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Southwest Ohio 2014 Data Workshops Using the HSTW Assessment and MMGW Survey Data to Take Action High Schools & Middle Schools Mike Ross HSTW/MMGW Ohio Data Consultant Susanne Davis HSTW/MMGW Ohio Assessment Coordinator. Workshop Objectives.

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Southwest Ohio2014 Data WorkshopsUsing the HSTW Assessment and MMGW Survey Data to Take ActionHigh Schools & Middle SchoolsMike Ross HSTW/MMGW Ohio Data ConsultantSusanne DavisHSTW/MMGW Ohio Assessment Coordinator


Workshop objectives
Workshop Objectives

  • Understand components of the HSTW and MMGW Assessment Reports

  • Identify gaps in student achievement and instructional practices

  • Identify new challenges

  • Link key Assessment data to the Site Review Process (SRP)

  • Explore how Assessment data may provide critical baseline or “readiness” levels for implementing common core state standards


Hstw key practices

HSTW

HSTW Key Practices

  • High Expectations

  • Program of Study

  • Academic Studies

  • Career/Technical Studies

  • Work-Based Learning

  • Teachers Working Together

  • Students Actively Engaged

  • Guidance

  • Extra Help

  • Culture of Continuous Improvement


Mmgw key practices

Aligned academic core

All students matter

High expectations and extra help

Engaging students

Teachers working together

Support from parents

Qualified teachers

Use of data

Use of technology for learning

Strong leadership

MMGW Key Practices


Why are data important
Why Are Data Important?

  • Replace hunches with facts

  • Enable us to tackle root causes instead of symptoms

  • Enable us to determine if we are accurately tracking effects

  • Assist in understanding how school and classroom practices impact achievement


Data can t help when
Data Can’t Help When…

  • The data are not valid or reliable

  • The appropriate questions are not asked after reviewing the data

  • Data analysis is not used for making wise decisions

  • There is no commitment by teachers and administrators to change school and classroom practices when data indicate the need for change

    Make conscious efforts to develop a data-rich culture at your school!


Multiple measures
Multiple Measures

Based on Victoria Bernhardt’s Multiple Measures Model


Categories of data
Categories of Data

“Measures of student learning help us understand

how students are performing and what students

know as a result of instruction.

Student

Achievement

Based on Victoria Bernhardt’s Multiple Measures Model


Categories of data1
Categories of Data

School

Processes

“…programs, practices, and instructional strategies…that produce school and classroom results.”

Based on Victoria Bernhardt’s Multiple Measures Model


Categories of data2
Categories of Data

Perceptions

“A particular view, judgment, or appraisal formed in the

mind about a particular matter...a belief stronger than impression and less strong than positive knowledge.”

Based on Victoria Bernhardt’s Multiple Measures Model


Categories of data3
Categories of Data

“Statistical characteristics of human populations…builds the context of the school …for which change is planned and takes place.”

Demographics

Based on Victoria Bernhardt’s Multiple Measures Model



Comparisons of assessments to oaa ogt

HSTW

Comparisonsof Assessments to OAA/OGT

HSTW Assessment

  • Based on NAEP Standards

  • 3 areas

  • Administered to 12th graders

  • Content through grade 12

  • Multiple choice

OGT/OAA

  • Based on Ohio standards

  • 2 to 5 areas

  • Administered (initially) to 3rd through 10th graders

  • OGT – through gr. 10

  • Multiple choice & constructed response


Comparisons of assessments to oaa ogt1

HSTW

Comparisonsof Assessments to OAA/OGT

HSTW Assessment

  • Reports Readiness Standards - Generalize to high school and college success

  • Scale scores

  • Cut scores/ Proficiency Levels

  • Random Sample

  • Others?

OGT/OAA

  • Not predictive of college success

  • OGT tied to graduation

  • Scale scores

  • Cut scores/ Proficiency Levels

  • All students

  • Others?


