A County Wide Model for Data Driven Curriculum Review

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A County Wide Model for Data Driven Curriculum
Review Professional Development
PSSA Academy Temple University April 2, 2004

• Dr. Kathleen Makuch
• Assistant Superintendent
• Salisbury School District
• Mrs. Sandra Himes
• Assistant Director of Academics
• Lehigh Career Technical Institute

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Presentation

• Overview of Lehigh County Career Pathways
  Assessment Evaluation Committee
• Survey of all Career Pathways sites
• County-wide Assessment of PSSA data
• CLIU curriculum review based on county-wide data
• Tech Prep Integration Workshops
• LCTI staff In-service on PSSA

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History

• www.careerpathway.org
• Background
• Need
• Demographics
• Stakeholders
• Steering Committee

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Career Pathways Organization
Steering Committee
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Program Evaluation

• How are we doing?
• Analysis of PSSA scores
• To What degree has Career Pathways been
  implemented?
• Turn over of teaching staff
• New superintendents/principals

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Self Assessment Survey

• Information about Career Pathways and the Career
  Pathways Self Assessment instrument
• Demographic information
• Implementation Stage Continuum
• A Glossary of Terms
• 5 critical factors with 48 elements that describe
  what you would see in a school that has fully
  implemented Career Pathways

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Implementation Stage Scale

• Is used to answer the following basic question
• To what degree has this Career Pathways Element
  been implemented in my school/school district?

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Awareness (A B)

• A - I have no awareness of this element
• B I have some awareness of this element but do
  not know about its implementation

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Implementation (C - E)

• C this element is just beginning to be
  implemented
• D this element is partially implemented
• E this element is fully implemented

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Findings

• 1659 responses from all schools
• 54 sites -29EL 14MS 10HS 1 CT
• Web based findings
• Selected results

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21 - Professional staff using the county-wide
developed applied academic curriculum.
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Application of Results

• Reviewed at building level with staff
• Established priorities
• Develop County, district and building level
  action plans

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Assessment Committee Goals

• Review the 2003 PSSA results for all districts to
  determine
• Does the data indicate a continuing trend (as
  compared to 2002) in academic performance for
  LCTI students in math?

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Assessment Committee Goals

• Does the data indicate a continuing trend in the
  comparison of the relative strengths and
  weaknesses of the math and reading and writing
  standards areas?
• Does the data indicate a continuing trend in the
  percentage of LCTI students who have IEPs?

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Assessment Committee Goals

• Review student responses regarding the use of
  instructional strategies in reading and
  calculator usage in math to determine areas of
  perceived weakness by students.
• Share current remediation efforts in each school
  district and consider application of these
  programs in other high schools or at LCTI.

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Assessment Committee Goals

• Review the current structure for offering math
  courses at LCTI and consider alternatives.
• Evaluate the sequence of math courses students
  take prior to attending LCTI to determine which
  course sequences are the best predictor of
  success at LCTI.
• Provide data to Curriculum/Professional
  Development Committee for follow up.

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County-wide assessment

• Gathering of all county scores of LCTI students
  and all students with middle and high school
• Math
• Reading
• PSSA scores on each standard

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CLIU Math Meeting

• Middle school, High school math teacher LCTI
  math teacher
• Analyzed the data
• Middle School, High school, LCTI
• Looked for gaps
• Gap between the HS LCTI
• Gap between the MS HS
• Looked for similarities
• Curriculum mapping of county-wide Algebra 1A/B
  curriculum

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Math Meeting Next steps

• Compare data to determine Patterns
• Comparing Non-LCTI to LCTI
• Comparing Special Ed to Non-Special Ed
• Special Ed LCTI to Non-Special Ed LCTI
• Share effective instructional strategies
• Deletes, add, revise Algebra 1A/B curriculum
  based on data.

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Integration Workshops

• Principals meeting on PSSA scores
• Integration workshops
• Tech Prep sponsored
• Overview of PSSAs
• Academic teachers/counselors visiting CTE labs
• Write math prompts, reading prompts, and writing
  prompts based on CTE programs.

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Pennsylvania System of School Assessment (PSSA)

• Chapter 4 regulations
• Purpose of Assessment
• All teachers have responsibility
• Writing
• Math
• Reading
• Science is being pilot tested

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Prompts

• Is a statement or group of statements about a
  specific topic, constructed to motivate students
  thoughts and elicit their best writing on the
  topic.

