October 17, 2016
School Violence Awareness Week
Monday, October 17th– “Give School Violence the Boot”
Wear boots to school.
Tuesday, October 18th- “Stand Up To School Violence”
Wear your favorite superhero attire!
Wednesday, October 19th- “Team Up Against School Violence”
Wear your favorite team sports shirt or jersey!
Thursday, October 20th- “Put a Cap on School Violence”
Wear your favorite Cap!
Friday, October 21st- “Be The Change, Royal Pride”
Like one another! Wear blue to show that we are part of the violence free Ridgefield Royal Community.
Using Data Effectively and Efficiently
- Begin by specifying a particular problem on which you want to focus, and then pinpoint the data that will help to inform your decision-making process. Identifying a specific “problem of practice” that you want to improve or otherwise address will serve to focus your attention. Then, determine possibilities for types of data to use in helping you address your problem of practice.
- Ensure that the data you plan to use will be manageable for you. Try not to incorporate too many sources of data as this will likely become overwhelming, or perhaps simply unmanageable. Engaging in a reflective process about your problem of practice in an effort to be very specific will also help you to narrow the possibilities for data to assist you in your decision-making process.
- Avoid becoming overwhelmed at the thought of potentially including other sources of data; they can be used in future instructional cycles and associated decision making. If you are able to identify multiple sources of data that could help inform your decisions, do not discard them entirely. You may be able to use them in a future cycle of instruction and with similar problems of practice.
- Look for patterns, trends, and outliers in your data. When engaging with data, many educators simply do not know where to begin or what to look for. At a basic level, you should examine student data in order to identify patterns or trends (e.g., are there problems, items, or tasks that many students answer or perform incorrectly?) as well as outliers (e.g., are there instances where only a couple of students make mistakes, but the mistakes are the same or are similar in nature to one another?). These often help you to identify specific aspects of your instruction that you should target for changes and/or improvement.
- Treat data-driven decision making as a cyclical process. Data-driven decision making should be viewed as a cyclical process, meaning that you do not need to solve all of your problems of practice in one round of decision making. What you learn in one round or cycle can be used to inform the progress and instructional improvements you make in future cycles.
Great Resource for Data Binder
Shaler Academy Picture Day
STAR OF THE WEEK
Mrs. Jaime Benson
Favorite Color: Pink
Favorite Artist: Bruce Springsteen
Favorite Music Genre: Rock
Hobbies: Going to the beach
Surprising Fact: Board member for the Charity Pajama Program- collecting books and pajamas for kids in need.
Words of Wisdom: Make it a great day or not....the choice is yours