Breakout Sessions Are Listed Alphabetically by Primary Presenter’s Last Name
- Dr. W. Darrell Barringer: The Situation Room Model: Waging War on Poor Student Performance
The “Situation Room” at Carolina Springs Elementary School is a place where data walls are personalized, current, and ensure a high level of teacher accountability for student performance. The workshop will also focus on the strategies used as a result of the “Watch Team” meetings the resulting positive growth in the performance of the students.
- Kim Trask Brown: Transforming Effective Instructional Practices into Effective Assessment Practices for At-Risk Students
A comprehensive study of the End-of-Grade (EOG) scores at all elementary and middle schools in the state of North Carolina was conducted in order to investigate possible predictive relationships between socioeconomic, financial, and demographic factors and EOG school growth scores, thereby testing for possible biases in the NCDPI’s growth model. As a result of this research, it became clear that socioeconomic, financial, and demographic factors must be appropriately considered with regard to at-risk student performance. In this session, participants will be introduced to best classroom practice with regard to at-risk students, and associated best classroom formative assessment practices.
- Brandi Cade: Off the Paper and Onto the Wall
What does MAP data look like when it leaves the paper and appears on the wall? How does posting data on the wall affect dialogue among educators? How will differentiated instruction look using the data wall? Data walls and how to use them to make decisions about differentiated instruction will be discussed. Examples will be provided.
- Glorian Chisholm and Jennifer O’Neal: Data Driven Instruction: Where will it take you?
In this session, we will take a closer look at how data drives instruction. We will demonstrate how to analyze text and develop units of study. Initial and final data will be given to show student growth. This will be a Power Point presentation.
- Elizabeth Crocker, Sherry Lee, Lisa McCaskill, and Howard Brimmer: Enriching Learning with RIT-Based Instruction
Over the past three years, Camden Middle School has implemented Enrichment, a schoolwide thirty-minute period of RIT-based instruction in reading comprehension and math operations. Gains have been substantial: increases between 13 and 39 percentage points in students meeting growth goals and four to twelve scale points in the school’s mean RIT scores. Come and learn how the program was developed and how it is working in one school.
- John Cronin and Michael Dahlin: If everyone’s proficient, why is there still an achievement gap?
Schools commonly define the achievement gap as differences in students’ proficiency rates. This is a bad idea. It causes high performing minority students to be ignored, and it masks the nature and size of the problem. This presentation, using data from a 26 state study, dramatically illustrates how one school may have 26 different achievement gaps based entirely on the state cut score. The presentation offers ways to present achievement gaps that represent the problem in an accurate and compelling fashion.
- Michael Dahlin and Jeff Marshal: Program Evaluation using Virtual Comparison Group Analyses
Details of a study that used a series of Virtual Comparison Group (VCG) analyses to evaluate a program’s effectiveness at producing accelerated learning in math and science.
- Dr. Anne Davies: Unique Issues in Secondary Assessment: From Standards-based Evidence to Grades
Designed especially for teachers and administrators who work in middle and high school settings, this presentation will focus on gathering standards-based evidence to support sound grading practices. Issues of fairness, competitiveness, and motivation become increasingly prominent in the upper grade levels. Dr. Davies will explain how students can be effectively involved in co-constructing criteria, reflecting, feedback for learning, and goal setting. She will offer suggestions for defensible grading practices that are appropriate for a standards-based classroom.
- Floyd Dinkins and Frieda Bingham: School-Wide Players: Rethinking Accountability
This session will enable participants to bridge the divide between having the data and USING the data to make informed instructional decisions in ELA and Mathematics. Come learn how Claude A. Taylor used triangulated data to improve student achievement through school wide accountability strategies.
- Scott Elliott and Sylvia Williams: Formative Assessment and Response to Intervention
This session will feature Dr. Scott Elliott, a recognized expert in assessment, educational policy and research who is a frequent presenter and contributor to the professional literature. He will share strategies for using formative assessment in Response to Intervention plans. He will discuss addressing instructional needs identified from assessments.
- Carl Forbes: From Paper to Practice: Using EXPLORE, PLAN and the ACT Reports
Participants will learn how to better utilize the data from EXPLORE, PLAN and ACT reports and understand what students actually know and are ready to learn next.
