Examining Instruction April 3, 2007. Plan for Today 4:10-4:15 Overview 4:15-4:55 Rogers and...

Examining Instruction

April 3, 2007

Plan for Today4:10-4:15 Overview

4:15-4:55 Rogers and Mattahunt Presentations

4:55-5:20 “Hopes and Fears” Protocol

5:20-5:30 Break

5:30-6:20 Liz City: Examining Instruction

6:20-6:40 Leadership Discussion

6:40-6:45 Looking Ahead

6:45-7:00 School Team Work

Reflections on Team Progress

WILLIAM B. ROGERS

MIDDLE SCHOOL

DATA ANALYSIS

OBJECTIVES

• Present data in a useful way that will inform instruction in a targeted way to boost achievement across the content areas.

• To provide a guided approach to instruction based on past assessments.

Collection of Data

• Data taken from district benchmarks

• Historic MCAS trends

• Spring of ‘06 individual student data

• Datawise collection process

Year-long Data Wise Process

• 10.31.06 First Staff Data Presentation Data Analysis– Follow-up questions:

• What’s Next– Math and ELA Departments will get data that has

been collected and graphed for individual strands on the MCAS, End of Year Assessments and the SRI (ELA).

– Science and Social Studies will get break downs of End of Year and MCAS assessments to determine strengths and weaknesses in all areas.

• Follow-up work at department meetings

MCAS Performance Level Results ELA Grade 7

0

58

38

53

50

43

41

47

41

12

0

10

20

30

40

50

60

70

Level

Per

cen

t o

f S

tud

ents

2004

2005

2006

2004 0 58 38 5

2005 3 50 43 4

2006 1 47 41 12

Advanced Proficient Needs Improvement Warning

2005-2006 Grade 7 Science End of Year Exam District Comparison

81.778.9

71.667 65.2

60.2 59.4 59.2 58.5 58.455.5 55.1 54.6 54.1 53.3 53 50.8

47.1 47 46.7

36.5

17.2

0

10

20

30

40

50

60

70

80

90

100

School Name

Perc

ent

Grade 6 Math MCAS Number Sense Strand 2006

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Question Number

Per

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Co

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um

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Rogers School

District Data

State Data

Rogers School 0.45 0.58 0.5 0.38 0.65 0.7 0.7 0.61 0.72 0.82 0.64 0.77 0.88

District Data 0.43 0.57 0.5 0.34 0.59 0.65 0.6 0.56 0.55 0.74 0.57 0.68 0.77

State Data 0.7 0.76 0.66 0.54 0.77 0.76 0.73 0.63 0.73 0.82 0.64 0.76 0.8

Q7 Q23 Q33 Q39 Q14 Q36 Q25 Q8 Q26 Q16 Q35 Q15 Q19

Year-long Data Wise Process• 2.7.07 Action Plan for Problem Solving Strategies –

Faculty broke into department clusters.

– What will we see in classrooms?• Teachers modeling problem solving strategies• Problem solving checklist in each classroom• Student work displayed around classroom

– How will we confirm changes are occurring• Student exemplars posted in classrooms, hallways,

notebooks, etc• Student performance on a variety of assessments

– What support will we need?• Staff Support – implementation• Professional Development -- activities• Common Planning Time – time to develop and implement

strategies

Taking the data from a conceptual idea to create our whole school action plan…

Action Plan• By examining the data we created

three intensive action plans:

– Formulate a new method of tackling open response questions across the content areas.

Open Response

• Each department met and agreed upon an Open Response (OR) strategy that targeted the OR question.

• Result:– R.I.P.S.E. – Math and Science– R.I.P.W.E. – ELA and Social Studies

Problem-Solving Strategy

Rea

d Do a quick READ of the entire problemDO NOT TRY TO SOLVE IT YET

REREAD the problem for understanding

Underline key vocabulary words.

Circle and NUMBER each direction word.

REWORD the question.ID

EN

TIF

YP

LAN

Do you need a list, chart, table, graph, model, diagram or graphic thinking tool?

-Do you NEED to:-Simplify/Compute-Use a Formula-Guess, Check & Revise-Try a Simpler Case-Eliminate Extra Information-Look for Patterns-Work Backwards

SO

LVE

Show all your work.

EV

ALU

AT

E Check your work

Does your answer make sense?

