Teacher+Data+Tools

__Videos: How to use the List Generator__, __How to Use a Master Database__, and __How to use the modified NGSS Monitoring Tool__. Documents: Sample Focus Calendar, Sample Guiding Questions Packet, River Diagrams media type="custom" key="21569982" Small Group and One-to-One guided Questions packets where made so that teachers can more readily integrate the Florida Continous Improvement model with little resistance to change. Teachers can guide a small group lesson with these questions and they are designed to uncover students misconceptions one specific benchmark. Item Specifications were used to align benchmarks to previously taught benchmarks in earlier grades which may be foudational to student comprehension. The List generator is also useful for RtI protocol as students will recieve intense intervention that is benchmark-specific. Sample Small Group or One-to-one instruction for non-mastery students in science.

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media type="custom" key="21569988" Here is a copy of the monitor that I edited for you to make a line graph.

__Sample Focus Calendar:__ According to the Florida Continous Improvement Model, a focus calendar is used to meed the needs of a school by analyzing the data. The calendar is a fluid document that needs to be updated as new data informs the professional learning community (PLC) what benchmarks need to be revisted. The Focus Calendar gives transparency and alignment for teachers. Teachers will know when benchmarks will be re-assessed so they can prepare better. When teachers are caught by suprise that an assessment has benchmarks they did not teach or re-teach, resistance may form. Being transparent about assessments and the direction we need to take also creates alignment of processes.

__Sample River Diagrams:__ Attached is the river diagram used for structured "in house" learning, to bridge gaps in performance, and to bring people together, and identify strengths, weaknesses, and opportunities to build capacity of teachers. The x-axis represents the benchmarks that were covered on a recent test, while the y-axis are the mean scores of the teacher's students. Where the river is narrow, the ranges of mean scores between teachers is not different and knowledge sharing, such as an instructional showcase would not be beneficial for this particular benchmark. On the other hand, where the river is wider, there is a greater opportunity to sharing knowledge and tapping into the capacity within the PLC. In the example, teacher with the higher mean score can share information and resources (ex. Instructional showcase or teacher observation) to all the other member is the PLC who score lower. In the example it shows that Hopkins clearly has an effective strategy for teaching MA6135 that the other teachers do not know about. Mrs. Hopkins can guide an instructional showcase and provide resources at the next PLC meeting. media type="custom" key="21640982" A careful look at the north and south banks of the river also helps analyzing the knowledge weaknesses and strengths of the PLC. If the north bank has more land in a particular area. In the example, it is MA6131 and MA6132 that no teacher has broken into this area of highest performance. The entire PLC would benefit from a detailed study of these benchmark using Item Specs and search for outside resources to increase the scores of this benchmark when they are taught again. The best part of the river diagram is that it can use data to guide the PLC so that external help is not needed from the district because all the knowledge that is needed is already within the school site as the greatest resource every teacher has is each other.

More samples math and science: