1. How to Analyze the 2014MMGW Teacher & Student Surveys 1

2. Multiple Measures 2 School Processes Perceptions Student Achievement Demographics Effort

3. Overview: MMGW Survey Making Middle Grades Work (MMGW) is a research-based school improvement model Required of MMGW sites in even-numbered years Administered to all 8th-grade students to collect perceptual data on entire middle grades experience Most non-MMGW schools do not survey their students for feedback on teaching and learning; they have only assessment or achievement data. Administered to all teaching staff to collect teacher’s views on improving student achievement 3

4. Who Participated? National MMGW – 251 schools – 32,725 8 th graders – 5,612 teachers Ohio MMGW – 95 schools – 12,118, 8 th graders – 1,789 teachers Cost Per Site –$500 Total Cost for Ohio –$47,500 4

5. Only Two Components Student survey Teacher survey 5

7. 7 Data can’t help when… The data are not valid or reliable The appropriate questions are not asked after reviewing the data Data analysis is not used for making wise decisions There is no commitment by teachers and administrators to change school and classroom practices when data indicate the need for change Schools need to continue making a conscious effort to develop a data-rich culture!

8. 8 Definition: Indicator Survey response that indicates a student experience(s) and/or improvement strategy(ies) that is associated with higher levels of student achievement.

9. 9 Indicator Examples  Prepared a written report of science lab results at least monthly.  Used a graphing calculator in math assignments at least weekly.  My teachers care about me enough that they will not let me get by without doing the work often.

10. 10 Definition: Index A scale that combines multiple items into a single value. Each index is built around a common theme which MMGW believes is a key element of student achievement.

11. 11 14 MMGW Indices Include: ELA CurriculumMath Curriculum Science CurriculumHigh Expectations Quality Extra HelpEngaging Literacy Engaging NumeracyEngaging Science Engaging SociallyEngaging Emotionally Engaging IntellectuallyEngaging Behaviorally Timely GuidanceImportance of School

12. 12 … be mindful “Although we cannot prove a causal connection between the indices and student test performance, it can be said that faithful adherence to the HSTW/MMGW Key Practices is associated with better student achievement.”

13. The MMGW Indices 2014 MMGW Student Survey, Ohio MMGW Site, p. 7

14. 14 Processing Survey Information… How can you use this summary of 14 MMGW Indices: Percentage of Students Experiencing an Intensive Emphasis? (SS, pg 7) What value do these data provide? On what three indices did the highest number of your students report an intensive emphasis? What actions did your school take that may account for these results? What challenges did you identify by looking at these data?

15. Share... Share... 5-10 Minutes On what two indices did the highest number of your students report an intensive emphasis? What school actions may account for these results? What challenges can you identify by looking at these indices?

16. The MMGW Indices 2014 MMGW Student Survey, Ohio MMGW Site, p. 17

17. The MMGW Indices 2014 MMGW Student Survey, Ohio MMGW Site, p. 18

18. The MMGW Indices 2014 MMGW Student Survey, Ohio MMGW Site, p. 19

19. To be posted at hstwohioregions.org Southern Regional Education Board 592 Tenth Street NW Atlanta, GA 30318 Phone: (404) 875-9211 Fax: (404) 872-1477 http://www.sreb.org Using Data to Improve Student Achievement and High School Readiness 2014 Middle Grades Survey Data Workshop NE Ohio Middle Schools Participant Workbook MMGW Sites

20. Percentage of Teacher Responses on Emphasis Continuous School Improvement IndicatorsSite 2012Site 2014 All MMGW Sites 2014 MMGW Goal 2014 Page? The percentage of teacher responses on five indicators that suggest the school has an intensive emphasis on continuous school improvement (four to five indicators) %85%4 - T.S. Teachers report that they strongly agree that teachers in this school are always learning and seeking new ideas on how to improve students' achievement. 85%4 - T.S. Teachers report that they strongly agree that the staff use data to continuously evaluate the school's academic and technical program and activities. 85%4 - T.S. Teachers report that they strongly agree that the teachers and school administrators work as a team to improve the achievement of students in this school. 85%4 - T.S. Teachers report that they strongly agree that goals and priorities for this school are clear. 85%4 - T.S. Teachers report that they strongly agree that teachers in this school maintain a demanding yet supportive environment that pushes students to do their best. 85%4 - T.S.

