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  • Before looking at any ways of improving or reform we must understand the learning organization
  • Historically, the data from each of the three sources was in different formats – difficult to compare When we align them all to PA’s Standards/Anchors, we now have apples, apples, and apples. We can make comparisons and decisions in instructions based on data.
  • We have been under the microscope- especially after a Nation at Risk and of course we are now under the NCLB Gun
  • Simple terms- what should data do?Where does the major data come in our world?What is core curriculum? All the courses of study offered by a school. Curriculum mapping is a process, part of the life of a school. Curriculum mapping is not one more thing. It is based on teachers working collaboratively and discussing curriculum to improve instruction.Does anyone know what a diary map is? Diary Maps are used to guide teacher planning of day to day lessons, hence the description as a diary.  Teachers will plan lessons and instruction using a standardized format known as Understanding by Design.  Understanding by Design is sometimes called Backward Design.What to we do with the data?
  • As a principal- how would you sell the data-plan and form a data team?
  • But the bar is going up!
  • In the first year of not meeting AYP, a school or district is placed in “warning” status. Warning means that the school fell short of the AYP targets but has another year to achieve them.  These schools are not subject to consequences.  Rather, they should examine, and where necessary modify, their improvement strategies so they will meet targets next year.  If a school does not meet its AYP for two consecutive years, it is designated as needing improvement and is placed in one of the following categories: School Improvement I If a school does not meet its AYP for two years in a row students will be eligible for school choice, school officials will develop an improvement plan to turn around the school, and the school will receive technical assistance to help it get back on the right track.School Improvement IIIf a school or district does not meet its AYP for three years in a row, it must continue to offer public school choice and plan improvements.  Additionally, the school or district will need to offer supplemental education services such as tutoring. The district will be responsible for paying for these additional services.Corrective Action IA school or district is categorized in Corrective Action I when it does not meet its AYP for four consecutive years.  At this level, schools are eligible for various levels of technical assistance and are subject to escalating consequences (e.g., changes in curriculum, leadership, professional development).  Corrective Action IIIf a school or district does not meet its AYP for five years in a row, it is subject to governance changes such as reconstitution, chartering, and privatization. In the meantime, improvement plans, school choice, and supplemental education services are still required. From WARNING – SCHOOL CHOICE – GOVERNMENT TAKING OVER
  • Then show the data….
  • Data/Reform

    1. 1. REFORM/HOW-<br />Who.<br />What..<br />When…<br />Where…..<br />
    2. 2. The Learning Organization<br />Learning Environment<br />Assessment<br />Curriculum<br />Standards<br />Instruction<br />
    3. 3. How have we gotten to the place we are in now?<br />………….and where do we go from here?<br />What are the guiding forces of our future journey?<br />
    4. 4. Datadrivesyour decisions<br />Diary Maps<br />Core<br />curriculum<br />State and<br />National<br />Benchmarks<br />Curriculum Data<br />Aligned to Standards<br />Assessment Data<br />Aligned to Standards<br />Data Analysis<br />Data Analysis<br />A Data-Informed Culture<br />Improve Student Achievement<br />
    5. 5. Guiding Questions<br />What is a core curriculum?<br />What are the components of a quality core curriculum?<br />What is the difference between a “core map” and a “diary map?”<br />How do we effectively create/identify a core curriculum?<br />
    6. 6. Guiding Question 1:<br />What is a core curriculum?<br />
    7. 7. So, what is a core curriculum?<br /><ul><li>A core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a grade, subject, school, or school system.</li></li></ul><li>Guiding Question 2:<br />What are the components of a quality core curriculum?<br />
    8. 8. Through the Elements of Each Map<br /><ul><li>Essential Questions
    9. 9. Standards/Anchors
    10. 10. Content
    11. 11. Skills
    12. 12. Assessments
    13. 13. Formative
    14. 14. Summative</li></li></ul><li>Guiding Question 3:<br />What is the difference between a “core map” and a “diary map?”<br />
    15. 15. Core and Diary Maps: The Relationship<br />7th Grade Science Core Map<br />Mr. Smith’s 7th Grade Science Diary Map<br />Ms. Benitez’s 7th Grade Science Diary Map<br />
    16. 16. An Overview of Core vs. Diary Mapping:<br />Core – the essential elements of the curriculum…. “the guts, foundation, backbone, framework”<br /><ul><li>Allows for a collaboratively planned curriculum
    17. 17. Showcases non-negotiable expectations
    18. 18. Allows for consistency and flexibility</li></li></ul><li>Why We Core Map…<br />define learning targets (what students must know, understand, and be able to do). <br />communicate the agreed upon curriculum. <br />provide a resource for instructional decision-making & teacher planning.<br />prepare for eventual Keystone Exams (beginning this year)<br />
    19. 19. Why We Diary Map…<br />illustrate how the Core Map is implemented in the classroom.<br />assist in our response to various children and their needs.<br />showcase how teachers are flexible in their approach and delivery.<br />
    20. 20. An Overview of Core vs. Diary Mapping<br />Diary – personalizing the core map <br />Personalized through lesson planning<br />Personalized by requiring something more than the core curriculum through differentiated approaches<br />Personalized through formative assessments<br />
    21. 21. What the research says….<br /><ul><li>Student achievement is more likely to improve where leadership is focused on educational quality and is distributed throughout the school community.
