Southern Regional Education Board HSTW 1 Southwest Ohio 2014 Data Workshops Using the HSTW Assessment and MMGW Survey Data to Take Action High Schools.

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Southwest Ohio2014 Data Workshops

Using the HSTW Assessment and MMGW Survey Data

to Take Action

High Schools & Middle Schools

Mike Ross HSTW/MMGW Ohio Data Consultant

Susanne Davis HSTW/MMGW Ohio Assessment Coordinator

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Workshop Objectives

· Understand components of the HSTW and MMGW Assessment Reports

· Identify gaps in student achievement and instructional practices

· Identify new challenges· Link key Assessment data to the Site

Review Process (SRP)· Explore how Assessment data may

provide critical baseline or “readiness” levels for implementing common core state standards

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HSTW Key Practices

· High Expectations· Program of Study· Academic Studies· Career/Technical

Studies· Work-Based

Learning

· Teachers Working Together

· Students Actively Engaged

· Guidance· Extra Help· Culture of

Continuous Improvement

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MMGW Key Practices

· Aligned academic core

· All students matter· High expectations

and extra help· Engaging students· Teachers working

together

· Support from parents

· Qualified teachers· Use of data· Use of technology

for learning· Strong leadership

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Why Are Data Important?

· Replace hunches with facts· Enable us to tackle root causes instead of

symptoms· Enable us to determine if we are

accurately tracking effects· Assist in understanding how school and

classroom practices impact achievement

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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

Make conscious efforts to develop a data-rich culture at your school!

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HSTWMultiple Measures

Effort

Perceptions

Student Achievement

Demographics

School Processes

Based on Victoria Bernhardt’s Multiple Measures Model

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HSTWCategories of Data

StudentAchievement

“Measures of student learning help us understandhow students are performing and what studentsknow as a result of instruction.


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SchoolProcesses

“…programs, practices, and instructional strategies…that produce school and classroom results.”


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Perceptions

“A particular view, judgment, or appraisal formed in themind about a particular matter...a belief stronger than impression and less strong than positive knowledge.”


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Demographics

“Statistical characteristics of human populations…builds the context of the school …for which change is planned and takes place.”


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HSTWA Complete Picture

HSTW Assessment

State Test Scores/AYP

Course Failures

Discipline Referrals

AP/IB Enrollment

Industry Certification

Exams

SAT/ACT Scores

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Comparisonsof Assessments to OAA/OGT

HSTW Assessment

· Based on NAEP Standards

· 3 areas· Administered to

12th graders· Content through

grade 12· Multiple choice

OGT/OAA

· Based on Ohio standards

· 2 to 5 areas· Administered (initially)

to 3rd through 10th graders

· OGT – through gr. 10· Multiple choice &

constructed response

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Comparisonsof Assessments to OAA/OGT

HSTW Assessment

· Reports Readiness Standards - Generalize to high school and college success

· Scale scores· Cut scores/

Proficiency Levels· Random Sample· Others?

OGT/OAA

· Not predictive of college success

· OGT tied to graduation

· Scale scores· Cut scores/

Proficiency Levels· All students· Others?

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2014 Assessment & SurveysOhio Participation

· 2014 HSTW Assessment· 125 Ohio sites (41 SWO)· 6,314 Ohio 12th grade students (2,286 SWO)· 4,580 Ohio teachers (1,754 SWO)

· 2014 MMGW Surveys· 95 Ohio sites (31 SWO)· 12,118 Ohio 8th grade students (5,518 SWO)· 1,789 Ohio teachers (653 SWO)

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Approaching the Report

· Before analyzing data, ask yourself “who participated in this assessment?”

· Random sample or all students?· Career/technical or all students?· Who completed the assessment?

• Pages 62, 71, 86, 97 of High School assessment report

· What is your H.S. category? – A, B, C, D

Refer to top left of each page and

descriptions on page iv.

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High School Standard Setting – Readiness Standards

Reading Mathematics Science

Basic 250-271 257-291 258-285

Students performing at this level or above are able to enter postsecondary studies without needing additional preparation and/or are able to pass most employer exams for entry-level jobs.

