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Pomona Unified School District Standard Practices for Data Analysis. Silvia San Martin Teacher Specialist Research and Assessment. Assumptions. “Schools are rational entities.” Deciding What to Teach and Test - Developing, Aligning and Auditing the Curriculum -Fenwick W. English. - PowerPoint PPT Presentation
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Pomona Unified School DistrictStandard Practices for Data Analysis
Silvia San Martin Teacher Specialist
Research and Assessment
Assumptions
“Schools are rational entities.”
Deciding What to Teach and Test - Developing, Aligning and Auditing the Curriculum
-Fenwick W. English
•We will be gathering your responses via the i-clicker during the general session
•Your responses are completely anonymous
•Used to review prior knowledge and check for understanding
A stranger falls down and breaks his leg. You should:
A.Call for help.
B.Laugh.
C.Break the other leg.
D.Pretend you're a doctor and try to
set the leg.
Test Run
Has Module 1 been completed at your school site?
A.Yes
B.No
Has Module 2 been completed at your school site?
A.Yes
B.No
Has every teacher identified and submitted the names of their targeted students?
A.Yes
B.No
Context and Purpose
The purpose for reviewing the Modules is more about an honest analysis of our entire faculty’s goal setting approach and processes than a “ HOW TO” on filling out forms.
If you require assistance in the either please see me before the end of the day, email or call.
Module 1
Accountability SystemsFederal and State systems
– Adequate Yearly Progress (AYP)– Title III Accountability (English
Learners)– Academic Performance Index (API)
Module 2
Analyzing Data and Setting TargetsPerformance AnalysisTargeted GainsCurricular FocusAttachments A, B, and C
Which statement best describes how the entire faculty approached Module 2 this year?
A. An opportunity to reflect and set goals that will guide instructional practices throughout the year.
B. Reflected on the data but need guidance in maintaining the focus throughout the year.
C. Faculty just wanted to complete the paperwork and turn it in to fulfill requirement.
D. Module 2 was completed only by a select team of teachers and administrators.
Which of the following outcomes of Module 2 do you feel have the greatest impact on your site’s PLC work throughout this year?
A. Identifying instructional strategies to be implemented across the grade level or the department.
B. Determine curricular content clusters focus areas.
C. Select students for targeted intervention and proficiency.
D. Inform the ongoing work of PLC
Attachment A
Look at past year and reflect on pacing and teaching strategies used
Concerns and trends with subgroups Did we really FOCUS on the curricular focus
areas from the previous year? Did our strategies work? Should be completed before Attachment B
Module 2
Which of the following is not a content cluster area in ELA on the CST?
A.Word analysis and VocabularyB. Reading Fluency C. Reading ComprehensionD. Writing ConventionsE. Writing Strategies
A. Estimation,Percents and FactoringB. Mathematical ReasoningC. Algebra and FunctionsD. Measurement and GeometryE. Statistics, Data Analysis, Probability
Which of the following is not a content cluster area in Grade 5 Mathematics on the CST?
A. Mathematical ReasoningB. Exponents, Powers, RootsC. Quantitative Relationships &
Evaluating ExpressionsD. Measurement and GeometryE. Statistics, Data Analysis, Probability
Which of the following is not a content cluster area in Grade 7 Mathematics on the CST?
A. Quadratics& PolynomialsB. Graphing & Linear EquationsC. Deductive and Inductive ReasoningD. Number Properties,Operations&
Linear Equations
Which of the following is not a content cluster area in Algebra on the CST?
Attachment B
Identify curricular focus areas based on findings from Attachment A
Select appropriate strategies for identified focus areas
Module 2
A.YesB.No
Should we be looking at our new students to identify curricular focus areas on Attachment B?
Attachment B Question
No. Tests at the different grade levels, while they have the same content clusters, are not built exactly the same and are weighted differently. An example is the difference in student performance in 2nd and 3rd grade. The difference in performance on these two exams is attributed to the construction and weighting of the clusters.
Module 2
Attachment C
Determine how many focus students there will be per teacher
Select from your current students English Learners Informs the ongoing work of PLCs
Module 2
APSA Section VI
Informing the Work of PLCs
District-Wide Assessments
Why are the DWAs important?
A. I don’t think they are important
B. I am not sure, please explain
C. I know why they are important, but our staff struggles with how to use them (formative, summative, for grading etc.)
D. I know why they are important and our staff uses them regularly and appropriately
Purpose of District-Wide Assessments
Teach the standards Informs the curriculum designUsed to help Identify teaching strategiesSummarize growth of students in
content areasProvide diagnostic informationProvide accountability information
What is not the intended purpose of the DWA?
Not a Test Preparation ProgramNot entirely summativeDoes not use the same metric as the
CST and does not correlate exactly to CST
Why is the DWA Valuable?
Standards-Aligned Used for placement, reclassification Provides common data for PLCs/STPT Item analysis reports Timely data for interventions
Module 3 : STPT / PLC
Ongoing Data-Driven InstructionAlso Known As: Structured Teacher Planning
Time (STPT) or Professional Learning Communities (PLC)
Monitoring student learning using DWA and other formative assessments
Professional development tied to learning goals Teams meet 1-5 times per monthClassroom walkthroughs can provide qualitative
data for this process
How often did our PLC teams meet last year?
A. WHAAAAT ? We were supposed to meet?
B. We met after the benchmarks but department meetings are reserved for information dissemination
C. We met after the benchmarks,and also focused our weekly department meetings with conversations around instructional goals and sharing strategies
Module 4
Module 4: Closing the Achievement Gap Using the Academic Plan for Student Achievement
Data analysis and APSA Smart GoalsMonitor progress of all students and appropriate
interventions have been initiated with the specific activities identified in APSA
Review trend data used to identify achievement gaps
Module 4
Revisits the APSA Uses 3 year data for all subgroups as it relates to API,
AYP and DWA Examines the movement between the performance
Bands Focuses primarily on closing the Achievement Gap for
our underserved subgroups.
In Depth
In which modules do you need additional support to ensure that the work of your site’s PLCs is data-driven?
A.Module 1
B.Module 2
C.Module 3
D.Module 4
Key Actions
In order to increase the likelihood of success with the content of the sessions presented today, sites must have completed
– Module 2 Attachments A, B, and C