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WILKINSBURG SCHOOL DISTRICT

WILKINSBURG SCHOOL DISTRICT. 4 Sight Benchmark Assessment. 05-06 . The Wilkinsburg School Board and the administration sent a strong message that implementation of the 4Sight Benchmark Assessment was going to be a priority this school year in the district.

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WILKINSBURG SCHOOL DISTRICT

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  1. WILKINSBURG SCHOOL DISTRICT 4 Sight Benchmark Assessment 05-06

  2. The Wilkinsburg School Board and the administration sent a strong message that implementation of the 4Sight Benchmark Assessment was going to be a priority this school year in the district

  3. The 05-06 School Calendar was scheduled around the five 4Sight Testing Dates.

  4. Gives Grade Level Teachers • Time to meet • Time to analyze the data • Time to link data to instruction

  5. Professional Development DaysSCHEDULED Immediately after each 4Sight test was administered

  6. Initial Inservices The district’s initial inservices in August outlined and focused on: • the design • the schedule • the importance • the implementation of 4Sight

  7. Two very useful 4 Sight Components • Administration Guide (Very instrumental in data analysis) • E-Z Steps for Managing Data (Download from the Members Center)

  8. MATERIAL ORGANIZATION • CHECKLISTS • For Administrators • & • Teachers PINK C Handout

  9. Labeled ColoredEnvelopes for the Student Answer Sheets

  10. COLOR CODED REPORTS 4 Sight MATH Green 4 Sight READING Yellow

  11. PRINTED REPORTSLandscaped

  12. George W. BrightUniversity of North Carolina “When teachers understand what students know and don’t know, and then use that knowledge to make more effective instructional decisions, the net result is greater learning for students and a greater sense of satisfaction for teachers. The real importance of assessment is the way it helps teachers make instructional decisions so that they can align instruction more closely to the needs of students.”

  13. Professional DevelopmentOBJECTIVES“LINKING ASSESSMENT TO INSTRUCTION” Grade level teachers to: • Become familiar with 4Sight reports and analyze each student’s errors • Generate reports on the Members Center • Plan more effective instruction based on the items students missed on the assessment. • Plot each student’s errors in a systematic way • to identify patterns • to identify groups students by subscales, • to identify group students by reporting categories • Link instruction by developing instructional strategies and resource materials for each assessment anchor

  14. After the 4Sight Team became confident that the data from the Baseline Test was accurate…. MATH AND READING subscale reports MATH AND READING proficiency/quartile reports MATH AND READING proficiency/quartile graphs Objective #1: Familiarize staff with reports.GRADE LEVEL MEETINGS

  15. GRADE LEVEL MEETINGS The whole 4 Sight Team attended a grade level meeting for grades 3-4-5 & 6 in each elementary school sharing the data with each teacher. Teachers were asked to bring those reports to the next Professional Development Day.

  16. ORGANIZATION OF PROFESSIONAL DEVELOPMENT Principal Math or Reading Coach Interventionist Grade Teachers 4SIGHT TEAM CIRCULATE AS RESOURCE BLUE D Handout

  17. WILKINSBURG SCHOOL DISTRICT 4Sight MATH NUMBERS AND OPERATIONS School__________________ Teacher ________________ Gr.____ • Please review your students’ score on Numbers and Operations listed on your homeroom’s 4 Sight Subscale Report. • Using the columns below, group your students by listing them under their score. • In the shaded INTERVENTION BOX, please include some intervention strategies or instructional activities for each group that could be part of your plan to increase student’s performance in Numbers and Operations Yellow READING SUBSCALE templates Green MATH SUBSCALE templates

  18. Objective #2: Generate reports from the 4Sight Member’s Center Members of the 4 Sight Team took every teacher to a computer lab. Every teacher in our district has been issued access to the Members Center.

  19. NEXT INSERVICE • Math Error Analysis • Objective #3: Plan more effective instruction based on the items students missed on the assessment. • Objective #4: Plot each student’s errors in a systematic way…. • to identify patterns • to identify groups students by subscales, • to identify group students by reporting categories • Objective #5:Link instruction by developing instructional strategies and resource materials for each assessment anchor

  20. GREEN GREEN B Handout

  21. NEXT INSERVICE • Reading Error Analysis • Objective #3: Plan more specific instruction based on the items students missed on the assessment. • Objective #4: Plot each student’s errors in a systematic way…. • to identify patterns • to identify groups students by subscales, • to identify group students by reporting categories • Objective #5:Link instruction by developing instructional strategies and resource materials for each assessment anchor

  22. 7TH & 8TH GRADE READING • The 7th & 8th grade teachers were asked to bring a Member Center generated Reading answer sheet for every student in their class. • On an error analysis form, teachers plotted student’s errors. • The errors for each anchor were added. • Subject area teachers chose an anchor they wanted to target in their content area. • Errors • PSSA Blueprint • Adopted anchors STICKER

  23. 4Sight Reading ERROR ANALYSIS FORM BUFF Handout

  24. 7TH & 8TH GRADE MATH • 7th and 8th Grade teachers looked at the • Member’s Center error analysis report • Subject area teachers chose an anchor they wanted to target in their content area. • Errors • PSSA Blueprint • Adopted anchors STICKER

  25. GREEN F Handout 7TH GRADE 4 Sight TEST #3 SUBSCALE Item Chart

  26. PSSA Math Blueprint

  27. Jim Turner

  28. Lessons Learned (for Next Year) • Make this a K-12 priority • Stay the course • Teachers must score the open-ended items • Schedule some “double” in-service days • For “bad” questions—write our own practice ones • Turn around time—1 week • It’s not the test that makes you smarter!! • Focus on “Root Causes” • Need to better tie-in tutoring • Have teachers generating data from day 1

  29. Some Interesting “Unintended” Consequences • Pressure on school boards and teachers’ unions to: • Provide more training time (in-service days) • Have more common planning time for teachers • Have more planning time for administrators/teachers • Push to create positions or use outside agencies to help organize and analyze data • Students and especially parents will become more aware of proficiency standards and assessment anchors

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