Power Standards and SMART Goals; Expectations for Assessment and Data-based Decision-Making. .


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Power Standards. A force standard alludes to those couple of things that are truly critical to educate (Reeves). Enormous IDEAS (Kame\'enui
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Control Standards and SMART Goals; Expectations for Assessment and Data-based Decision-Making . Displayed by: Ben Ditkowsky, Ph.D. Waukegan Unit School District 60

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Power Standards A power standard alludes to those couple of things that are truly vital to instruct (Reeves) . Huge IDEAS (Kame\'enui & Carnine) Enduring understandings (Wiggins & McTigue) The key question here appears to be basic: What is it that we need understudies to know and have the capacity to do?

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The reasonable reality of NCLB If we will be ready to " abandon no youngster " the state benchmarks, then we will need to have a method for deciding how a long ways behind they are, from where we anticipate that them will be, with the goal that we can accomplish something to quicken their scholastic development.

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… a method for deciding how a long ways behind they are, from where we anticipate that them will be That implies we have to utilize information to decide

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Good Use Plan and gathering for direction Monitor understudy advance for an objective Identify an understudy as "at –risk" Identify new objectives for understudies who have surpassed Promote understudy reflection and objective setting To modify showing hones Uses of information? + - To guarantee record envelopes are not vacant Monitor understudy advance for an objective Identify an understudy as "at –risk" Identify new objectives for understudies who have surpassed desires To choose who has neglected to meet guidelines (review maintenance) Promote understudy reflection and objective setting To modify showing hones Increase instructor tension Make high – stakes choice in light of one test Plan and gathering for direction Grade a pretest and send home Meet locale consistence Lock understudies into a gathering Poor Use Grade a pretest and send home To guarantee document organizers are not void Meet area consistence Lock understudies into a gathering Make high – stakes choice in view of one test To choose who has neglected to meet principles (review maintenance) Increase educator nervousness

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When we utilize information we have to F OCUS : Things to consider Entry level aptitudes If understudies come in with less expertise than we anticipate that then we need will inspire them to take in more with a similar measure of time. Productivity and Effectiveness of Instruction Time on errand Intensity of direction Data-based basic leadership Frequency of Assessment Use of information to drive instructional basic leadership

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Typical understudies have an advantage over low performing understudies. They come in higher , so they don\'t have to pick up as much Keep at the top of the priority list that we have to ensure understudies have essential aptitudes Entry Level Skills More Skill Less Skill

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To compensate for any shortfall, guideline ought to: Be centered around the objective Maintain understudy time on-undertaking Provide adequate practice to guarantee understudies have the chance to learn Instruction More Skill Less Skill

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Assessment The more desperate the understudy needs, the all the more painstakingly we ought to watch their advance. At the point when understudies are not advancing, we have to change what they get regarding guideline. The more critical the understudy needs , the all the more precisely we ought to watch their advance. At the point when understudies are not advancing , we have to change what they get regarding guideline.

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Monitoring progress obliges us to focus Is the guideline working? Is it sufficiently serious? Do we have to change what we are doing? More Skill Less Skill

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Use Assessments from the Curriculum To decide when to change guideline Rule: 3 information focuses underneath the point line More Skill Less Skill

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Is it working at this point? All around ok to meet the objective? Persistently Evaluate More Skill Less Skill

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Is it working at this point? Persistently Evaluate More Skill Less Skill

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Set Goals, and make them savvy! S M A R T Goals ought to be S pecific and Strategic Goals ought to be Observable and M easurable Goals ought to be Acceptable A ction situated and Attainable Goals ought to be Realistic and R elevant Goals ought to be Trackable and T ime-bound

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How would we know what objectives to set? Utilize Power Standards : What is it that we need understudies to have the capacity to DO ?

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Curriculum-Based Measurement Does how rapidly an understudy can orally read identify with how well they do on ISAT? Will a 5 th grade understudy who… … peruses 120 cwpm meet measures? Shouldn\'t something be said about an understudy who can read 150 cwpm, will they meet?

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Think – Pair - Share 1. Does familiarity make a difference? Yes/No 2. What number of words ought to an understudy in your class have the capacity to peruse in a moment? 3. Why do you suspect as much?

