Handwriting Analysis Worksheet

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					Cooking with Data:
Analysis and Planning

 Lavinia Kumar, EdD
 Manager, NJPEP
 NJDOE
Uses of: Data That Judges vs
Data That Informs       A
   A
  Fans                                           Owner



   A B               Basketball Team                B A
 Players                                         Coach



   DATA Set “A”                         DATA Set “B”
                                        Team/Individual
   Won/Lost Record                         Statistics

  Data that Judges                     Data that Informs
Overview
   Quick look at NJPEP and NJDOE
   Introduction to Data – a data frame of mind
   Worksheet One – ―Total‖ Proficiency data
    overview
   Worksheets Two & Three – Cluster data
   Forward Planning
   Backward Planning
   Planning with Teachers
   Additional Data Sources

      http://www.njpep.org/classroom/assessment/index.html
  From the NJDOE site….




NJPEP          doe data
DOE Data
http://www.njpep.org
Assessment
Test Results – Information
   NJPEP
    –   Assessment
    –   Adequate Yearly Progress: Guidance & Scenarios
    –   District Level Examples & School Level Examples
    –   Interpreting Test Results Tutorial

   NJDOE
    –   Assessment
    –   Abbott
    –   Doedata
    –   NCLB
    –   Title I
First…
Let’s get in a data frame of mind!


  Work with a partner on the two
  pages…
Assessment
Before You Start:
Before the First Day of Class
What do you know about your students?
  – Report card
    (aggregated)
  – Statewide assessment
    (aggregated): what is
    in the newspaper
  – Previous teacher
    report
  – Anecdotal info
  – Language
  – [Disabilities –
    cognitive, physical]
        http://www.njpep.org/classroom/assessment/index.html
Mrs. Johnson‘s 5th Grade:
Her Starting Point
Question

   If you had to teach this class
    – What would you do the first day of class?
    (How would you set your priorities for
      teaching math?)
Taking a look at AYP
NJPEP‘s web site




                       NJPEP Tutorials
Content that seems OK
Content that needs help!



content

  skill




             Action!
 What is your Question?
 Could it be…
 What can I do to make myself/my teacher/my
  principal more accountable?
 How can I engage our school/or teachers in a
  discussion with regard to assessment and its
  application?
 What data information does which
  professional have to have?
 Who should help which professional with data
  application in the classroom?
                                  Write it on
    What is your question?       poster paper
You may have GEPA (8th grade)
Statewide Assessment
Individual Student Report Data

                          Let’s check
  These                   This out
  reports                 in more
  will or                 detail
  could be
  aggregate
  d for your
  class
   Public Reporting of
   Assessment: A Note




http://www.ncrel.org/sdrs/areas/issues/methods/assment/as600.htm
Critical Issue: Reporting
Assessment Results
   OVERVIEW: Students, parents, and
    community members often misinterpret
    assessment data because they do not
    view the information in the proper
    context. They may fail to consider the
    many variables involved in the
    education process, such as students'
    diverse backgrounds and motivation
    levels. NCREL
Total 11th Grade Data - District
Assessment Averages

 See handouts of
 Total Data for your
 (Worksheet 1)…


         Enter response to this data on
         Data Record and Analysis Sheet (p.1)
Share Your Conclusions




                   Refer to your
                    question(s)
Math Proficiency: PP, P, & AP
                                2005 Total Math Proficiency: District vs. State
 100

          90

          80
Percent Proficient




          70
                                                                            gr 11
          60                                           gr 3
                                        gr 8                  gr 4
          50                                                         gr 8
          40
                                 gr 4
          30             gr 3                  gr 11                                       gr 4
                                                                                    gr 3                 gr 11
          20
                                                                                                  gr 8
          10

                     0
                                   PP                           P                            AP
Proficiency Level
Math Proficiency: PP, P + AP
         100
                           2005 Total Math Proficiency District vs. State
                      90
                                                        gr 3                   gr 11
                      80
                                                               gr 4
                      70
 Percent Proficient