Year-long Data Wise Process

• 3.7.07 Mid Year Data– Analyze mid-year data and begin to assess

student work. -- Decide on next instructional steps based

on mid-year data-- Work completed in department meetings

- Continuously discussed how our action plan was relevant to current data

Department Meetings• Subject Area Example….

– Social Studies • Goals – Looking at Student Data

– A. What are the trends in your student’s performance data

» Larger trends noticed in the data» What were the trends in incorrect answers – were

students choosing distracters over the correct answer

– B. Geography» What are the big ideas of the next three units –

objectives we want students to master» When will OR be practiced» Areas to review (based on information from the

mid-year)

Challenges• Teacher involvement in the beginning

stages• Understanding the relevance or need

for a deep look at our data• Implementing changes• Having the teachers buy into the

process of our action plan

Continuing the Practice• The Rogers staff is excited and motivated by the

progress we have made and where we are going.

• Obtaining more formative assessment data.

• Addressing the need for a strong vocabulary program.

• Plans are in place to continue the work from this year and expand next school year.

• End of year teacher reflection survey

Formative Assessments

• Fast- R• Teacher generated Open Response

questions• Increased number of formative

assessments across the content areas• Looking at student work very closely in

department meetings

Questions???

The Mattahunt Story

Th

e M

atta

hu

nt

Sto

ry

Once upon a time the Mattahunt’s ILT held a special meeting to talk about the progress of their data. It appeared that they’d collected data for many years, yet could not discuss the data across all grades because each grade had a different message and understanding. When asked about data, Grade A would say to Grade B, “I think you are talking about Grade C’s data. We don’t do the MCAS at this grade”. Then Grade D would say, “You must be talking about grade A’s data, because they only work on the observation survey. I don’t think they even do writing prompts.” Finally Grade E would say, “I’m the oldest. It should be clear all noteworthy data is in my grade. After all we’re responsible for the MCAS.”

Well the Mattahunt School’s ILT pondered this dilemma – over and over, around and around in circles and decided… “Enough of this fuss. We are a team and we will take the lead. From now on Everybody is going to get on the data train and we will learn together.” So in September of 2006 the ILT data meeting was called to order AND COLLABORATION BEGAN…From Data to Instruction The Mattahunt Way!

THE ENDand

THE BEGINNINGMattahunt School StaffData Manager, Natasha Barnwell

Mattahunt School StaffData Manager, Natasha Barnwell

As you know, we have been working together to collect data on teaching and learning.

Our ILT disaggregated and analyzed our preliminary data in September.

Grade level teams met during common planning time and professional development to identify instructional strategies and craft mini-lessons to address MCAS needs.

Purpose of this presentation:

Ensure we are all on the same page before we dive into the work to take it to the next level.

Focus on the critical area (Standard 8 in ELA).Mattahunt School StaffData Manager, Natasha Barnwell

Students, across all grades are having difficulty identifying basic facts and main ideas in a text (ELA, Math, Science & Social Studies) and use them as the basis for interpretation


Identified Weaknesses for Grades 3, 4, & 5

Standard: Students will identify basic facts and main ideas in a fact and use them as the basis for interpretation

GradeTotal # of Students

# IncorrectPercentage

%3 83 46 out of 83 55%4 84 58 out of 84 69%5 79 50 out of 79 63%



• DRA

• MCAS 2006

• Looking at student work

• Conference Notes

• Reader’s Response Notebooks

• Fast R

• MCAS Questions• Standards & Objectives

Quest. 11 - How does the reader know that this selection is poem?

( pg. 10 of MCAS test)

A. It tells a story about someone’s imagination.

B. It has stanzas instead of paragraphs.

C. It teaches a lesson about using time wisely.

D. It has a beginning, a middle, and an end.

Quest. 26 - Who is the narrator in the story? ( pg. 21 of MCAS test)

A. The dog

B. The lady

C. The judge

D. The gardener

Quest. 23 - According to the article, what do hippopotamuses do at night? (pg. 19 of MCAS test)

A. They lie on the sandbanks near the river.

B. They float on the water to rest and sleep.

C. They eat water plants along the bottom of the river.

D. They walk on land and eat the plants that grow there.

Quest. 29 - According to the story, Lady Diana and Lord George are the names of (pg. 22 of MCAS test)

A. Dogs

B. Roses

C. Friends

D. Neighbors

Quest. 30 - Read the sentence from paragraph 10 in the box below. ( pg. 22 of MCAS test)

That was why it was so, so pesky to come out and see a round Punchkin-sized hole in the begonias.

