The Use of Data in Developing a Holistic Learning Environment “What gets measured gets done”...
-
Upload
kevin-ross -
Category
Documents
-
view
215 -
download
2
Transcript of The Use of Data in Developing a Holistic Learning Environment “What gets measured gets done”...
The Use of Data in Developing a The Use of Data in Developing a Holistic Learning EnvironmentHolistic Learning Environment
““What gets measured gets What gets measured gets done”done”
October 29, 2003October 29, 2003
The Blackstone Valley – 13 communities steeped in a The Blackstone Valley – 13 communities steeped in a history of innovation, invention and business successhistory of innovation, invention and business success
Boston
WorcesterSpringfield
Dual Dual EducationEducation850 students in Grades 9-12 850 students in Grades 9-12
15 Vocational Technical Programs15 Vocational Technical ProgramsAll students complete All students complete
4 years of4 years of 2 years of2 years of
EnglishEnglishMathMathScienceScienceSocial StudiesSocial Studies
Vocational Technical Vocational Technical ProgramProgram
Health/Phys. Ed.Health/Phys. Ed.Selectives ie: Spanish, Selectives ie: Spanish, Business, A+ TrainingBusiness, A+ Training
Voc-Tech RelatedVoc-Tech Related
15 Career Technical Programs15 Career Technical Programs
All students can master All students can master complex academic and complex academic and technical concepts.technical concepts.
Schools must create an Schools must create an environment that encourages environment that encourages students to succeed.students to succeed.
We BelieveWe Believe
Raise System ExpectationsRaise System ExpectationsEncourage Students to Take the Right Encourage Students to Take the Right CoursesCoursesChange Classroom and Laboratory PracticesChange Classroom and Laboratory PracticesInvolve Parents, Employers Involve Parents, Employers and the Communityand the CommunityImprove Student AssessmentImprove Student AssessmentIncrease Student LearningIncrease Student Learning
Our GoalsOur Goals
Identifying Student NeedsIdentifying Student Needs
Stanford Diagnostic TestingStanford Diagnostic Testing
Collect IEP and 504 plans Collect IEP and 504 plans
Transition meetings held at sending Transition meetings held at sending schoolschool
Wilson Reading screeningWilson Reading screening
Follow-up Wilson screening at sending Follow-up Wilson screening at sending schoolschool
Data processed and student Data processed and student schedules developedschedules developed
Grade 8Grade 8
Identifying Student NeedsIdentifying Student Needs Grade 9 Grade 9
Stanford Diagnostic TestingStanford Diagnostic Testing Harrington-O’Shea Harrington-O’Shea Pre & Post-MCAS Diagnostics Pre & Post-MCAS Diagnostics Study Strategies self-assessment Study Strategies self-assessment
Grade 10 Grade 10 Pre & Post-MCAS DiagnosticsPre & Post-MCAS Diagnostics
Grade 11 & 12 Grade 11 & 12 TestWiz analysis (scheduling and TestWiz analysis (scheduling and
curricular curricular revision) revision)
MCAS (retest)MCAS (retest) NAEP (every other year)NAEP (every other year)
**All data is available to faculty through the computer network****All data is available to faculty through the computer network**
Class of 2003 Class of 2003 Stanford Diagnostic Test ResultsStanford Diagnostic Test Results
Reading Comprehension
05
101520253035404550
1 2 3 4 5 6 7 8 9 10 11 12 13
Grade Level
Incoming 60% below 8th grade reading
level
10 months later39% below 9th grade reading
level
Blackstone Valley Tech reduced the number of incoming students (class of 2003) below grade level in reading from 60% to 39% in ten months.
Math Application
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12 13
Grade Level
Nu
mb
er
of
Stu
de
nts
8th Grade
9th Grade
Incoming41% below 8th
grade math level
10 months later22% below 9th
grade math level
Blackstone Valley Tech reduced the number of incoming students (class of 2003) below grade level in math applications from 41% to 22%in ten months.
