Thriving on Chaos
Presenters:
Dr. H. Evan Powderly, Principal, H.C. Crittenden Middle SchoolMrs. Lori-Anne Brogdon, Assistant Principal, H.C. Crittenden Middle School
September 20, 2010
H. C. Crittenden Middle School’s Data Report
How can we maintain a culture of collaborative data analysis ?
PerceptionsPerceptions of Learning
Environment, Values and Beliefs, Attitudes,
Observations
Student LearningStandardized Tests,
Norm/Criterion-Referenced Tests, Teacher Observations,
Authentic Assessments
School ProcessDescription of School
Programs and Processes
DemographicsEnrollment, Attendance, Drop-out Rate, Ethnicity,
Gender, Grade Level, Language Proficiency
Text Box
Teaming is intended for the purpose of increasing student achievement.”
Gerald AndersonPatricia Davenport
The vision is…”We are going to get every kid over the bar.”
Richard DuFour
A Performance Assessment is a unique task which measures enduring understanding through the practical application of skills and the transfer of knowledge. (Grade 8 Teams)
INSTRUCTION
PERFORMANCE
TRADITIONAL
FORMATIVE
SUMMATIVE
STANDARDIZED
ASSESSMENTPORTFOLIOCURRICULUM
DATA COLLECTION
Data are not intended to blame anyone. Instead, they are aimed at understanding a system that avoids using precise information that can guide and inform better practice.
Data analysis is the process of collecting data about a system with the purpose of improving practice.
Schmoker
Data: Where do I get it?
Standardized test Norm/criterion referenced test Authentic assessments (performance,
portfolios, projects, artifacts, presentations)
Student assessments Student work Progress reports on students skills and
outcomes Self reflections, logs, journals Rubrics
Looking at Student Assessment
Purposes:•Diagnose, identify or monitor student needs•Align curriculum, instruction and assessment with student needs•Assess the extent to which standards are addressed
Process:•On a grade level•Across grade levels•Within a department •other
Appropriate Ways of Using Test Data
Identify strengths and weaknesses of program Use data from preceding program analysis to
make adjustments in different grade levels to identify pockets of teaching expertise and success
Analyze error and omissions present in the work of lower performing students
Use this data to devise intervention strategies, program evaluation and action research work
Use data from highest performing student to identify new targets
Develop lessons and units that embed test demands in richly contextualized ways
Inappropriate Ways of Using Test Data
DO NOT isolate teachers in grade level where test is given and ascribe blame
DO NOT use data from state test to infer teacher incompetence
DO NOT rely on development and implementation of parallel tests that closely resemble state tests as the primary means of increasing test scores
DATA ANALYSIS
Triangulation of Data
Use data from three or more sources
Compensate for the imperfections of data gathering instrumentsIncrease confidence in results when you do find similar results from multiple measuresRaise follow-up questions when multiple measures yield different results
Gap Analysis
Set goals for student achievement Consider setting targets to keep
your eye on the goals Celebrate incremental progress
A gap is the distance between where you want to be and where you are now.
Item Analysis
Determine where the challenges and/or strengths are based on the number of test takers who missed or answered appropriately specific items on a test
Decide where to focus curriculum development time
Student Need Analysis
Identify specific areas that students are finding the most difficult
Determine if the same area is a need for:
Different grade levels Different groups of students
Consider needs of disaggregated populations (special education) as a priority
Root Cause
Identify the problem Develop a list of hunches/hypotheses about why
the problem exists Clarify or dig deeper into hunches/hypotheses
about why the problem exists Identify data to use in examining
hunches/hypotheses Analyze data- discuss the problem Identify the underlying reasons of the problem
What instructional strategies do I use to improve learning?
You probably are thinking you have more information than you need!
Essential Questions
How does assessment drive instruction? How can teachers use data to improve
learning? Are we using data in decision making?
Review of available assessment data by teams and departments in order to identify strengths and weaknesses and develop improvement goals
•September – team meeting•October and November – faculty meetings•October - department meeting
STAGE I
During the meetings:
Review data sources- New York State Assessments (Individual Student
Reports available on common drive) Aggregate Data Item analysis
Departmental summaries of data analysis
Grade distribution report
(continued) Review other key data to help establish
achievement improvement goals including previous year’s goals, portfolios, end-of-year assessments, disaggregated data, accelerated courses data, attendance/tardy data, discipline referrals, etc.
