Transcript PLC Action Teams General Session

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
Test Run
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.
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
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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, email 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
Module 2
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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
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
Which of the following is not a content
cluster area in Grade 5 Mathematics
on the CST?
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 7 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 Algebra on the CST?
A.
B.
C.
D.
Quadratics& Polynomials
Graphing & Linear Equations
Deductive and Inductive Reasoning
Number Properties,Operations&
Linear Equations
Attachment B
Module 2
Identify curricular focus areas based on
findings from Attachment A
 Select appropriate strategies for
identified focus areas

Should we be looking at our new
students to identify curricular focus
areas on Attachment B?
A.Yes
B.No
Attachment B Question
Module 2
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 2nd and 3rd grade. The
difference in performance on these two exams
is attributed to the construction and weighting
of the clusters.
Attachment C
Module 2
Determine how many focus students
there will be per teacher
 Select from your current students
 English Learners
 Informs the ongoing work of PLCs

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?
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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
In Depth
 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 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