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Copy of Creating a Manageable Framework for Using Data Effectively:

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Jon Mark Glenn

on 14 January 2015

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Transcript of Copy of Creating a Manageable Framework for Using Data Effectively:

Creating a Manageable Framework for Using Data Effectively:
Tying Instruction to Assessment to Instruction

Instruction to Assessment to Instruction
Planning-Pacing Guide- Curriculum Mapping
What does Transition really mean?
"The process of
from one state or condition
to another."
What does this mean for New Standards?
A Framework
at all Levels

"I choose C"
Scope and Sequence
Instructional Shifts
Professional Development
Assessment Creation (Content/Items)
Professional Learning Communities
Re-teach Plans
Assessment Decisions
School Design
Analysis-Intervention Enrichment
The need for valid and reliable assessment content written native to new standards
The need for assessment content that focuses on the instructional shifts in the new standards
The need for reporting that focuses on those instructional shifts
The need for Support and Professional Development for an effective Formative Process
Reliable Assessment Content Native to New Standards
School and District
Assessment Creations and Considerations
Begin with your instructional plan
Decide the number and frequency of assessments; amount of time allowed to complete
Identify standards for each assessment
-How are the standards related
-What parts of the standards are covered and when?
-What format best assesses the standards (SR, CR, TEI, etc.)?
How many items do you need to assess the standard in context of overall assessment?
"Our teachers need personalized professional development to help each student achieve rigorous new goals. Where do I begin?"
Key Benefits of Taking Action with Data and Addressing Instructor Needs
Educators should be able to analyze data so there's no need to wait for help from data "experts".
1. Use your PLCs and data systems more effectively
Test new strategies in the classroom immediately
Receive follow-up observation and guidance
Create/deliver effective lessons based on instructional needs indicated by data
Practice new skills in the context of structured, ongoing Cycles of Inquiry
Engage students, administrators and parents in conversations to promote learning
2. Better prepare students for the instructional shifts and new standards
Make more informed instructional decisions to meet student needs right away
Eliminate over-testing with more actionable assessments
Make Every Moment Count...
Professional Development should be based on what matters most to teachers, making the results engaging and creating relevant learning experiences that actually work.
Instructional Shifts of the New Standards
Text Complexity: Qualitative and Quantitative Measures (including Lexiles and word counts)-Regular practice with text and academic vocabulary-Tier 2 words
Evidence based (passage based-reading/writing grounded in text)
Close Read (going back to the text)
Informational vs Literary (content rich non-fiction)
Literacy Standards (Science and NGSS)
Focus on Application of knowledge (more time, fewer topics)
Coherence (think chapters not lessons, think clusters not sub-standards)
Rigor (teach math not pneumonics, emphasize reasoning/conceptual)
Conceptual Understanding: Mile Deep, Inch Wide (coherence and focus), and Reason and Construct Viable Argument
Linear Trajectory

Creating time and opportunity
Perform a comprehensive audit by focusing on:
-Past Schedules
-Previous enrollment trends
-Bell Schedules
-School Comparisons
-FTEs and Distributions
-PD Plans
-Strategic Priorites
Generate a range of options that more efficiently and effectively deploy district resources aligned to district priorities
The New Standards
Avoiding the confusion of school expectations and the teaching of the new standards
Full transcript