the use of data in developing a holistic learning environment “what gets measured gets done”...

The Use of Data in Developing a The Use of Data in Developing a Holistic Learning EnvironmentHolistic Learning Environment

““What gets measured gets What gets measured gets done”done”

October 29, 2003October 29, 2003

The Blackstone Valley – 13 communities steeped in a The Blackstone Valley – 13 communities steeped in a history of innovation, invention and business successhistory of innovation, invention and business success

Boston

WorcesterSpringfield

Dual Dual EducationEducation850 students in Grades 9-12 850 students in Grades 9-12

15 Vocational Technical Programs15 Vocational Technical ProgramsAll students complete All students complete

4 years of4 years of 2 years of2 years of

EnglishEnglishMathMathScienceScienceSocial StudiesSocial Studies

Vocational Technical Vocational Technical ProgramProgram

Health/Phys. Ed.Health/Phys. Ed.Selectives ie: Spanish, Selectives ie: Spanish, Business, A+ TrainingBusiness, A+ Training

Voc-Tech RelatedVoc-Tech Related

15 Career Technical Programs15 Career Technical Programs

All students can master All students can master complex academic and complex academic and technical concepts.technical concepts.

Schools must create an Schools must create an environment that encourages environment that encourages students to succeed.students to succeed.

We BelieveWe Believe

Raise System ExpectationsRaise System ExpectationsEncourage Students to Take the Right Encourage Students to Take the Right CoursesCoursesChange Classroom and Laboratory PracticesChange Classroom and Laboratory PracticesInvolve Parents, Employers Involve Parents, Employers and the Communityand the CommunityImprove Student AssessmentImprove Student AssessmentIncrease Student LearningIncrease Student Learning

Our GoalsOur Goals

Identifying Student NeedsIdentifying Student Needs

Stanford Diagnostic TestingStanford Diagnostic Testing

Collect IEP and 504 plans Collect IEP and 504 plans

Transition meetings held at sending Transition meetings held at sending schoolschool

Wilson Reading screeningWilson Reading screening

Follow-up Wilson screening at sending Follow-up Wilson screening at sending schoolschool

Data processed and student Data processed and student schedules developedschedules developed

Grade 8Grade 8

Identifying Student NeedsIdentifying Student Needs Grade 9 Grade 9

Stanford Diagnostic TestingStanford Diagnostic Testing Harrington-O’Shea Harrington-O’Shea Pre & Post-MCAS Diagnostics Pre & Post-MCAS Diagnostics Study Strategies self-assessment Study Strategies self-assessment

Grade 10 Grade 10 Pre & Post-MCAS DiagnosticsPre & Post-MCAS Diagnostics

Grade 11 & 12 Grade 11 & 12 TestWiz analysis (scheduling and TestWiz analysis (scheduling and

curricular curricular revision) revision)

MCAS (retest)MCAS (retest) NAEP (every other year)NAEP (every other year)

**All data is available to faculty through the computer network****All data is available to faculty through the computer network**

Class of 2003 Class of 2003 Stanford Diagnostic Test ResultsStanford Diagnostic Test Results

Reading Comprehension

05

101520253035404550

1 2 3 4 5 6 7 8 9 10 11 12 13

Grade Level

Incoming 60% below 8th grade reading

level

10 months later39% below 9th grade reading

level

Blackstone Valley Tech reduced the number of incoming students (class of 2003) below grade level in reading from 60% to 39% in ten months.

Math Application

0

10

20

30

40

50

60

70

80

1 2 3 4 5 6 7 8 9 10 11 12 13

Grade Level

Nu

mb

er

of

Stu

de

nts

8th Grade

9th Grade

Incoming41% below 8th

grade math level

10 months later22% below 9th

grade math level

Blackstone Valley Tech reduced the number of incoming students (class of 2003) below grade level in math applications from 41% to 22%in ten months.

