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Oklahoma State Department of Education. Data Review January 15, 2013 Roosevelt Middle School. Math Department Data Review. Breakdown of Students Tested. A total of 825 students were tested 6 th Grade: 202 7 th Grade: 321 8 th Grade: 302 96% of Roosevelt’s students tested.
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Oklahoma State Department of Education Data Review January 15, 2013 Roosevelt Middle School
Breakdown of Students Tested • A total of 825 students were tested 6th Grade: 202 7th Grade: 321 8th Grade: 302 96% of Roosevelt’s students tested
Factors • Class changes (7th and 8th grade). - Students without teacher. 8th grade math teacher left during middle of semester. - Students moving into new classes starting behind and at different pace. • Student’s apathy towards benchmarks (see graph from surveys).
Findings • No significant difference in scores by teacher/ ELL classes in the standards taught. • Not a significant number of standards that had a high average % correct, that were not taught, consistent with the first benchmark. • Each grade had at least one standard taught before the first benchmark that saw a decrease in percent correct after the second benchmark. • As a whole, the math department is not satisfied with the scores of the standards taught. We should see a higher % correct in those standards than standards not taught.
Application to Instruction/ Action Steps • We will be putting more emphasis on reviewing past standards in warm-ups and on tests. Students need to continually see past standards to help retain their knowledge. • We will be starting specific remediation plans. Teachers will list out students in each class that need remediation in standards taught, based upon benchmark data. (tutoring, sharing of math pacing guides with science teachers, extra hw assignments, split group reviews…) • We will be implementing action plans in class rooms to reduce apathy towards benchmarks. (rewards/ competition, tracking personal data…)
RMS Action Steps for reducing apathy towards benchmarks • #1 RMS will host a dance, after administration of the third benchmark, and only those students who have seen a 33% growth from benchmark one will be admitted. • #2 RMS Administrative team will hold grade level assemblies pre-benchmark 3 to discuss the importance of effort on test. • #3 Teacher pep talks and bonuses...teachers can reward their students in whatever manner they see fit. • #4 Robo-dial to families pre-benchmark about encouraging their students to do their best on the exam.
DATA PRESENTATION Roosevelt Middle School 6th , 7th , and 8th Grade Language Arts
Total of Middle School Students Tested • 6th grade = 202 • 7th grade = 324 • 8th grade = 306 • total = 832 Total percent of Roosevelt Middle School math students tested which rounds to 97% (868 total current enrollees less 6 new enrollees since December 10th is net 862).
Types of Data used for analysis of student achievement • Overall and Individual CRT Scores • (ELL, Race and Gender) • (Each standard assessed for grade level groups and individual student) • Overall and Individual Benchmark Scores • (Overall performance, individual student performance based on standard percentage) • Gate MacGinitie Reading Test • Classroom Assessment based on Standards
Analysis of Data Overall Performance of Benchmark Pie Charts Growth of Benchmark Growth from August through November Analysis of individual standards • All Grade levels assess standards that are low • Individual grade level PLC meeting assessments
Questions used to increase performance in PLC meetings • Which standards are low for all students? • How can we reteach those standards? • Are there certain teachers whose scores seemed to be higher for particular standards? How are they teaching them? Grade levels? • Looking at the individual student scores, which students are our bubble kids? In which areas do they need special instruction? • Students that are low performing: Is it their reading level, instruction, behavior, absences, apathy?
Application of Data to Instruction • Reteach low performing standards using common assessments throughout grade level • Utilizing all Team teachers for tutoring during advisory to work with individual students (packets provided by LA teachers) • Working with Team teachers to add specific reading standards to their curriculum. Ex. 7th grade will be working on Research and Information. All disciplines will work on specific areas.
Driving Instruction • Several teachers throughout the school have been moved into positions in order to utilize their strengths. • Individual spreadsheets prepared for individual instruction • LA teachers offer after-school tutoring and special activities: ex. book club, speech-drama, swag club etc. • Professional Development • Ownership of learning 1. Data Walls 2. Individual Data Folders
6th Grade Instruction • We have identified what standards the students are weakest in. We have decided to slowly go through the Buckle Down books (Tinsley is using the new edition, and Shriver is using the old edition). We are hitting the standards in the order in which they appear in the book. However, we will spend extra weeks on those standards they scored low in, bringing in added materials from the internet, the McDougal literature book, and library books to help them master these skills.
8th Grade Tutoring • Reading/Writing Tutoring • Once per Week for Three Hours • Twelve Week Course • Parents Bring Snacks – increases parental connection to RMS performance
25 Book Campaign • Students are to read 30 to 45 minutes per night and record their progress • 1st hour teachers keep a records of student reading. • Each quarter designated for a specific number of books to be read • Celebration: ice cream socials, books, prizes, and field trips
Social StudiesData Presentation Roosevelt Middle School
Overview Each Social Studies team has recently administered a comprehensive benchmark to assess student retention. After the assessment each team has met to compile and reflect upon the data gathered. After analyzing this vital information each teacher has identified strengths and weakness of each student by standard. Remeditions for all students are then made to ensure growth of all learners by all standards.
8Th Grade American History The 8th grade American History PLC has recently administered a comprehensive and summative benchmark to highlight standards mastered while demonstrating weaknesses. The benchmark primarily assessed student retention over the C3 CCSS content standards (1 & 2) and Literacy standard (1)
