Workshop Objectives

1. Southwest Ohio2014 Data WorkshopsUsing HSTW Assessment Data to Take ActionCareer CentersMike Ross HSTW/MMGW Ohio Data ConsultantSusanne DavisHSTW/MMGW Ohio Assessment Coordinator

2. Workshop Objectives • Understand components of the HSTW Assessment Report • Identify gaps in student achievement and instructional practices • Identify new challenges • Link key Assessment data to the Site Review Process (SRP) • Explore how Assessment data may provide critical baseline or “readiness” levels for implementing common core state standards

3. HSTW HSTW Key Practices • High Expectations • Program of Study • Academic Studies • Career/Technical Studies • Work-Based Learning • Teachers Working Together • Students Actively Engaged • Guidance • Extra Help • Culture of Continuous Improvement

4. Why Are Data Important? • Replace hunches with facts • Enable us to tackle root causes instead of symptoms • Enable us to determine if we are accurately tracking effects • Assist in understanding how school and classroom practices impact achievement

5. 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 Make conscious efforts to develop a data-rich culture at your school!

6. Multiple Measures Based on Victoria Bernhardt’s Multiple Measures Model

7. Categories of Data “Measures of student learning help us understand how students are performing and what students know as a result of instruction. Student Achievement Based on Victoria Bernhardt’s Multiple Measures Model

8. Categories of Data School Processes “…programs, practices, and instructional strategies…that produce school and classroom results.” Based on Victoria Bernhardt’s Multiple Measures Model

9. Categories of Data Perceptions “A particular view, judgment, or appraisal formed in the mind about a particular matter...a belief stronger than impression and less strong than positive knowledge.” Based on Victoria Bernhardt’s Multiple Measures Model

10. Categories of Data “Statistical characteristics of human populations…builds the context of the school …for which change is planned and takes place.” Demographics Based on Victoria Bernhardt’s Multiple Measures Model

11. A Complete Picture

12. HSTW Comparisonsof Assessments to OAA/OGT HSTW Assessment • Based on NAEP Standards • 3 areas • Administered to 12th graders • Content through grade 12 • Multiple choice OGT/OAA • Based on Ohio standards • 2 to 5 areas • Administered (initially) to 3rd through 10th graders • OGT – through gr. 10 • Multiple choice & constructed response

13. HSTW Comparisonsof Assessments to OAA/OGT HSTW Assessment • Reports Readiness Standards - Generalize to high school and college success • Scale scores • Cut scores/ Proficiency Levels • Random Sample • Others? OGT/OAA • Not predictive of college success • OGT tied to graduation • Scale scores • Cut scores/ Proficiency Levels • All students • Others?

14. 2014 HSTW AssessmentOhio Career Center Participation 2014 HSTW Assessment 32 Ohio CTC sites 1,820 Ohio CTC 12th grade students 1,225 Ohio teachers (574 academic and 651 career/technical)

15. 32 HSTW Ohio Career Centers (2014) SW OHIO (12 sites) • Butler Tech Natural Science Center • D. Russell Lee Career Tech. Center • Diamond Oaks Career Development Center • Greene County Career Center • Laurel Oaks Career Development Center • Live Oaks Career Development Center • Miami Valley Career Center • Ponitz Career Center • Scarlet Oaks Career Development Center • Southern Hills Joint Vocational School • Springfield-Clark Career Tech Center • Warren County Career Center

16. 32 HSTW Ohio Career Centers (2014) NE OHIO (9 sites) • Ashland County-West Holmes Career Center • Buckeye Career Center • Columbiana County Career Center • Cuyahoga Valley Career Center • Jefferson County JVS • Mahoning County Career Center • Trumbull Career Center • Wayne County Career Center • Youngstown-Choffin Career Center

17. 32 HSTW Ohio Career Centers (2014) C/SE OHIO (7 sites) • C-TEC of Licking County • Collins Career Center • Delaware Area Career Center • Mid East Career and Tech. Center -Buffalo • Mid East Career and Tech. Center -Zanesville • Pickaway Ross JVSD • Tolles Career & Technical Center NW OHIO (4 sites) • Four County Career Center • Penta Career Center • Pioneer Career & Technology Center • Vantage Career Center

18. Approaching the Report • Before analyzing data, ask yourself “who participated in this assessment?” • Random sample or all students? • Career/technical or all students? • Who completed the assessment? • Pages 62, 71, 86, 97 of High School assessment report • What is your H.S. category? – A, B, C, D Refer to top left of each page and descriptions on page iv.