2014 assessment surveys ohio participation
2014 Assessment & SurveysOhio Participation

2014 HSTW Assessment

125 Ohio sites (41 SWO)

6,314 Ohio 12th grade students (2,286 SWO)

4,580 Ohio teachers (1,754 SWO)

2014 MMGW Surveys

95 Ohio sites (31 SWO)

12,118 Ohio 8th grade students (5,518 SWO)

1,789 Ohio teachers (653 SWO)


Approaching the report
Approaching the Report

  • Before analyzing data, ask yourself “who participated in this assessment?”

    • Random sample or all students?

    • Career/technical or all students?

    • Who completed the assessment?

      • Pages 62, 71, 86, 97 of High School assessment report

    • What is your H.S. category? – A, B, C, D

      Refer to top left of each page and

      descriptions on page iv.


High school standard setting readiness standards
High School Standard Setting – Readiness Standards

Students performing at this level or above are able to enter postsecondary studies without needing additional preparation and/or are able to pass most employer exams for entry-level jobs.


2014 HSTW Assessment Results -All Ohio Sites

HSTW Goal = 85%

Source: 2014 HSTW Assessment – Ohio Composite, pg.1

18


2014 hstw assessment results all ohio sites
2014 HSTW Assessment Results -All Ohio Sites

60%

63%

60%

Source: 2014 HSTW Assessment – Ohio Composite, pg.1

19


2014 ohio achievement assessment 8 th grade preliminary results
2014 Ohio Achievement Assessment 8th Grade Preliminary Results

State Standard = 75%

Source: ODE website


2014 ohio achievement assessment 8 th grade preliminary results1
2014 Ohio Achievement Assessment 8th Grade Preliminary Results

Source: Ohio Department of Education


Main summary reports
Main Summary Reports

  • Now that we know who participated and how Ohio students performed, how did yourschool do overall?

  • H.S. - Executive Summary, pp. 1-2

  • M.S. – refer to your OAA data


2014 All Ohio HSTW Sites Composite, p. 1



Key indicators of student achievement or power indicators report page 2

Key Indicators of Student Achievementor Power Indicators (report page 2)

12 Student and 6 Teacher Indicators

Associated with very high mean scores

ETS has found these indicators to be statisticallypredictiveof student achievement


2014 All Ohio HSTW Sites Composite, p. 2


Activity time

HSTW

Activity Time

High School - Utilizing the Executive Summary & Analyzing Differences

  • Report pp. 1-12

  • HS Handout #1

Middle School – Reviewing State Achievement Data

  • State Report/Data

  • MS Handout #1


Activity processing
Activity Processing

  • What value do these data provide?

  • How can you use this executive summary and other features in the reports in planning at your school?


Utilizing the high school overview and middle school indices

Utilizing the High School Overview andMiddle School Indices


More information
More Information

  • Now that we’ve gotten a picture of overall performance, where can I get some more details?

    • H.S. - Executive Summary – pp. 1-2

    • H.S. - Overview – pp. 3-24

    • M.S. - Indices – pp. 6-8


Semantics
Semantics

Indicator

Index or indices (pl.)

Common meanings and distinctions

32


Our definition
“Our Definition”

Indicator –

a student experience(s) and/or improvement strategy(ies) that are associated with higher levels of student achievement

33


Definition
Definition

Examples of Indicators

Used a graphing calculator in math assignments at least weekly.

Prepared a written report of science lab results at least monthly.

Used computer skills to complete an assignment or project in C/T classes at least weekly.

34


Definition1
Definition

Index –

A scale that combines multiple items into a single value.

Each index is built around a common theme which HSTWor MMGW believes is a key element of student achievement.

35


Be mindful
…be mindful

“Although we cannot prove a causal connection between the indices and student test performance, it can be said that faithful adherence to the Key Practices is associatedwith better student achievement.”