Compare performance indicators at specific grade levels of new NYS Assessments grades three to eight with standardized test data (focus on changes in NYS Mathematics curriculum) and examine format of new NYS assessments
Identify areas of success and concerns with supporting data
Select subject area goals for improvement by grade level or course teams (ex. math 8) – goals should be specifically targeted to measurable improvement in subject area
(continued)
Write a reflection about achievement of previous year’s goals
Brainstorm improvement strategies Write measurable goals and improvement
strategies for subject areas using form provided or self-selected forms
Department chairs and directors will submit written goals by Fall, 2009
STAGE II
At December faculty meeting celebrate past accomplishments and share goals and possible strategies
STAGE III
Generating concrete improvement strategies Sharing what is working – such as measurable breakthroughs in
student learning Implementing successful strategies, for example, differentiated
instruction, flexible grouping, flexible scheduling, etc. Analyzing ongoing performance data for progress Reactions to new NYS Assessments grades three to eight in
Language Arts and Mathematics
During team and department meeting in January and February, periodically collect classroom tested research relative to established goals. Discuss effective ways to ensure successful implementation. Establish clear, simple periodic assessments relative to goals. Progress on goals can be charted regularly (minimally after each marking period).
The review meetings should include:
STAGE IV
At March faculty meeting share successful lessons and instructional strategies advancing progress on established goals
STAGE V
Administer end-of-year assessment and compile data to review during summer and fall
TESTING DATES 2010-2011 Grade 6, 7 and 8 – NYS ELA Assessment
May 4 -6, 2011 Grade 6,7, 8 – NYS Mathematics Assessment
May 11-13, 2011 Grade 8
NYS SCIENCE PERFORMANCE – June 2, 2011 AND SCIENCE WRITTEN – June 6, 2011 EARTH SCIENCE REGENTS – June 2011 (selected
students) FOREIGN LANGUAGE PROFICIENCY – June 2011 INTEGRATED ALGEBRA REGENTS- June 2011
Chaos defined:
Noun;a state of utter confusion or disorder; total lack of organization or order
New York State’s Definition:
2010 2011
ELA
3 days
Reading Selections26 multiple choice(55 minutes)
Listening Selection•3 short responses•1 extended response(45 minutes+15 for reading the listeningselection aloud)
Reading Selections•3 short responses•1 extended response(60 minutes)
2 days
Reading Selections41 multiple choice (70 minutes)
Listening/Writing Mechanics•8 multiple choice•3 short response(30 minutes)
Reading/Writing•4 short response•1 extended response(60 minutes)
2010 2011
Math
2 days
25 multiple choice(45 minutes)
6 short responses4 extended responses(60 minutes)
2 days
40 multiple choice (60 minutes)
6 short responses4 extended responses(60 minutes)
GRADE 6
2010 2011
ELA
2010 2011
Math
2 days
45 multiple choice (70 minutes)
4 short responses4 extended responses(55 minutes)
GRADE 7
2 days
30 multiple choice(60 minutes)
4 short responses4 extended responses(55 minutes)
2 days
Reading Selections•26 multiple choice• 2 short responses(60 minutes)
Listening Selection•4 multiple choice•2 short responsesEditing Paragraph(30 minutes + 15 to read the listening selection aloud)
2 days
Reading Selections41 multiple choice (70 minutes)
Listening/Writing Mechanics•8 multiple choice•3 short response(30 minutes)
Reading/Writing•4 short response•1 extended response(60 minutes)
2010 2011
ELA
2010 2011
Math
GRADE 8
2 days
42 multiple choice (65 minutes)
8 short responses4 extended responses(70 minutes)
2 days
27 multiple choice(50 minutes)4 short responses2 extended responses(40 minutes)
8 short responses4 extended responses(70 minutes)
3 days
Reading Selections26 multiple choice(55 minutes)