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2014 HSTW Assessment Results -All Ohio Sites

Percentage of Students Meeting Readiness Goals

60% 63% 60%65% 63% 63%

85% 85% 85%

59%57% 55%

0%

20%

40%

60%

80%

100%


Ohio 2014 Ohio 2012 All Sites 2014 HSTW Goal

Source: 2014 HSTW Assessment – Ohio Composite, pg.1

HSTW Goal = 85%

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2014 HSTW Assessment Results -All Ohio Sites

Percentage of Students at Each Performance Level

40%

37%

40%

38%

39%

25%

19%

21%

27%

4%

4%

8%

Science

Math

Reading

Below Basic Basic Proficient Advanced

60%

63%

60%


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HSTW2014 Ohio Achievement Assessment 8th Grade Preliminary Results

Reading Mathematics Science0%

20%

40%

60%

80%

100%

87%80%

68%

86%

77%

69%75% 75% 75%

Percentage of Students at Proficient or Above

2014 State Std

Source: ODE website

State Standard

= 75%

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HSTW2014 Ohio Achievement Assessment 8th Grade Preliminary Results

Science

Math

Reading

5%

6%

3%

27%

13%

9%

33%

41%

32%

16%

25%

32%

20%

14%

24%

Percentage of Students at Each Proficiency Level

Limited Basic Proficient Accelerated Advanced

Source: Ohio Department of Education

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Main Summary Reports

· Now that we know who participated and how Ohio students performed, how did your school do overall?

· H.S. - Executive Summary, pp. 1-2

· M.S. – refer to your OAA data

2014 All Ohio HSTW Sites Composite, p. 1

2014 All Ohio Career Centers Composite, p. 1

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Key Indicators of Student Achievementor Power Indicators (report page 2)

• 12 Student and 6 Teacher Indicators• Associated with very high mean

scores• ETS has found these indicators to be

statistically predictive of student achievement

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2014 All Ohio HSTW Sites Composite, p. 2

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Activity Time

High School - Utilizing the Executive Summary & Analyzing Differences

· Report pp. 1-12· HS Handout #1

Middle School – Reviewing State Achievement Data

· State Report/Data· MS Handout #1

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Activity Processing

· What value do these data provide?

· How can you use this executive summary and other features in the reports in planning at your school?

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Utilizing the High School Overview

andMiddle School Indices

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More Information

· Now that we’ve gotten a picture of overall performance, where can I get some more details?· H.S. - Executive Summary – pp. 1-2· H.S. - Overview – pp. 3-24· M.S. - Indices – pp. 6-8

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Semantics

· Indicator· Index or indices (pl.)

· Common meanings and distinctions

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“Our Definition”

· Indicator – a student experience(s)

and/or improvement strategy(ies) that are associated with higher levels of student achievement

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Definition

· Examples of Indicators Used a graphing calculator in

math assignments at least weekly.

Prepared a written report of science lab results at least monthly.

Used computer skills to complete an assignment or project in C/T classes at least weekly.

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Definition

· Index – A scale that combines multiple

items into a single value.

Each index is built around a common theme which HSTW or MMGW believes is a key element of student achievement.

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…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 Key Practices is associated with better student achievement.”

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HSTWUnderstanding the Indices

· Based on the HSTW Key Practices· Example – Literacy Across the Curriculum

· A series of indicators (and frequency) are identified for each practice· Example – Students often revised their

essays or other written work several times to improve their quality

· The number of indicators experienced determines the level of emphasis· Example – Intensive = 8-10 indicators


High School Indicator Data(source: 2014 All Ohio HSTW Sites Composite, p. 26)

The MMGW Indices2014 MMGW Student Survey Ohio Composite, p. 7

2014 MMGW Student Survey Ohio Composite, p.17



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Activity TimeA More Detailed Picture of Your

School’s Performance

High School – Utilizing the Overview & the HSTW Indices

· Report pp. 1 & 13-23· HS Handout #2

Middle School –The MMGW Indices· Report pp. 6-7· MS Handout #2

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Share

· On what three categories of indicators did most of your students report an intensive emphasis?

· What actions did you take that may account for these results?

· What challenges did you identify by looking at these data?

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The Importance of Leadership and School

Improvement

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Key Practice:Continuous Improvement

Use student achievement and program evaluation data to

continuously improve school culture, organization,

management, curriculum and instruction to advance student

learning.

HSTW

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HSTWImprovement Cycle

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40% 42% 45%43% 43%47%

54% 56% 55%

Goals and PrioritiesClear

Demanding yetsupportive

Teachers continuallylearning

2014 2012 High-Scoring Sites

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Teachers’ Perception on Continuous School ImprovementPercentage Who Strongly Agree

Source: 2014 HSTW Assessment – Ohio Composite, p.57

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40% 40%32%

39% 39%33%

53%47%

43%

Teachers and adminwork as team

Use datacontinuously

Intense Emphasis

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Teachers’ Perception on Continuous School ImprovementPercentage Who Strongly Agree


2014 MMGW Teacher Survey Ohio Composite, p. 4

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Activity Time

High School – Leadership & Continuous Improvement

· Report pp. 187, 198, 201, 210-213

· Handout #3

Middle School – Leadership & Continuous Improvement

· Teacher Survey Report pp. 4 &16-19

· Handout #3

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Engaging Instruction

…a key to ensuring rigorous and challenging learning experiences

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HSTWKey Practice

· Engage students in academic and career/technical classrooms in rigorous and challenging assignments using research-based instructional strategies and technology.

