Pomona Unified School District Standard Practices for Data Analysis Silvia San Martin Teacher Specialist Research and Assessment

Assumptions “Schools are rational entities.” Deciding What to Teach and Test - Developing, Aligning and Auditing the Curriculum -Fenwick W. English

We will be gathering your responses via the i-clicker during the general session Your responses are completely anonymous Used to review prior knowledge and check for understanding

A stranger falls down and breaks his leg. You should: A. Call for help. B. Laugh. C. Break the other leg. D. Pretend you're a doctor and try to set the leg. Test Run

Has Module 1 been completed at your school site? A. Yes B. No

Has Module 2 been completed at your school site? A. Yes B. No

Has every teacher identified and submitted the names of their targeted students? A. Yes B. No

Context and Purpose The purpose for reviewing the Modules is more about an honest analysis of our entire faculty’s goal setting approach and processes than a “ HOW TO” on filling out forms. If you require assistance in the either please see me before the end of the day, or call.

Module 1 Accountability Systems Federal and State systems – Adequate Yearly Progress (AYP) – Title III Accountability (English Learners) – Academic Performance Index (API)

Module 2 Analyzing Data and Setting Targets Performance Analysis Targeted Gains Curricular Focus Attachments A, B, and C

Which statement best describes how the entire faculty approached Module 2 this year? A. An opportunity to reflect and set goals that will guide instructional practices throughout the year. B. Reflected on the data but need guidance in maintaining the focus throughout the year. C. Faculty just wanted to complete the paperwork and turn it in to fulfill requirement. D. Module 2 was completed only by a select team of teachers and administrators.

Which of the following outcomes of Module 2 do you feel have the greatest impact on your site’s PLC work throughout this year? A. Identifying instructional strategies to be implemented across the grade level or the department. B. Determine curricular content clusters focus areas. C. Select students for targeted intervention and proficiency. D. Inform the ongoing work of PLC

Attachment A Look at past year and reflect on pacing and teaching strategies used Concerns and trends with subgroups Did we really FOCUS on the curricular focus areas from the previous year? Did our strategies work? Should be completed before Attachment B Module 2

Which of the following is not a content cluster area in ELA on the CST? A. Word analysis and Vocabulary B. Reading Fluency C. Reading Comprehension D. Writing Conventions E. Writing Strategies

A. Estimation,Percents and Factoring B. Mathematical Reasoning C. Algebra and Functions D. Measurement and Geometry E. Statistics, Data Analysis, Probability Which of the following is not a content cluster area in Grade 5 Mathematics on the CST?

A. Mathematical Reasoning B. Exponents, Powers, Roots C. Quantitative Relationships & Evaluating Expressions D. Measurement and Geometry E. Statistics, Data Analysis, Probability Which of the following is not a content cluster area in Grade 7 Mathematics on the CST?

A. Quadratics& Polynomials B. Graphing & Linear Equations C. Deductive and Inductive Reasoning D. Number Properties,Operations& Linear Equations Which of the following is not a content cluster area in Algebra on the CST?

Attachment B Identify curricular focus areas based on findings from Attachment A Select appropriate strategies for identified focus areas Module 2

A. Yes B. No Should we be looking at our new students to identify curricular focus areas on Attachment B?

Attachment B Question No. Tests at the different grade levels, while they have the same content clusters, are not built exactly the same and are weighted differently. An example is the difference in student performance in 2 nd and 3 rd grade. The difference in performance on these two exams is attributed to the construction and weighting of the clusters. Module 2

Attachment C Determine how many focus students there will be per teacher Select from your current students English Learners Informs the ongoing work of PLCs Module 2

APSA Section VI

Informing the Work of PLCs District-Wide Assessments

Why are the DWAs important? A. I don’t think they are important B. I am not sure, please explain C. I know why they are important, but our staff struggles with how to use them (formative, summative, for grading etc.) D. I know why they are important and our staff uses them regularly and appropriately

Purpose of District-Wide Assessments Teach the standards Informs the curriculum design Used to help Identify teaching strategies Summarize growth of students in content areas Provide diagnostic information Provide accountability information

What is not the intended purpose of the DWA? Not a Test Preparation Program Not entirely summative Does not use the same metric as the CST and does not correlate exactly to CST

Why is the DWA Valuable? Standards-Aligned Used for placement, reclassification Provides common data for PLCs/STPT Item analysis reports Timely data for interventions

Module 3 : STPT / PLC Ongoing Data-Driven Instruction Also Known As: Structured Teacher Planning Time (STPT) or Professional Learning Communities (PLC) Monitoring student learning using DWA and other formative assessments Professional development tied to learning goals Teams meet 1-5 times per month Classroom walkthroughs can provide qualitative data for this process

How often did our PLC teams meet last year? A. WHAAAAT ? We were supposed to meet? B. We met after the benchmarks but department meetings are reserved for information dissemination C. We met after the benchmarks,and also focused our weekly department meetings with conversations around instructional goals and sharing strategies

Module 4 Module 4: Closing the Achievement Gap Using the Academic Plan for Student Achievement Data analysis and APSA Smart Goals Monitor progress of all students and appropriate interventions have been initiated with the specific activities identified in APSA Review trend data used to identify achievement gaps

Module 4 Revisits the APSA Uses 3 year data for all subgroups as it relates to API, AYP and DWA Examines the movement between the performance Bands Focuses primarily on closing the Achievement Gap for our underserved subgroups. In Depth

In which modules do you need additional support to ensure that the work of your site’s PLCs is data-driven? A. Module 1 B. Module 2 C. Module 3 D. Module 4

Key Actions In order to increase the likelihood of success with the content of the sessions presented today, sites must have completed – Module 2 Attachments A, B, and C