Class of 2003 Class of 2003 Stanford Diagnostic Test ResultsStanford Diagnostic Test Results

Percentage of Students Percentage of Students

Passing ELA - MCASPassing ELA - MCAS

Per

cen

t P

assi

ng

Per

cen

t P

assi

ng

First TestingFirst Testing

49.5%49.5%

82.1%82.1%90.3%90.3%

95.6%95.6%

0%0%

10%10%

20%20%

30%30%

40%40%

50%50%

60%60%

70%70%

80%80%

90%90%

100%100%

20002000 20012001 20022002 20032003

School YearSchool Year

(Class of 2002)(Class of 2002) (Class of 2003)(Class of 2003) (Class of 2004)(Class of 2004) (Class of 2005)(Class of 2005)

Percentage of Students Percentage of Students Passing Math - MCASPassing Math - MCAS

First TestingFirst Testing

50.7%50.7%

78.7%78.7%77.0%77.0%

82.4%82.4%

0%0%

10%10%

20%20%

30%30%

40%40%

50%50%

60%60%

70%70%

80%80%

90%90%

20002000 20012001 20022002 20032003 (Class of 2002) (Class of 2002) ((Class of 2003) (Class of 2004) (Class of 2005)Class of 2003) (Class of 2004) (Class of 2005)

Per

cen

t P

assi

ng

Per

cen

t P

assi

ng

School YearSchool Year

0%0%

10%10%

20%20%

30%30%

40%40%

50%50%

60%60%

70%70%

80%80%

90%90%

100%100%

Per

cen

t P

assi

ng

Per

cen

t P

assi

ng

20002000200120012002200220032003

MCAS Advanced/Proficient MCAS Advanced/Proficient First AttemptFirst Attempt

MathMath English Language ArtsEnglish Language Arts

21%21%

33%33% 34%34% 36%36%

11%11%

29%29%34%34%

43%43%

Strategies forStrategies for

SuccessSuccess

District Strategies for SuccessDistrict Strategies for Success Increase TechnologyIncrease Technology

Reading/Math LabReading/Math LabStudents/Staff accessibility to Students/Staff accessibility to

technologytechnology

Staff TrainingStaff TrainingProfessional developmentProfessional developmentInvolve everyoneInvolve everyoneMentoring programMentoring program

Increased time on taskIncreased time on task193 school days193 school daysModified block schedulingModified block schedulingRemediation/resource programsRemediation/resource programsCross-curricular initiativesCross-curricular initiatives

Across-the-Curriculum InitiativesAcross-the-Curriculum Initiatives Reading Across the CurriculumReading Across the Curriculum

Writing and Thinking Across the Writing and Thinking Across the CurriculumCurriculum

Math Across the CurriculumMath Across the Curriculum

Study Strategies Across the CurriculumStudy Strategies Across the Curriculum

Respect Across the CurriculumRespect Across the Curriculum

Portfolio AssessmentPortfolio Assessment

Standards Based School CounselingStandards Based School Counseling

School Based Health Center/NFLSchool Based Health Center/NFL

Steps to Integrating Steps to Integrating Across the Curriculum EffortsAcross the Curriculum Efforts

Identify what you want to improve Identify what you want to improve (baseline)(baseline)Form multi-disciplined teamsForm multi-disciplined teamsCreate tools and develop curriculumCreate tools and develop curriculumPilotPilotTrain staffTrain staffSchool-wide implementationSchool-wide implementationEvaluate (benchmark)Evaluate (benchmark)

““What gets measured gets What gets measured gets done”done”

ELA ELA and and

Reading Reading

Reading proficiency is essential to Reading proficiency is essential to learning most subjects– including the learning most subjects– including the trades, sciences, and mathematics.trades, sciences, and mathematics.The majority of BVT’s incoming The majority of BVT’s incoming students are two or more grade students are two or more grade levels behind in reading ability.levels behind in reading ability.All vocational and academic All vocational and academic instructors assist students to instructors assist students to become better readers.become better readers.

Reading Across the Curriculum Reading Across the Curriculum was supported by the following facts:was supported by the following facts:

Writing Across the CurriculumWriting Across the Curriculumwas guided by four core beliefs:was guided by four core beliefs:

Students must write frequently and for a variety of Students must write frequently and for a variety of purposes.purposes.

