INSTRUCTIONAL STRATEGIES THAT WORK

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INSTRUCTIONAL STRATEGIES THAT WORK

• Data Disaggregation and Analysis
• THIS IS HOW WE DO IT

March 16, 2006
Mrs. N. Cline, Assistant Principal JEB Stuart
Elementary School Richmond, Virginia
Mrs. J. Moore, Principal JEB Stuart Elementary
School Richmond, Virginia
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INTRODUCTION

• J. E. B. Stuart Elementary School
• Richmond, VA
• Jennifer Moore
• Principal
• Nancy Cline
• Assistant Principal

Stuart Stars
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Unscramble

• ______________ is key to the success of No Child
  Left Behind.
• ______________ is why we collect and analyze
  data.
• ______________ is what drives us to excellence.

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AGENDA

• Introduction
• Objectives for Presentation
• Research-based Strategy Data-Driven
  Decision-Making
• Benefits to our School
• Implementation at our School
• Final Thoughts and Summary

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OBJECTIVES

• To review some of the research that supports data
  driven decision making in schools and benefits
• Options for collecting and presenting
  student-achievement data
• To ensure that the data is appropriate for daily
  as well as strategic decision-making
• To ensure that data is being collected and
  utilized at all levels for data-driven decision
  making
• To identify opportunities to become more
  effective as well as efficient in the utilization
  of student-achievement data
• Our implementation, preliminary findings and
  next steps

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SUCCESS
AT J. E. B STUART ELEMENTARY SCHOOL
We have wonderful students and a wonderful
staff We know what to do . . . . . SOL content
We know how to do it . . . Instructional
Toolkit We know when to do it . . . Pacing
Guide We know how to validate success . .
. with assessments and data analysis
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ASSESSMENTS
. . . should always have more to do with
helping students grow than with compiling
and categorizing their mistakes
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ASSESSMENTS Benefits to our School

• This is how we do it
• closing student achievement gaps (NCLB)
• Use assessments as a diagnostic tool to improve
  student achievement
• Understand curriculum scope and
  sequence
• Plan and design instruction
• Determine the RE-TEACH decision
• Determine the REMEDIATION decision

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DATA ANALYSIS

• Utilize data disaggregation and data analysis to
  identify student needs

• Process is in place for analyzing data bi-weekly
• Data are disaggregated at the classroom level
• Need to analyze data in several different
  ways
• School level results
• Grade level results
• Classroom level results
• Student level results
• Item analysis on test
• Subgroups results

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TYPES OF SCHOOL DATA COLLECTED
Demographics
Enrollment Attendance Dropout Rate Ethnicity Gende
r
Values and Beliefs Perceptions of Learning
Environment Attitudes Observations
Description of School Programs and Processes
Perceptions
School Processes
Standardized Tests Norm/Criterion Referenced
Tests Teacher Observations Authentic Assessments
Student Learning
Bernhardt, V.(1998). Data Analysis for
Comprehensive Schoolwide Improvement.
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HOW DO WE MAKE SENSE OF THE DATA?
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GETTING STARTED

• Creating Data Collection Forms
• Consider your districts requirements
• Simplicity and ease of use
• Other requirements unique to your school
• Manual process or spreadsheet

             
 
 
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JEB STUARTS DATA COLLECTION FORMS
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J E B STUART
ELEMENTARY SCHOOL
BI-WEEKLY ASSESSMENT DATA COLLECTION FORM
Teacher ____________________________ Grade
______ Subject ______________ Month_______
Yr _______   WEEK ___ date _____________

SOL(s) ________________________
____ Essential Knowledge and Skills
__________________________________________________
________________________
________________________________________________
__________________________________________________
___ __________________________________________
__________________________________________________
_________   Name of test _________________________
_ Total Students Tested _________
Number 80 100 _______ ______
Number 61 79 ______ ____
Number 60 below _____ ______ INSERT NAMES
OF STUDENTS BELOW
 Date Time of Reteaching
__________________________________________________
___________ Reassessing should immediately
follow reteaching and/or remediation.  
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WEEKLY GRADE LEVEL MEETING