- Rebecca Ford, Marlene Capps, Penny Hayes, and Tracey Campbell: Making Waves with Data
Data has brought in a wave of achievement in Marion School District Two in Mullins, SC. North Mullins Primary (Gr. K-2) and McCormick Elementary (Gr. 3-5) are using data organization and analysis, goal setting, and differentiated grouping within the classroom to ride the achievement wave. The data is collected from MAP testing and is analyzed throughout the school year for individual students as well as classes and grade levels. School-wide celebrations and recognition programs highlight the progress students make in achieving their goals.
- Brad Foust: Classroom Assessment Techniques for the Music Teacher
This presentation focuses on classroom assessment for the music teacher, a formative process of informing the music teacher on how and what students are learning.
- Denise Frederick and Morgan Nolte: Teamwork Ensures Success at TES
Continuous progress in reading is essential to school success and achievement across the content areas. Knowing this meant it was critical that we develop a method in which to address students’ current instructional levels in reading and also have a plan for advancing them continuously with their reading skills. Whether “below basic” or “advanced,” our school has a plan for them all.
- Vernon G. Gettone: Test Data and Other Data Analysis to Inform Instruction
Most states have gone through several iterations to respond to the public’s demand for public school accountability. Is the current iteration of assessment in your state supportive of instruction? What is to be assessed? Are the assessment targets manageable? Are the results instructionally informative? Knowing how to process data is the missing link to what teams do in the name of school improvement. In a simple four-step interactive model, participants Who work in school teams will learn how to use this job-embedded model to interpret a variety of data including test scores and AYP.
- Dr. Jina Gettys and Dr. Carl W. Swartz: Integrating Technology and Lexiles to Enhance Daily Practice
Research on the development of expertise suggests that deliberate practice consisting of the following components is essential to moving from novice to expert in a wide array of fields: (1) targeted practice, (2) real-time corrective feedback, (3) intensive practice, (4) distributed practice that provides appropriate activities over a long period of time, (5) self-directed practice in an activity, and (6) progress monitoring. A growing body of research and practice suggest these principles apply to growing expertise in reading. This session will (1) describe how educators and parents in South Carolina and Mississippi used Web-based technology and the Lexile Framework for Reading to promote daily deliberate practice in reading at school and at home, (2) provide results demonstrating the impact on student growth in reading ability related to using this technology during the 2008-2009 school year, and (3) demonstrate the technology.
- Dr. Thomas Guskey: Sex, Lies, and Formative Assessment
In this session, Dr. Guskey will extend the ideas from Improving Student Learning with Standards and Assessments by offering ways to use results from formative assessments to change instruction. Teachers need to adjust instruction to address the needs of students who haven’t learned what was expected and to extend the learning for students who have mastered the material. In considering the differences between formative assessment summative assessment, teachers must contemplate critical decisions about how corrective and enrichment activities will be provided, when students will be permitted to redo work, what the opportunity costs will be, and how final grades will be determined.
- April Hammond and Meg Pletcher: Empowering Districts: Navigating Data Using a Dashboard Portal
This workshop will provide an overview of how to use a dashboard portal that allows district-level users to quickly access district, school, grade, classroom, and student data based on district-selected indicators, with results displayed in an easy to read format.
- Roy Ann Jolley, Ginger Baggette, Velma Wilson, Lisa Young, and Genevieve Boston: TEAM-ing for Schoolwide Improvement
Using school wide vertical teams to analyze data and set classroom, grade level, and schoolwide goals for instruction.
- Loretta Konecki, Linda McCrea, and Jacque Melin: Making the Most of Formative Assessments
How can teachers and students facilitate learning through formative Assessments? Participants will gain formative assessment tools and ways to use data to set goals, differentiate instruction, promote thinking and student responsibility for their learning.
- Andrew Lombardo: Start a Writing Revolution in Your Classroom
This workshop will share research from “The Neglected R”, “Writing Next” and Doug Reeves’ “90-90-90 Study” and will integrate those reports to improve writing skills and scores of your students with an online, writing environment and instructional tool that diagnoses and assesses the writing ability of students in grades 4-12 and at the college level. MY Access! developed by Vantage Learning will be demonstrated as an online “writing tutor” that instantly grades open-ended essays, provides drafting, formative assessment reports, writing and revision tools and motivates students to enjoy the process of becoming successful, engaged writers.