    22. 22. Instructional quality (effectiveness of individual teachers) has a greater impact on student achievement than any other single schooling factor.</li></ul> Marzano, RJ. 2000 “A New Era In School Reform: Going Where the Research Takes Us”. MCREAL<br />
    23. 23. Why data?<br />Careful curriculum alignment has a tremendous impact on student achievement.<br />Student achievement is substantially higher when teacher’s make use of frequent “point in time” assessments of student performance.<br />Student achievement gains have been strongly correlated with schools collecting data to guide instruction.<br />Marzano, RJ. 2000 “A New Era In School Reform: Going Where the Research Takes Us”. MCREAL<br />
    24. 24. Richness of Student Assessment Data<br />Are students learning optimally?<br />Are students meeting the state standards?<br />What are the student’s strengths and needs?<br />
    25. 25. And……<br />How are student’s performing in general?<br />Can students apply and generalize what they’ve learned?<br />Did students learn it?<br />Are students learning it?<br />
    26. 26. As a teacher, how can data help?<br />Replace hunches/hypothesis with facts.<br />Facilitate a clear understanding of the gaps between where a school is and where the school wants to be.<br />Identify root causes of the gaps<br />
    27. 27. Also…<br />Provide information to eliminate ineffective practices.<br />Show if school goals and objectives are being accomplished.<br />Predict and prevent failures.<br />Predict and ensure successes.<br />
    28. 28. So why analyze student achievement data?<br />Improve instruction<br />Provide students with feedback on performance<br />Measure program success and effectiveness<br />Understand if what we are doing is making a difference<br />Make sure students “do not fall through the cracks”<br />
    29. 29. Data Plan<br />Collect basic information<br />Identify additional data – Triangulation<br />Data triangulation is when a piece of data, a finding, or a generalization is able to be verified with several different research methods. This helps add to your credibility and makes your findings stronger.<br />
    30. 30. Data Plan-continued…<br />Disaggregate the data<br />Analyze the data – ask questions about the data<br />Summarize the data – identify the problem, not solve it<br />Brainstorm causes<br />Identify a goal – specific, measurable and attainable, results oriented and timebound<br />
    31. 31. So- how do we plan our attack?<br />
    32. 32. Collaborate…………………….and<br />
    33. 33. WORK AS A TEAM….<br />
    34. 34. SO---what and where do we get the data?<br />LOYALSOCK TOWNSHIP SDDistrict Result AYP Status Map Report Card <br />LOYALSOCK TOWNSHIP SD    Made AYP <br />School AYP TargetsMet / Total Result AYP Status Report Card <br />DONALD E SCHICK ELEM SCHOOL 17 / 17    Made AYP <br />LOYALSOCK TWP MS 17 / 17    Made AYP <br />LOYALSOCK TWP SHS 9 / 9    Made AYP<br />
    35. 35. Data Team<br />Buy in?<br />
    36. 36. Goal…<br /><ul><li>A journey of a thousand miles begins with a single step. – Chinese Proverb</li></li></ul><li>How to sell?<br /><ul><li>Competent, Dedicated Staff
    37. 37. Talented Students
    38. 38. Great Community</li></li></ul><li>The process<br /><ul><li>Align Curriculum
    39. 39. Instruct
    40. 40. Assess
    41. 41. Analyze</li></li></ul><li>What is a Data Team<br /><ul><li>A representative group of the school that continually monitors the progress of students.
