USING DATA TO IMPROVE INSTRUCTION AND ADDRESS LEARNING CHALLENGES BENJAMIN FRANKLIN MIDDLE SCHOOL ROCKY MOUNT, VIRGINIA MRS. BRENDA MUSE, CAMPUS PRINCIPAL MRS. LANESSA SHARP, SPECIAL EDUCATION COORDINATOR MRS. DANA KELLEY, SPECIAL EDUCATION COORDINATOR DR. BERNICE COBBS, 6 TH GRADE ADMINISTRATOR MR. CLAUDE HENRY, 7TH GRADE ADMINISTRATOR MRS. LEANNE WORLEY, 8 TH GRADE ADMINISTRATOR

OBJECTIVES: The participants will gain ideas for using data to improve instruction and address students’ learning challenges. The group will share ideas about the success or failures of similar approaches in their districts.

Instructional Team Members Administration Subject Teachers by Grade Level

Data Meeting Basics Grade level teachers meet by subject area each week. Data is analyzed to identify shared strengths and weaknesses. Specific teacher strategies are shared to benefit the whole group.

Data Collection Sheet

BFMS Using the Data

THE BIG PICTURE Stage 1 Initial Placement Stage 1 Initial Placement Stage 2 Teacher Evaluation of Placement Stage 2 Teacher Evaluation of Placement Stage 3 Shaping and Modifying Curriculum Stage 3 Shaping and Modifying Curriculum Stage 4 Ongoing Analysis of Data Stage 4 Ongoing Analysis of Data

Stage 1 Initial Placement Stage 1 Initial Placement General placement is based on SOL scores. General placement is based on SOL scores. Honors class placements are based on rubric scoring. Math and English classes are leveled Ability Grouped Math and English classes are leveled Ability Grouped

Stage 2 Teacher Evaluation of Placement Stage 2 Teacher Evaluation of Placement Individual teacher input is given on the correct placement. Initial classroom performance should match SOL data. Initial classroom performance should match SOL data. Students are moved if teacher assessment data does not reflect true ability.

Stage 3 Shaping and Modifying Curriculum, Assessment, and Pacing to meet the Prior Performance of the Students Stage 3 Shaping and Modifying Curriculum, Assessment, and Pacing to meet the Prior Performance of the Students Teacher and common assessments are adjusted in response to the data. Curriculum and pacing are adjusted in response to the data. In school remediation (WIN) placements are adjusted to the data.

Department wide snapshot of student performance on a range of skills Department wide snapshot of student performance on a range of skills Questions tied to standards Questions tied to standards Data indicates student success by class, teacher, and department Data indicates student success by class, teacher, and department Department wide snapshot of student performance on a range of skills Department wide snapshot of student performance on a range of skills Questions tied to standards Questions tied to standards Data indicates student success by class, teacher, and department Data indicates student success by class, teacher, and department

Stage 4 Ongoing Analysis of Data Stage 4 Ongoing Analysis of Data Data Analysis Sheets for Department Wide Assessments Teacher Made Assessments Informal Student and Teacher Relationship Input Informal Student and Teacher Relationship Input Parent and Guardian Input End of Year State Assessments End of Year State Assessments

Remediation using in class tutors. After school tutoring. Department and teacher collaboration. High school and college tutors. Inclusion partnership with teacher grouping for remediation. Teacher tactics for immediate remediation or pacing changes. Individual teacher remediation during lunch or planning. Exit tickets or reflection statements. WIN (What I Need) – an in school, modified schedule. WIN (What I Need) – an in school, modified schedule. Remediation using in class tutors. After school tutoring. Department and teacher collaboration. High school and college tutors. Inclusion partnership with teacher grouping for remediation. Teacher tactics for immediate remediation or pacing changes. Individual teacher remediation during lunch or planning. Exit tickets or reflection statements. WIN (What I Need) – an in school, modified schedule. WIN (What I Need) – an in school, modified schedule.

Remediation For Struggling Learners Enrichment Classes for Students Proficient in Math and English Opportunity to move up to an Enrichment Classes

WIN classes meet every Monday and Tuesday for 38 minutes. Students who need remediation are assigned to their Math or English teacher, depending upon their greatest need. Students who participate in Enrichment Classes rotate every nine weeks, receiving enrichment instruction in Science, Social Studies, Art, Family and Consumer Science, Band, Choir, or Physical Education. WIN classes meet every Monday and Tuesday for 38 minutes. Students who need remediation are assigned to their Math or English teacher, depending upon their greatest need. Students who participate in Enrichment Classes rotate every nine weeks, receiving enrichment instruction in Science, Social Studies, Art, Family and Consumer Science, Band, Choir, or Physical Education.

TimeActivityTimeActivityTimeActivity 8:00-8:25Homeroom8:00-8:25Homeroom8:00-8:25Homeroom 8:30-9:28 1 st 8:30-9:28 1 st 8:30-9:28 1 st 9:32 -10:30 2 nd 9:32-10:30 2 nd 9:32-10:30 2 nd 10:34- 11:12 WIN 10:34- 11:12 WIN 10:34- 11:12 WIN 11:16- 11:41 Lunch 11:16- 11:45 3rd 11:16- 12:16 3rd 11:45- 12:43 3rd 11:45- 12:11 Lunch 12:16- 12:43 Lunch 12:47-1:454th 12:15- 12:43 3rd Cont.12:47-1:454th 1:49 - 2:515th12:47-1:454th1:49-2:515th 1:49-2:515th 1 st Lunch2nd Lunch 3rd Lunch

Quilt Creations

Teacher tactics for immediate assessment and remediation - Note packets for informal classroom assessment Teacher tactics for immediate assessment and remediation - Note packets for informal classroom assessment

Rising Sixth Grade Percentages Pass/%/Taken Pass/ Advanced (500 – 600) Pass/ Proficient (400 – 499) Failed (Below 400) All Students English80% All Students Math75% All Students Virginia Studies93% All Students Science75%

Sixth Grade Math Pass/Taken Pass/ Advanced (500 – 600) Pass/ Proficient (400 – 499) Failed (Below 400) All Students 89.5% American Indian/Alaskan Asian/Pacific Islander 100%4400 Black 82% Hispanic 60%5122 White 91% Other 78% Economically Disadvantaged Limited English Proficient Students with Disabilities 61% Math Before After 75% 89.5%

BFMS Teacher Data Analysis Form Teacher Name _______________ Subject __________ Period &Level_______ (Avg., High, Low, Inc., P.O.) Overview Report: I.The class pass rate is ________The class fail rate is _________ What are the pass rates for each of the following subgroups? SWD’s ____­­__ Black ______ At Risk______ White ______ II. SOL and Item Analysis Report (change IA default from 70% to 80% ) List the SOL’s and percentage rate(s) that are below 80 percent. SOL _____ Percentage Rate _____ III. Student Performance Action Plan List the name(s) of students who need remediation. Specifically state, how you plan to remediate these students. Data Analysis Drives: Remediation Pacing Data Analysis Drives: Remediation Pacing

QUESTIONS … … Answers

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