H. C. Crittenden Middle School’s Data Report

Thriving on Chaos

Presenters:

Dr. H. Evan Powderly, Principal, H.C. Crittenden Middle SchoolMrs. 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 ?

PerceptionsPerceptions of Learning

Environment, Values and Beliefs, Attitudes,

Observations

Student LearningStandardized Tests,

Norm/Criterion-Referenced Tests, Teacher Observations,

Authentic Assessments

School ProcessDescription of School

Programs and Processes

DemographicsEnrollment, Attendance, Drop-out Rate, Ethnicity,

Gender, Grade Level, Language Proficiency

Text Box

Teaming is intended for the purpose of increasing student achievement.”

Gerald AndersonPatricia Davenport

The vision is…”We are going to get every kid over the bar.”

Richard DuFour

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)

INSTRUCTION

PERFORMANCE

TRADITIONAL

FORMATIVE

SUMMATIVE

STANDARDIZED

ASSESSMENTPORTFOLIOCURRICULUM

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

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

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

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

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

DATA ANALYSIS

Triangulation of Data

Use data from three or more sources

Compensate for the imperfections of data gathering instrumentsIncrease confidence in results when you do find similar results from multiple measuresRaise follow-up questions when multiple measures yield different results

Gap Analysis

Set goals for student achievement Consider setting targets to keep

your eye on the goals Celebrate incremental progress

A gap is the distance between where you want to be and where you are now.

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

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

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

What instructional strategies do I use to improve learning?

You probably are thinking you have more information than you need!

Essential Questions

How does assessment drive instruction? How can teachers use data to improve

learning? Are we using data in decision making?

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

STAGE I

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

(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

(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

STAGE II

At December faculty meeting celebrate past accomplishments and share goals and possible strategies

STAGE III

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

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:

STAGE IV

At March faculty meeting share successful lessons and instructional strategies advancing progress on established goals

STAGE V

Administer end-of-year assessment and compile data to review during summer and fall

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

Chaos defined:

Noun;a state of utter confusion or disorder; total lack of organization or order

New York State’s Definition:

2010 2011

ELA

3 days

Reading Selections26 multiple choice(55 minutes)

Listening Selection•3 short responses•1 extended response(45 minutes+15 for reading the listeningselection aloud)

Reading Selections•3 short responses•1 extended response(60 minutes)

2 days

Reading Selections41 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)

2010 2011

Math

2 days

25 multiple choice(45 minutes)

6 short responses4 extended responses(60 minutes)

2 days

40 multiple choice (60 minutes)

6 short responses4 extended responses(60 minutes)

GRADE 6

2010 2011

ELA

2010 2011

Math

2 days

45 multiple choice (70 minutes)

4 short responses4 extended responses(55 minutes)

GRADE 7

2 days

30 multiple choice(60 minutes)

4 short responses4 extended responses(55 minutes)

2 days

Reading Selections•26 multiple choice• 2 short responses(60 minutes)

Listening Selection•4 multiple choice•2 short responsesEditing Paragraph(30 minutes + 15 to read the listening selection aloud)

2 days

Reading Selections41 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)

2010 2011

ELA

2010 2011

Math

GRADE 8

2 days

42 multiple choice (65 minutes)

8 short responses4 extended responses(70 minutes)

2 days

27 multiple choice(50 minutes)4 short responses2 extended responses(40 minutes)

8 short responses4 extended responses(70 minutes)

3 days

Reading Selections26 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 Selections41 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)

0

20

40

60

80

100

120

140

160

4 3 2 1

Number ofstudents

TOTAL POPULATION

30% at 463% at 3 7% at 20% at 1

233 students

ELA – April 2010 – GRADE 8 (present 9th graders)

4% at 460% at 336% at 20% at 1

0

2

4

6

8

10

12

14

16

4 3 2 1

Number ofstudents

25 students

Special Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

33% at 463% at 3 4% at 20% at 1

208 students

General Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

TOTAL POPULATION

54% at 443% at 3 3% at 20% at 1

233 students

Math – May 2010 – GRADE 8 (present 9th graders)

4% at 476% at 320% at 20% at 1

0

2

4

6

8

10

12

14

16

18

20

4 3 2 1

Number ofstudents

25 students

Special Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

60% at 439% at 3 1% at 20% at 1

208 students

General Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

TOTAL POPULATION

28% at 458% at 3 13% at 1% at 1

225 students

ELA – April 2010 – GRADE 7(present 8th graders)

4% at 433% at 354% at 28% at 1

0

2

4

6

8

10

12

14

4 3 2 1

Number ofstudents

24 students

Special Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

31% at 461% at 3 8% at 20% at 1

201 students

General Education

0

20

40

60

80

100

120

140

160

4 3 2 1

Number ofstudents

TOTAL POPULATION

68% at 428% at 3 4% at 0% at 1

225 students

Math – May 2010 – GRADE 7(present 8th graders)

13% at 454% at 333% at 20% at 1

0

2

4

6

8

10

12

14

4 3 2 1

Number ofstudents

24 students

Special Education

0

20

40

60

80

100

120

140

160

4 3 2 1

Number ofstudents

75% at 424% at 3 1% at 20% at 1

201 students

General Education

0

20

40

60

80

100

120

140

160

4 3 2 1

Number ofstudents

TOTAL POPULATION

23% at 466% at 3 10% at 2.44%at 1

226 students

ELA – April 2010 – GRADE 6 (present 7th graders)

