USING DATA TO IMPROVE INSTRUCTION AND ADDRESS LEARNING
CHALLENGES BENJAMIN FRANKLIN MIDDLE SCHOOL ROCKY MOUNT, VIRGINIA
MRS. BRENDA MUSE, CAMPUS PRINCIPAL MRS. LANESSA SHARP, SPECIAL
EDUCATION COORDINATOR MRS. DANA KELLEY, SPECIAL EDUCATION
COORDINATOR DR. BERNICE COBBS, 6 TH GRADE ADMINISTRATOR MR. CLAUDE
HENRY, 7TH GRADE ADMINISTRATOR MRS. LEANNE WORLEY, 8 TH GRADE
ADMINISTRATOR OBJECTIVES: The participants will gain ideas for
using data to improve instruction and address students learning
challenges. The group will share ideas about the success or
failures of similar approaches in their districts. Instructional
Team Members Administration Subject Teachers by Grade Level Data
Meeting Basics Grade level teachers meet by subject area each week.
Data is analyzed to identify shared strengths and weaknesses.
Specific teacher strategies are shared to benefit the whole group.
Data Collection Sheet BFMS Using the Data THE BIG PICTURE Stage 1
Initial Placement Stage 1 Initial Placement Stage 2 Teacher
Evaluation of Placement Stage 2 Teacher Evaluation of Placement
Stage 3 Shaping and Modifying Curriculum Stage 3 Shaping and
Modifying Curriculum Stage 4 Ongoing Analysis of Data Stage 4
Ongoing Analysis of Data Stage 1 Initial Placement Stage 1 Initial
Placement General placement is based on SOL scores. General
placement is based on SOL scores. Honors class placements are based
on rubric scoring. Math and English classes are leveled Ability
Grouped Math and English classes are leveled Ability Grouped Stage
2 Teacher Evaluation of Placement Stage 2 Teacher Evaluation of
Placement Individual teacher input is given on the correct
placement. Initial classroom performance should match SOL data.
Initial classroom performance should match SOL data. Students are
moved if teacher assessment data does not reflect true ability.
Stage 3 Shaping and Modifying Curriculum, Assessment, and Pacing to
meet the Prior Performance of the Students Stage 3 Shaping and
Modifying Curriculum, Assessment, and Pacing to meet the Prior
Performance of the Students Teacher and common assessments are
adjusted in response to the data. Curriculum and pacing are
adjusted in response to the data. In school remediation (WIN)
placements are adjusted to the data. Department wide snapshot of
student performance on a range of skills Department wide snapshot
of student performance on a range of skills Questions tied to
standards Questions tied to standards Data indicates student
success by class, teacher, and department Data indicates student
success by class, teacher, and department Department wide snapshot
of student performance on a range of skills Department wide
snapshot of student performance on a range of skills Questions tied
to standards Questions tied to standards Data indicates student
success by class, teacher, and department Data indicates student
success by class, teacher, and department Stage 4 Ongoing Analysis
of Data Stage 4 Ongoing Analysis of Data Data Analysis Sheets for
Department Wide Assessments Teacher Made Assessments Informal
Student and Teacher Relationship Input Informal Student and Teacher
Relationship Input Parent and Guardian Input End of Year State
Assessments End of Year State Assessments Remediation using in
class tutors. After school tutoring. Department and teacher
collaboration. High school and college tutors. Inclusion
partnership with teacher grouping for remediation. Teacher tactics
for immediate remediation or pacing changes. Individual teacher
remediation during lunch or planning. Exit tickets or reflection
statements. WIN (What I Need) an in school, modified schedule. WIN
(What I Need) an in school, modified schedule. Remediation using in
class tutors. After school tutoring. Department and teacher
collaboration. High school and college tutors. Inclusion
partnership with teacher grouping for remediation. Teacher tactics
for immediate remediation or pacing changes. Individual teacher
remediation during lunch or planning. Exit tickets or reflection
statements. WIN (What I Need) an in school, modified schedule. WIN
(What I Need) an in school, modified schedule. Remediation For
Struggling Learners Enrichment Classes for Students Proficient in
Math and English Opportunity to move up to an Enrichment Classes
WIN classes meet every Monday and Tuesday for 38 minutes. Students
who need remediation are assigned to their Math or English teacher,
depending upon their greatest need. Students who participate in
Enrichment Classes rotate every nine weeks, receiving enrichment
instruction in Science, Social Studies, Art, Family and Consumer
Science, Band, Choir, or Physical Education. WIN classes meet every
Monday and Tuesday for 38 minutes. Students who need remediation
are assigned to their Math or English teacher, depending upon their
greatest need. Students who participate in Enrichment Classes
rotate every nine weeks, receiving enrichment instruction in
Science, Social Studies, Art, Family and Consumer Science, Band,
Choir, or Physical Education. TimeActivityTimeActivityTimeActivity
8:00-8:25Homeroom8:00-8:25Homeroom8:00-8:25Homeroom 8:30-9:28 1 st
8:30-9:28 1 st 8:30-9:28 1 st 9:32 -10:30 2 nd 9:32-10:30 2 nd
9:32-10:30 2 nd 10:34- 11:12 WIN 10:34- 11:12 WIN 10:34- 11:12 WIN
11:16- 11:41 Lunch 11:16- 11:45 3rd 11:16- 12:16 3rd 11:45- 12:43
3rd 11:45- 12:11 Lunch 12:16- 12:43 Lunch 12:47-1:454th 12:15-
12:43 3rd Cont.12:47-1:454th 1:49 -
2:515th12:47-1:454th1:49-2:515th 1:49-2:515th 1 st Lunch2nd Lunch
3rd Lunch Quilt Creations Teacher tactics for immediate assessment
and remediation - Note packets for informal classroom assessment
Teacher tactics for immediate assessment and remediation - Note
packets for informal classroom assessment Rising Sixth Grade
Percentages Pass/%/Taken Pass/ Advanced (500 600) Pass/ Proficient
(400 499) Failed (Below 400) All Students English80% All Students
Math75% All Students Virginia Studies93% All Students Science75%
Sixth Grade Math Pass/Taken Pass/ Advanced (500 600) Pass/
Proficient (400 499) Failed (Below 400) All Students 89.5% American
Indian/Alaskan Asian/Pacific Islander 100%4400 Black 82% Hispanic
60%5122 White 91% Other 78% Economically Disadvantaged Limited
English Proficient Students with Disabilities 61% Math Before After
75% 89.5% BFMS Teacher Data Analysis Form Teacher Name
_______________ Subject __________ Period &Level_______ (Avg.,
High, Low, Inc., P.O.) Overview Report: I.The class pass rate is
________The class fail rate is _________ What are the pass rates
for each of the following subgroups? SWDs ______ Black ______ At
Risk______ White ______ II. SOL and Item Analysis Report (change IA
default from 70% to 80% ) List the SOLs and percentage rate(s) that
are below 80 percent. SOL _____ Percentage Rate _____ III. Student
Performance Action Plan List the name(s) of students who need
remediation. Specifically state, how you plan to remediate these
students. Data Analysis Drives: Remediation Pacing Data Analysis
Drives: Remediation Pacing QUESTIONS Answers THANK YOU!