                      60                                                gr 8
                                         gr 8
                      50

                      40
                                  gr 4
                      30   gr 3
                                                gr 11
                      20

                      10

        0
      Proficiency Level             PP                         P + AP
LAL Proficiency: PP, P, & AP
                            2005 Total LAL Proficiencies: District vs. State
                      100                                                               state 3         gr   3
                      90                                                                state 4         gr   4
                                                      78.8 77.2                         state 8         gr   8
                      80                                                                state 11        gr   11
                                                         70.9              70.5
Percent Proficiency




                      70                                      63.2      63.6
                                                                     58.9
                      60
                      50
                                     36.8 37.4
                      40
                              29.1
                      30
                                                                                                         19.6
                            16.7 18.4       16.8
                      20                       14.9                                                         14.6
                      10                                                          4.4       4.4        3.7
                                                                                        0         0
                       0
      Proficiency LevelPP                                       P                                 AP
LAL Proficiency: PP, P + AP
                           LAL 2005 Total Proficiencies: District vs. State
                  100
                      90                                                       gr 11

                      80
                                                          gr 3
                      70
Percent Proficiency




                                                                 gr 4   gr 8
                      60
                      50
                                   gr 4   gr 8
                      40
                            gr 3
                      30
                      20                         gr 11
                      10

                      0
Proficiency Level
Teachers!

                               % Teachers      %Teachers
                #Teachers in       "Highly        "Highly    % Classes
                     Core         Qualified"     Qualified     Taught by
                   Academi       in At Least      " in All      "Highly
                       c          1 Subject      Subjects      Qualified"
   SCHOOL          Subjects        Taught         Taught       Teachers

 ANDOVER
    MORRIS          30            100.0          100.0         100.0

 GREEN STREET       59            100.0          100.0         100.0

 MIDDLE             68            94.1            94.1          94.0

 PHILLIPSBURG
    HIGH            95            89.5            89.5          90.3
Additional Total Data: SchoolMatters
Additional Total Data: Just4theKids
Share general conclusions about
Phillipsburg – based on the data
available


                       Refer to your
                        question(s)
                                 It‘s time to write
YOUR TURN                            then share!


   Using only the data
    provided so far….
    decide (where possible)
    how would you allocate
    resources of
    – Instruction
    – Professional development

Begin Planning on your
Data Record and Analysis Sheet (p.2)
It’s time to dig deeper!

   Underneath total data,
    there is…
    –   Subgroup data
    –   Cluster data
    –   Classroom data
    –   Individual data
   And all of it can be
    grown!
11th Grade Subgroup Data


 See handouts of
 Subgroup Data for
 your
 (Worksheet 2)…

        Enter response to this data on
        Data Record and Analysis Sheet (p.1)
8th Grade Subgroup Data
                                                                     Percent                  Proficiency Percentages
      Proficiency Assessment (GEPA)                                    Not
      LANGUAGE ARTS LITERACY
                                                      Year           Tested          Partial       Proficient     Advanced

                                          State Standard for AYP = 58% Proficient
All Students                School              2003-04                  0.8%          40.6%            58.1%           1.3%
» details for subgroups                         2002-03                  0.4%          36.5%            61.8%           1.7%
for LAL
                            District            2003-04                  0.8%          40.6%            58.1%           1.3%
                                                2002-03                  0.4%          36.5%            61.8%           1.7%

                            State               2003-04                  0.4%          26.4%            67.6%           5.9%
                                                2002-03                  0.8%          26.7%            66.7%           6.6%
The state standard for Adequate Yearly Progress (AYP) for language arts literacy is 58% proficient for the school and each
subgroup.