4% at 456% at 340% at 20% at 1

0

2

4

6

8

10

12

14

4 3 2 1

Number ofstudents

25 students

Special Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

25% at 468% at 3 6% at 2

.44% at 1

201 students

General Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

TOTAL POPULATION

61% at 429% at 3 9% at 20% at 1

225 students

Math – May 2010 – GRADE 6 (present 7th graders)

9% at 439% at 348% at 24% at 1

0

2

4

6

8

10

12

4 3 2 1

Number ofstudents

23 students

Special Education

0

20

40

60

80

100

120

140

4 3 2 1

Number ofstudents

67% at 428% at 3 4% at 20% at 1

202 students

General Education

8th Grade Science Exam 2009total population does not include Earth Science

70% - 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)

8th Grade Earth Science 2009(106 Students)

100% scored above 85: equivalent to a“4”

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)

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

2004ASSESSMENT REVIEW

Are weTriangulating Data?

Can we use classroom assessment more

effectively?

Longitudinal Data - How are we progressing?

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

2009

8th Grade ELA1999-2009(total population)

0

20

40

60

80

100

120

140

160

1999 2001 2003 2005 2007 2009

4

3

2

1

Students scoring at or above 3 & 41999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

78% 88% 90% 89% 79% 90% 90% 92% 87% 95% 98%

Nu

mb

er

of

Stu

den

ts

0

20

40

60

80

100

120

140

160

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

4

3

2

1

Nu

mb

er

of

Stu

den

ts

Students scoring at or above 3 & 41999 2000 2001 2002 2003 2004 2005 2006 2007 2008 200984% 88% 93% 91% 94% 93% 97% 95% 94% 98% 99%

8th Grade ELA1999-2009

(General population)

Grade 6-2007/Grade 7-2008/Grade 8- 2009Total Population – ELA

same cohort comparisonPresent Grade 8

020406080

100120140160180200

Grade 6-2007 Grade 7-2008 Grade 8 2009

4

3

2

1

Students scoring at or above 3 & 4Grade 6- 95.7% Grade 7– 98.6% Grade

8 – 99%

Grade 6-2007/ Grade 7-2008/ Grade 8-2009Total Population- Math

same cohort comparisonPresent Grade 8

0

20

40

60

80

100

120

140

160

180

Grade 6-2007 Grade 7- 2008 Grade 8 -2009

4

3

2

1

Students scoring at or above 3 & 4Grade 6-98.5 % Grade 7– 100% Grade 8- 100%

Grade 8-2009 Total Population – ELAsame cohort comparison

Present Grade 9

020406080

100120140160180200

Grade 6-2006

Grade 7-2007

Grade 8-2008

Grade 9-2009

4

3

2

1

Students scoring at or above 3 & 4Grade 6– 95% Grade 7-96% Grade 8- 95% Grade 9 -98%

Grade 8-2009Total Population – Math

same cohort comparisonPresent Grade 9

020406080

100120140160180

Grade 6-2006

Grade 7-2007

Grade 8-2008

Grade 9-2009

4

3

2

1

Students scoring at or above 3 & 4Grade 6– 94% Grade 7- 96% Grade 8- 97% Grade 9 -100%

ISSUES:

Cross-sectional data collection vs. Longitudinal designs

Using assessment to promote learning

Communicating data

Wrestling with the Data

How do we make growth visible?

Annual Improvement Goals

Areas of need Specific goals which are measurable Specific strategies

Template

A template for writing improvement goals should include:

Annual Improvement GoalsExample: Grade 7 Math (2005-2006)

Identification of Areas in NeedThis table identifies item numbers that meet expectations, are below

expectations and areas in immediate need.

Math 7 2006

Num. Sense Op.

Algebra Geometry Measurement

Probability Extended Response

Meets Expectations

1,3,9,13,18,22,28

8,14,23 2,17,27 6,20 5,7,12,21,26,30

31,32,33

Below Expectations

10 29 35,36,3738

In Need of Immediate Attention

19 16,24 25 34

Specified Areas of Need

Comparison to Other Districts on items below expectations

NYS Standards Sub-Skills

Item # HCC gr.7 PNW BOCES

SW BOCES

10 82% 71% 70% Find the common factors and GCF of two or more numbers

16 67% 60% 59% Convert capacities and volumes within a given system

19 57% 49% 53% Calculate the radius/diameter, given the circumference/area of a circle

24 66% 55% 53% Convert mass within a given system

25 66% 51% 48% List possible outcomes for compound events

29 77% 63% 64% Calculate the radius/diameter, given the circumference/area of a circle

Goals and Strategies

Move the measurement unit to earlier in the year in order to allow for more time for practice throughout the year.

Change the review process to include more problem solving and practice with assessment like questions.

Collaborate with the grade 6 teachers on the probability unit which is a post March topics for grade 6. This may allow grade 7 teachers more time in the Math 7/8 curriculum.

GOALASSESSMENT

DATA

FEEDBACKSTRATEGY

Curriculum ResourcesInstructional PracticesSupport Mechanisms

RESULTS

THE MASTER PLAN

Never let it rest ‘til our good is better and our better is best!

Have a calm, peaceful and orderly year!

Thriving on Chaos