- Jeff Marshall and Michael Dahlin: Inquiry in Motion: Teaching Strategies for Accelerating Student Growth
Details of a multi-year study examining the impact on student learning of a full-year PD program for math and science teachers.
- Gwen G. Massey: Tapping to Success
Tapping to Success will share an overview of the power of becoming a South Carolina Teacher Advancement Program (TAP) school. You don’t want to miss this toe tapping presentation on how to: 1) engage your teachers with in-depth data analysis and drill down to focus on individual student’s needs; 2) enhance your instructional delivery day in and day out with powerful scientific based strategies, and 3) structure your organization to maximize continuous ongoing professional development weekly for every grade level. Tapping to Success will provide you with ideas that support raising the bar in the classroom to meet the needs of tomorrow demands.
- Angela McClary-Rush and Barbara Giles: Making Connections: Engaging Students of Poverty in Standards-Based Instruction
To ensure that students are truly engaged in learning and understanding standards-based instruction, teachers must know how to teach the “verbs” of the standards and how to write assessment items that align to those “verbs.” This presentation will engage them in these processes.
- Jason McCreary and Maria Sarria: Critical Conversations using VCG
This session will introduce participants to Virtual Comparison Group (VCG) reports based on student MAP scores. We will discuss how Greenville County Schools are currently using VCG reports to foster critical conversations between principals and teachers.
- Angela Mills and Angela Wright: Becoming One with the Data
Teaching educators how to use a compilation of data (MAP,PASS,benchmark tests, and classroom assessments) to make sound instructional decisions.
- Bill Morgan: On-Going Formative Assessment of ELA & Writing Skills
This presentation shares the creation processes, design features and uses for locally developed ELA assessments.
- Gregg Morton: A Hassle Free Way to Differentiate Instruction
Are your teachers using student data effectively to plan quality differentiated lessons. If not, then this session is for you. Learn how the use of web-based lesson planning tools can help. Hear from a principal who implemented this process in his schools at all levels and saw drastic improvements in student learning. The process integrates state standards and indicators with current student data such as NWEA MAP scores and the NWEA learning continuum DesCartes into a traditional lesson-planning format. Through this process, the teacher is able to make easy connections with multiple web based curriculum resources to address the individual student learning skills required for mastery of the standards.
- Cheryl Kopec Nahmias and Thomas Van Soelen: Using MAP in a Comprehensive Response to Intervention
This presentation allows participants to virtually meet Donna and Qisha, Title I-funded instructors at Renfroe Middle School. Teacher-created documents, student survey data, and video clips will be offered that detail the process Renfroe Middle School took to disrupt the traditional programming of Title I Targeted Assistance programs, making the Title I support a seamless and flexible component of RtI.
- Felicia Oliver and Glenda Brown: Asking the Right Questions
Using the revised Bloom’s Taxonomy and the SC State Standards, Participants will analyze sample questions to determine alignment with the rigor of SC ELA and math Standards.
- Michael Palmquist: An iPhone tool for Formative Assessment
We will share information and demonstrate how GradePad, an iPhone/iPod touch mobile assessment tool, is being used in classrooms to assess student performance using rubrics.
- Jennifer Powlas, Chad Bridges, Sharon Gray, Clark Liles, and Ben Solkofske: Survivors: Keeping Your Students on the Island!
Ideas that foster learning and improve the behavior choices of reluctant and at-risk studentswhile accelerating academics!
- Beth P. Reynolds: Standards-based Assessment for Learning Savvy
Research is clear on the impact of assessment for learning strategies on student learning and achievement. The leader’s role in supporting this work in classrooms is critical to building teacher and student capacity for increases in learning and achievement. Learn how some schools and district leaders have successfully approached this critical process in a collaborative way.
- Paul Richmond: Energize the Classroom
The concepts, ideas, and methods discussed and illustrated in this workshop are intended to keep learning fun and relevant, for both the teacher and student. Participants will leave energized with over 100 ideas, and various websites and reference materials to immediately implement in the classroom. They will also have the opportunity to share their own ideas on www.energizetheclassroom.com.
- Laura Riley: How to interpret NWEA Growth Reports
An overview of the most utilized growth reports for teachers, administrators, and district administrators.