                                                                    Percent                   Proficiency Percentages
                                                                      Not
              MATHEMATICS
                                                     Year           Tested          Partial         Proficient    Advanced

                                           State Standard for AYP = 39% Proficient

 All Students              School              2003-04                  0.8%          55.6%              35.5%            9%
 » details for subgroups                       2002-03                    0%          60.3%                36%          3.7%
 for MATH
                           District            2003-04                  0.8%          55.6%              35.5%            9%
                                               2002-03                    0%          60.3%                36%          3.7%
                           State               2003-04                  0.5%            36%              42.8%          21.3%
                                               2002-03                    0%          43.6%              40.6%          15.8%

 The state standard for Adequate Yearly Progress (AYP) for mathematics is 39% proficient for the school and each subgroup.



                                                                                                Note dates of testing
More digging!

   Underneath total data,
    there is…
    –   Subgroup data
    –   Cluster data
    –   Classroom data
    –   Individual data
   And all of it can be
    grown!
Checking out Grade 3 Students
Cluster Data
   Examine the left side of Worksheet 3A
    – Scores are grouped by proficiency
   Examine the right side of Worksheet 3A
    – Scores below a possible passing level are
      highlighted
   Examine Worksheet 3B
3rd Grade Cluster Data


 Use the handouts of
 Cluster Data to
 respond to
 questions…

        Enter response to this data on
        Data Record and Analysis Sheet (p.3)
More on 3rd Grade: Reading
   Examine the reading data,
    worksheet 3B




             Enter response to this data on
             Data Record and Analysis Sheet (p.4)
GEPA & HSPA Cluster Data
   Examine selected cluster data for math




             Enter response to this data on
             Data Record and Analysis Sheet (p.4)
Share your conclusions
about uses of cluster data




                         Refer to your
                          question(s)
Resource Allocation

 Complete the Data Record (p.5)
 Let’s share!!!
 Based on the data, and on your
  questions be ready to move forward to
  plan!
Summary to Date
   You have examined some
    – 3rd grade total data (Math and LAL)
    – GEPA subgroup math data
    – Cluster scores for 3rd grade math, 3rd grade reading, and slected
      GEPA and HSPA math data
   You have made judgments, based on available data, on
    – Instruction
    – Curriculum alignment
    – Planning

   HOW DOES THIS ANALYSIS AID IN PLANNING
    THE CURRICULUM FOR K-12? WERE YOU ABLE
    TO?...
    – Prioritize student needs
    – Prioritize district-wide professional development
    – Gather ideas for curriculum development

                                   Let’s look at planning…
Let‘s plan!


 Will
     you plan
  –Forward, or
  –Backward
Planning Forward: AYP Tutorial
(Review)
Mrs. Johnson‘s 5th Grade:
Her Starting Point




    Where did your 9th graders start?
    How did your 8th graders get there?
Content that seemed OK




 Which 8th grade content has strength?
Content that needed help!


                                     Is there a
                                    district-wide
content                           need (priority)
                                   for particular
  skill
                                      content
                                  development?


   Which content needs
   attention from 3rd grade on?
    Backward Planning to Plan Content
    Learning!!!! 3 Stages of “Backward” Design
     1. Identify desired results by 11th grade
                                                 Set Goals


         2. Determine acceptable evidence
                                                       Assessment!

                  3. Plan learning experiences
                       & instruction for HS At Last –
                                                              Instruction…
Grant Wiggins & Jay McTighe's: http://www.ubdexchange.org/resources/ppts.html
        Factors in Backward Planning
       There are many ‗doorways‘ into successful
       design – you could start with...
           – Content standards (strands across the
             grades)
           – A required assessment (summative –
             11th grade – or 8th, 5th, 3rd….)
           – Performance goals = benchmarks and
             exemplars about 4 times/year!!!
             (formative assessment!!!)
           – Special circumstances/factors
Grant Wiggins & Jay McTighe's: http://www.ubdexchange.org/resources/ppts.html
Data Needs for Backwards Planning:
What do you know about your school(s)?
   11th grade data for both Math and
  Language Arts Literacy
      – Subgroup Data
      – Cluster Data           Correlate these!
    Professional development and technology
  for
      – Data analysis
      – Differentiated instruction
     Time set aside for faculty
      – Data analysis
      – Collaboration
Calendaring Factors
   End-point
    – Summative test(s) as the starting point!!!
   Periodic benchmarks
    – Formative and/or summative tests
    – Common design of benchmark
      assessment
    – Exemplars                  Let’s look
                                      at an
Goal: first allocate the strands,   example!
then allocate the CPIs                  ...
Backwards Planning in H.S.
by Course and/or Grade
  STRAND            Algebra I    Geometry   Algebra II   Statistics or Other Course