Students must consciously apply writing skills Students must consciously apply writing skills learned in English to every writing endeavor.learned in English to every writing endeavor.

Faculty “buy-in” is essential to any initiative Faculty “buy-in” is essential to any initiative calling for mass revision of teaching methods. calling for mass revision of teaching methods. Keep it simple! Make it user-friendly!Keep it simple! Make it user-friendly!

Students need to be held accountable for their Students need to be held accountable for their best writing efforts outside of English class.best writing efforts outside of English class.

Reading and Writing Across Reading and Writing Across the Curriculum Specific Strategies the Curriculum Specific Strategies

Align Curriculum to the Mass. FrameworksAlign Curriculum to the Mass. Frameworks Piloted R.A.C. in selected shopsPiloted R.A.C. in selected shops Asked all teachers to increase the amount Asked all teachers to increase the amount

of reading and writing of reading and writing Shared successful strategies and assignmentsShared successful strategies and assignments

with colleagues – created toolbox with colleagues – created toolbox Piloted W.A.C. using English dept. Piloted W.A.C. using English dept.

and selected shops and selected shops Trained staff in Collins Writing ProgramsTrained staff in Collins Writing Programs Provided teachers with time to collaborate Provided teachers with time to collaborate

English dept. became in-house experts English dept. became in-house experts

Mathematics Mathematics

Strategies for Increased Student Strategies for Increased Student Achievement in MathematicsAchievement in Mathematics

Raise standards through Raise standards through curriculum curriculum alignment and assessmentalignment and assessment

Increase Increase math integrationmath integration and a and a create a common focuscreate a common focus by forming by forming a “Math Across the Curriculum” a “Math Across the Curriculum” teamteam

Create Create safety netssafety nets

Mathematics Specific Strategies Mathematics Specific Strategies

Align Courses and Curriculum Align Courses and Curriculum to the Math Framework to the Math Framework

Departmental Final Exams for all courses Departmental Final Exams for all courses Pre and Post TestingPre and Post Testing Create Interdisciplinary Strategy Packets (tools)Create Interdisciplinary Strategy Packets (tools) Math Problem of the MonthMath Problem of the Month MCAS Math CampMCAS Math Camp Remedial Computer MathRemedial Computer Math Graphic Calculators for all coursesGraphic Calculators for all courses Open Response Problems for each courseOpen Response Problems for each course Increased use of math manipulativesIncreased use of math manipulatives

CYCLE STRAND TOPIC STANDARD

1 Patterns, Relations and Algebra Solving Single-Variable Equations AI.P.10, AI.P.11

2 Patterns, Relations and Algebra Solving Single-Variable Equations AI.P.10, AI.P.11

3 Patterns, Relations and Algebra

Geometry and Measurement Coordinate Geometry

AI.P.5, AI.P.11, G.G.15



AI.P.5, AI.P.11, G.G.15



AI.P.5, AI.P.11, G.G.15

6 Patterns, Relations and Algebra Writing and Graphing Systems of Linear

Equations AI.P.12, AII.P.10

7 Patterns, Relations and Algebra Writing and Graphing Systems of Linear

Equations AI.P.12, AII.P.10

8 Geometry and Measurement Triangles G.G.1, G.G.7,

G.G.10

9 Geometry and Measurement Triangles G.G.1, G.G.7,

G.G.10

10 Geometry and Measurement Polygons G.G.1, G.M.1

11 Geometry and Measurement Surface Area & Volume G.M.2, G.M.3,

G.G.16

12 Geometry and Measurement Surface Area & Volume G.M.2, G.M.3,

G.G.16

13 Data Analysis, Statistics and

Probability Experimental & Theoretical Probability AL.D.3

14 Data Analysis, Statistics and Geometric Probability G.M.1

Curriculum MapCurriculum MapAlgebra I / Geometry Topics / GRADE 11Algebra I / Geometry Topics / GRADE 11

CONTENT AREA: Algebra I / Geometry Topics

CONTENT STRAND: Patterns, Relations, and Algebra Geometry and Measurement

PERFORMANCE STANDARDS

Topic: Coordinate Geometry

State Strands/ Standard #’s : AI.P.5, Al.P.11, G.G.15

Competencies

Review the Cartesian Coordinate System and graphing ordered pairs.