21. Percentage of Student Responses on Emphasis on Engaging Numeracy Across the Curriculum IndicatorsSite 2012Site 2014 All MMGW Sites 2014 MMGW Goal 2014 Page? The percentage of student responses on nine indicators that suggest the school has an intensive emphasis on providing engaging numeracy across the curriculum (six to nine indicators) %85%25-27 Students report often developing and analyzing tables, charts and/or graphs in their schoolwork. 8525 Students report solving mathematics problems other than from textbooks weekly. 8525 Students report using a scientific calculator to complete mathematics assignments weekly. 8526 Students report explaining to the class how they solved a mathematics problem at least monthly. 8526 Students report explaining different ways for solving mathematics problems at least monthly. 8526 Students report writing a few sentences about how they solved a mathematics problem a few times a year or monthly. 8526 Students report using their math skills to solve problems in other classes monthly. 8526 Students report they have used mathematical skills to solve problems in science classes at least monthly. 8527 Students report that their mathematics teachers have shown how math can be used to solve problems in real life. 8527

22. 2014 MMGW Survey Comparison of Teacher-Student Survey Results To be posted at hstwohioregions.org

23. TEACHER SURVEYSTUDENT SURVEY Engaging Middle Grades Students - MathEngaging Students - Math, Numeracy PAGEITEMRESULT % PAGEITEMRESULT% 9Mathematics teachers require students to work with other students on a challenging mathematics assignment and receive a group and an individual grade at least monthly. 31How often have you worked with other students in your class on a challenging mathematics assignment during your mathematics classes? (Monthly) 9Mathematics teachers require students to orally defend the process they used to solve a math problem at least monthly. 26How often have you explained to the class how you solved a mathematics problem in mathematics classes? (Monthly) 9Mathematics teachers require students to work on open- ended problems for which there is no immediately obvious method or solution at least monthly. 26How often have you explained different ways for solving math problems to the class in mathematics classes? (Monthly, Weekly) 9Mathematics teachers review student work and provide feedback questions to help students solve the problem rather than telling them what to do. 26How often have you written a few sentences about how you solved a mathematics problem in mathematics classes? (A few times a year, Monthly) Student-Teacher Survey Comparison 2014 MMGW, pg 5

24. 2014 MMGW Data Tool Located at

25. 25 How do student experiences impact student achievement How do student experiences impact student achievement ?

26. Engaging Instruction Engaging Instruction …a key to ensuring rigorous and challenging learning experiences

27. Four Types of Engagement Social - Students work in teams in class, participate in extracurricular activities, have friends at school, feel a sense of loyalty and belonging to the school, and believe in the legitimacy of school. Social engagement motivates students to stay in school. Behavioral - Students go to class prepared and actively participate, seek assistance when needed, and take challenging classes.

28. Four Types of Engagement Intellectual - students work with new concepts, explain their reasoning, defend their conclusions and explore alternative strategies. Students have confidence in their ability to succeed and academic success is important for future goals. Emotional – students have opportunities to choose projects or areas of further study related to their interests and goals. Students who are engaged emotionally are able to relate what they are learning to their own life.

29. 29

30. Share... What does this type of data tell us about quality instruction in our schools? How can these data be used to impact student achievement? What actions can be taken to increase the quality of instruction?

31. How can you improve the quality of instruction? Focus on improving professional practice – Common planning time Integrating Common unit planning, syllabi, exams, etc. – Peer observations – Demonstration classrooms – Professional development and follow-up – Team teaching – Teacher evaluation; annual plans for improvement

32. How schools use the results Identify a need for improvement Gain support for school improvement Engage the entire faculty in school improvement Set priorities for school improvement Improve classroom practices Lobby for state actions to support school improvement 32

33. Next Steps Next Steps How to Use the Assessment Report Show the positives Identify the challenges – Use state assessment & HSTW/MMGW report findings that explain why – What actions can you take to change that? Walk through the report – Identify strengths and weaknesses – Identify improvement actions Develop plan to share findings with the faculty and other stakeholders

34. Next Steps Next Steps Identify and Prioritize Actions List areas in need of improvement – Rank items based on impact on student achievement and completion rates. Identify short-term goals – Implementation in the first year – Have one item in each of the four areas of structural, instructional, support and leadership change Identify long-term goals – Implementation in years two and three – Have one item in each of the four areas of structural, instructional, support and leadership change

35. Essential for Moving Forward Keep the improvement plan “alive” Keep staff informed and involved Establish necessary structures and processes (committees or focus teams, regular meeting schedules, agendas, and meeting notes) Use resources from SREB, state, and other sites Collect evidence to determine the effectiveness of improvement efforts Make “mid-point” corrections and revise improvement plan at least once a year Develop teacher leaders to make this happen!

36. 36 For more information Contact your assigned MMGW Coach Jack Tomasko, HSTW/MMGW Regional Coach Office: 216.265.8422 educoachj@aol.com Diana Rogers, HSTW Regional Coordinator Office: 614.871.9002 Cell: 614.668.0686 hstwne@wowway.com www.hstwohioregions.org www.sreb.org