  4.1. Number
  and Numerical
  Operations
  A. Number
  Sense
  B. Numerical
  Operations
  C. Estimation
                                Which data will support
  4.2. Geometry
                                  the organization of
  and
  Measurement
  A. Geometric
                                standards and strands
  Properties
  B. Transforming
  Shapes
                                 through the grades?
  C. Coordinate
  Geometry
  D. Units of
  Measurement
  E. Measuring
  Geometric
  Objects




              See planning charts for math across all grades,
              and strands across a single grade
Standards across the grades!
Backwards Planning (cont.)
                           What data do you need
                             for each grade to
   By course or grade         support your
                                 planning?
    – 11th, 10th, 9th
   By standard and strand (and then CPI)
    within a given grade. e.g., for Number
    and Numerical Operations :
    – A. Number Sense
    – B. Numerical Operations
    – C. Estimation
         Look at Planning Sheets in Your Handout
Backwards Planning (cont.) –
for one course only (e.g. Algebra I)
 Summative (end of year) assessment
 Benchmark
    – Period (each quarter?)
    – Standards-based tests (developed
      collaboratively by teachers – or e.g. West Ed)
    – Rubrics (agreed-to by teachers)
   Exemplars for each benchmark (to help
    teachers and students)
Look at Planning Sheets in Your Handout
                             Let’s look at standards…
Check our a particular
standard – think strands!
   STANDARD 3.2 (WRITING)
    – Strand
      A. Writing as a Process (prewriting, drafting,
       revising, editing, postwriting)
      B. Writing as a Product (resulting in work
       samples)
      C. Mechanics, Spelling, and Handwriting
      D. Writing Forms, Audiences, and Purposes
       (exploring a variety of writing)
 Map the Standards and Strands:
 Standard 3.2
                             September   Quarter 1   Quarter 2   Quarter 3   Quarter 4
                             The                                             The
                             Starting                                        End
                                                                             Goal
                             Point
A. Writing as a Process
    (prewriting, drafting,
    revising, editing,
    postwriting)
B. Writing as a Product
   (resulting in work
   samples)
C. Mechanics, Spelling,
   and Handwriting


D. Writing Forms,
   Audiences, and
   Purposes (exploring a
   variety of writing)
Then think CPIs:
Standard 3.2.4.B. plus all CPIs!!!
     B. Writing as a Product (resulting in a formal product or publication)
1.    Create narrative pieces, such as memoir or personal narrative, that contain
      description and relate ideas, observations, or recollections of an event or
      experience.
2.    Write informational reports across the curriculum that frame an issue or topic,
      include facts and details, and draw from more than one source of information.
3.    Craft writing to elevate its quality by adding detail, changing the order of ideas,
      strengthening openings and closings, and using dialogue.
4.    Build knowledge of the characteristics and structures of a variety of genres.
5.    Sharpen focus and improve coherence by considering the relevancy of included
      details, and adding, deleting, and rearranging appropriately.
6.    Write sentences of varying lengths and complexity, using specific nouns, verbs,
      and descriptive words.
7.    Recognize the difference between complete sentences and sentence fragments
      and examine the uses of each in real-world writing.
8.    Improve the clarity of writing by rearranging words, sentences, and paragraphs.
9.    Examine real-world writing to expand knowledge of sentences, paragraphs,
      usage, and authors' writing styles.
10.   Provide logical sequence and support the purpose of writing by refining
      organizational structure and developing transitions between ideas.
11.   Engage the reader from beginning to end with an interesting opening, logical
      sequence, and satisfying conclusion.
                                     Formative Assessment
                                                           Benchmarks
 Calendaring example…
                             September   Quarter 1   Quarter 2   Quarter 3   Quarter 4
                             The                                             The
                             Starting                                        End
                                                                             Goal
                             Point
A. Data Analysis
                                CPIs