Listening Selection•3 short responses•1 extended response(45 minutes + 15 for reading the listening selection aloud)
Reading Selection•3 short responses•1 extended response(60 minutes)
2 days
Reading Selections41 multiple choice (70 minutes)
Listening/Writing Mechanics•8 multiple choice•3 short response(30 minutes)
Reading/Writing•4 short response•1 extended response(60 minutes)
0
20
40
60
80
100
120
140
160
4 3 2 1
Number ofstudents
TOTAL POPULATION
30% at 463% at 3 7% at 20% at 1
233 students
ELA – April 2010 – GRADE 8 (present 9th graders)
4% at 460% at 336% at 20% at 1
0
2
4
6
8
10
12
14
16
4 3 2 1
Number ofstudents
25 students
Special Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
33% at 463% at 3 4% at 20% at 1
208 students
General Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
TOTAL POPULATION
54% at 443% at 3 3% at 20% at 1
233 students
Math – May 2010 – GRADE 8 (present 9th graders)
4% at 476% at 320% at 20% at 1
0
2
4
6
8
10
12
14
16
18
20
4 3 2 1
Number ofstudents
25 students
Special Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
60% at 439% at 3 1% at 20% at 1
208 students
General Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
TOTAL POPULATION
28% at 458% at 3 13% at 1% at 1
225 students
ELA – April 2010 – GRADE 7(present 8th graders)
4% at 433% at 354% at 28% at 1
0
2
4
6
8
10
12
14
4 3 2 1
Number ofstudents
24 students
Special Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
31% at 461% at 3 8% at 20% at 1
201 students
General Education
0
20
40
60
80
100
120
140
160
4 3 2 1
Number ofstudents
TOTAL POPULATION
68% at 428% at 3 4% at 0% at 1
225 students
Math – May 2010 – GRADE 7(present 8th graders)
13% at 454% at 333% at 20% at 1
0
2
4
6
8
10
12
14
4 3 2 1
Number ofstudents
24 students
Special Education
0
20
40
60
80
100
120
140
160
4 3 2 1
Number ofstudents
75% at 424% at 3 1% at 20% at 1
201 students
General Education
0
20
40
60
80
100
120
140
160
4 3 2 1
Number ofstudents
TOTAL POPULATION
23% at 466% at 3 10% at 2.44%at 1
226 students
ELA – April 2010 – GRADE 6 (present 7th graders)
4% at 456% at 340% at 20% at 1
0
2
4
6
8
10
12
14
4 3 2 1
Number ofstudents
25 students
Special Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
25% at 468% at 3 6% at 2
.44% at 1
201 students
General Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
TOTAL POPULATION
61% at 429% at 3 9% at 20% at 1
225 students
Math – May 2010 – GRADE 6 (present 7th graders)
9% at 439% at 348% at 24% at 1
0
2
4
6
8
10
12
4 3 2 1
Number ofstudents
23 students
Special Education
0
20
40
60
80
100
120
140
4 3 2 1
Number ofstudents
67% at 428% at 3 4% at 20% at 1
202 students
General Education
8th Grade Science Exam 2009total population does not include Earth Science
70% - 4’s (74 students)30% - 3’s (32 students)0% - 2’s (0 students)0 % - 1’s (0 student)
8th Grade Social Studies Exam 2009(total population)
67 % - 4’s (142 students)32% - 3’s (67 students)1% - 2’s (2 students)0% - 1’s (0 students)
8th Grade Earth Science 2009(106 Students)
100% scored above 85: equivalent to a“4”
8th Grade Integrated Algebra Exam- 2009 (118 Students)
92.9% scored above an 85: equivalent to a “4”
7.1% scored between 65-84: equivalent to a “3” (81, 81, 81, 83, 84 and 84)
Foreign Language Proficiency 2009
French Proficiency Exam Results: 96-100% = 20 students (100% = 13 students) 90- 95% = 7 students 86- 89% = 1 student 80- 85% = 0 student
Italian Proficiency Exam Results: 96-100% = 18 students (100% = 5 students) 90- 95% = 20 students 86- 89% = 4 students 80- 85% = 1 students
Spanish Proficiency Exam Results: 96-100% = 82 students (100% = 34 students) 90- 95% = 16 students 86- 89% = 6 students 80- 85% = 3 students 76- 79% = 0 student 70-75% = 1 student
2004ASSESSMENT REVIEW
Are weTriangulating Data?
Can we use classroom assessment more
effectively?
Longitudinal Data - How are we progressing?
