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RTTT Steering Committee

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Deborah Blake

on 29 May 2013

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Transcript of RTTT Steering Committee

building in time for securing and deepening one's data usage knowledge with the number of initiatives in the forefront of education.
closing the learning gap with data usage between teachers and/or schools within the district
ways to differentiate teacher needs in future data PD
creating teacher independence Turning Points "Data is not the end result, but the beginning of the conversation." --Wireless generation
coaching provided by Wireless Generation (Sean)
developing common understandings and language around data
utilizing authentic student data during PD sessions allowing teachers to personalize/differentiate for student needs effectively and efficiently
modeling/coaching teachers through the student on-line data retrieval process
using school-wide data (EPSS)to provide teacher PD on data use, where teachers could choose the session appropriate to their needs
"Ah-ha" moment when teachers began to recognize the instructional power in data vs the mere collection of data. Successes Challenges Metcalf (3-6) & Wawaloam (K-2) Melissa- Reading Specialist/Title 1 Math provider: Deborah: Reading Supervisor K-6 (.5)
Half of my day is spent as a .5 Reading Specialist, where data collection in regards to instructional needs is commonplace and part of the educational training.
Other half of my day is administrative as the Reading Supervisor K-6, where my role is to oversee the implementation of a new reading program.
entails many facets, one of which is the collection, analysis, and utilization of data in the classroom to enhance achievement outcomes for all students (ex. benchmark, strands, tier II and III needs, individual and grade level averages)
collection of data has always been present, it's the next step, data analysis, determining root causes, and the integration into daily instruction (whole group, small group and tiers)that is so essential. This is one of my roles as the new program is implemented
assisting in developing an understanding of connectivity among the many district and state initiatives is essential-each data session was built around this philosophy to assimilate such an understanding for the end result.(ex.. Teacher Evaluation components) What we are observing and seeing:
significant shifts in the understanding of strategic data use for instructional needs
teachers welcoming the opportunity to further their understandings of data use
commonalities emerging with data language
teachers reflecting on authentic "data emails" and making strategic decisions for students
teachers accessing on-line reading component data for instructional purposes and data conversations with students and parents ability to connect to other initiatives state and local (SLO and Professional Growth Goal--Reading Program: small group and tiered instruction))
understanding of the cycle of inquiry
awareness of the need to utilize data at the classroom, student, grade, and school-wide level
knowledge of the connectivity of the initiatives
understanding of data concepts, vocabulary, and process Both positions require using multiple sources of data to identify students in need of interventions
The interventions in both math and reading are designed according to student need and the progress monitoring data informs the next steps for each student
Students exit from intervention services based on multiple sources of data
As a member of the Data Leadership Team, assist teachers in learning how to integrate the Cycle of Inquiry into their practice, scaffolding teacher understanding toward the goal of independence with this process Deb Melissa Deb Melissa
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