Transcript Using SOL Data to Improve Instruction Virginia Beach City Public Schools Department of Curriculum and Instruction Judy Fisher, Elementary Coordinator Robin Hoffman, Secondary English.

Using SOL Data to Improve Instruction
Virginia Beach City Public Schools
Department of Curriculum and Instruction
Judy Fisher, Elementary Coordinator
Robin Hoffman, Secondary English Coordinator
Anne Mannarino, Secondary Science Coordinator
Paula Tortolini, Elementary Coordinator
Ideas for Analyzing and Interpreting Data
1. Highlighting
2. Card Sort
3. Placemat Consensus
HIGHLIGHTING
• Highlight based on established bands
and discuss
– the verb.
– discrepancy between like descriptors.
– essential knowledge embedded within the
descriptor.
– multiple concerns within one skill area.
– trends over multiple administrations.
Highlighting Analysis
Teacher Data
Considerations
•
•
Below 55%
– Identify organizational structure
•
•
–
•
Between 71% and 80%
– Describe a conflict
– Make an inference
– Summarize an informational text
•
Describe the importance of imagery to the
text
Discrepancy between Teachers/Schools
–
•
Describe the conflict (74% / 95%)
Summarize an informational text (95% /
84% / 74%)
Multiple Skills
–
•
Identify organizational structures, i.e.,
cause-effect, comparison
Discrepancy
–
–
•
Interpret text features
Essential knowledge
–
Between 56% and 70%
– Describe a character
– Interpret text features
– Describe the importance of imagery
to the text
Verb
Identify questions answered in a text
Trend Data
–
Make an inference
CARD SORTING
• Rank order and analyze data according to
overall performance in order to
– establish overall patterns.
– discuss strengths and weaknesses.
– consider the verb.
– analyze skills embedded within the
descriptor, such as a two-step thinking
process.
– consider pacing and unit planning.
– share teaching strategies.
Placemat Consensus
• Teachers come to consensus to…
–
–
–
–
identify individual areas of focus.
make grouping decisions.
set priorities.
share teaching strategies.
Teacher 1
•Round a four-digit number to the nearest 100
•Adding three and four digits with regrouping
•Identify the decimal represented by the model
Teacher 2
Consensus
•Round a four digit
number to the nearest 100
•Round a four digit number to the
nearest 100
•Identify the quotient of a
division fact
•Identify the decimal represented
by the model
•Adding two decimal
numbers
•Add two proper fractions
•Add two proper fractions
Teacher 4
•Round a four-digit number to the nearest 100
•Identify the decimal represented by the model
•Add two proper fractions
Teacher 3
•Round a four digit
number to the nearest 100
•Identify the quotient of a
division fact
•Identify the decimal
represented by the model
•Add two proper fractions
Moving from Data Analysis
to Improving Instruction
Moving from Data to Instruction
• Incorporate wording and format from stems
into instruction.
• Model strategies and practices aligned to
objectives (i.e., It Says…I Say…and So for
making inferences, GIST for summarizing, or
Cloze for context clues, Base 10 Blocks for
whole number and decimal place value).
• Provide opportunities for students to apply
these strategies across the curriculum.
• Adjust curriculum and identify professional
resources based on gaps and trends over
multiple administrations.
• Provide professional development aligned to
identified areas of concern.
Questions for the Group???