and assessments to standards and collecting various assessment data. Data should be analyzed by teacher teams to identify strengths, weaknesses, and root causes in order to guide goal setting and improve practices. Benchmark assessments administered periodically can provide useful data for progress monitoring and curriculum development. Software tools are available to track assessment data over time.

1. REFORM/HOW- Who. What.. When… Where…..

2. The Learning Organization Learning Environment Assessment Curriculum Standards Instruction

3. How have we gotten to the place we are in now? ………….and where do we go from here? What are the guiding forces of our future journey?

4. Datadrivesyour decisions Diary Maps Core curriculum State and National Benchmarks Curriculum Data Aligned to Standards Assessment Data Aligned to Standards Data Analysis Data Analysis A Data-Informed Culture Improve Student Achievement

5. Guiding Questions What is a core curriculum? What are the components of a quality core curriculum? What is the difference between a “core map” and a “diary map?” How do we effectively create/identify a core curriculum?

6. Guiding Question 1: What is a core curriculum?

9. Standards/Anchors

10. Content

11. Skills

12. Assessments

13. Formative

15. Core and Diary Maps: The Relationship 7th Grade Science Core Map Mr. Smith’s 7th Grade Science Diary Map Ms. Benitez’s 7th Grade Science Diary Map

17. Showcases non-negotiable expectations

19. Why We Diary Map… illustrate how the Core Map is implemented in the classroom. assist in our response to various children and their needs. showcase how teachers are flexible in their approach and delivery.

20. An Overview of Core vs. Diary Mapping Diary – personalizing the core map Personalized through lesson planning Personalized by requiring something more than the core curriculum through differentiated approaches Personalized through formative assessments

22. Instructional quality (effectiveness of individual teachers) has a greater impact on student achievement than any other single schooling factor. Marzano, RJ. 2000 “A New Era In School Reform: Going Where the Research Takes Us”. MCREAL

23. Why data? Careful curriculum alignment has a tremendous impact on student achievement. Student achievement is substantially higher when teacher’s make use of frequent “point in time” assessments of student performance. Student achievement gains have been strongly correlated with schools collecting data to guide instruction. Marzano, RJ. 2000 “A New Era In School Reform: Going Where the Research Takes Us”. MCREAL

24. Richness of Student Assessment Data Are students learning optimally? Are students meeting the state standards? What are the student’s strengths and needs?

25. And…… How are student’s performing in general? Can students apply and generalize what they’ve learned? Did students learn it? Are students learning it?

26. As a teacher, how can data help? Replace hunches/hypothesis with facts. Facilitate a clear understanding of the gaps between where a school is and where the school wants to be. Identify root causes of the gaps

27. Also… Provide information to eliminate ineffective practices. Show if school goals and objectives are being accomplished. Predict and prevent failures. Predict and ensure successes.

28. So why analyze student achievement data? Improve instruction Provide students with feedback on performance Measure program success and effectiveness Understand if what we are doing is making a difference Make sure students “do not fall through the cracks”

29. Data Plan Collect basic information Identify additional data – Triangulation Data triangulation is when a piece of data, a finding, or a generalization is able to be verified with several different research methods. This helps add to your credibility and makes your findings stronger.

30. Data Plan-continued… Disaggregate the data Analyze the data – ask questions about the data Summarize the data – identify the problem, not solve it Brainstorm causes Identify a goal – specific, measurable and attainable, results oriented and timebound

31. So- how do we plan our attack?

32. Collaborate…………………….and

33. WORK AS A TEAM….

34. SO---what and where do we get the data? LOYALSOCK TOWNSHIP SDDistrict Result AYP Status Map Report Card LOYALSOCK TOWNSHIP SD Made AYP School AYP TargetsMet / Total Result AYP Status Report Card DONALD E SCHICK ELEM SCHOOL 17 / 17 Made AYP LOYALSOCK TWP MS 17 / 17 Made AYP LOYALSOCK TWP SHS 9 / 9 Made AYP

35. Data Team Buy in?

37. Talented Students

39. Instruct

40. Assess

44. Facilitate a clear understanding of the gaps between where a school is and what the school wants to be.

46. Show if school goals and objectives are being accomplished.

47. Predict and prevent failures.

49. 2011 – 72%

50. 2012 – 81%

51. 2013 – 91%

53. 2011 – 67%

54. 2012 – 78%

55. 2013 – 89%

58. School Improvement I

59. School Improvement II

60. Corrective Action I

61. Corrective Action II

63. We have it. It is called the Performance Tracker/Plus

64. We need a way to progress monitor students during their middle school career.

65. The process starts with benchmark assessments (4Sights).This is a multi-phased process.

66. PSSA Data is also a key indicator

68. Identify specific student needs – ongoing

70. Curriculum Map

74. The right priorities

75. The right plan

77. PSSA, benchmark assessments, finals, common assessments etc

78. Also

79. SUCCESS FOR ALL

80. EMETRICS