Data Look-Sees: Look, Think, Act

Review the data

Analyze the data

Act/intervene The road tointervention is determined by the student’s specific needs.

Dessalines Floyd

3 3 T H I N G S

Look #1

THINK #2

A. The % of students at-or-above proficiency in my class [increased / decreased] from the previous to the current school year. What contributed to the increase or decrease? How will I ensure that the increase continues or combat factors that may be contributing to the decrease? B. The % of students showing one year (greater than 77 development points) of growth [increased / decreased] from the previous to the current school year. What contributed to the increase or decrease? How will I ensure that the increase continues or combat factors that may be contributing to the decrease? C. Was my formative (brief, frequent, ongoing) assessment data a clear indication of the likelihood of summative (FCAT) success? Why or why not? D. Was interim (quarterly, benchmark) assessment data a clear indication of the likelihood of FCAT success? Why or why not? Think and Reflect

Act The path to success is guided by your ability to select the most appropriate intervention in an effort to meet the students’ specific needs. #3

Dessalines Floyd