WB DATA SOURCES AND ADVOCATING FOR YOUR CHILD
WB DATA SOURCES AND ADVOCATING FOR YOUR CHILD TUESDAY, AUGUST 28, 2018
HOW DO WE TRACK STUDENT ACADEMIC PROGRESS? • TLA-Text Level Assessments • MAP • TN Ready / TVAAS
TEXT LEVEL ASSESSMENTS • Student reading level (Tier I instruction) • Score based on • Fluency (words per minutes) • Basic comprehension questions • Subjectivity • Formative assessment to drive instruction • All students in grades K-4
NWEA: MAP ASSESSMENT • MAP® Growth™ measures what students know and informs what they’re ready to learn next. • MAP creates a personalized assessment experience that accurately measures performance. • Adaptive based on student answers: begins with a question appropriate for the student’s grade level, then dynamically adapt throughout the test in response to student performance. • Assessment data from over 10. 2 million students used to create national norms • Predictive of TNReady results • Administered in ELA and Math: Standards-based (Tier I instruction) • District provided: All students in grades 2 -4 • School purchased: All students in grades K-1 • Formative assessment to drive instruction
TN READY/TVAAS • State mandated test • Administered once a year in April/May • Only grades 3 -4 • Summative assessment • Provides achievement data and growth data (TVAAS) • Used for school accountability with the state
Waverly Belmont MAP Math Data 100% 7% 8% 17% 90% 11% 18% 19% 12% 32% 80% 21% 15% 44% 46% 17% 70% 60% 21% 22% 13% 26% 20% 24% 20% 12% 50% 14% 18% 40% 20% 15% 16% 11% 22% 19% 13% 30% 9% 17% 16% 9% 20% 32% 10% 23% 35% 30% 29% 28% 32% 19% 16% 0% 2 nd Grade 3 rd Grade 4 th Grade 2 nd Grade 2017 -Aug 3 rd Grade 4 th Grade 2018 -Feb Quintile 1 Quintile 2 Quintile 3 2 nd Grade 3 rd Grade 2018 -May Quintile 4 Quintile 5 4 th Grade
Waverly Belmont TCAP Math 100% 90% 4% 4% 16% 17% 18% 80% 32% 16% 28% 70% 27% 60% 50% 33% 30% 26% 40% 30% 51% 20% 34% 31% 3 rd Grade 4 th Grade 3 rd Grade 10% 0% 2017 Change from 17 to 18: - 4 th Grade 2018 Below Approaching On Track Mastered
Waverly Belmont MAP Reading Data 100% 90% 22% 29% 30% 33% 18% 25% 29% 23% 27% 32% 22% 31% 40% 80% 70% 22% 13% 60% 30% 17% 29% 27% 22% 24% 21% 23% 24% 29% 24% 22% 17% 50% 25% 13% 27% 40% 7% 19% 18% 15% 22% 10% 11% 13% 2 nd Grade 3 rd Grade 10% 18% 19% 15% 16% 9% 13% 30% 25% 16% 19% 16% 13% 26% 14% 17% 9% 12% 13% 14% 10% 18% 11% 13% 30% 20% 18% 20% 23% 15% 22% 14% 19% 4 th Grade 2 nd Grade 23% 25% 3 rd Grade 4 th Grade 0% 2017 -Jan 4 th Grade 2 nd Grade 3 rd Grade 4 th Grade 2 nd Grade 2017 -May 3 rd Grade 4 th Grade 2 nd Grade 2017 -Aug Quintile 1 Quintile 2 Quintile 3 3 rd Grade 2018 -Feb Quintile 4 Quintile 5 2018 -May
Waverly Belmont TCAP Reading 100% 4% 5% 4% 9% 90% 80% 36% 37% 29% 41% 70% 60% 50% 40% 39% 35% 36% 41% 30% 20% 10% 24% 23% 3 rd Grade 4 th Grade 14% 0% 3 rd Grade 4 th Grade 2017 Change from 17 to 18: - 2018 Below Approaching On Track Mastered
SCHOOL FOCUS AREAS School data tells us: • Focus on the Continuum of Quality Core Instruction for ELA and Math. • ELA is steady but needs boost • 3 rd grade math is strong • 4 th grade math is a weakness
ACTION STEPS • Standards analysis of TN Ready data • Mandatory planning time with district instructional coaches • Instructional walk-throughs and student work analysis • Implementation of research-based curriculum in Math • Data meetings every 4 -5 weeks to discuss student progress • Additional staff to support Bulldog Time needs • Purchase of research-based intervention programs for Bulldog Time
Guiding Questions 2018 -19 1. )Are we growing every student, every day? 2. ) Where’s the evidence?
LEVELS OF SUPPORT TIER 1 • Academic • Balanced Literacy and Taskbased Math • Social/Emotional • Move this World • Small group instruction • SEL: Morning Meeting & Calm down corners • Use of complex texts • Counselor Classroom Lessons • Academic vocabulary • School Wide Expectations • Student data chats and notebooks • Positive Behavior Referrals
LEVELS OF SUPPORT TIER 2 • Academic • Tier II small group intervention • Small group instruction • Social/Emotional • Individual or Group Counseling with School Counselor • Support Team Meeting • Restorative Conference • Academic mentor • Behavior Plan • Support Team Meeting • Check in/ Check out • Buddy Classroom • Student success room
LEVELS OF SUPPORT TIER 3 • Academic • Social/Emotional • Tier 3 intervention group • BCBA: FBA & BIP • Small group instruction • Centerstone • Continued Support Team • Social Worker • Consideration of more extensive supports-504, IEP • Continued Support Team • Consideration of more extensive supports-504, IEP
HOW CAN YOU ADVOCATE FOR YOUR CHILD? • Teacher • 1 st tier of support • Academic concerns (conference or support team meeting) • Basic classroom needs and concerns • Counselor • Social & emotional needs • Support team coordinator contact • Resources: Social worker, Assistance League, HERO, BCBA, Centerstone, etc.
HOW CAN YOU ADVOCATE FOR YOUR CHILD? • Administration • 2 nd Tier of support • Safety concerns • Family changes & court orders • Office • Attendance • Records • Information Update
APPENDIX
Instructional Non-Negotiables and Guarantees Student Evidence “Look-Fors” Integrated SEL, to include: Morning Meeting, “Move this World, ” and Calm down corners Positive incentive plan for your students Student use of accountable talk and academic vocabulary Student talk exceeds teacher talk Post and review objectives EVERY DAY Students asks questions Balanced Literacy 2. 0 and Task-based Math Instruction Student work produces productive struggle Lesson Plans, to include Small Groups and Bulldog Time Students analyze text, think critically, and write to text Posted student work aligned to “I can…” statements Students know group roles, expectations, and are held accountable for work products Students can articulate daily objectives and show progression towards mastery Students show high levels of engagement during instruction Students work to exceed teacher expectations Implementation of MTSS (Bulldog Time) schedule and instruction with fidelity Differentiated, small group instruction driven by data Use of complex texts (integrate Science and Social Studies content) ELA and Math Core Actions Students demonstrate effective use of voice/choice
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