How can we use this ISAT data to improve?

· What role does/should mobility play in interpreting the scores.

· Special Ed curriculum alignment to meet standards

· Are there inherent learning problems with ethnic/race groups or what other factors contribute

· Can ISAT (2001) data be compared to 1999 & 2000. Were they the same tests

· Review of scores/progress vs. other measures used by similar demographics schools from ISEBE site or other means.

· Use ISAT data to improve

· Planning professional development

· Assisting all students

· Review strengths & weaknesses to redefine our curriculum focus

· By using trends to target diverse populations

· It’s an indicator of achievement – benchmark against stats/district scores

· Offer P.d. Eval to see if P.D. being implemented. Analyze with teachers those below, brainstorm strategy

· Teaching kids to eval & partic. In growth

· Compare growth of students 3^rd – 5^th apples to apples

· How can we use this data to improve? Compare the data to district curriculum

· Compare to districts with similar demographics

· Put ISAT scores in a form students can use for personal data folders. (STAR, writing, language arts, math test data also)

· To establish benchmarks & proficiency targets.

· To identify strengths & weaknesses.

· To identify effective instructional programs, teaching strategies

Given the recent ISAT data, what professional development opportunities could be offered?

· Trend analysis

· Data analysis

· Use of research techniques

· District-wide 4-block inservice

· Benchmark best teaching practices which gained results

· What methods or programs can we implement to help low income, diverse students who are so mobile?

· Low income and minority students scores are below expectations at a high rate

· Better focus on customer needs

· Math rubrics – Is it part of instruction?

· Need to sit down with staff on Monday And analyze change of results

· Balanced literacy writing block

· District-wide quality tools integration into the classroom

· What action plans can be developed aimed at specific groups (i.e. gender, ethnicity) for improvement

· Subject area, coop. Learning, mult. Intell., intervention strategies

· Being sure teachers understand all the standards, not just literacy

· Local, state, national. Best practice models in areas we are low.

· Need to align science/social studies instruction with state standards

· Professional development – best practices for teaching, writing and language arts; configuring writers workshops/readers workshops

· Offer district workshops on each of the sub categories of math & science – and total topics of reading, writing and S-S. i.e. strategies to teach students. Professional dev. – Use into to improve

· Train teachers to do an item analysis so that they can identify overall areas of weakness for focus of instruction.

· Compare – sub categories over time – improve? Compare achievement on ISAT with other indicators for consistency. Compare curriculum. Do you cover content that is tested?

What implications do the ISAT data make for district/school improvement activities.

· Are we really teaching to the standards

· The degree of effectiveness of school improvement

· Spending time working with specified students

· Does ISAT data correlate to other assessment data in a positive/negative way

· Aligning instruction with standards

· Determine how our students, building, district compare with similarities & districts

· Its one indicator of student performance. Comparison of scores over time is valuable

· Post/graph results around school. Provide student empowerment

· How valid are the scores?

· Comm. with community (greater satisfaction); compare with other dist.