5. SEHS needs to analyze student achievement data to make informed decisions that pertain to curriculum, instruction and assessments to improve student mastery of the course content. BIL – Assessment HSE - Instruction JLS – School Culture TMM - Curriculum VAPA - Organization Aux/NCC Data Use assessments to best Breakdown and Interpret PLC, focus group, peer PLC’s meet to plan Looking at data is very SEHS need sto analyze place / serve student student data to make observations will be used instruction that will important and all student achievement data academic needs decisions / take actions to analyze student maximize student stakeholders should be to make informed toward improvement achievement data achievement. informed participants decisions that pertain to Use CELDT, SST (IEP), curriculum, instruction grades and teacher Actions to be within and Pride: Problem solvers – SEHS implement credit Look at student and assessment, to evaluations to place between content areas how will we analyze data? recovery program achievement data such as improve student mastery students appropriately Thinking flexibly: PSAT, SAT, CFA, CSA to of the course content Common formative Interdependently working Data used to plan improve classroom Students have more assessments: SBAC, as a group instruction & recovery is instruction and PLC’s analyze school data. opportunity to succeed LAUSD, IAB, Math ELA CELDT, IAB, and PSAT accountability Individual teaches analyze when placed in correct HOM: Questioning & class data. environment Formal / informal student posing problems / using Pride: Problem solvers Looking at data correctly feedback: exit tickets, strategies helps (us) make informed We need training on how PRIDE: Effective reflections, HOM: Applying past decisions to access data on communicators, effective knowledge to new “MyData” and “MISIS” readers / writers, and situations PRIDE: Problem Solvers, effective speakers PRIDE: Analyze & Disciplined Learners, PRIDE: Analyze and Interpret data, Contribute Independent Learners interpret information HOM: Persist – with more to the community accessible curriculum HOM: Thinking Flexibly, HOM: Apply past Applying past knowledge HOM: Gather data through Thinking knowledge to new to new situations – setting all senses, Persisting interdependently situations. foundation for new situations IAB data will be analyzed to inform instruction
5. SEHS needs to analyze student achievement data to make informed decisions that pertain to curriculum, instruction and assessments to improve student mastery of the course content. BIL – Assessment Data HSE - Instruction JLS – School Culture TMM - Curriculum VAPA - Organization Aux/NCC Use assessments to best place / serve student academic needs Use CELDT, SST (IEP), grades and teacher evaluations to place students appropriately Students have more opportunity to succeed when placed in correct environment PRIDE: Effective communicators, effective readers / writers, and effective speakers HOM: Persist – with more accessible curriculum Applying past knowledge to new situations – setting foundation for new situations Breakdown and Interpret student data to make decisions / take actions toward improvement Actions to be within and between content areas Common formative assessments: SBAC, LAUSD, IAB, Math ELA Formal / informal student feedback: exit tickets, reflections, PRIDE: Analyze & Interpret data, Contribute to the community HOM: Gather data through all senses, Persisting PLC, focus group, peer observations will be used to analyze student achievement data Pride: Problem solvers – how will we analyze data? Thinking flexibly: Interdependently working as a group HOM: Questioning & posing problems / using strategies PLC’s meet to plan instruction that will maximize student achievement. SEHS implement credit recovery program Data used to plan instruction & recovery is CELDT, IAB, and PSAT Pride: Problem solvers HOM: Applying past knowledge to new situations Looking at data is very important and all stakeholders should be informed participants Look at student achievement data such as PSAT, SAT, CFA, CSA to improve classroom instruction and accountability Looking at data correctly helps (us) make informed decisions PRIDE: Problem Solvers, Disciplined Learners, Independent Learners HOM: Thinking Flexibly, Thinking interdependently SEHS need sto analyze student achievement data to make informed decisions that pertain to curriculum, instruction and assessment, to improve student mastery of the course content PLC’s analyze school data. Individual teaches analyze class data. We need training on how to access data on “MyData” and “MISIS” PRIDE: Analyze and interpret information HOM: Apply past knowledge to new situations. IAB data will be analyzed to inform instruction
wasc-mtg-2-areas-of-follow-up-feedback.docx