Why is the word so repeated?

A. To show that the flowers are torn up

B. To show that the narrator is very upset

C. To show that something is in the flower

D. To show that the narrator is very surprised

Grade 3 - Reading

Top 5 Incorrect MCAS Questions


Item/Ques. Number

# of students with incorrect

answerStandard #

Standard Emphasis

Standard Objective

11 37 10 Genre

Students will identify, analyze, and apply knowledge of the characteristics of different genres.

Distinguish among forms of literature (for example, poetry,

fiction, nonfiction, and drama ).

23 46 8 Understanding a Text

Students will identify basic facts and main ideas in a text and use them as the basis for interpretation.

See pg. 6 of Frameworks

26 42 8 Understanding a Text See pg. 6 of Frameworks29 35 8 Understanding a Text See pg. 6 of Frameworks

30 44 15 Style and Language

Students will identify and analyze how an author's words appeal to the senses, create imagery, suggest mood, and set tone, and will provide evidence from the test to support their understanding.

Identify works appealing to the senses or involving direct comparison in literature and spoken language.

3rd Grade Reading (83 students tested)

Same Standard 8 Expectation As Above

Standards & ObjectivesSpring MCAS 2006 - Grade 3


Standard 8 Emphasis: Understanding Text

Standard: Students will identify basic facts and main ideas in a fact and use them as the basis for interpretation

Objectives: - Identify foreshadowing clues as the parts of a text that will help the reader predict what will happen next

- Identify sensory details in literature

- Identify the speaker of a poem or narrator of a story

- Retell the events of a story in sequence

- Form questions about a text and locate facts/details in order to answer those questions

- Distinguish cause from effect

- Distinguish fact from fiction

- Identify main ideas and supporting details Mattahunt School StaffData Manager, Natasha Barnwell

Grade 3 - ReadingQuest. 1 - According to the story, why was Sonia trying to be quiet as she entered the house? (pg. 7 of MCAS test)

A. She wanted to surprise her sister.

B. She was not supposed to be home yet.

C. Her sister was practicing music on the piano.

D. Her sister was napping before a performance.

Quest. 3 - According to the story, what happens because of Maria’s nervous feelings? (pg. 7 of MCAS test)

A. Maria has stomach pains.

B. Maria is rude to her mother.

C. Maria stays in bed hiding.

D. Maria runs away from the house.

Quest. 9 - In the poem, James and John are (pg. 10 of MCAS test)

A. Other speakers

B. Boys playing outdoors

C. Raindrops on the window

D. A smear and a piece of fluff

Quest. 17 - According to the selection, how long did the flight across the English Channel take? (pg. 14 of MCAS test)

A. Fifteen minutes

B. Thirty minutes

C. One hour

D. Two hours

Quest. 19 - What kind of selection is “Wings”? - (pg. 14 of MCAS test)

A. Drama

B. Fiction

C. Nonfiction

D. Poetry

Top 5 Correct MCAS Questions


Item/Ques. Number

# of students with correct

answerStandard #

Standard Emphasis

Standard Objective

1 70 12 Fiction

Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding.


3 72 12 FictionSame Standard 12 Expectation

As AboveSee pg. 6 of Frameworks

9 68 14 Poetry

Students will identify, analyze, and apply knowledge of the themes, structure, and elements of poetry and provide evidence.


17 65 8 Understanding a Text

Students will identify basic facts and main ideas in a text and use them as the basis for interpretation.


19 64 10 Genre

Students will identify, analyze, and apply knowledge of the characteristics of different genres.

Dinstinguish among forms of literature (for example, poetry, fiction, nonfiction, and drama ).

3rd Grade Reading (83 students tested)


Standards & ObjectivesSpring MCAS 2006 - Grade 3


Teachers need to develop more effective strategies and model them explicitly to their students on how to find basic facts and main ideas in a text (ELA, Math, Science, Social Studies) and use them as the basis for interpretation.


• Administrative walk throughs/learning walks

• ELA - Math CCL

• Peer Observations

• LASW at Grade Level meetings & ILT meetings

• Conference Notes

• Devote the remaining 12 hours of ELA Professional Development time (6 hours/3 meetings to address Standard 8.