36


Understanding the indices
Understanding the Indices

  • Based on the HSTW Key Practices

    • Example – Literacy Across the Curriculum

  • A series of indicators (and frequency) are identified for each practice

    • Example – Students often revised their essays or other written work several times to improve their quality

  • The number of indicators experienced determines the level of emphasis

    • Example – Intensive = 8-10 indicators


Source: 2014 HSTW Assessment – Ohio Composite, pg.13


High School Indicator Data

(source: 2014 All Ohio HSTW Sites Composite, p. 26)


The mmgw indices 2014 mmgw student survey ohio composite p 7

The MMGW Indices2014 MMGWStudent Survey Ohio Composite, p. 7


2014 mmgw student survey ohio composite p 17

2014 MMGW Student Survey Ohio Composite, p.17


2014 mmgw student survey ohio composite p 18

2014 MMGW Student Survey Ohio Composite, p.18


2014 mmgw student survey ohio composite p 19

2014 MMGW Student Survey Ohio Composite, p.19


Activity time a more detailed picture of your school s performance

HSTW

Activity TimeA More Detailed Picture of Your School’s Performance

High School –

Utilizing the Overview & the HSTW Indices

  • Report pp. 1 & 13-23

  • HS Handout #2

Middle School –

The MMGW Indices

  • Report pp. 6-7

  • MS Handout #2


Share
Share

  • On what three categories of indicators did most of your students report an intensive emphasis?

  • What actions did you take that may account for these results?

  • What challenges did you identify by looking at these data?


The importance of leadership and school improvement

The Importance of Leadership and School Improvement


HSTW

Key Practice:Continuous Improvement Use student achievement and program evaluation data to continuously improve school culture, organization, management, curriculum and instruction to advance student learning.



Teachers perception on continuous school improvement percentage who strongly agree
Teachers’ Perception on Continuous School ImprovementPercentage Who StronglyAgree

Source: 2014 HSTW Assessment – Ohio Composite, p.57


Teachers perception on continuous school improvement percentage who strongly agree1
Teachers’ Perception on Continuous School ImprovementPercentage Who StronglyAgree

Source: 2014 HSTW Assessment – Ohio Composite, p.57

50


2014 mmgw teacher survey ohio composite p 4

2014 MMGW Teacher Survey Ohio Composite, p. 4


Activity time1

HSTW

Activity Time

High School – Leadership & Continuous Improvement

  • Report pp. 187, 198, 201, 210-213

  • Handout #3

Middle School – Leadership & Continuous Improvement

  • Teacher Survey Report pp. 4 &16-19

  • Handout #3


Engaging instruction

Engaging Instruction

…a key to ensuring rigorous and challenging learning experiences


Key practice
Key Practice

Engage students in academic and career/technical classrooms in rigorous and challenging assignments using research-based instructional strategies and technology.


Four types of engagement mmgw student report pp 33 40
Four Types of EngagementMMGW Student Report, pp. 33-40

Intellectual- students work with new concepts, explain their reasoning, defend their conclusions and explore alternative strategies. Students have confidence in their ability to succeed and academic success is important for future goals.

Emotional – students have opportunities to choose projects or areas of further study related to their interests and goals. Students who are engaged emotionally are able to relate what they are learning to their own life.


Four types of engagement mmgw student report pp 33 401
Four Types of EngagementMMGW Student Report, pp. 33-40

Social – Student work in teams in class, participate in extracurricular activities, have friends at school, feel a sense of loyalty and belonging to the school, and believe in the legitimacy of school. Social engagement motivates students to stay in school.

Behavioral - Students go to class prepared and actively participate, seek assistance when needed, and take challenging classes.


Sreb literacy goals
SREB Literacy Goals

Students will read the equivalent of 25 books per year across the curriculum.

Students will write weekly in all classes.

Students will use reading and writing strategies to help them understand and use the content of all classes.

Students will write investigative research papers in all classes.

Students will be taught as if they were in honors language arts classes.


Actions for engaging students in research based instructional strategies
Actions for Engaging Students in Research-Based Instructional Strategies

Project- or Problem-based learning

Cooperative learning

Student-designed research

Integrated, interdisciplinary studies

Integrating technology

Effective direct instruction


Literacy Across the Curriculum or Engaging Literacy Instructional Strategies–Refer to p. 24 M.S and p.14 H.S. for complete lists

EXAMPLES OF INDICATORS

They oftenrevised their essays or other written work several times to improve their quality. (Similar)

They completed short-writing assignments of one to three pages for which they received a grade in their English classes at least monthly. (Similar)

They read an assigned book and demonstrated understanding of the significance of the main ideas at least monthly. (Similar)

They stood before the class and made an oral presentation on a project or assignment to meet specific quality requirements at least once a semester. (Similar)


Literacy across the curriculum h s
Literacy Across the Instructional StrategiesCurriculum – H.S.

