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Ensuring Students are “Making the Grade” Through Collaborative Analysis of Student Learning. Testing Data from 04-05. Action Plan. Staff and community members were concerned with the writing scores PTA meetings were held to address the 58% in writing
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Ensuring Students are “Making the Grade” Through Collaborative Analysis of Student Learning
Action Plan • Staff and community members were concerned with the writing scores • PTA meetings were held to address the 58% in writing • Our action plan needed to be changed from reading to writing
Professional Development • Continuous improvement team came together to analyze scores, there were red flags in the areas of conventions (CON) & content, organization, and style (COS) • Questions came up as to how we could assess our own teaching and make it consistent within the building
School needs • Did we have assumptions about who our students were? • What could we do to assess the individual students in our class and a class as a whole?
Our Population • After lengthy discussions, staff came to the realization that our students came from a variety of socioeconomic backgrounds. They also came from different educational settings.
What we did to understand our population better? • Our school purchased copies of A Framework for Understanding Poverty, by Ruby K. Payne, Ph.D. • We completed a book study and discussed how we could support our students using strategies from the Ruby Payne’s book.
Assessing the classroom as a whole • Our CIP team came up with a school wide prompt to be given three times a year. Teachers started to score the papers in their grade level teams. First Grade Writing Sample
Assessing the classroom as a whole • When grade levels shared anchor papers, it was clear that there was no common rubric. What was a 3 to one teacher was possibly a 4 in another classroom. • Created rubrics using the GLEs • From the rubrics grade levels created checklists that would be easy to use
Assessing Individual Students • Our school sent two representatives to be trained in Collaborative Analysis of Student Learning (CASL) instructed by Georgea M. Langer and Amy B. Colton • CASL met the individual classroom needs Sample of CASL from our first grade team
Importance of Joint Scoring • The following year, we created a professional development calendar that included time for teams to score their papers together. • The increase in dialogue led us to more consistent scoring, common areas of improvement, and opportunities to collect consistent anchor papers.
What we are doing now? • We continue to look at our standardized data. • We make an action plan from the data that will help support our areas of concern. • CASL is completed monthly to help us monitor student progress.
Questions? Thank you for attending!