• Use one common planning time per month to work on Standard 8.

• Meet with ILT once a month to discuss strategies and progress across grades on this standard.

• Support students in developing more efficient strategies to teach students how to understand the text.



• Use observation notes, conference notes and readers’ response notebooks as the data source.

• Create grade level comprehension strategies (Early Childhood - 5) and share across grades.

• Develop mini-lessons for improving comprehension (Early Childhood - 5).

• Literacy coach will model comprehension strategies using a variety of genre with nonfiction texts.

• Generate strategy charts as a resource tool for students to support comprehension.

• Teachers explicitly modeling strategies

• Teachers explicitly modeling using more visual aid strategies (i.e overhead, transparencies, charts, whiteboard, strategy charts)

• Teaching point - posted in each classroom

• Mini-lessons that target reading comprehension in all subject areas

• Conference notes targeting specific comprehension needs

• Peer observations

• Student work as evidence on display with standards posted

• Administrative walk-throughs/learning walks

• Looking at readers’ response notebooks

• Looking at results from Fast-R Data

• Peer Observations

• ILT; grade level team leaders report out on the progress and effectiveness of the implementation of comprehension strategies.


• Readers’ Response Notebooks

• 3rd, 4th and 5th grade ELA MCAS: - improvement on open response and multiple choice based on students understanding the text (Standard 8).

- Teacher observation notes

- LASW at grade level meetings - Diagnostic Reading Assessment (DRA)


• More time for looking at student work

• Protocol for intra-grade/cross grade sharing of strategies, peer observations, team meetings

• Help to collect exemplars

• Professional Development to explore Fountas & Pinnells readers’ response rubrics


WeaknessLocating facts/details in order to answer questions

Mini-LessonUsing the poem of the week, have students find a given letter. Students will also work on the directional principles like left to right, top to bottom, and return sweep.

Step-by-Step Process Whole Group Instruction Teacher will use a large copy of poem to model. Teacher will read the poem. Teacher and students will engage in shared reading. Teacher will model how to look for a letter. Students will use highlighter tape to cover the letter.

Independent Work Students will glue poem into poetry book. Students will use yellow crayon to highlight the letter within the poem.

Students will double-check their work. Students will illustrate the poem.

Mini-Conference & Share Students will sit on rug. Students will share how they located the letters within the poem.


Students will locate facts/details in order to answer questions and highlight supporting details.Mini-Lesson• Introduce the concept of a concrete question. • Present students with an enlarged sample of information from the text.• Identify main idea and supporting details.Step-by-Step Process1. Read piece as a class2. Introduce questions3. Ask students if they can identify/find the answer in the text

4. Have a volunteer underline answer5. Have students come into an agreement6. Have students attempt “test” examples on their own7. Gather and share

Mini-Conference & ShareEnlarged share piece (common plan share)

EvaluationGive students actual test, collect individual work and gather results to inform next lesson.

Teaching Point


Students will learn sequence of events

Mini-LessonUsing “words of order” to help determine the sequence of events

Step-by-Step Process1. Student sit on rug and together brainstorm a list of words that show order (first, next, finally)

2. Model how to recognize these words with a Read Aloud

3. Make a list of events in order4. Students go back to seat and write a “How to” story using some of the words from the chart.

Mini-Conference & ShareTeacher circulates and conferences with individual students. Students are selected to share their stories.

Evaluation• Conference notes• Shared stories

Teaching Point

Student Name ScoreJacques Augustin 34

Kaiyah Bailey 38Eli Bonheur 38

Ghasia Cannon 38Allan Denton 40

Handy Dorceus 38Brian Elliot 30

Alexa Holloway 40Jamie Jasmin 34Vivica Jones 40

Johnathan Lovemore 24Alex Mack 40

Timothy Marks 30Robert Perez 30

Joanna Pierre-Jean 34Edgar Roman 34Felix Santiago 40

Keylon Sheppard 30Danaia Willis 38Farhiya Yusuf 38

Scored 24 or below Scored 28 & 30Minimum Passing

Benchmark 34

Met/Surpassed Proficiency Level

(38 and over)

Total Students - 1 Total Students - 4 Total Students - 4 Total Students - 11Johnathan Lovemore Timothy Marks Jacques Augustin Eli Bonheur

