1 / 56

H. C. Crittenden Middle School’s Data Report

Thriving on Chaos Presenters: Dr. H. Evan Powderly, Principal, H.C. Crittenden Middle School Mrs. 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 ?.

farrah
Download Presentation

H. C. Crittenden Middle School’s Data Report

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Thriving on ChaosPresenters:Dr. H. Evan Powderly, Principal, H.C. Crittenden Middle SchoolMrs. Lori-Anne Brogdon, Assistant Principal, H.C. Crittenden Middle SchoolSeptember 20, 2010 H. C. Crittenden Middle School’s Data Report

  2. How can we maintain a culture of collaborative data analysis ?

  3. Demographics Enrollment, Attendance, Drop-out Rate, Ethnicity, Gender, Grade Level, Language Proficiency Perceptions Perceptions of Learning Environment, Values and Beliefs, Attitudes, Observations School Process Description of School Programs and Processes Student Learning Standardized Tests, Norm/Criterion-Referenced Tests, Teacher Observations, Authentic Assessments Text Box

  4. Teaming is intended for the purpose of increasing student achievement.” Gerald Anderson Patricia Davenport The vision is…”We are going to get every kid over the bar.”Richard DuFour

  5. INSTRUCTION • 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) PERFORMANCE TRADITIONAL FORMATIVE SUMMATIVE STANDARDIZED CURRICULUM PORTFOLIO ASSESSMENT

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. DATA ANALYSIS Triangulation of Data Use data from three or more sources Compensate for the imperfections of data gathering instruments Increase confidence in results when you do find similar results from multiple measures Raise follow-up questions when multiple measures yield different results

  12. Gap Analysis A gap is the distance between where you want to be and where you are now. • Set goals for student achievement • Consider setting targets to keep your eye on the goals • Celebrate incremental progress

  13. 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

  14. 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

  15. 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

  16. What instructional strategies do I use to improve learning? You probably are thinking you have more information than you need!

  17. Essential Questions • How does assessment drive instruction? • How can teachers use data to improve learning? • Are we using data in decision making?

  18. STAGE I • 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

  19. 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

  20. (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

  21. (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

  22. STAGE II At December faculty meeting celebrate past accomplishments and share goals and possible strategies

  23. 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 STAGE III 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:

  24. STAGE IV At March faculty meeting share successful lessons and instructional strategies advancing progress on established goals

  25. STAGE V Administer end-of-year assessment and compile data to review during summer and fall

  26. 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

  27. Chaos defined: Noun; a state of utter confusion or disorder; total lack of organization or order New York State’s Definition:

  28. GRADE 6 ELA Math 2010 2010 2011 2011 • 3 days • Reading Selections • 26 multiple choice • (55 minutes) • Listening Selection • 3 short responses • 1 extended response • (45 minutes+15 • for reading the • listening • selection aloud) • Reading Selections • 3 short responses • 1 extended response • (60 minutes) • 2 days • Reading Selections • 41 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) 2 days 25 multiple choice (45 minutes) 6 short responses 4 extended responses (60 minutes) 2 days 40 multiple choice (60 minutes) 6 short responses 4 extended responses (60 minutes)

  29. GRADE 7 ELA Math 2010 2010 2011 2011 • 2 days • Reading Selections • 26 multiple choice • 2 short responses • (60 minutes) • Listening Selection • 4 multiple choice • 2 short responses • Editing Paragraph • (30 minutes + 15 to read the listening selection aloud) • 2 days • Reading Selections • 41 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) 2 days 30 multiple choice (60 minutes) 4 short responses 4 extended responses (55 minutes) 2 days 45 multiple choice (70 minutes) 4 short responses 4 extended responses (55 minutes)

  30. GRADE 8 ELA Math 2010 2010 2011 2011 • 3 days • Reading Selections • 26 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 Selections • 41 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) 2 days 27 multiple choice (50 minutes) 4 short responses 2 extended responses (40 minutes) 8 short responses 4 extended responses (70 minutes) 2 days 42 multiple choice (65 minutes) 8 short responses 4 extended responses (70 minutes)