• Data Disaggregation and Analysis Discussion
• Incorporate knowledge
• in customizing
• instruction

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MONTHLY SCHOOLWIDE DATA MEETING

• Data Disaggregation and Analysis Discussion
• Lesson learned and sharing across all grades, K-5
  with VA SOL subjects Language, Math, Science,
  Social Studies

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J E B STUART ELEMENTARY SCHOOLData
Disaggregation for period of ___________ ,
2005Schoolwide Information by Subject
(Cumulative for all Grades)

• Comments on data
• o Science SOLs objectives
  need
• re-teaching
• o A few math students
• may need remediation
• o Lang SS need further
• analysis such as
• item analysis

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J E B STUART ELEMENTARY SCHOOLData
Disaggregation for week of ____________,
2006Subject Within Grade Level

• MATH
• SpEd Teacher pullout, reteach, modify test
• Remediate 2 students
• (math coach)
• Reteach small groups
• modified test (SpEd teacher)

Note Opportunity to learn from teacher of Class B
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J E B STUART ELEMENTARY SCHOOLData
Disaggregation for week of _____________,
2005Subject Within Grade Level

• SOCIAL STUDIES
• SpEd Teacher review and reteach ( 1 student)
• Remediate 2 students
• Re-teach topics

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MATHEMATICS REMEDIATION LIST
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READING REMEDIATION LIST
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DISTRICT LEVEL BENCHMARK TEST

• Validation of our instructional strategies
• Beginning of Year Benchmark
• Quarterly Benchmark Assessments
• End of Year Benchmark Assessments
• Review all data and findings at weekly and
  monthly meetings
• VA SOL Test the ultimate validation !

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J E B STUART ELEMENTARY SCHOOLData
Disaggregation for 2005-2006 Benchmark
Assessment
Grade Level Information by Subject
GRADE 2
AVG CORRECT
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COMPANION ASSESSMENT TOOLS

• EduTest and EduSoft
• Use to create test to complement instruction
  
• Use to assess essential skills
• Use to grade quarterly district benchmark
  assessment
• A variety of reports to aid in the analysis of
  students achievement against SOLs

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EduTest Example
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EduSoft Example
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EduSoft Example
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EduSoft Example
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SHARING OUR DATA with the District

• Charting the Course
• Collection of school information on RPS goals
• Improve Student Achievement
• Provide a Safe and Nurturing Environment
• Provide Strong Leadership
• Enhance Capacity Building thru Professional
  Development
• Strengthen Collaboration with Stakeholders
• Increase Parent and Community Involvement
• Opportunity for self-assessment and
  self-correction
• Consultation provided by RPS Administrative Team
  
• Balanced Scorecard

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It Takes An Academic Village

• The District
• Awareness
• Translation and Interpretation
• Facilitating Change
• The Schools
• Implementation more specific to building needs
• The Teachers
• More specific to individual teacher and their
  classroom needs
• The Parents
• Understand process, their role, receive student
  data, kept in the loop

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FINAL THOUGHTS

• A lot of work to do to assist our students in
• Data-driven decision-making
• Time management
• Prioritization
• Working smarter
• Next Steps for us
• Broaden our data collection to include multiple
  measures

Moving From Good to GREAT
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SUMMARY
VA SOL Tests
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EFFECTIVE USE OF SCHOOL DAY

• Lunch time review Use lunch time to review
  learned material keep it fun give prizes,
  snacks, etc.
• Everyone teaches Principal, AP, Counselor,
  everyone takes a group
• Rearrange grouping and teachers Use data to
  arrange students with like skills on certain SOLs
  then have teachers use part of the day to work
  with groups.
• Rearrange school schedule Put more time into
  areas that need more remediation Reading and
  Math

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?
Questions
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GRADE LEVEL DATA
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J E B S T U A R T ELEMENTARY SCHOOLData
Disaggregation for week of ____________, 2005

Grade Level Information by Subject
KINDERGARTEN
PERCENTAGE