Robert Perez Jamie Jasmin Ghasia CannonKeylon Sheppard Joanna Pierre-Jean Handy Dorceus

Brian Elliot Edgar Roman Danaia WillisFarhiya YusufAllan Denton

Alexa HollowayVivica JonesAlex Mack

Felix SantiagoKaiyah Bailey


Student Mechanics Content Style/VoiceJacques Augustin 3 3 2

Eli Bonheur 2 3 3Ghasia Cannon 3 3 4Allan Denton 3 3 4

Handy Dorceus 2 3 3Alexa Holloway 3 3 4Jamie Jasmin 2 2 2Vivica Jones 3 3 3

Johnathan Lovemore 1 1 2Alex Mack 3 2 3

Timothy Marks 2 2 2Robert Perez 1 1 2Joanna Pierre 2 3 3Felix Santiago 2 3 3

Keylon Sheppard 1 1 1Danaia Willis 3 3 3Farhiya Yusuf 2 2 3

Writing Score 1 - Warning

Writing Score 2 - Needs

Improvement

Writing Score 3 - Proficient

Writing Score 4 - Advanced

Writing Scores


Mechanics Content Style/VoiceJohnathan Lovemore Johnathan Lovemore Keylon Sheppard

Robert Perez Robert PerezKeylon Sheppard Keylon Sheppard

Total Students - 3 Total Students - 3 Total Students - 1

Mechanics Content Style/VoiceEli Bonheur Jamie Jasmin Jacques Augustin

Handy Dorceus Alex Mack Jamie JasminJamie Jasmin Timothy Marks Johnathan Lovemore

Timothy Marks Farhiya Yusuf Timothy MarksJoanna Pierre Robert PerezFelix SantiagoFarhiya Yusuf


Mechanics Content Style/VoiceJacques Augustin Jacques Augustin Eli BonheurGhasia Cannon Eli Bonheur Handy DorceusAllan Denton Ghasia Cannon Vivica Jones

Alexa Holloway Allan Denton Alex MackVivica Jones Handy Dorceus Joanna PierreAlex Mack Alexa Holloway Felix Santiago

Danaia Willis Vivica Jones Danaia WillisJoanna Pierre Farhiya YusufFelix SantiagoDanaia Willis


Mechanics Content Style/VoiceGhasia CannonAllan Denton

Alexa Holloway


Writing Score 4 - ADVANCED

Writing Score 3 - PROFICIENT

Writing Score 2 - NEEDS

IMPROVEMENT

Writing Score 1 - WARNING


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3rd Grade DRA Scores

Sep-06 30 34 34 38 34 24 38 30 38 24 38 28 28 30 38 28 34 34

Jan-07 34 38 38 40 38 30 40 34 40 24 40 30 30 34 40 30 38 38

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18



Strategies/ComponentsThese include strategies to enable all students to reach the noted standard. Components refers to the workshop components used to implement these strategies. (i.e. guided reading, read aloud, mini-lesson

Unit of StudyFrames the common theme or genre being taught in a particular time frame

Standards/Focus AreasWhat students are expected to know and do by the end of the school year

Mini-LessonsList of a range of lessons that may be taught in any order depending on the needs of your students

Suggested “Mentor” TextsText that lend themselves to strategies or mini-lessons

AssessmentsExamples: RR, Conference Sheets, LASW, Formative Assessments Data, Fast-R, student and teacher Rubrics

All About Us

Routines, Building Community-Read Alouds-Sitting on rugs-Storytelling-Name ChartManagement:-Building a reading community-Learning the procedure for Read Alouds-Taking responsibility for learning and behavior

- Taking turns-Holding a pencil-Holding a bookSkills:-Develop Kindergarten listening-Procedure for Turn and Talk-Developing oral languageComprehension/Craft:-Answering questions to understand text-How to tell a story-Sketching

Building routines and structures for learning

Incorporate Science and Social Studies topics throughout the yearDuration of study ranges from 2 to 8 weeks


Unit of StudyFrames the common theme or genre being taught in a particular time frame





Launching the WorkshopBuilding Classroom Community

Develop workshop routinesIntroduce independent readingGet to know students as readers through performance assessments and conferencesIntroduce “Turn and Talk”Use read-alouds to model strategiesGrow and use strategy chartsInstitute home reading program (Use Guided Reading for first 20 days)Being an independent readingChoosing a “Just Right Book”Solving unknown wordsMaking connectionsClassroom RoutinesGenres

