Data Analysis in a PSSA World Connecting Data to Student Success Presented by: Joanne Galardy Michael Leitera Ron Saul .
Transcript
Slide 1
Connecting Data to Student Success Presented by: Joanne Galardy
Michael Leitera Ron Saul.
Slide 2
For those that dont know us Riverside is located an hour North
of Pittsburgh(Ellwood City) Double A school district 33% free and
reduced lunch Limited funding- used Project 720 grant/CFF Rural
Approximately 140 per graduating class, shrinking 9-12 building 600
students Issues class sizes, subgroups (IEP, econ disadvantaged),
half day vocational program (3 periods a day)
Slide 3
Our Story Partnered with OnHands data retreat We had to get
granular! Data teams 9-12 English and Math-monthly meetings Examine
from program level to student level We looked at grade level
content results We developed classroom plans We developed student
level plans Make adjustments along the way! We combined this with
what is actually tested- Prioritizing the content!
Slide 4
Gestalt It created more questions!!!! Look at our data use as a
whole Are we asking the right curriculum questions? Are we
assessing students appropriately? Inflated grades- PSSA, SAT, AP,
ACT Panoramic data- what else besides the tests? Student /
stakeholder role in improvement Capacity- more time, personnel,
professional development What follows is the fruition of the
efforts of two teachers that bought in and created a synergy
between the data teams and technology (CFF, Study Island)
Slide 5
Benchmarks Sharing benchmark scores with students at the start
of the school year is the first step in developing a team approach
to shared goals. How can teachers collaborate on shared goals?
http://riverside-communications-english.wikispaces.com/.
Slide 6
Can we get there from here? What is our first step? From the
first day of school, we discuss that we will move toward
proficiency together. Our successes will be celebrated and we will
remain cautiously optimistic with each assessment.
Slide 7
Who has the Responsibility? All the teachers in the school. We
must incorporate out of discipline classes (Social Studies,
Business, Art, Tech education) Why should these departments care
about PSSA results? Right or wrong schools are evaluated on PSSA
scores. We are moving to a more interdependent school system.
Example: We hope that Social Studies collaborate with English
teachers for a writing assignment on World War II!
Slide 8
Student Partnership Establishing shared responsibility to
student achievement is key to each students success. Conferencing
with each student using the previous years data gives encourages
goal setting prior to the first benchmark. Targeting improvement in
key areas and supporting those areas in classroom review will help
students understand that learning is a team venture.
Slide 9
Why Use Data-Driven Education Good baseline data Measurable
instructional goals Frequent formative assessment Professional
learning communities Focused instructional interventions
Slide 10
Now that we have data, what are we going to do with it? We had
data- emetric, grow network, success for all We had to focus on
what we were doing with it Our data process had to be cyclical
Content area results, grade level results, classroom level results-
Student results!!!!!!!- all must buy in that student needs are
paramount!
Slide 11
How Will On Hands Data Help Us?
Slide 12
Analyzing Test Scores
Slide 13
Item Analysis
Slide 14
Looking for Potential Problems
Slide 15
Analyzing Successes and Failures
Slide 16
Individual Plans Each student will have an individual plan for
achievement. This plan is initially based on Benchmark data. Using
individual data eliminates the discussion that occurs when students
express that they did not take the Benchmark testing seriously.
They begin to understand that data is the driving force in their
success.
Slide 17
Make a Plan
Slide 18
Reading Eligible Content
Slide 19
Example of Individualized Plan
Slide 20
Study Island The alignment of Study Island to the skills
assessed on benchmark testing provides an opportunity for
individualized instruction. Student connection between the two
programs is immediate and students assume ownership of their
progress. Assignments are based on student needs and successes are
practiced to aim for advanced proficiency.
Slide 21
Study Island Progress Reports
Slide 22
Student Individual Progress Plan Using data from OnHand
Schools, this data is directly aligned to skills assessed on Study
Island. Based on student ability, assignments are given to practice
basic skills. Based on class data, classrooms assignments will
mirror general areas in need of practice. After classroom
instruction and assessment, additional work will be assigned on
Study Islands.