Class of 2003 Class of 2003 Stanford Diagnostic Test ResultsStanford Diagnostic Test Results
Percentage of Students Percentage of Students
Passing ELA - MCASPassing ELA - MCAS
Per
cen
t P
assi
ng
Per
cen
t P
assi
ng
First TestingFirst Testing
49.5%49.5%
82.1%82.1%90.3%90.3%
95.6%95.6%
0%0%
10%10%
20%20%
30%30%
40%40%
50%50%
60%60%
70%70%
80%80%
90%90%
100%100%
20002000 20012001 20022002 20032003
School YearSchool Year
(Class of 2002)(Class of 2002) (Class of 2003)(Class of 2003) (Class of 2004)(Class of 2004) (Class of 2005)(Class of 2005)
Percentage of Students Percentage of Students Passing Math - MCASPassing Math - MCAS
First TestingFirst Testing
50.7%50.7%
78.7%78.7%77.0%77.0%
82.4%82.4%
0%0%
10%10%
20%20%
30%30%
40%40%
50%50%
60%60%
70%70%
80%80%
90%90%
20002000 20012001 20022002 20032003 (Class of 2002) (Class of 2002) ((Class of 2003) (Class of 2004) (Class of 2005)Class of 2003) (Class of 2004) (Class of 2005)
Per
cen
t P
assi
ng
Per
cen
t P
assi
ng
School YearSchool Year
0%0%
10%10%
20%20%
30%30%
40%40%
50%50%
60%60%
70%70%
80%80%
90%90%
100%100%
Per
cen
t P
assi
ng
Per
cen
t P
assi
ng
20002000200120012002200220032003
MCAS Advanced/Proficient MCAS Advanced/Proficient First AttemptFirst Attempt
MathMath English Language ArtsEnglish Language Arts
21%21%
33%33% 34%34% 36%36%
11%11%
29%29%34%34%
43%43%
Strategies forStrategies for
SuccessSuccess
District Strategies for SuccessDistrict Strategies for Success Increase TechnologyIncrease Technology
Reading/Math LabReading/Math LabStudents/Staff accessibility to Students/Staff accessibility to
technologytechnology
Staff TrainingStaff TrainingProfessional developmentProfessional developmentInvolve everyoneInvolve everyoneMentoring programMentoring program
Increased time on taskIncreased time on task193 school days193 school daysModified block schedulingModified block schedulingRemediation/resource programsRemediation/resource programsCross-curricular initiativesCross-curricular initiatives
Across-the-Curriculum InitiativesAcross-the-Curriculum Initiatives Reading Across the CurriculumReading Across the Curriculum
Writing and Thinking Across the Writing and Thinking Across the CurriculumCurriculum
Math Across the CurriculumMath Across the Curriculum
Study Strategies Across the CurriculumStudy Strategies Across the Curriculum
Respect Across the CurriculumRespect Across the Curriculum
Portfolio AssessmentPortfolio Assessment
Standards Based School CounselingStandards Based School Counseling
School Based Health Center/NFLSchool Based Health Center/NFL
Steps to Integrating Steps to Integrating Across the Curriculum EffortsAcross the Curriculum Efforts
Identify what you want to improve Identify what you want to improve (baseline)(baseline)Form multi-disciplined teamsForm multi-disciplined teamsCreate tools and develop curriculumCreate tools and develop curriculumPilotPilotTrain staffTrain staffSchool-wide implementationSchool-wide implementationEvaluate (benchmark)Evaluate (benchmark)
““What gets measured gets What gets measured gets done”done”
ELA ELA and and
Reading Reading
Reading proficiency is essential to Reading proficiency is essential to learning most subjects– including the learning most subjects– including the trades, sciences, and mathematics.trades, sciences, and mathematics.The majority of BVT’s incoming The majority of BVT’s incoming students are two or more grade students are two or more grade levels behind in reading ability.levels behind in reading ability.All vocational and academic All vocational and academic instructors assist students to instructors assist students to become better readers.become better readers.
Reading Across the Curriculum Reading Across the Curriculum was supported by the following facts:was supported by the following facts:
Writing Across the CurriculumWriting Across the Curriculumwas guided by four core beliefs:was guided by four core beliefs:
Students must write frequently and for a variety of Students must write frequently and for a variety of purposes.purposes.
Students must consciously apply writing skills Students must consciously apply writing skills learned in English to every writing endeavor.learned in English to every writing endeavor.
Faculty “buy-in” is essential to any initiative Faculty “buy-in” is essential to any initiative calling for mass revision of teaching methods. calling for mass revision of teaching methods. Keep it simple! Make it user-friendly!Keep it simple! Make it user-friendly!
Students need to be held accountable for their Students need to be held accountable for their best writing efforts outside of English class.best writing efforts outside of English class.