Source: 2014 HSTW Assessment – Ohio Composite, p.1


Engaging literacy across the curriculum m s
Engaging Literacy Across the Instructional StrategiesCurriculum – M.S.

Source: 2014 MMGW Student Survey– Ohio Composite


Literacy across the curriculum h s1
Literacy Across the Instructional StrategiesCurriculum – H.S.

Source: 2014 HSTWAssessment – Ohio Composite, p.14


Literacy in all classes
Literacy in All Classes Instructional Strategies

Choose texts for students that are demanding enough to help develop strong reading skills

Work with students directly in mastering texts - this is how students learn how to learn in each subject

Students need more experiences in reading complex materials, analyzing texts, discussing what they read, and writing reports based on their reading.


Activity time literacy
Activity Time - Literacy Instructional Strategies

High School – Engaging Instruction

Report pp. 47-48, 77-84, 104 & 132

HS Handout #4

Career Centers –

Quality CT; Integrating Academics into CT ; Work-Based Learning

Report pp. see workbook handout for report pages

CC Handout #5

Middle School – Engaging Classroom Practices

Report pp. 22-24, 25-27, 28-30

MS Handout #4

HSTW

64


Engaging numeracy across the curriculum refer to p 27 29 m s and p 15 h s for complete lists
Engaging Numeracy Across the Instructional StrategiesCurriculum–Refer to p. 27-29 M.S and p.15 H.S. for complete lists

EXAMPLES OF INDICATORS

They used math in classes other than mathematicsat least monthly. (Similar)

Their mathematics teachers sometimes or often showed how mathematics concepts are used to solve problems in real-life situations. (Similar)

They oftendeveloped and analyzed tables, charts and graphs in their school work. (Similar)

They solved mathematics problems other than those found in the textbookat least monthly. (Similar)

They used a graphing calculator to complete mathematics assignmentsat least weekly. (Similar)


Numeracy across the curriculum h s
Numeracy Across the Curriculum – H.S. Instructional Strategies

Source: 2014 HSTWAssessment – Ohio Composite, p.1


Engaging numeracy across the curriculum m s
Engaging Numeracy Across the Curriculum – M.S. Instructional Strategies

Source: 2014 MMGW Student Survey– Ohio Composite


Numeracy across the curriculum h s1
Numeracy Across the Instructional StrategiesCurriculum – H.S.

Source: 2014 HSTW Assessment – Ohio Composite, p.15


9 actions to build students math abilities
9 Actions to Build Students’ Math Abilities Instructional Strategies

Develop students’ fluency in the language of mathematics.

Help students find a purpose for mathematics.

Teach students to organize and classify mathematics information.

Help students gain a thorough understanding of fractions, decimals and percentages.

Use multiple representations of information.


9 actions to build students math abilities contd
9 Actions to Build Students’ Math Abilities Instructional Strategies(contd.)

Develop students’ understanding of appropriate applications of technology in mathematics.

Emphasize the role of mathematics in the workplace and real world.

Help students find a problem-solving strategy.

Foster students’ confidence in and appreciation for mathematics.


Activity time numeracy
Activity Time - Numeracy Instructional Strategies

High School – Engaging Instruction

Report pp. 48-49, 92-95, 131

HS Handout #4

Career Centers –

Quality CT; Integrating Academics into CT ; Work-Based Learning

Report pp. see workbook handout for report pages

CC Handout #5

Middle School – Engaging Classroom Practices

Report pp. 22-24, 25-27, 28-30

MS Handout #4

HSTW

71


Engaging science curriculum and instruction refer to p 30 32 m s and p 16 h s for complete lists
Engaging Science Curriculum and Instructional StrategiesInstruction–Refer to p. 30-32 M.S and p.16 H.S. for complete lists

EXAMPLES OF INDICATORS

Their science teachers oftenshowed how scientific concepts are used to solve problems in real-life situations. (Similar)

They used science equipment to do science activities in a classroomor laboratory at least weekly. (Similar)

They used computers or technology to do science activitiesat least monthly. (Similar)

They prepared a written report of their lab resultsat least monthly. (Similar)

They participated in a classroom discussion relating science to everyday lifeat least monthly. (Similar)

They worked with other students in their class on a challenging science assignment or projectat least monthly. (Similar)


Engaging science h s
Engaging Instructional StrategiesScience – H.S.

