Strategies for Measuring the Effectiveness of District & Regional Initiatives Michelle Robinette Director of Curriculum, Red Creek CSD Sarah Vakkas Assistant Superintendent for Instruction, GST BOCES
Session Objectives Participants will be able to: • Identify strategies for setting district or regional goals that are measurable • Collect data regarding district or regional initiatives using rubrics, surveys, peer observations and walkthroughs – Understand how to use Google Forms to create efficient data collection tools – Instructional Rounds Process
The Data Wise Process 3
The Data Wise Process Step 3 Step 4 Step 5 Step 6
How much time is spent on data? Summative District and State Assessments (aggregated, disaggregated, strand, item) Annually Data about people, practices, perceptions (e.g., demographic, enrollment, survey, interview, observation 2-4 times a year data, curriculum maps) Benchmark Common Assessments (e.g., end-of-unit, common grade-level tests reported at item Quarterly or end of unit level) Formative Common Assessments (e.g., math problem of the week, writing samples, science 1-4 times a month journals, other student work) Formative Classroom Assessments for Learning (e.g., student self-assessments, descriptive feedback, selected Daily - Weekly response, written response, personal communications, performance assessments)
How much time is spent on data?
Example Flow of the Funnel: Focus Area : ELA 3-8 (esp. Special Education subgroup) Priority Question : What factors are contributing to students performing below the region on the 3-8 ELA Assessments, but still showing success compared to the region on the HS English Regents? Learner-Centered Problem : Students are struggling to answer multiple choice questions correctly on 3-8 ELA Assessments. [Dig Deeper through Student Work Protocol] Problem Of Practice : We have phased in use of the NYS 3- 8 ELA Modules which do not contain opportunities for students to practice multiple choice questions. 7
Looking at Student Work Protocols for looking at student work are abundant. The important piece is to design tasks/questions that will help answer your Priority Question and dig into uncovering a Learner-Centered Problem.
Choosing Student Tasks Locate tasks to give to students across a whole grade level that can be used to help look into the issues identified: – If MC is more of an issue, use MC questions (or if CR is more of an issue, use CR... match tasks to the concerns) – If you have concerns with particular standards at your grade level, choose tasks that address those standards – Don’t “teach” to the task prior to giving it, give it to students “cold” to see what they can and can’t do (gives us more authentic data when we look at the student work) – Don’t grade the tasks, don’t even look at the student work if you don’t want to, wait until we meet and bring the stack of papers with you –
Problem of Practice Some general considerations to think about: •Is what we are considering observable? Consider having teachers observe each other teaching lessons addressing the standards or skills in question to help identify potential problems of practice. •What if they aren’t ready for this? See First Classroom Visits and Observer as Learner handouts along with our template. •What is there that, if done by everyone, could serve as an umbrella for a number of teaching and learning strategies? •What can have the most positive effect on what students do, 10 what teachers do and the quality of the work that students are producing?