Reading and Writing Across Reading and Writing Across the Curriculum Specific Strategies the Curriculum Specific Strategies
Align Curriculum to the Mass. FrameworksAlign Curriculum to the Mass. Frameworks Piloted R.A.C. in selected shopsPiloted R.A.C. in selected shops Asked all teachers to increase the amount Asked all teachers to increase the amount
of reading and writing of reading and writing Shared successful strategies and assignmentsShared successful strategies and assignments
with colleagues – created toolbox with colleagues – created toolbox Piloted W.A.C. using English dept. Piloted W.A.C. using English dept.
and selected shops and selected shops Trained staff in Collins Writing ProgramsTrained staff in Collins Writing Programs Provided teachers with time to collaborate Provided teachers with time to collaborate
English dept. became in-house experts English dept. became in-house experts
Mathematics Mathematics
Strategies for Increased Student Strategies for Increased Student Achievement in MathematicsAchievement in Mathematics
Raise standards through Raise standards through curriculum curriculum alignment and assessmentalignment and assessment
Increase Increase math integrationmath integration and a and a create a common focuscreate a common focus by forming by forming a “Math Across the Curriculum” a “Math Across the Curriculum” teamteam
Create Create safety netssafety nets
Mathematics Specific Strategies Mathematics Specific Strategies
Align Courses and Curriculum Align Courses and Curriculum to the Math Framework to the Math Framework
Departmental Final Exams for all courses Departmental Final Exams for all courses Pre and Post TestingPre and Post Testing Create Interdisciplinary Strategy Packets (tools)Create Interdisciplinary Strategy Packets (tools) Math Problem of the MonthMath Problem of the Month MCAS Math CampMCAS Math Camp Remedial Computer MathRemedial Computer Math Graphic Calculators for all coursesGraphic Calculators for all courses Open Response Problems for each courseOpen Response Problems for each course Increased use of math manipulativesIncreased use of math manipulatives
CYCLE STRAND TOPIC STANDARD
1 Patterns, Relations and Algebra Solving Single-Variable Equations AI.P.10, AI.P.11
2 Patterns, Relations and Algebra Solving Single-Variable Equations AI.P.10, AI.P.11
3 Patterns, Relations and Algebra
Geometry and Measurement Coordinate Geometry
AI.P.5, AI.P.11, G.G.15
4 Patterns, Relations and Algebra
Geometry and Measurement Coordinate Geometry
AI.P.5, AI.P.11, G.G.15
5 Patterns, Relations and Algebra
Geometry and Measurement Coordinate Geometry
AI.P.5, AI.P.11, G.G.15
6 Patterns, Relations and Algebra Writing and Graphing Systems of Linear
Equations AI.P.12, AII.P.10
7 Patterns, Relations and Algebra Writing and Graphing Systems of Linear
Equations AI.P.12, AII.P.10
8 Geometry and Measurement Triangles G.G.1, G.G.7,
G.G.10
9 Geometry and Measurement Triangles G.G.1, G.G.7,
G.G.10
10 Geometry and Measurement Polygons G.G.1, G.M.1
11 Geometry and Measurement Surface Area & Volume G.M.2, G.M.3,
G.G.16
12 Geometry and Measurement Surface Area & Volume G.M.2, G.M.3,
G.G.16
13 Data Analysis, Statistics and
Probability Experimental & Theoretical Probability AL.D.3
14 Data Analysis, Statistics and Geometric Probability G.M.1
Curriculum MapCurriculum MapAlgebra I / Geometry Topics / GRADE 11Algebra I / Geometry Topics / GRADE 11
CYCLE STRAND TOPIC STANDARD
1 Patterns, Relations and Algebra Solving Single-Variable Equations AI.P.10, AI.P.11
2 Patterns, Relations and Algebra Solving Single-Variable Equations AI.P.10, AI.P.11
3 Patterns, Relations and Algebra
Geometry and Measurement Coordinate Geometry
AI.P.5, AI.P.11, G.G.15
4 Patterns, Relations and Algebra
Geometry and Measurement Coordinate Geometry
AI.P.5, AI.P.11, G.G.15
5 Patterns, Relations and Algebra
Geometry and Measurement Coordinate Geometry
AI.P.5, AI.P.11, G.G.15
6 Patterns, Relations and Algebra Writing and Graphing Systems of Linear
Equations AI.P.12, AII.P.10
7 Patterns, Relations and Algebra Writing and Graphing Systems of Linear
Equations AI.P.12, AII.P.10
8 Geometry and Measurement Triangles G.G.1, G.G.7,
G.G.10
9 Geometry and Measurement Triangles G.G.1, G.G.7,
G.G.10
10 Geometry and Measurement Polygons G.G.1, G.M.1
11 Geometry and Measurement Surface Area & Volume G.M.2, G.M.3,
G.G.16
12 Geometry and Measurement Surface Area & Volume G.M.2, G.M.3,
G.G.16
13 Data Analysis, Statistics and
Probability Experimental & Theoretical Probability AL.D.3
14 Data Analysis, Statistics and Geometric Probability G.M.1
Curriculum MapCurriculum MapAlgebra I / Geometry Topics / GRADE 11Algebra I / Geometry Topics / GRADE 11
CONTENT AREA: Algebra I / Geometry Topics
CONTENT STRAND: Patterns, Relations, and Algebra Geometry and Measurement
PERFORMANCE STANDARDS
Topic: Coordinate Geometry
State Strands/ Standard #’s : AI.P.5, Al.P.11, G.G.15
Competencies
Review the Cartesian Coordinate System and graphing ordered pairs.
