How did the protocol process enhance or diminish the data conversation? by Becky Tompkins https://padlet.com/becky_tompkins1/r05gjq3v9c2d Please respond to this question as a follow-up to the data protocol process. en-us 2017-11-02 17:26:32 UTC 2017-11-07 20:25:27 UTC hello@padlet.com From the RHS Math Department (Muller, Hornfeck, Ozias, Slade, Harrison, Brossart, Dunn, Dougherty, and Napier): https://padlet.com/becky_tompkins1/r05gjq3v9c2d/wish/204351312 We had a big discussion over the released AIR data. The protocol process helped us determine we need to focus more on proofs in Geometry, and Modeling/Reasoning in Algebra. It also allowed us to focus on the good aspects at where our kids are excelling. We believe it helped us look more holistically at our data and teaching practices. It led to a focus on how to push those students who are on the "brink" of moving up a proficiency level when they are within a point or two. This led to us developing an action plan that also helped connect to our assessment literacy series and providing opportunities for stretch and growth for our students.]]> 2017-11-07 14:17:44 UTC https://padlet.com/becky_tompkins1/r05gjq3v9c2d/wish/204351312 High School English Dept. We have been able to reinforce our understanding that many of our SLO assessments attempted to cover all the standards in the ELA curriculum instead of finding a focus for student growth. This allowed us to refocus our SLO assessments on specific content standards so as to generate data that is reliable. We now understand more about our lack of student growth in the past. Thus, we have determined our focus and have begun writing assessment blueprints for each grade level working to incorporate the proper amount of stretch for all levels. This will take us from achievement tests to growth assessments. https://padlet.com/becky_tompkins1/r05gjq3v9c2d/wish/204566677 2017-11-07 20:03:41 UTC https://padlet.com/becky_tompkins1/r05gjq3v9c2d/wish/204566677