CHARTING THE COURSE OF STUDENT GROWTH!Seven years and counting…..
2009
8th Grade ELA1999-2009(total population)
0
20
40
60
80
100
120
140
160
1999 2001 2003 2005 2007 2009
4
3
2
1
Students scoring at or above 3 & 41999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
78% 88% 90% 89% 79% 90% 90% 92% 87% 95% 98%
Nu
mb
er
of
Stu
den
ts
0
20
40
60
80
100
120
140
160
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
4
3
2
1
Nu
mb
er
of
Stu
den
ts
Students scoring at or above 3 & 41999 2000 2001 2002 2003 2004 2005 2006 2007 2008 200984% 88% 93% 91% 94% 93% 97% 95% 94% 98% 99%
8th Grade ELA1999-2009
(General population)
Grade 6-2007/Grade 7-2008/Grade 8- 2009Total Population – ELA
same cohort comparisonPresent Grade 8
020406080
100120140160180200
Grade 6-2007 Grade 7-2008 Grade 8 2009
4
3
2
1
Students scoring at or above 3 & 4Grade 6- 95.7% Grade 7– 98.6% Grade
8 – 99%
Grade 6-2007/ Grade 7-2008/ Grade 8-2009Total Population- Math
same cohort comparisonPresent Grade 8
0
20
40
60
80
100
120
140
160
180
Grade 6-2007 Grade 7- 2008 Grade 8 -2009
4
3
2
1
Students scoring at or above 3 & 4Grade 6-98.5 % Grade 7– 100% Grade 8- 100%
Grade 8-2009 Total Population – ELAsame cohort comparison
Present Grade 9
020406080
100120140160180200
Grade 6-2006
Grade 7-2007
Grade 8-2008
Grade 9-2009
4
3
2
1
Students scoring at or above 3 & 4Grade 6– 95% Grade 7-96% Grade 8- 95% Grade 9 -98%
Grade 8-2009Total Population – Math
same cohort comparisonPresent Grade 9
020406080
100120140160180
Grade 6-2006
Grade 7-2007
Grade 8-2008
Grade 9-2009
4
3
2
1
Students scoring at or above 3 & 4Grade 6– 94% Grade 7- 96% Grade 8- 97% Grade 9 -100%
ISSUES:
Cross-sectional data collection vs. Longitudinal designs
Using assessment to promote learning
Communicating data
Wrestling with the Data
How do we make growth visible?
Annual Improvement Goals
Areas of need Specific goals which are measurable Specific strategies
Template
A template for writing improvement goals should include:
Annual Improvement GoalsExample: Grade 7 Math (2005-2006)
Identification of Areas in NeedThis table identifies item numbers that meet expectations, are below
expectations and areas in immediate need.
Math 7 2006
Num. Sense Op.
Algebra Geometry Measurement
Probability Extended Response
Meets Expectations
1,3,9,13,18,22,28
8,14,23 2,17,27 6,20 5,7,12,21,26,30
31,32,33
Below Expectations
10 29 35,36,3738
In Need of Immediate Attention
19 16,24 25 34
Specified Areas of Need
Comparison to Other Districts on items below expectations
NYS Standards Sub-Skills
Item # HCC gr.7 PNW BOCES
SW BOCES
10 82% 71% 70% Find the common factors and GCF of two or more numbers
16 67% 60% 59% Convert capacities and volumes within a given system
19 57% 49% 53% Calculate the radius/diameter, given the circumference/area of a circle
24 66% 55% 53% Convert mass within a given system
25 66% 51% 48% List possible outcomes for compound events
29 77% 63% 64% Calculate the radius/diameter, given the circumference/area of a circle
Goals and Strategies
Move the measurement unit to earlier in the year in order to allow for more time for practice throughout the year.
Change the review process to include more problem solving and practice with assessment like questions.
Collaborate with the grade 6 teachers on the probability unit which is a post March topics for grade 6. This may allow grade 7 teachers more time in the Math 7/8 curriculum.
GOALASSESSMENT
DATA
FEEDBACKSTRATEGY
Curriculum ResourcesInstructional PracticesSupport Mechanisms
RESULTS
THE MASTER PLAN
Never let it rest ‘til our good is better and our better is best!
Have a calm, peaceful and orderly year!
Thriving on Chaos
