Essential Reports

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Essential Reports
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Setting the Stage

• Welcome/Introductions
• Activate Prior Knowledge

Materials
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Reports
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Activity
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Web Resource
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Taking Stock of Where We Are
Disagree
Somewhat Disagree
Neutral
Somewhat Agree
Agree
1. Our staff is accessing reports independently.
1 2 3 4 5
2. We have begun to use MAP related resources.
(DesCartes, Lexile, etc.)
1 2 3 4 5
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Activate Prior Knowledge

• Measures of Academic Progress (MAP) as an
  adaptive assessment
• Student RIT scores
• RIT scale
• NWEA Normative Data
• DesCartes A Continuum of Learning
• Primary Grades Instructional Data
• Class Breakdown/Class by RIT report

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Sustaining the Momentum

• Consider how you will implement what youve
  learned in the
• Next month
• Next semester
• Next year

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Sustaining the Momentum Planning Document
My Building
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Topics for Today

• Examining Key Reports
• Recorded Differentiated Reports Activities
• Plan

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Intended Accomplishments

• Interpreting and applying data from key reports
• Using data to evaluate academic needs in the
  classroom
• Setting goals with students

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Workbook p. 1

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Examining Essential Reports

• Status
• Instructional Resources-Class by RIT
• Teacher Report
• Online Individual Student Progress Report
• Dynamic Reporting Suite
• Growth
• Achievement Status and Growth (ASG) Reports

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Workbook p. 1

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Use More than One Point of Data
State
Triangulation
Local -Classroom
Periodic(MAP)
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Normative Data Bringing Context to the Data

• Grade-level norms
• Typical performance
• Fall and Spring

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Workbook pp. 2-3

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Uses for Essential Reports

• Instructional planning
• Screening
• Growth
• Goal setting

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Workbook p. 3

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AccessingEssential Reports and Resources

• Easy Access to Online Resources

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Interpreting the Class Breakdown by Overall RIT
Report
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Workbook pp. 4-5

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Applying the Class Breakdown by Overall RIT
Report

• Instructional applications
• Intervention/remediation
• Reading support in content areas
• Visual picture of diversity

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Workbook pp. 4-5

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Interpreting the Class Breakdown by Goal Report
H.R. Frale (213)
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Workbook pp. 6-7

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Applying the Class Breakdown by Goal Report

• Instructional applications
• Flexible grouping
• Designing instructional plans
• Differentiating instruction
• Identify relative strengths and weaknesses
• Transition into DesCartes/Primary Grades
  Instructional Data

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Workbook pp. 6-7

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Interpreting and Applying DesCartes A Continuum
of Learning

• Aligned to goal structure of state standards
• 10 point RIT divisions
• Skills
• Concepts
• New vocabulary, signs, and symbols

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Workbook pp. 8-9

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Interpreting the Teacher Report

• Student Data
• Test Type
• Standard Error
• RIT/RIT Range
• Percentile/Percentile Range
• Lexile
• Goal Performance Area
• Summary Data
• Mean/Median
• Standard Deviation

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Workbook pp. 10-11

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Standard Deviation

• Larger standard deviations indicate more academic
  diversity.
• How might this impact instruction?

• Smaller standard deviations indicate that
  students are more alike.
• How might this impact instruction?

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Applying the Teacher Report

• Placement Guidelines
• State Scale Alignment Study

At Risk indicator
Proficiency benchmark indicator
Typical scores
Gifted indicator
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Workbook pp. 7-8
Workbook pp. 10-11


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Interpreting the Online Individual Student
Progress Reports

• Key points on the text version
• District Average
• Norm Group Average
• Student Growth
• Typical Growth
• Descriptors
• Grade(G/x)

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Workbook pp. 12-13

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Applying the Online Individual Student Progress
Report

• Parent Conferences
• DesCartes Framework
• Normative Data
• State Proficiency Tables

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Workbook pp 12-13

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Dynamic Reporting Suite
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Workbook p. 14

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Interpreting and Applying the Student Goal
Setting Worksheet

• Conference with each student
• Review performance
• Celebrate success
• Set content goal
• Set growth goal
• Make a plan
• The teacher will _____.
• The student will _____.

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Workbook pp. 14-15

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Dynamic Reporting Suite Lexile Report and
Booklist
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Workbook p. 16

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Lexile

• Doesnt evaluate
• Genre
• Theme
• Content
• Interest
• Quality

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Workbook p. 17

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A Lexile Range Represents
Lexile
NWEA RIT
Guided Instruction (50) 75 Comprehension
Independent (-100)
750L
700L
205
600L
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Workbook p. 17

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Growth NormsBringing Context to the Data

• Physical Growth vs. Academic Growth
• Typical Growth
• Normative Data
• RIT Point Growth Norms

Kent RIT 185
Kennedy RIT 231
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Workbook p. 17

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Interpreting the Achievement Status and Growth
(ASG) Targets Class Report
KENT 5 8/9/06 S/G 185 3.3 9
KENNEDY 5 8/9/06 S/G 231 3.3 2
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Workbook pp. 18-19

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Applying the Achievement Status and Growth (ASG)
Targets Class Report

• Comparing growth targets
• Look at sample report
• Questions for consideration
• Reasons targets are different
• Talking to students about differences
• Impact on teachers
• Helping parents understand

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Workbook pp. 18-19

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Interpreting the Achievement Status and Growth
(ASG) Summary Class Report
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Workbook pp. 20-21

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Applying the Achievement Status and Growth (ASG)
Summary Class Report

• Growth Index
• Percent of Students Meeting Target
• Percent of Target Met

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Workbook pp. 20-21

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Growth in Context
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Workbook pp. 22-23

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Recorded Differentiated Reports Activities

• Provides opportunity for differentiated learning
  for all groups
• Includes application of reports and resources
• Demonstrates and practice accessing reports and
  resources

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Workbook p. 24

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Relentless Pursuit of Improvement Questionnaire

• What does it take for schools to position
  themselves for constantly improving
  effectiveness?
• How do schools establish and maintain
  professional learning communities?

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Sustaining the Momentum

• What will your realized plan look like?
• How will you make the plan visible?
• What evidence of success will we see?
• How will you celebrate your success?

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Thank you for your attention and hard work.

• Help Us Learn From You
• Please complete the evaluation form and leave it
  in the designated location.

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