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WRITING PROMPTS

• Informational is used to share knowledge convey
  messages, instructions, or ideas by making
  connections between the familiar unfamiliar.
• Narrative relates a series of events of an actual
  occurrence or a proposed occurrence at a
  particular time in a particular place
• Persuasive moves the reader to take an action or
  to form or change an opinion.

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Reading

• Multiple choice/selected response questions are
  text-dependent and are designed to measure
  concepts such as how well students comprehended
  the overall meaning of the passage or can make
  basic inferences about it.
• Four answer, one correct response
• Choose the preferred answer

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Reading requirements
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Reminder statements

• Clearly state
• Include specific facts, details, reasons,
  examples of how this will affect you personally.
• Present your ideas in a clear or logical order,
  including an introduction, body, conclusion
• Use a variety of words well-constructed
  sentences
• Correct any errors in grammar, mechanics,
  spelling, usage, and sentence formation

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What can we do?

• Familiarize yourself on PSSA testing
• Add test questions and homework assignments
  prepared in same manner as PSSA questions
• Permit students to utilize calculators but write
  out the steps that was needed to find answer
• Require reading materials with written responses
  multiple choice questions
• Devise written prompts that will require writing
  based on your content areas.

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Assignment of the Evening

• Attend a CT lab
• Check for handouts, written materials, textbooks,
  periodicals
• Take notes in class
• Choose Writing, Reading, Math
• Using the materials received or learned in class,
  write
• Writing prompts
• Performance tasks for reading
• Math questions including open-ended
• CTE teacher prepared a lesson plan showing how
  academics were used within the program.

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Access to material

• www.lcti.org
• Special Programs
• Integrated Activities for PSSA Prep
• Reading
• Math
• Writing

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Pennsylvania System of School Assessment PSSA
PSSA Strategies LEHIGH CAREER TECHNICAL
INSTITUTE
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PSSA Strategies

• Overview of requirements
• Data
• Overview of Writing requirements
• Overview of the Reading requirements
• Practice on each

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State wide reading Data

• 22 Below basic
• 18.8 Basic
• 39.1 Proficient
• 20.1 Advanced

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State-wide math data

• 30 Below basic
• 20.9 Basic
• 26 Proficient
• 23.1 Advanced

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Lets take a look at the test

• Writing
• Reading
• Math

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WRITING PROMPTS

• Informational is used to share knowledge convey
  messages, instructions, or ideas by making
  connections between the familiar unfamiliar.
• Narrative relates a series of events of an actual
  occurrence or a proposed occurrence at a
  particular time in a particular place
• Persuasive moves the reader to take an action or
  to form or change an opinion.

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Assignment

• Write a writing prompt for your content area
  which will require the student to write a
  5-paragraph essay. Depending on your prompt, the
  students response may either be informational,
  narrative, or persuasive.
• Add the five reminder statements

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Example

• A customer has entered your dealership with a
  complaint about the service he received on his
  vehicle. He states that too much was charged for
  the 3000 mile check-up. Write a 5-paragraph
  essay that would convince the customer that the
  charges were accurate and lead to the
  satisfaction of the customer.

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Example

• There are several different methods to apply hair
  coloring to the hair depending upon the outcome
  the customer wishes to achieve. Write a
  5-paragraph essay which will provide information
  on these types of color applications for the
  various customer needs.

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Reading

• Multiple choice/selected response questions are
  text-dependent and are designed to measure
  concepts such as how well students comprehended
  the overall meaning of the passage or can make
  basic inferences about it.
• Four answer, one correct response
• Choose the preferred answer

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Assignment

• Find a reading assignment in your periodical,
  magazine, or textbook write 5 multiple choice
  questions based on the article that are text
  dependent and will require the student to choose
  the best answer.

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Math

• Multiple choice
• Open ended
• Show all work
• If used calculator, explain in writing what steps
  were followed.
• Write an explanation stating why you chose each
  of your steps

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What can we do?

• Help to motivate the students
• Encourage your students to do well on the tests.
• Dont talk about how disruptive the testing is to
  LCTI
• Make sure your students know they can make up
  missed work while they are being tested

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Next steps in Lehigh County

• Look at the anchor standards and compare our
  county data
• Continue to work with CLIU on Algebra curriculum
• Continue aligning CTE curriculum with academic
  standards at LCTI
• Continue our integration workshops

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Thank you

• Sandra Himes
• himess_at_lcti.org
• Dr. Kit Makuch
• kmakuch_at_stsd.org
• www.careerpathway.org
• Resource page
• County sharing