Organizational Learning Through Data Review ILT January 12, 2015.
-
Upload
sophia-berry -
Category
Documents
-
view
216 -
download
0
description
Transcript of Organizational Learning Through Data Review ILT January 12, 2015.
Organizational Learning Through
Data ReviewILT
January 12, 2015
Outcomes Understand the district approach to evaluating
effectiveness of curriculum and instructional delivery through data review processes
Appreciate the potential collective impact of small individual improvements in STAAR performance
Recognize the district CBA data analysis process
Organizational Learning• The detection and correction of error (Argyris & Schön, 1978)• Organization-wide continuous improvement process that
enhances the collective ability to accept, make sense of, and respond to internal and external change
• Systematic integration and collective interpretation of new knowledge gained through risk-taking as experimentation resulting in organizational action
Variable Inputs
Predictable
Quality Outputs
DSA
PResponsive Processes
Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison Wesley.
The district journey
STAAR Results District Data Review Tier 1 Priorities
CBA Results CBA Analysis Protocol
District data review process
Improved Alignment of Instructional
Delivery
CBA Production Errors Process Analysis Improvements to
Production Process
Variability in processes limits our ability to effect change
2012 2013 2014 201560
65
70
75
80
85
90
95
100STAAR Reading Performance (English)
R5R3R8R4R7R6E2E1
Year
Perc
enta
ge M
et L
evel
IIThe current state
What is the appropriate response to data such as these?
2012 2013 2014 201560
65
70
75
80
85
90
95
100STAAR Math Performance (English)
M5A1M3M7M6M4M8
Year
Perc
enta
ge M
et L
evel
IIThe current state
Why is there less variability in performance in 2015 than in previous years?
2012 2013 2014 201560
65
70
75
80
85
90
95
100STAAR Performance (English)
Bio
US
Sc5
Sc8
W7
W4
So8
Year
Perc
enta
ge M
et L
evel
IIThe current state
Tier 1 Priorities
Vocabulary of the Standards
Workshop Model
Guided Reading
Three Types of Thinking(Close Reading)
Tightening instructional delivery to improve student learning
POWER2Theof
Get 5
POWER2Theof
POWER2Theof
1 44 2 6 1312 9 3419 8 381143 4 422041153526 7 3216 5 3933403727281417 3 36102430232218292125310
10
20
30
40
50
60
2015 STAAR Grade 5 Science
Item Number
Diffi
culty
(per
cent
age
inco
rrec
t)
Level I Level II Level III
4 pt rubric x 2 scorers = 8 points/essay
8 points/essay x 2 essays = 16 raw score pts for essays
1 extra point/essay = 1 pt x 2 scorers x 2 essays = 4 pts extra
Grade 4 Writing
PlusOne impact on overall score
Essays
1 pt x 2 scorers x 2 essays = 4 pts
1 pt x 2 scorers x 2 essays x 2 = 8 pts
Grade 4 Writing
Grade 7 Writing
1 pt x 2 scorers x 1 essay x 3 = 6 ptsEnglish I and English II
Calibrating instruction and assessment using district CBAs
Lessons
Unit 1
Common assessme
ntCA
Assessments
CA CA
Regroup, Reteach, Redesign
Unit 2 Unit 3 Unit 4
PLC
District CBA
PLCEvaluate alignment between classroom instruction, common assessments and district CBAs
CurriculumCoordinators
District Data ReviewCBA
Analysis Protocol
Suggestions for Reteach/ReviewCurriculum Improvements
PLCs have a responsibility to maintain quality control over instructional delivery
The current state
2012 2013 2014 20150
10
20
30
40
50
60
70
80
Fall CBA Performance - Reading
2nd4th7th5th8th6th3rdE1E2
Year
Perc
enta
ge M
et S
atisf
acto
ry S
tand
ard
(70%
cor
rect
)
The current state
2012 2013 2014 20150
10
20
30
40
50
60
70
80
Fall CBA Performance - Math
2nd
7pap
5th
8th
4th
A1ms
6th
3rd
7th
A1hs
Year
Perc
enta
ge M
et S
atisf
acto
ry S
tand
ard
(70%
cor
rect
)
The current state
2012 2013 2014 20150
10
20
30
40
50
60
70
80
Fall CBA Performance - Science & Social Studies
Sci 5
Soc 8
Sci 8
Bio
US
Year
Perc
enta
ge M
et S
atisf
acto
ry S
tand
ard
(70%
cor
rect
)
CBA central data review process Identify 3 items with the lowest performance on two tests under
the coordinator’s purview Determine what students should know and be able to do to
correctly answer the questions Use item answer distribution to determine common errors in
thinking or problem solving Ascertain where in the scope and sequence students had an
opportunity to learn the necessary content or skills Celebrate data indicating performance improvement or mastery of
standards Based on OFIs identified, develop materials for review or reteach
and make updates to curriculum documents
TEKS 4.5B. Predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water4.5B (Unit overview, 1st 6 weeks):Students might think that condensation on a glass comes from inside the glass, rather than from the outside air; be sure to clarify that water vapor in the air condenses on the glass. See note for 4.5B in Resources below.4.5B ResourcesAIMS Kool Kups; STEMScopes Engage; STEMScopes Explore Part 3, etc.
60%20%11%8%
Data review take-aways Recognition that we need to be finding solutions, rather than
making excuses Find ways to address gaps both moving forward this year, and by
improving curriculum and delivery for next year Currently in the learning curve to determine the most efficient
and effective way to review CBA data and respond in a manner conducive to improving instruction Meeting with HEB coordinators Beefing up review process for February CBAs Implementing expectations for similar reviews at the campus
level next year