NOW T

HAT YO

U HAV

E THE

DATA, W

HAT’S

NEXT?

CI A

I NS

TI T

UT

E

8/ 3

/ 20

11

-8

/ 4/ 2

01

1

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

• Introductions•Who are we?•Who are you?• Expectations•Why are you here?

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?Where do we begin?• What do students need to know,

understand and be able to do in any given situation?

•Think of something that you teach. Think of a student that you had last school year. What would that student need to know, understand and be able to do in order to perform that given task.

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

Now that we know what students need to know, understand and be able to do for a given task, how do we get the student there?

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

Assess (Gather the

data)

Score (Measure the

data)

Analyze (What does it

say?)

Interpret (What does it

mean?)

Translate (How do I share

it?)

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

EQ: What makes formative assessment, formative assessment?

• Discuss at tables

• Share whole group

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

EQ: What are the different ways to collect data?

• At tables, chart different ways to collect data in the classroom?

• Compare to handout

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

EQ: How do teachers analyze data?

• Model /guided practice of analyzing student’s assessment data

• Think about your own situation

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

EQ: How do teachers interpret data?

• Model /guided practice of interpreting student assessment data

• Think about your own situation

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

EQ: How do teachers translate data into instruction?• Goal Setting

• Next Steps

• Model /guided practice of Translating Student Assessment Data

• Think about your own situation

NOW THAT YOU HAVE THE DATA, WHAT’S NEXT?

• Questions ??• Comments