B. Probability


C. Discrete Mathematics—
    Systematic Listing and
    Counting

D. Discrete Mathematics—
    Vertex-Edge Graphs
    and Algorithms
Assessment Bottom Line
 Start with Data
 Work Toward Data
 Assessments are Standards-based and
  rigorous
 Assessments are benchmarked to the
  assessment calendar
 Instruction begins and ends with data
 Exemplar benchmarks are made
  available
Benchmarking & Exemplars




http://www.exemplars.com/materials/samples/index.html
Review of Holistic and Analytic
Assessments


  Helping
  Teachers
  and
  Parents
  and
  Students


                     See handouts!
Based on the additional data:
holistic and analytic rubrics

How would you
modify allocation of
resources?

    Enter additional responses to this data on
    Data Record and Analysis Sheet (p.5)
Have your thoughts about
resource allocation changed
during today?


                     Refer to your
                      question(s)
Review of Assessment
   What is your goal/purpose?
   What does your data show? What data do you
    need? What additional test do you need?
    – Subgroup? Cluster?
    – Formative or Summative
 When are you doing each objective within your
  goal?
 What is the benchmark?
    – Have you consulted with your colleagues?
   Who is to receive which sort of assessment
    information?
    – Students
    – Parents, Community
    – State
   What are you going to do after the assessment?
    – How about those subgroups?
A Revisit: The District View
 Planning for Change

   Focused 30 minute meetings
    – Let’s look at the handouts together




Building Shared Responsibility
for Student Learning
Anne Conzemius & Jan O’Neill
ASCD
30 Minute Meetings

 Plan, involving teachers, a focused
  strategic set of meetings
 Always involve teachers
 Structure all meetings in advance – but
  be ready to modify
 Respond to teacher needs/suggestions
 Aim for the goal!
Other Factors to Consider
                          Descartes!   Habits of Mind
                                        Use Knowledge
                                         Meaningfully

                                          Extend and
   Types of instruction               Refine Knowledge
    – Learner styles: teacher
      styles                             Acquire and
   Thinking:                             Integrate
    – Levels of Bloom‘s                  Knowledge
      Taxonomy
    – Marzano‘s Dimensions of
      Learning
   Curriculum Integration       Attitudes and Perceptions
Summary -1
   ―Total‖ Summative Data
    –   From many sources
    –   May be for different grades
    –   May arrive at different times
    –   May be presented in several forms
    –   May or may not be based on standards
    –   May not be sufficient
 Content Summative Data
 Subgroup Summative Data
Summary - 2
   Data for Instruction
    – Formative data based on standards, needs to
      link with…
    – Benchmarks (Formative and Summative),
      which are developed by…
    – Teachers, in the frame of a…
    – Planned Curriculum, based on…
    – Goals!
Summary - 3
   Strategies
    – Talking about data
        • Remember – differing comfort-levels
          with data and numbers
    – Presenting data - understandably
    – Goal-setting
    – Teacher-involvement
    – Focused.
 Research and Resources

 NJPEP:    http://www.njpep.org
 NJDOE:
  http://www.state.nj.us/education/
 SchoolMatters:
  http://www.schoolmatters.com/
 ASCD: http://www.ascd.org/
 Just4Kids:
  http://www.just4kids.org/jftk/index.cf
  m?st=New%20Jersey&loc=home

				
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