Guided Reading – First 20 days

DRAFast-RGraphic OrganizersConference Notes



TopicsFrames the common theme or genre being taught in a particular time frame





Launching the WorkshopSocial Studies: Geography

Develop workshop routinesIntroduce independent readingGet to know students as readers through performance assessments and conferencesIntroduce “Turn and Talk”Use read-alouds to model strategiesGrow and use strategy chartsCreate tool kitsInstitute home reading program (Use Guided Reading for first 20 days)RetellingsWord SolvingBuilding FluencyBuilding StaminaBuilding proper paragraphSentence structureParts of speechStray, Every Little Thing – C. RylantA Chair For My Mother – Vera B. Williams

DRASRIStanford 9Writing Prompts will be used throughout the year

1.27.87.108.1412.2

Science topics; Motion and Design, Magnetism/Electricity, Animal StudiesDuration of study ranges from 2 to 8 weeks


Examining Instruction

Liz City ([email protected])

April 3, 2007

Why is examining instruction so hard?

Vision Hope Trust Skills Logistical issues

Vision

Do people see the need for change? Do they see themselves as part of that

change? Do they share a common understanding of

what effective instruction is?

Hope

Do people believe that success is possible? Do people think that if they do something it

will make a difference/they’re a necessary part of the success?

Trust

Do people feel respected by peers and administrators?

Are there collegial relationships across teachers and administrators?

Do administrators model what they expect from teachers? (e.g., sharing own practice, citing evidence, having a learning stance)

Skills

Do administrators have a deep knowledge of effective instruction?

Do teachers have a deep knowledge of effective instruction?

Do administrators know how to examine instruction?

Do teachers know how to examine instruction?

Self-assessment of examining instruction roots

Take the sticky notes and arrange along a continuum

Not at all Inconsistently/somewhat

Yes/consistently

If you think of something that’s not on the given sticky notes, add it on a blank

Small steps10 places to start

1. Talk about learning/student work (focus on what students are doing; e.g., Friday AM coffee conversations—successful student work)

2. Focus on tasks (e.g., Standards in Practice Protocol)

3. Focus on success (link instruction and learning—e.g., Success Analysis Protocol)

4. Develop discipline around sticking to evidence

5. Start with self—develop own deep understanding of effective practice (e.g., Cambridge Leadership Network)

Small steps10 places to start (cnt’d)

6. Talk about instruction (develop common understanding of effective instruction—e.g., Murphy School)

7. Observe lots of instruction (expertise through repetition—build observing instruction muscle—e.g., admin. and teacher learning walks at Edison School)

8. Use data with teachers’ names (e.g., FAST-R, formatives—stick to evidence)

9. Get volunteers to share practice—respected teachers model openness to discussion about practice

10. Hiring—include collaboration/opening practice as part of the job and hire people who are willing to do that

Tips

Strong “culture of nice”/ “happy talk” need strong norms about sticking to evidence

Be clear about who is examining instruction and why (principal alone, admin. team, teachers, coaches, etc.)

Develop a theory about why we’re examining instruction and what we expect it to do

Wrap-up

Which of these small steps might help with your hopes and address your fears?

Sta

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t Standards in Practice

Instructional Gap Analysis StrategyAligning instruction w/ standards and

assessments

The Education Trust, IncSeptember 2006

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As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level Standards

0.02

0.99

1.94

2.883.62

4.344.97

5.786.37

0

1

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4

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6

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K 1 2 3 4 5 6 7 8

Gra

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Average Grade Level of Assignment Grade Level Standard

Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

Sta

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As Grade Level Increases, The Percent of Assignments Aligned to Standards Decreases

97 9589 87

7066

55 56 57

0

20

40

60

80

100

K 1 2 3 4 5 6 7 8

Grade

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Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

Data Wise Opportunity May have Teaching Fellow positions open

for the Data Wise Summer Institute

June 24-29, 8:00-4:00

Program Description:http://www.gse.harvard.edu/ppe/principals/

programs/datawise.html

Final Assignments

Meet without TF next week

Meet with TF last week of April

Email Kathy & TF final assignment by 4/27

Examining Instruction April 3, 2007. Plan for Today 4:10-4:15 Overview 4:15-4:55 Rogers and...

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