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HSTWFour Types of EngagementMMGW Student Report, pp. 33-40

· 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.

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HSTWFour Types of EngagementMMGW Student Report, pp. 33-40

· Social – Student 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.

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SREB Literacy Goals

· Students will read the equivalent of 25 books per year across the curriculum.

· Students will write weekly in all classes.· Students will use reading and writing

strategies to help them understand and use the content of all classes.

· Students will write investigative research papers in all classes.

· Students will be taught as if they were in honors language arts classes.

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HSTWActions for Engaging Students in Research-Based Instructional Strategies

· Project- or Problem-based learning· Cooperative learning· Student-designed research· Integrated, interdisciplinary studies· Integrating technology· Effective direct instruction

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HSTWLiteracy Across the Curriculum or Engaging Literacy –Refer to p. 24 M.S and p.14 H.S. for complete lists

EXAMPLES OF INDICATORS· They often revised their essays or other written work

several times to improve their quality. (Similar)· They completed short-writing assignments of one to three

pages for which they received a grade in their English classes at least monthly. (Similar)

· They read an assigned book and demonstrated understanding of the significance of the main ideas at least monthly. (Similar)

· They stood before the class and made an oral presentation on a project or assignment to meet specific quality requirements at least once a semester. (Similar)

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HSTWLiteracy Across the Curriculum – H.S.


24% 25%

36%

Percentage of Students Experiencing an Intensive Emphasis on Literacy

Across the Curriculum

Ohio 2014 Ohio 2012 High-Scoring Sites 2014

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HSTWEngaging Literacy Across the Curriculum – M.S.

Source: 2014 MMGW Student Survey – Ohio Composite

36%43%

34%

Percentage of Students Experiencing an Intensive Emphasis on Literacy


Ohio 2014 Ohio 2012 All Sites 2014

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HSTWLiteracy Across the Curriculum – H.S.

51%56% 52%

64% 67% 65%71% 70% 68%


Percentage of Students Meeting ReadinessGoals by Level of Emphasis on Literacy


Low

Moderate

Intensive


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HSTWLiteracy in All Classes

· Choose texts for students that are demanding enough to help develop strong reading skills

· Work with students directly in mastering texts - this is how students learn how to learn in each subject

· Students need more experiences in reading complex materials, analyzing texts, discussing what they read, and writing reports based on their reading.

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Activity Time - Literacy

High School – Engaging Instruction

· Report pp. 47-48, 77-84, 104 & 132

· HS Handout #4

Career Centers –

Quality CT; Integrating Academics into CT ; Work-Based Learning· Report pp. see

workbook handout for report pages

· CC Handout #5

Middle School – Engaging Classroom Practices

· Report pp. 22-24, 25-27, 28-30

· MS Handout #4

HSTW

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HSTWEngaging Numeracy Across the Curriculum

–Refer to p. 27-29 M.S and p.15 H.S. for complete lists

EXAMPLES OF INDICATORS· They used math in classes other than mathematics at

least monthly. (Similar)· Their mathematics teachers sometimes or often

showed how mathematics concepts are used to solve problems in real-life situations. (Similar)

· They often developed and analyzed tables, charts and graphs in their school work. (Similar)

· They solved mathematics problems other than those found in the textbook at least monthly. (Similar)

· They used a graphing calculator to complete

mathematics assignments at least weekly. (Similar)

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HSTWNumeracy Across the Curriculum – H.S.

38% 40%

53%

Percentage of Students Experiencing an Intensive Emphasis on Numeracy Across

the Curriculum

Ohio 2014 Ohio 2012 High-Scoring


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HSTWEngaging Numeracy Across the Curriculum – M.S.

43%

31%38%

Percentage of Students Experiencing an Intensive Emphasis on Numeracy Across

the Curriculum

Ohio 2014 Ohio 2012 All Sites


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HSTWNumeracy Across the Curriculum – H.S.

39% 43%38%

60% 62% 59%70% 73% 70%


Percentage of Students Meeting ReadinessGoals by Level of Emphasis on Numeracy


Low

Moderate

Intensive


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HSTW9 Actions to Build Students’ Math Abilities

· Develop students’ fluency in the language of mathematics.