Walkthroughs to Identify Problem of Practice or to Assess Progress Technology Integration Co-Teaching Practices 11
Brainstorm Action Plan Learner Centered Problem and/or Problem of Practice: Students are struggling to answer multiple choice questions correctly on 3-8 ELA Assessments, especially SWDs. Students are not being exposed to MC questions and strategies or being given opportunities to grapple with MC. Strategy/Task When Use of Edmodo Snapshot by ELA teachers (focus on multiple Beginning Fall 2015 choice by particular standards, either aligned with current teaching or based on individual student need for review/differentiation) Increase independent reading by students with opportunities to LightSail - Fall 2015, practice answering multiple choice questions based on text - myON - Spring 2016 pilot use of LightSail and myON apps Improve use of explicit instruction, differentiation strategies and Throughout 2015-16 co-teaching practices - provide ongoing, job-embedded PD School Year
Data Source When Baseline Goal Short- Edmodo Snapshot Ongoing Individualized Use data to individualize Plan to Assess Progress (also LightSail and throughout and/or group students term myON data as the year appropriate) Medium RtI Screening Data Jan & May Oct: CBM Reading Jan 55%, May 60% at from FASTbridge grades 2-6 had benchmark on each -term 52% at benchmark, subtest aReading grades 2- 8 had 49% at benchmark Walkthrough data on Quarterly Sept/Oct: 63% of 2nd Semester: Less than co-teaching summary coteachers using 50% of coteachers using strategies & tech 1Teach/1Assist, 1Teach/1Assist, integration Of all teachers Of all teachers using using technology, technology, less than 30% 52% were as a as a projector/display projector/display Long- Spring 2016 NYS Summer 2015: Average of 2016: Average of 40% or ELA Assessment 2016 27% proficiency more proficient across term data by grade level across grades 3-8 grades 3-8 and for SWD subgroup
Intended vs. Learned 1. What ways do you measure what your intended curriculum is vs. what is being taught in your classrooms? 2. What ways do you measure what is being taught vs. what is being learned? 14
GST BOCES Regional Data Team Analyze our data, report the findings and make recommendations for modifying, improving services, and creating innovative services throughout GST region. ● Utilizing the Data Wise process to support sustainability of our regional work. ● Regional Instructional rounds to highlight best strategies within the region.
Example Flow of the Funnel: Focus Area : ELA & Social Studies Priority Question : What factors are contributing to students performing below NYS average within ELA & SS assessments? (end of step 3) Learner-Centered Problem : Students continue to not show improvement in NYS ELA 3-8 and SS regents data. Our region is underperforming NYS averages for student growth in both of these areas. With the transition to CCLS and changes in curriculum there does not seem to be any noticeable patterns. (end of step 4) Problem Of Practice : Currently in ELA and SS there are not common practices or common language used within writing instruction. (step 5)
Brainstorm Action Plan Ideas Learner Centered Problem and/or Problem of Practice: Currently in ELA and SS there are not common practices or common language used within writing instruction. (step 5) Strategy/Task When Three districts volunteered and we have identified classrooms Winter 2016 within each district that achieve high performance based on 3 years of data and on 3 different data points: Constructed Response Reports, Student Growth Data, APPR scores. Complete Instructional Rounds in districts, Interview teachers February/March afterwards to gather qualitative data, plan a day to process rounds. March 29th Gather data on writing curriculum used across the region and April 2016 within participating districts. Gather research on best instructional practices, John Hattie March 2016 Visible Learning.
Plan to Assess Progress ● Short-Term: Review AIS data reports on student progress and enrollment every Data Source When Baseline Goal 6 weeks. Baseline: Enrollment based on multiple data points from prior year and/or last data meeting. Goal: Students are accessing the AIS supports by Short- Gather evidence of best Spring 2016 Instructional Rounds Report findings with districts instructional strategies data and researched and make recommendations being scheduled for the class and making % progress in their math course. term from research and themes. for modifying, improving compare with I.R. services, and creating ● Medium-Term: Increase course enrollment in regents math courses in 11th and findings of best innovative services throughout practices in writing GST region. [Model Schools, 12th grade every semester. Baseline: Current student enrollment Goal: instruction. SIP, District PD, etc.] Increase of 10% in regents math courses Algebra, Geometry, Algebra 2, Precalculus Medium Walkthrough data from Fall 2016 Instructional Rounds Increased observation of district administrators data, District instructional best practices -term on the Regional Data walkthrough data prior within the districts that ● Long-Term: Review national clearinghouse reports and local data on diploma Team to PD offerings received PD offerings type for graduates and 9th-11th graduation plans annually. Baseline: School Counselors will meet with each 9th-12th grade student (10th/11th grade students w/ parents) to generate baseline on diploma type. Goal: TBD once Long- Instructional Rounds Winter 2017 Instructional Rounds Increased observation of baseline is established (Phase 2) data from Spring 2016 instructional best practices term within the districts that received PD offerings
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