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Using SOL Data to Improve Instruction. Virginia Beach City Public Schools Department of Curriculum and Instruction Judy Fisher, Elementary Coordinator Robin Hoffman, Secondary English Coordinator Anne Mannarino, Secondary Science Coordinator Paula Tortolini, Elementary Coordinator.
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Using SOL Data to Improve Instruction Virginia Beach City Public Schools Department of Curriculum and Instruction Judy Fisher, Elementary Coordinator Robin Hoffman, Secondary English Coordinator Anne Mannarino, Secondary Science Coordinator Paula Tortolini, Elementary Coordinator
Ideas for Analyzing and Interpreting Data • Highlighting • Card Sort • Placemat Consensus
HIGHLIGHTING • Highlight based on established bands and discuss • the verb. • discrepancy between like descriptors. • essential knowledge embedded within the descriptor. • multiple concerns within one skill area. • trends over multiple administrations.
Teacher Data Below 55% Identify organizational structure Between 56% and 70% Describe a character Interpret text features Describe the importance of imagery to the text Between 71% and 80% Describe a conflict Make an inference Summarize an informational text Considerations Verb Interpret text features Essential knowledge Identify organizational structures, i.e., cause-effect, comparison Discrepancy Describe the conflict (74% / 95%) Summarize an informational text (95% / 84% / 74%) Multiple Skills Describe the importance of imagery to the text Discrepancy between Teachers/Schools Identify questions answered in a text Trend Data Make an inference Highlighting Analysis
CARD SORTING • Rank order and analyze data according to overall performance in order to • establish overall patterns. • discuss strengths and weaknesses. • consider the verb. • analyze skills embedded within the descriptor, such as a two-step thinking process. • consider pacing and unit planning. • share teaching strategies.
Placemat Consensus • Teachers come to consensus to… • identify individual areas of focus. • make grouping decisions. • set priorities. • share teaching strategies.
Teacher 1 • Round a four-digit number to the nearest 100 • Adding three and four digits with regrouping • Identify the decimal represented by the model • Teacher 3 • Round a four digit number to the nearest 100 • Identify the quotient of a division fact • Identify the decimal represented by the model • Add two proper fractions • Teacher 2 • Round a four digit number to the nearest 100 • Identify the quotient of a division fact • Adding two decimal numbers • Add two proper fractions • Consensus • Round a four digit number to the nearest 100 • Identify the decimal represented by the model • Add two proper fractions • Teacher 4 • Round a four-digit number to the nearest 100 • Identify the decimal represented by the model • Add two proper fractions
Moving from Data to Instruction • Incorporate wording and format from stems into instruction. • Model strategies and practices aligned to objectives (i.e., It Says…I Say…and So for making inferences, GIST for summarizing, or Cloze for context clues, Base 10 Blocks for whole number and decimal place value). • Provide opportunities for students to apply these strategies across the curriculum. • Adjust curriculum and identify professional resources based on gaps and trends over multiple administrations. • Provide professional development aligned to identified areas of concern.