Slide 23
Student Individualized Plan
Slide 24
Slide 25
Identified Students Working with many identified students in
General English classes, Study Island affords the opportunity to
individualize all student assignments. All Student Progress sheets
look the same. The assignments differ and the number of practice
sessions may differ. Students work side by side in a lab setting
and all students have the same goal. This goal is improvement in
skills areas needed to be successful in a 21 st Century work
environment.
Slide 26
Classroom Instruction The change in classroom instruction is
evident in lesson plans. Curriculum selections may not change, but
the focus of the assessment will change. With each choice of a
literature selection, the choice is made based on skills needed by
a particular class. Literature selections are intentional and
progress in skill areas will also be evident on Study Island data
collection.
Slide 27
The Man in the Water As evidenced by benchmark testing and
Study Island, students did not appear skilled in differentiating
between facts and opinions. Reading/listening to this nonfiction
selection afforded students to hear the tone of the story and to be
aware of the difference between the authors use of facts and
opinions. This coupled with prior practice of fact and opinion on
Study Island provided an opportunity to assess skills on Study
Island, on a text based graphic organizer and again on Study
Island.
Slide 28
Study Island follow-up If lessons are skill based, then Study
Island affords an opportunity to remediate a skill. Feedback is
immediate and class data suggests the need to re-teach or the
ability to move to the next lesson. Since data is stored, students
are able to see progress, or a need to try another avenue to
receive assistance.
Slide 29
Goal Setting for Benchmarks Comparison of scores for the past
two years Trends in successes and challenges Evidence of the effect
of variables in scores Testing Schedule Goals for scores Plans for
remediation in challenging areas Agreement between teacher and
student to accept the plan for improvement
Slide 30
Student Goal Setting Conferences Prior to every benchmark test,
there is one quick goal setting meeting. These take place in the
classroom, in the computer lab, or even in the hallway. Student and
teacher agree on a score goal. This short discussion targets
specific skills and also serves as an opportunity to share
ownership of student progress.
Slide 31
Sample Student Analysis
Slide 32
What if we do want group instruction? Use Activotes
Question:
Slide 33
Please Answer the Following Question
Slide 34
Now Lets Look at the Results
Slide 35
Remediation from Study Island
Slide 36
results Collaboration- with teachers, with kids Data creates
consistency and understanding- between teachers, teachers and
administration-parents Teachers and students! Differentiated
instruction not just subgroups-all Student involvement Collective,
evidence based decision-making Breaking old paradigms- Its about
the needs of the individual student not what do I like to teach,
what we always taught, . And administration did not break them Data
based scheduling combined with advisory/mentoring
Slide 37
Internet Sources for Support
http://www.pde.state.pa.us/pde_internet/site/default. asp?g=0 - The
PA Department of Education
http://www.pde.state.pa.us/pde_internet/site/default. asp?g=0
http://bcs.bedfordstmartins.com/writersref6e/Player/
Pages/Main.aspx - Numerous writing, grammar, and research
activities and games.
http://bcs.bedfordstmartins.com/writersref6e/Player/
Pages/Main.aspx http://www.pssa-prep.com/highschool_PSSA.htm -
Literary Crossword Puzzles
http://www.pssa-prep.com/highschool_PSSA.htm
http://www.freerice.com/ - For vocabulary preparation.
http://www.freerice.com/ http://www.tagcrowd.com/ - Visualizes key
words used in documents. http://www.tagcrowd.com/
Slide 38
ANTICIPATION It is exciting to wait for scores. If scores drop,
we make a plan. If scores improve, we make a plan. Nothing is the
end of the World. We try to improve and move forward.
Slide 39
Benefits other than PSSA Great to use when scheduling These
reports may be pulled for IEPs Parent/Teacher Conferences
Teacher/Student Conferences Long Term Goal Setting for
Departments