  31. ELA – April 2010 – GRADE 8 (present 9th graders) TOTAL POPULATION 30% at 4 63% at 3 7% at 2 0% at 1 233 students General Education Special Education 33% at 4 63% at 3 4% at 2 0% at 1 4% at 4 60% at 3 36% at 2 0% at 1 25 students 208 students

  32. Math – May 2010 – GRADE 8 (present 9th graders) TOTAL POPULATION 54% at 4 43% at 3 3% at 2 0% at 1 233 students General Education Special Education 60% at 4 39% at 3 1% at 2 0% at 1 4% at 4 76% at 3 20% at 2 0% at 1 25 students 208 students

  33. ELA – April 2010 – GRADE 7(present 8th graders) TOTAL POPULATION 28% at 4 58% at 3 13% at 1% at 1 225 students General Education Special Education 31% at 4 61% at 3 8% at 2 0% at 1 4% at 4 33% at 3 54% at 2 8% at 1 201 students 24 students

  34. Math – May 2010 – GRADE 7(present 8th graders) TOTAL POPULATION 68% at 4 28% at 3 4% at 0% at 1 225 students General Education Special Education 75% at 4 24% at 3 1% at 2 0% at 1 13% at 4 54% at 3 33% at 2 0% at 1 201 students 24 students

  35. ELA – April 2010 – GRADE 6 (present 7th graders) TOTAL POPULATION 23% at 4 66% at 3 10% at 2 .44%at 1 226 students General Education Special Education 25% at 4 68% at 3 6% at 2 .44% at 1 4% at 4 56% at 3 40% at 2 0% at 1 25 students 201 students

  36. Math – May 2010 – GRADE 6 (present 7th graders) TOTAL POPULATION 61% at 4 29% at 3 9% at 2 0% at 1 225 students General Education Special Education 67% at 4 28% at 3 4% at 2 0% at 1 9% at 4 39% at 3 48% at 2 4% at 1 202 students 23 students

  37. 8th Grade Science Exam 2009total population does not include Earth Science70% - 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)

  38. 8th Grade Earth Science 2009(106 Students) 100% scored above 85: equivalent to a“4”

  39. 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)

  40. 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

  41. CHARTING THE COURSE OF STUDENT GROWTH! Seven years and counting….. 2009

  42. 8th Grade ELA1999-2009(total population) Number of Students Students scoring at or above 3 & 4 199920002001200220032004 20052006200720082009 78% 88% 90% 89% 79% 90% 90% 92% 87% 95% 98%

  43. 8th Grade ELA1999-2009(General population) Number of Students Students scoring at or above 3 & 4 19992000200120022003200420052006200720082009 84% 88% 93% 91% 94% 93% 97% 95% 94% 98% 99%

  44. Grade 6-2007/Grade 7-2008/Grade 8- 2009Total Population – ELAsame cohort comparisonPresent Grade 8 Students scoring at or above 3 & 4 Grade 6- 95.7% Grade 7– 98.6% Grade 8 – 99%

  45. Grade 6-2007/ Grade 7-2008/ Grade 8-2009Total Population- Mathsame cohort comparisonPresent Grade 8 Students scoring at or above 3 & 4 Grade 6-98.5 % Grade 7– 100% Grade 8- 100%

  46. Grade 8-2009 Total Population – ELAsame cohort comparisonPresent Grade 9 Students scoring at or above 3 & 4 Grade 6– 95% Grade 7-96% Grade 8- 95% Grade 9 -98%

  47. Grade 8-2009Total Population – Mathsame cohort comparisonPresent Grade 9 Students scoring at or above 3 & 4 Grade 6– 94% Grade 7- 96% Grade 8- 97% Grade 9 -100%

  48. Annual Improvement Goals Template A template for writing improvement goals should include: • Areas of need • Specific goals which are measurable • Specific strategies

More Related