Source: 2014 HSTW Assessment – Ohio Composite, p.1


Engaging science m s
Engaging Instructional StrategiesScience – M.S.

Source: 2014 MMGWStudent Survey – Ohio Composite


Engaging science h s1
Engaging Instructional StrategiesScience – H.S.

Source: 2014 HSTW Assessment – Ohio Composite, p.16


How can you improve the quality of instruction
How can you improve the quality of instruction? Instructional Strategies

  • Focus on improving professional practice

    • Common planning time

      • Integrating

      • Common unit planning, syllabi, exams, etc.

    • Peer observations

    • Demonstration classrooms

    • Professional development and follow-up

    • Team teaching

    • Teacher evaluation; annual plans for improvement


Activity time science
Activity Time - Science Instructional Strategies

High School – Engaging Instruction

Report pp. 49-50, 104-108

HS Handout #4

Career Centers –

Quality CT; Integrating Academics into CT ; Work-Based Learning

Report pp. see workbook handout for report pages

CC Handout #5

Middle School – Engaging Classroom Practices

Report pp. 22-24, 25-27, 28-30

MS Handout #4

HSTW

77


Share1
Share Instructional Strategies

What does this type of data tell us about quality instruction in our schools?

How can these data be used to impact student achievement?

What actions can be taken to increase the quality of instruction?



Data Tools Instructional StrategiesCompare your site 2012 & 2014 vs. All Ohio Sites vs. All Network Siteshstwohioregions.org“Assessments” Tab2014 Data Tools – Ohio High School Sitesor2014 Data Tools – Ohio Middle Grade Sites


Improvement Plans Instructional Strategiesand ProcessesSite Action Plans (SAP)CCIPOIPSite Review Process (SRP)Work from one plan!


Ohio improvement plan
Ohio Improvement Plan Instructional Strategies


Srp seven phase process

SRP Seven Phase Process Instructional Strategies


Next steps how to use the assessment report
Next Steps: Instructional StrategiesHow to Use the Assessment Report

  • Show the “positives”

  • Identify the challenges

    • Use state assessment & HSTW/MGA report findings that explain why

    • What actions can you take to change that?

  • Walk through the report

    • Identify strengths and weaknesses

    • Identify improvement actions

  • Develop plan to share findings with the faculty and other stakeholders


Next steps identify and prioritize actions
Next Steps: Instructional StrategiesIdentify and Prioritize Actions

  • List areas in need of improvement

    • Rank items based on impact on student achievement and completion rates.

  • Identify short-term goals

    • Implementation in the first year

    • Have one item in each of the four areas of structural, instructional, support and leadership change

  • Identify long-term goals

    • Implementation in years two and three

    • Have one item in each of the four areas of structural, instructional, support and leadership change


Essentials for moving forward
Essentials for Moving Forward Instructional Strategies

  • Keep the improvement plan “alive”

  • Keep staff informed and involved

  • Establish necessary structures and processes (committees or focus teams, regular meeting schedules, agendas, and meeting notes)

  • Use resources from SREB, state, and other sites

  • Collect evidence to determine the effectiveness of improvement efforts

  • Make “mid-point” corrections and revise improvement plan at least once a year

  • Develop teacher leaders to make this happen!


Website information and workshop documents
Website information and workshop documents: Instructional Strategies

www.hstwohioregions.org

click “Assessments”

www.sreb.org

click “SREB Programs”

HSTW or MMGW


Contact information
Contact Information Instructional Strategies


Wrapping it all up remember

HSTW Instructional Strategies

Wrapping it all up--Remember…

All schools want to improve but few want to change. The fact remains that to improve, one MUST change.

Remember that if nothing changes,

nothingchanges!


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