How to Analyze the 2014 MMGW Teacher & Student Surveys

1. How to Analyze the 2014 MMGW Teacher & Student Surveys

2. Multiple Measures Perceptions School Processes Student Achievement Effort Demographics

3. Overview: MMGW Survey • Making Middle Grades Work (MMGW) is a research-based school improvement model • Required of MMGW sites in even-numbered years • Administered to all 8th-grade students to collect perceptual data on entire middle grades experience Most non-MMGW schools do not survey their students for feedback on teaching and learning; they have only assessment or achievement data. • Administered to all teaching staff to collect teacher’s views on improving student achievement

4. Who Participated? Ohio MMGW • 95 schools • 12,118, 8th graders • 1,789 teachers National MMGW • 251 schools • 32,725 8th graders • 5,612 teachers • Cost Per Site • $500 • Total Cost for Ohio • $47,500

5. Only Two Components • Student survey • Teacher survey

7. Data can’t help when… • The data are not valid or reliable • The appropriate questions are not asked after reviewing the data • Data analysis is not used for making wise decisions • There is no commitment by teachers and administrators to change school and classroom practices when data indicate the need for change Schools need to continue making a conscious effort to develop a data-rich culture!

8. Definition: Indicator Survey response that indicates a student experience(s) and/or improvement strategy(ies) that is associated with higher levels of student achievement. 8

9. Indicator Examples Prepared a written report of science lab results at least monthly. Used a graphing calculator in math assignments at least weekly. My teachers care about me enough that they will not let me get by without doing the workoften. 9

10. Definition: Index A scale that combines multiple items into a single value. Each index is built around a common theme which MMGW believes is a key element of student achievement. 10

11. 14 MMGW Indices Include: ELA Curriculum Math Curriculum Science Curriculum High Expectations Quality Extra Help Engaging Literacy Engaging Numeracy Engaging Science Engaging Socially Engaging Emotionally Engaging Intellectually Engaging Behaviorally Timely Guidance Importance of School 11

12. … be mindful “Although we cannot prove a causalconnection between the indices and student test performance, it can be said that faithful adherence to the HSTW/MMGW Key Practices is associated withbetter student achievement.”

13. The MMGW Indices2014 MMGWStudent Survey, Ohio MMGW Site, p. 7

14. Processing Survey Information… • How can you use this summary of 14 MMGW Indices: Percentage of Students Experiencing an Intensive Emphasis? (SS, pg 7) • What value do these data provide? • On what three indices did the highest number of your students report an intensive emphasis? • What actions did your school take that may account for these results? • What challenges did you identify by looking at these data?

15. Share. . .5-10 Minutes On what two indices did the highest number of your students report an intensive emphasis? What school actions may account for these results? What challenges can you identify by looking at these indices?

16. The MMGW Indices2014 MMGWStudent Survey, Ohio MMGW Site, p. 17

17. The MMGW Indices2014 MMGWStudent Survey, Ohio MMGW Site, p. 18

18. The MMGW Indices2014 MMGWStudent Survey, Ohio MMGW Site, p. 19

19. To be posted at hstwohioregions.org

22. 2014MMGW Survey Comparison of Teacher-Student Survey Results To be posted at hstwohioregions.org

23. Student-Teacher Survey Comparison 2014 MMGW, pg 5

24. 2014 MMGW Data Tool Located at

25. How do student experiencesimpact student achievement?

26. Engaging Instruction…a key to ensuring rigorous and challenging learning experiences

27. Four Types of Engagement Social - Students work in teams in class, participate in extracurricular activities, have friends at school, feel a sense of loyalty and belonging to the school, and believe in the legitimacy of school. Social engagement motivates students to stay in school. Behavioral - Students go to class prepared and actively participate, seek assistance when needed, and take challenging classes.

28. Four Types of Engagement Intellectual- students work with new concepts, explain their reasoning, defend their conclusions and explore alternative strategies. Students have confidence in their ability to succeed and academic success is important for future goals. Emotional– students have opportunities to choose projects or areas of further study related to their interests and goals. Students who are engaged emotionally are able to relate what they are learning to their own life.

30. Share. . . • What does this type of data tell us about quality instruction in our schools? • How can these data be used to impact student achievement? • What actions can be taken to increase the quality of instruction?

31. How can you improve the quality of instruction? • Focus on improving professional practice • Common planning time • Integrating • Common unit planning, syllabi, exams, etc. • Peer observations • Demonstration classrooms • Professional development and follow-up • Team teaching • Teacher evaluation; annual plans for improvement

32. How schools use the results • Identify a need for improvement • Gain support for school improvement • Engage the entire faculty in school improvement • Set priorities for school improvement • Improve classroom practices • Lobby for state actions to support school improvement

33. Next StepsHow to Use the Assessment Report • Show the positives • Identify the challenges • Use state assessment & HSTW/MMGW report findings that explain why • What actions can you take to change that? • Walk through the report • Identify strengths and weaknesses • Identify improvement actions • Develop plan to share findings with the faculty and other stakeholders

34. Next StepsIdentify and Prioritize Actions • List areas in need of improvement • Rank items based on impact on student achievement and completion rates. • Identify short-term goals • Implementation in the first year • Have one item in each of the four areas of structural, instructional, support and leadership change • Identify long-term goals • Implementation in years two and three • Have one item in each of the four areas of structural, instructional, support and leadership change

35. Essential for Moving Forward • Keep the improvement plan “alive” • Keep staff informed and involved • Establish necessary structures and processes (committees or focus teams, regular meeting schedules, agendas, and meeting notes) • Use resources from SREB, state, and other sites • Collect evidence to determine the effectiveness of improvement efforts • Make “mid-point” corrections and revise improvement plan at least once a year • Develop teacher leaders to make this happen!

36. For more information Contact your assigned MMGW Coach Jack Tomasko, HSTW/MMGW Regional Coach Office: 216.265.8422 educoachj@aol.com Diana Rogers, HSTW Regional Coordinator Office: 614.871.9002 Cell: 614.668.0686 hstwne@wowway.com www.hstwohioregions.org www.sreb.org