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Does Fluency truly matter? Does it make a difference? Yes/No what number words ought to a 5 th grade understudy read in a moment? We should think of some as information…

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what number right words did 5 th grade understudies read in one moment? Does the quantity of words that understudies can read in one moment identify with how well they do on the ISAT? What number of words would they be able to peruse in a moment? Stamp read 175 words Dorothy read 225 words Sarah read 147 words Kelsey read 120 words

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Some circumstances we have to change the way we take a gander at things before we can F OCUS . We should revamp things

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Setting up a graph to think about scores Before ISAT testing what we knew was the means by which quick understudies read a review level entry. Surpasses Meets Below Warning Dorothy read 225 words Mark read 175 words Sarah read 147 words Kelsey read 120 words

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Setting up a diagram to look at scores

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A note about "Disseminate – Plots" Scatter-Plot can help us to perceive How scores from two distinct tests identify with each other. Where we ought to set cut-focuses for understudies meeting desires How we can expand understudy\'s odds to meet ISAT Standards.

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Looking at relations How did she do? Dorothy read 225 Words in a moment And Dorothy got a 169 on ISAT Let\'s perceive how Dorothy did on ISAT… BDitkowsky@Waukeganschools.org

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Let\'s consider…

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Students who perused under 120 right words for every moment She read 120 words accurately in a moment She got a score of 150 on ISAT Remember Kelsey? 100% of (62, 5 th grade) understudies who read under 120 words for each moment were beneath state norms on ISAT

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Students who perused under 130 right words for every moment 100% of (62, 5 th grade) understudies who read under 1 3 0 words for every moment were underneath state measures on ISAT

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Students who perused under 140 right words for each moment 77% of (62, 5 th grade) understudies who read under 1 4 0 words for every moment were underneath state principles on ISAT

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What would we be able to induce about understudies who are not familiar perusers and ISAT? (<150 cwpm) 75% of (62, 5 th grade) understudies who read under 1 5 0 words for every moment were underneath state models on ISAT

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Think – Pair - Share What are two reasons why you think the speed at which our understudies read impacts their scores on high – stakes tests? There is an ideal opportunity to finish the test. 2. They don\'t need to invest energy unraveling, rather they can invest time grasping.

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Let\'s consider recently the understudies who read more than 150 right words for every moment And Dorothy ? Keep in mind Mark? 90% of (62, 5 th grade) understudies who read more than 1 5 0 words for each moment were above state gauges on ISAT.

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Place your wagers If you would wager that an understudy would meet desires on the ISAT who might you pick? An understudy who peruses 120 cwpm? 100% of our specimen did not An understudy who peruses 130 cwpm? 100% of our example did not … 140 cwpm? Alternately 150 cwpm? 77% and 75% of our specimen did not What about an understudy who peruses more than 150 cwpm? 90% of our example of understudies perusing more than 150 cwpm met State Standards. Pick your understudy.

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For 5 th grade understudies By April 2, 200x When given a haphazardly chose entry from the 5 th grade Reading Series and one moment to peruse 90% of understudies will orally read 150 words accurately with 95 to 98% exactness Specific Measurable Action-situated Relevant Time-bound Consider the information: 90% of 5 th grade understudies who read 150 words effectively met ISAT gauges Reading CBM: An Instructional Focus by review level

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Think – Pair - Share What are two components that W E C A C ONTROL , other than the speed at which youngsters read, that may impact their scores on high – stakes tests? Vocabulary 2. Cognizance methodologies 3. Other Basic abilities 4. Dialect expertise 5. Test – taking methodologies, and so forth…

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What around 3 rd Grade? 100% of understudies who read 140 CWPM met ISAT Standards 92% of understudies who read 94 CWPM or more met ISAT Standards 93% of understudies who read 115 CWPM or more met ISAT Standards 9/14 : 64% of understudies who read under 94 did not meet ISAT Standards Can you see an example?

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Should Oral Reading Fluency be a F OCUS for third grade? Consider this: 92% of 3 rd understudies in the (2 school test) who read more than 115 words accurately in one moment met ISAT measures . Less than 10% of understudies who neglected to peruse at an objective rate of 85 cwpm met ISAT gauges. Make objectives S, M, A, R, T By April 2, 200x, when given a haphazardly chose section from the 3 rd grade Harcourt Reading Series and one moment to peruse, 90% of 3 rd grade understudies will orally read 94 words effectively with 95 to 98% exactness

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Re-affirmation of information (Grade 3 N > 500)

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Re-affirmation with information (Grade 5 N > 500)

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What would it be advisable for us to anticipate? Some variety is normal in oral perusing familiarity relying upon section trouble, however clear targets are bolstered: Grade 3 Fall - 60 is reason for concern ��  80 is an objective Winter - 75 is reason for concern ��  100 is an objective Spring - 90 is reason for concern ��  115 is an objective Grade 5 Fall - 95 is reason for concern ��  130 is an objective Winter - 125 is cau

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