· Help students find a purpose for mathematics.

· Teach students to organize and classify mathematics information.

· Help students gain a thorough understanding of fractions, decimals and percentages.

· Use multiple representations of information.

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HSTW9 Actions to Build Students’ Math Abilities (contd.)

· Develop students’ understanding of appropriate applications of technology in mathematics.

· Emphasize the role of mathematics in the workplace and real world.

· Help students find a problem-solving strategy.

· Foster students’ confidence in and appreciation for mathematics.

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Activity Time - Numeracy


· Report pp. 48-49, 92-95, 131

· HS Handout #4

Career Centers –

Quality CT; Integrating Academics into CT ; Work-Based Learning

· Report pp. see workbook handout for report pages

· CC Handout #5


· Report pp. 22-24, 25-27, 28-30

· MS Handout #4

HSTW

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HSTWEngaging Science Curriculum and Instruction–Refer to p. 30-32 M.S and p.16 H.S. for complete lists

EXAMPLES OF INDICATORS· Their science teachers often showed how scientific

concepts are used to solve problems in real-life situations. (Similar)

· They used science equipment to do science activities in a classroom or laboratory at least weekly. (Similar)

· They used computers or technology to do science activities at least monthly. (Similar)

· They prepared a written report of their lab results at least monthly. (Similar)

· They participated in a classroom discussion relating science to everyday life at least monthly. (Similar)

· They worked with other students in their class on a challenging science assignment or project at least monthly. (Similar)

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HSTWEngaging Science – H.S.

15% 16%21%

Percentage of Students Experiencing an Intensive Emphasis on Engaging

Science

Ohio 2014 Ohio 2012 High-Scoring Sites


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HSTWEngaging Science – M.S.

33%

22%

31%

Percentage of Students Experiencing an Intensive Emphasis on Engaging

Science

Ohio 2014 Ohio 2012 All Sites


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HSTWEngaging Science – H.S.

49% 52% 48%

65% 68% 65%68% 68% 67%


Percentage of Students MeetingReadiness Goals by Level of

Emphasis on Engaging Science

Low Moderate Intensive


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HSTWHow 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

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Activity Time - Science


· Report pp. 49-50, 104-108· HS Handout #4

Career Centers –

Quality CT; Integrating Academics into CT ; Work-Based Learning

· Report pp. see workbook handout for report pages

· CC Handout #5


· Report pp. 22-24, 25-27, 28-30

· MS Handout #4

HSTW

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HSTWShare

· 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?

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Monitoring and Updating School Improvement Plans

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Data Tools

Compare your site 2012 & 2014 vs. All Ohio Sites vs. All Network Sites

hstwohioregions.org“Assessments” Tab

2014 Data Tools – Ohio High School Sitesor

2014 Data Tools – Ohio Middle Grade Sites

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Improvement Plansand Processes

Site Action Plans (SAP)CCIPOIP

Site Review Process (SRP)

Work from one plan!

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HSTWOhio Improvement Plan

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HSTWSRP Seven Phase Process

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Site Review Process

Phase 1

Introduction to SRP process

Phase 2

Prepare for the SRP

Review Data

Phase 3Plan On-site

ReviewComplete DOP

Worksheets

Phase 4

Complete the On-site review and

share exit summary

Phase 5

Complete the final SRP report

including SIP

Phase 6

Present completed SRP

report/SIP plan to staff

Phase 7

Implement and update SIP

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Next Steps:How to Use the Assessment Report

· Show the “positives”· Identify the challenges

· Use state assessment & HSTW/MGA 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

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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

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Essentials 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!

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Website information and workshop documents:

www.hstwohioregions.org

click “Assessments”

www.sreb.orgclick “SREB Programs”

HSTW or MMGW

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Contact Information

Susanne Davis, HSTW SW [email protected](513) 677-5641

Mike Ross, HSTW SW [email protected](937) 996-4694

Missy Kramer, HSTW SW [email protected](513) 619-2330

Fran Cowart, SREB - [email protected](404) 879-5611

Jordan Hertl, SREB - [email protected](404) 879-5575

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Wrapping it all up--Remember…

All schools want to improve but few want to change. The fact remains

that to improve, one MUST change.

Remember that if nothing changes,nothing changes!

HSTW

Southern Regional Education Board HSTW 1 Southwest Ohio 2014 Data Workshops Using the HSTW Assessment and MMGW Survey Data to Take Action High Schools.

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