    42. 42. The team will disseminate information to the proper staff/departments in the high school so they may make corrective actions (whether it is a band aid fix or a curriculum fix).</li></li></ul><li>What is a Data Team<br /><ul><li>The team will be the leaders of data in our building that will drive building level decisions that will be in the best interest of our students.
    43. 43. This is truly a team effort and this team can grow into a very strong resource for the school.</li></li></ul><li>As a teacher, how can data help me….<br /><ul><li>Replace hunches/hypothesis with facts.
    44. 44. Facilitate a clear understanding of the gaps between where a school is and what the school wants to be.
    45. 45. Identify root causes of the gaps</li></li></ul><li>As a teacher……<br /><ul><li>Provide information to eliminate ineffective practices.
    46. 46. Show if school goals and objectives are being accomplished.
    47. 47. Predict and prevent failures.
    48. 48. Predict and ensure successes.</li></li></ul><li>Begin with the end in mind.<br /><ul><li>So…….what are our ultimate goals (targets)?</li></li></ul><li>AYP Adequate Yearly Progress<br />This is the term No Child Left Behind uses to explain that a child's school has met state reading and math goals. <br />READING: <br /><ul><li>2008-2010 – 63%
    49. 49. 2011 – 72%
    50. 50. 2012 – 81%
    51. 51. 2013 – 91%
    52. 52. 2014 – 100%</li></ul>MATH:<br /><ul><li>2008-2010 – 56%
    53. 53. 2011 – 67%
    54. 54. 2012 – 78%
    55. 55. 2013 – 89%
    56. 56. 2014 – 100%</li></li></ul><li>What is the motivation?<br />
    57. 57. What happens if a school does not meet its AYP?<br /><ul><li>Warning
    58. 58. School Improvement I
    59. 59. School Improvement II
    60. 60. Corrective Action I
    61. 61. Corrective Action II
    62. 62. Corrective Action III</li></li></ul><li>To move forward…<br /><ul><li>All the software is available to us to assist us in tracking the data and a quick way to get the data entered.
    63. 63. We have it. It is called the Performance Tracker/Plus
    64. 64. We need a way to progress monitor students during their middle school career.
    65. 65. The process starts with benchmark assessments (4Sights).This is a multi-phased process.
    66. 66. PSSA Data is also a key indicator
    67. 67. Performance Plus is connected to IEP Tracker</li></li></ul><li>Benchmark Assessments<br /><ul><li>Benchmark Assessments are reliable and valid, standards-based assessments
    68. 68. Identify specific student needs – ongoing
    69. 69. Progress monitoring</li></li></ul><li>Benchmark Assessments<br /><ul><li>Data from assessments are used to write curriculum – more permanent
    70. 70. Curriculum Map
    71. 71. PSSA Predictor</li></li></ul><li>But…Benchmark Assessments<br /><ul><li>Are they serving the purpose they are intended to?
    72. 72. Is the frequency of the test too much?</li></li></ul><li>But……continued<br /><ul><li>Is the test administered after PSSA’s necessary and valid?</li></li></ul><li>Where are you now!<br />
    73. 73. Four Keys to Lasting Change<br /><ul><li>A Dissatisfaction with the past
    74. 74. The right priorities
    75. 75. The right plan
    76. 76. The decision to act now!</li></li></ul><li>The Performance Tracker/Plus<br /><ul><li>Web-based software that enables us to run reports on assessments that we want to collect data on in the high school.
    77. 77. PSSA, benchmark assessments, finals, common assessments etc
    78. 78. Also
    79. 79. SUCCESS FOR ALL
    80. 80. EMETRICS
    81. 81. -------any others?</li></li></ul><li>Next?<br /><ul><li>How do we use the data?</li>