Sentences with phrase «ongoing classroom data»
Participants will leave the session with useful resources to support effective ongoing classroom data use, including:
http://www.usingdatasolutions.org/ Not exact matches
Data Nuggets are created to bring real data from current and ongoing research into the classroom and take students through the process of science, from the inception of ideas to the analysis and interpretation of dData Nuggets are created to bring real data from current and ongoing research into the classroom and take students through the process of science, from the inception of ideas to the analysis and interpretation of ddata from current and ongoing research into the classroom and take students through the process of science, from the inception of ideas to the analysis and interpretation of datadata.
Data and assessment go hand in hand in schools» efforts to support ongoing learning in the classroom.
Districts that have «moved their numbers» for all children have or are engaged in developing district - wide processes that allow for more collective use of relevant data to make smarter decisions, including the ongoing assessment of teaching and learning at the classroom, school, and district levels.
The inservice activities for instructional personnel shall focus on analysis of student achievement data, ongoing formal and informal assessments of student achievement, identification and use of enhanced and differentiated instructional strategies that emphasize rigor, relevance, and reading in the content areas, enhancement of subject content expertise, integrated use of classroom technology that enhances teaching and learning, classroom management, parent involvement, and school safety.
I'd love to learn more about ongoing research being conducted on how to best prepare teachers to understand and make use of assessment data, how teachers are using data in the classroom, and what supports would enable educators to use data more effectively.
Featured Solution from a Panelist: «We compiled electronic data binders for each classroom that are updated on an ongoing basis with new scores and data.»
Even though initial data suggested student engagement was the issue, ongoing classroom observation showed that our teachers were using very effective engagement strategies.
Educare keeps quality high by offering ongoing professional development, engaging families to extend learning opportunities at home, and using data to inform classroom practice.
The Maine Department of Education aims to offer top - notch initial preparation programs that are research - driven and classroom - based, as well as ongoing professional development opportunities that are rigorous, relevant and directed by real - time data on the needs of both learners and educators.
The ongoing data collection and analysis helps teachers to really feel confident about what they are teaching, feel confident in knowing that they are really focusing their efforts on the needs of their students within a classroom.
The two areas we will be touching on are: online data collection for evaluative purposes and capturing ongoing «snapshots» of classroom life for value - based professional development that includes student voice as a means of reciprocal learning.
Data collection and use is the process of gathering information about students and the teaching and learning systems used in classrooms, buildings, and districts and reviewing the data in a systematic way to inform ongoing decision makData collection and use is the process of gathering information about students and the teaching and learning systems used in classrooms, buildings, and districts and reviewing the data in a systematic way to inform ongoing decision makdata in a systematic way to inform ongoing decision making.
We help staff with schoolwide implementation of SEL programs, train staff, organize and support program evaluation by helping with data collection, and provide ongoing assistance with program implementation (this may include meeting with staff or administrators, program implementation support, offering booster trainings and «make and take sessions», securing more materials for classrooms, and so forth).
Unless those at the top of our profession «walk the walk» in collecting and analyzing data, developing and implementing policies and ensuring that concrete action is taken on an ongoing basis, we're unlikely to see any significant progress toward that goal when we look around our boardrooms, classrooms and conference halls.