Demonstrate an understanding of slope through different graphical representations.

Define the numerical slope of a line from a graph.

Identify the slope and y-intercept of a line that is in slope-intercept form.

Write an equation of a line in slope-intercept form given the slope and y-intercept.

Graph a linear equation using the slope and y-intercept.

Manipulate a linear equation into slope-intercept form.

Find a linear equation that describes a line from the graph.

Solve everyday problems by writing and solving linear equations.

SAMPLE ACTIVITY / ASSESSMENT:

Examples of performances that may demonstrate understanding include: Students will be able to use a graph to solve a problem involving distance and time

using the “Walker Walks” problem. Students will graph Walker’s trip to school. See attached problem.

An additional activity for this problem should include: Calculating the slope and equation for the graph for Walker.

Student Services Student Services Data Data

Driven InitiativesDriven Initiatives

In 1999 the BVT Leadership Team In 1999 the BVT Leadership Team initiated multiple changes to move initiated multiple changes to move from a responsive or reactive mode from a responsive or reactive mode to a proactive, engaged and to a proactive, engaged and measurement driven student measurement driven student support system.support system.

The Role of the School The Role of the School Counseling ProgramCounseling Program

““The American School Counselor The American School Counselor Association has created the National Association has created the National Model for School Counseling Programs Model for School Counseling Programs to connect school counseling with to connect school counseling with current educational reform movements current educational reform movements that emphasize student achievement that emphasize student achievement and success.” and success.”

- (ASCA, - (ASCA, 2003).2003).

CounselinCounselingg Model Model

BlackstonBlackstone Valley e Valley

Tech’sTech’s

Personal Social StrandPersonal Social Strand

Respect Across the CurriculumRespect Across the Curriculum

Depression ScreeningDepression Screening

Integrated lessons with Health Integrated lessons with Health DepartmentDepartment

Peer MediationPeer Mediation

Activities FairActivities Fair

Staff In-servicesStaff In-services

School Based Health CenterSchool Based Health Center

Pilot and Refine Service Delivery Pilot and Refine Service Delivery InitiativesInitiatives

Career StrandCareer Strand

30 Career Guidance Classes 30 Career Guidance Classes [grades 9-12][grades 9-12]

Job ShadowingJob Shadowing

Job InternshipsJob Internships

Work/StudyWork/Study

Cooperative EducationCooperative Education

Postsecondary Planning WorkshopsPostsecondary Planning Workshops


Academic StrandAcademic StrandStudy Strategies Initiative Study Strategies Initiative Student Support TeamStudent Support Team Groups for MCAS “re-takers”Groups for MCAS “re-takers” Counseling for academic failuresCounseling for academic failures 4 year academic plans4 year academic plans Weekly ”schedule building” Weekly ”schedule building” meetings with meetings with Assistant PrincipalAssistant Principal


$36 Million Building Expansion$36 Million Building Expansionand Rejuvenationand Rejuvenation

For Information on the workshops in For Information on the workshops in

Reading, Writing, Math, & Career Guidance Reading, Writing, Math, & Career Guidance

to be offered March 16 &17, 2003 at to be offered March 16 &17, 2003 at

Blackstone Valley Tech contactBlackstone Valley Tech contact

Rich BrennanRich Brennan

John G. Thomas John G. Thomas

508-529-7758 x 3041508-529-7758 x 3041

[email protected]@valleytech.k12.ma.us

the use of data in developing a holistic learning environment “what gets measured gets done”...

Documents

school year class

success success slide

school year slide

math mcas

grade level

percentage of students

student needs grade

mcas advancedproficient