19. High School Standard Setting – Readiness Standards Students performing at this level or above are able to enter postsecondary studies without needing additional preparation and/or are able to pass most employer exams for entry-level jobs.

20. 2014 HSTW Assessment Results -Ohio Career Centers HSTW Goal = 85% Source: 2014 HSTW Assessment – Ohio Career Centers Composite, pg.1 20

21. 2014 HSTW Assessment Results -All Ohio Career Centers 54% 52% 53% Source: 2014 HSTW Assessment – Ohio Career Centers Composite, pg.1 21

22. Main Summary Reports • Now that we know who participated and how Ohio students performed, how did yourschool do overall? • H.S. - Executive Summary, pp. 1-2

23. 2014 All Ohio HSTW Sites Composite, p. 1

24. 2014 All Ohio Career Centers Composite, p. 1

25. Key Indicators of Student Achievementor Power Indicators (report page 2) 12 Student and 6 Teacher Indicators Associated with very high mean scores ETS has found these indicators to be statisticallypredictiveof student achievement

26. 2014 All Ohio Career Centers Composite, p. 2

28. HSTW Activity Time High School - Utilizing the Executive Summary & Analyzing Differences • Report pp. 1-12 • Workbook pp. 4-7 (Handout #1)

29. Activity Processing • What value do these data provide? • How can you use this executive summary and other features in the reports in planning at your school?

30. Utilizing the High School Overview

31. More Information • Now that we’ve gotten a picture of overall performance, where can I get some more details? • Executive Summary – pp. 1-2 • Overview – pp. 3-24

32. Semantics Indicator Index or indices (pl.) Common meanings and distinctions 32

33. “Our Definition” Indicator – a student experience(s) and/or improvement strategy(ies) that are associated with higher levels of student achievement 33

34. Definition Examples of Indicators Used a graphing calculator in math assignments at least weekly. Prepared a written report of science lab results at least monthly. Used computer skills to complete an assignment or project in C/T classes at least weekly. 34

35. Definition Index – A scale that combines multiple items into a single value. Each index is built around a common theme which HSTW believes is a key element of student achievement. 35

36. …be mindful “Although we cannot prove a causal connection between the indices and student test performance, it can be said that faithful adherence to the Key Practices is associatedwith better student achievement.” 36

37. Understanding the Indices • Based on the HSTW Key Practices • Example – Literacy Across the Curriculum • A series of indicators (and frequency) are identified for each practice • Example – Students often revised their essays or other written work several times to improve their quality • The number of indicators experienced determines the level of emphasis • Example – Intensive = 8-10 indicators

38. Source: 2014 HSTW Assessment – Ohio Career Center Composite, pg.13

39. High School Indicator Data (source: 2014 All Ohio Career Center Composite, p. 26)

40. HSTW Activity TimeA More Detailed Picture of Your School’s Performance High School – Utilizing the Overview & the HSTW Indices • Report pp. 1 & 13-23 • Workbook pp. 8-10 (Handout #2)

41. Share • On what three categories of indicators did most of your students report an intensive emphasis? • What actions did you take that may account for these results? • What challenges did you identify by looking at these data?

42. The Importance of Leadership and School Improvement

43. HSTW Key Practice:Continuous Improvement Use student achievement and program evaluation data to continuously improve school culture, organization, management, curriculum and instruction to advance student learning.

44. Improvement Cycle

45. Teachers’ Perception on Continuous School ImprovementPercentage Who StronglyAgree Source: 2014 HSTW Assessment – Ohio Career Centers Composite, p.57

46. Teachers’ Perception on Continuous School ImprovementPercentage Who StronglyAgree Source: 2014 HSTW Assessment – Ohio CTC Composite, p.57 46

47. HSTW Activity Time High School – Leadership & Continuous Improvement • Report pp. 187, 198, 201, 210-213 • Workbook pp. 11-13 (Handout #3)

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

49. Key Practice Engage students in academic and career/technical classrooms in rigorous and challenging assignments using research-based instructional strategies and technology.

50. SREB Literacy Goals Students will read the equivalent of 25 books per year across the curriculum. Students will write weekly in all classes. Students will use reading and writing strategies to help them understand and use the content of all classes. Students will write investigative research papers in all classes. Students will be taught as if they were in honors language arts classes.