Demonstrate an understanding of slope through different graphical representations.
Define the numerical slope of a line from a graph.
Identify the slope and y-intercept of a line that is in slope-intercept form.
Write an equation of a line in slope-intercept form given the slope and y-intercept.
Graph a linear equation using the slope and y-intercept.
Manipulate a linear equation into slope-intercept form.
Find a linear equation that describes a line from the graph.
Solve everyday problems by writing and solving linear equations.
SAMPLE ACTIVITY / ASSESSMENT:
Examples of performances that may demonstrate understanding include: Students will be able to use a graph to solve a problem involving distance and time
using the “Walker Walks” problem. Students will graph Walker’s trip to school. See attached problem.
An additional activity for this problem should include: Calculating the slope and equation for the graph for Walker.
Student Services Student Services Data Data
Driven InitiativesDriven Initiatives
In 1999 the BVT Leadership Team In 1999 the BVT Leadership Team initiated multiple changes to move initiated multiple changes to move from a responsive or reactive mode from a responsive or reactive mode to a proactive, engaged and to a proactive, engaged and measurement driven student measurement driven student support system.support system.
The Role of the School The Role of the School Counseling ProgramCounseling Program
““The American School Counselor The American School Counselor Association has created the National Association has created the National Model for School Counseling Programs Model for School Counseling Programs to connect school counseling with to connect school counseling with current educational reform movements current educational reform movements that emphasize student achievement that emphasize student achievement and success.” and success.”
- (ASCA, - (ASCA, 2003).2003).
CounselinCounselingg Model Model
BlackstonBlackstone Valley e Valley
Tech’sTech’s
Personal Social StrandPersonal Social Strand
Respect Across the CurriculumRespect Across the Curriculum
Depression ScreeningDepression Screening
Integrated lessons with Health Integrated lessons with Health DepartmentDepartment
Peer MediationPeer Mediation
Activities FairActivities Fair
Staff In-servicesStaff In-services
School Based Health CenterSchool Based Health Center
Pilot and Refine Service Delivery Pilot and Refine Service Delivery InitiativesInitiatives
Career StrandCareer Strand
30 Career Guidance Classes 30 Career Guidance Classes [grades 9-12][grades 9-12]
Job ShadowingJob Shadowing
Job InternshipsJob Internships
Work/StudyWork/Study
Cooperative EducationCooperative Education
Postsecondary Planning WorkshopsPostsecondary Planning Workshops
Pilot and Refine Service Delivery Pilot and Refine Service Delivery InitiativesInitiatives
Academic StrandAcademic StrandStudy Strategies Initiative Study Strategies Initiative Student Support TeamStudent Support Team Groups for MCAS “re-takers”Groups for MCAS “re-takers” Counseling for academic failuresCounseling for academic failures 4 year academic plans4 year academic plans Weekly ”schedule building” Weekly ”schedule building” meetings with meetings with Assistant PrincipalAssistant Principal
Pilot and Refine Service Delivery Pilot and Refine Service Delivery InitiativesInitiatives
$36 Million Building Expansion$36 Million Building Expansionand Rejuvenationand Rejuvenation
For Information on the workshops in For Information on the workshops in
Reading, Writing, Math, & Career Guidance Reading, Writing, Math, & Career Guidance
to be offered March 16 &17, 2003 at to be offered March 16 &17, 2003 at
Blackstone Valley Tech contactBlackstone Valley Tech contact
Rich BrennanRich Brennan
John G. Thomas John G. Thomas
508-529-7758 x 3041508-529-7758 x 3041
[email protected]@valleytech.k12.ma.us