- Laura Riley: MAP for Primary Grades Reports Session
Survey with Goals reports will be reviewed and explained as well as the reports and data available with the Screening tests and Skills Checklist tests in the Primary Package.
- Robin Rivers and John Holton: The pilot that made it through!
Forty-six teams of teachers used the ETS protocol Keeping Learning on Track as a formative assessment pilot. The money for the pilot ran out. Many of the teacher teams moved forward anyway. Find out why.
- Dr. Maria Sarria: Increasing Data Analysis Capabilities
School Administrators, Instructional Coaches and Guidance Counselors need performance and demographic analysis capabilities. This session explores the features of Data Analyzer – a data warehouse mining and analysis tool designed to provide easy access for school and student data.
- Laura Stabler and Sara Bryant: Mindful Instruction: Dispositions to Lead Learning
Creating a learning environment where students are the focal point of the learning requires that teachers demonstrate three primary dispositions – skillful planning, congruent delivery and purposeful analysis of instruction and assessment. Using these Dispositions of Instructions, learn about and reflect on the processes effective teachers use to maximize student reflection, motivation and achievement. Special focus will be given to formative assessment, feedback processes and student self-assessment.
- Janet Tillman: Using DesCartes to Create Individualized RIT Bands
The program is intended to show teachers how they can use MAP data to create individualized math instruction for the students in their school. The DesCartes are used to create lesson plans that are used in a forty-minute time block for students in grades 2-5.
- Barbara Turner, Missy Wall-Mitchell, Ryan Pool, Jesse Hutchinson, Dian Alston, and Don Hardie: One Giant Step for Teacher-kind
Now What? How one district has taken the giant step of providing teachers with a support document that integrates DesCartes into the Everyday Math curriculum. This document was developed after an exhaustive data analysis of VCG results and is differentiated by RIT bands.
- Thomas Van Soelen and Cheryl Kopec Nahmias: Linking Professional Learning with Teacher Evaluation
This presentation will tell the story of how City Schools of Decatur, an urban system from metro Atlanta, is intentionally connecting professional learning and teacher evaluation in an effort toward a new rubric-based teacher evaluation system. The entire system focuses on creating standards-based learning environments. Victoria Bernhardt’s Multiple Measures of Data has been foundational as this district develops a data-rich, data-savvy culture, which includes rich school process (observational) data on teaching practice.
- Marie Watson, Susan Jennings, Ron Bosch, Jamie Sox, and John Geanangel: Successful Learning for All: No Excuses Allowed
Raise student achievement by changing the focus from teaching to learning. This school changed the schedule and operation of the school day. Flexible groups, formative assessments, collaborative planning, no failures allowed, tracking data, SMART goals all led Red Bank Elementary to more than 30 point gains on MAP.
- Dr. Lee A. Westberry and Mrs. Leslie Howder: From Blooms to Remediation
This presentation has 4 phases: 1 – Analyze and understand the cognitive level of the SC Standards; 2 – Craft questions at the appropriate cognitive level; 3 – Analyze the results and look for patterns to transition into the last phase; 4 – Remediation of student learning.
- Paula Yohe and Barbara Payne: Lessons from Geese
Do you use MAP? How are you making sure that teachers are differentiating instruction using DesCartes? If they are delivering differentiated instruction – find out how easy it can be for your teachers to develop resource libraries based on RIT Bands. Hear about how some school districts are not only developing these libraries, but how they are easily sharing them across districts, schools, and departments. You will be shown how easy it is to align State Academic Standards with Descartes. Learn how Administrators and Principals are easily accessing lesson plans, coaching and sending in the moment comments across the internet.
- Dr. Lais Zachary: Creating a MAP CRF via PowerSchool
This presentation will describe the process used by our district to create a CRF file via PowerSchool. A description of the variables and additional edits will be shared. A sample template will be provided to the audience.
- Cheryl Zupan, Honey Edge, and Joan Beth Page: Using MAP RIT scores and Lexile Levels to Improve Reading Scores
Becoming a data-driven school is easier thanks to individual, class, and school data from MAP fall and spring testing. Key personnel work with classroom teachers to analyze reading scores and lexile levels of each student to create cross-grade reading groups. Our flexible grade level MAP reading groups helped us raise our 2008-2009 language arts scores from 27% to 73% achieving MAPS scores of Basic or above from Fall 2008 to Spring 2009.