Using 4Sight Assessments

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  • The Student Planning Process reflects the practices of excellent teachers by which they continually monitor and adjust instruction on a daily basis with their children. In addition, teachers will have the information from the Monthly Planning Process meetings that will help to provide a focus for the delivery of their individual instructional plans with their own students. At this level, individual teachers are encouraged to document impressions and collect data that can be presented at the Monthly Planning Meetings to help provide insight into the progress of the instructional plan and to assist in the formulation of new plans and emphases for the next instructional cycle. Emphasize the two-sides arrows and how the data and conclusions flow between the levels on a routine basis. This communication flow enhances the effectiveness and impact of each planning process.
  • Using 4Sight Assessments

    1. 1. Using 4Sight Data to Drive Instruction Tina Keller Paula Bredl MIU#4
    2. 2. Purpose of Benchmark Assessments <ul><li>Benchmarks allow you </li></ul><ul><li>to take a pulse </li></ul><ul><li>and not an autopsy. </li></ul><ul><li>Dr. Robert Slavin </li></ul><ul><li>Success For All Foundation </li></ul>
    3. 3. Data-Informed Decision-Making Framework
    4. 4. Student Planning Process Focus: Classroom of Students Who: Teacher Periodic Grade Level Planning Process Focus: Groups of Students Who: Teacher Teams How: Regular 1-2 hour meetings Annual Building-wide Planning Process Focus: All Students Who: School-wide Team How: Data Retreat, School Planning Process District-Level Support (Budgetary Support, Professional Development, Resources and Time) Student Learning Data School Structures for Data-Informed Decision Making School Level PSSA & PVAAS Standardized Assessments District End-of-Year Tests Final Benchmark Test <ul><li>Classroom Level </li></ul><ul><li>Initial: PSSA/PVAAS/final tests </li></ul><ul><li>– student level </li></ul><ul><li>Cyclical: </li></ul><ul><li>Benchmark Data – Student Level </li></ul><ul><li>Continuous </li></ul><ul><li>Individual Classroom Assessments </li></ul><ul><li>Progress Monitoring </li></ul><ul><li>Grade/Course Level </li></ul><ul><li>Initial : PSSA/PVAAS/final tests </li></ul><ul><li>– class/subgroup levels </li></ul><ul><li>Cyclical: </li></ul><ul><ul><li>Benchmark Data - grade level </li></ul></ul><ul><ul><li>District quarterly assessments </li></ul></ul><ul><ul><li>Common Classroom Data </li></ul></ul><ul><ul><li>Classroom Summaries </li></ul></ul><ul><li>School Level </li></ul><ul><li>School Demographics </li></ul><ul><li>Discipline Data </li></ul><ul><li>Attendance Data </li></ul><ul><li>Mobility Rate </li></ul><ul><li>Grade/Course Level </li></ul><ul><li>Class Demographics </li></ul><ul><li>Class Engagement Data </li></ul><ul><li>Satisfaction Data </li></ul><ul><li>Attendance Data </li></ul><ul><li>Classroom Level </li></ul><ul><li>Qualitative Data </li></ul><ul><li>Student Historical Information </li></ul><ul><li>Student Medical Information </li></ul><ul><li>Student Learning Information </li></ul>
    5. 5. Reports Available from 4Sight <ul><li>Estimate of student performance on the PSSA by district, school, grade, individual level </li></ul><ul><li>Subgroup data </li></ul><ul><li>Subscale reports for Math and Reading </li></ul><ul><li>Item Analysis on test questions </li></ul><ul><li>Individual student bar graphs </li></ul>
    6. 6. Math Proficiencies <ul><li>Gr GP Below Basic Basic Proficient Advanced T BP P %Proficient </li></ul><ul><li>6 B 29 14 4 1 48 43 5 10 </li></ul><ul><li>6 1 <> <> </li></ul><ul><li>6 2 <> <> </li></ul><ul><li>6 3 <> <> </li></ul><ul><li>6 4 <> <> </li></ul>Gr =  Grade GP =  Grading Period T =  Total Number Of Students P =  Proficient Students BP =  Below Proficient Students
    7. 7. Sub-Scale Reports by Grade 60.00 43.33 85.00 60.00 50.77 50.48 Averages 2.0 (40.0%) 2.0 (33.33%) 3.0 (75.0%) 3.0 (50.0%) 6.0 (46.15%) 17.0(40.48%) Joe Smith Data Analysis & Probability (E) 5 Algebraic Concepts (D) 6 Geometry (C) 4 Measurement (B) 6 Numbers and Operations (A) 13 Total Students
    8. 8. Individual Reports by Subscale
    9. 10. Item Analysis Report <ul><li>Kit lives in a town where 6,307 children live. How is that number correctly written in words? </li></ul><ul><li>Respondents # Picked % </li></ul><ul><li>A six thousand, three hundred seven 27 9 33.33% </li></ul><ul><li>B six thousand, three hundred and seven 27 11 40.74% </li></ul><ul><li>C six thousand, three seven 27 5 18.52% </li></ul><ul><li>D sixty-three, and seven 27 2 7.41% </li></ul>
    10. 11. Let’s Look at Your Data “Data should be shared and analyzed by all members of the school community.” (DuFour, DuFour, Ealer & Many, 2006) <ul><li>Using Data Packets </li></ul><ul><li>Handouts to Share </li></ul><ul><li>Guiding Questions to Ask </li></ul><ul><ul><li>How many students were proficient? (Math/Reading and by Sub Groups) </li></ul></ul><ul><ul><li>What are areas of strengths and weaknesses? </li></ul></ul><ul><ul><li>Why are we getting these results? </li></ul></ul><ul><ul><li>What did I do as a teacher to contribute to these results? </li></ul></ul><ul><ul><li>What is our challenge? </li></ul></ul>
    11. 12. The Key to a Results-Driven Culture <ul><li>Teams of teachers and administrators who… </li></ul><ul><li>Share a common vision and set of goals </li></ul><ul><li>Collect data on student performance </li></ul><ul><li>Analyze these data </li></ul><ul><li>Meet regularly to interpret these data for the purpose of informing instructional decisions focused on increasing student achievement </li></ul>

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