2018-2019 is over.
Time to REFLECT!
Ferndale Middle School implemented Opportunity Culture MultiClassroom Leaders for Math, ELA and Science (my subject specialty). Thanks also to Public Impact for being a part of this implementation as well. I was able to assist 10 science/social studies teachers in our building by co-planning, co-teaching, modeling, observing, coaching, and more as a MultiClassroom Leader II. I was also able to impact the ~750 scholars in our building. Big jump from the 100 I worked with while my classroom at Allen Jay Prep. There were several challenges throughout the year, but let’s break it down …
What we did … Data Analysis.
I implemented the usage of EVAAS projections for our 6th, 7th & 8th grade scholars in science. We were able to establish their anticipated projectile & anticipated % correct from the state information. This information was used throughout the school year to determine growth or decline assessment by assessment. I had utilized this primitively at Thomasville Middle, but improved it while at Allen Jay Prep. It was a challenge to implement with ~750 scholars at Ferndale, but a majority of teachers bought right in!
Here’s the template …
Why we did … Data Analysis.
I wanted my teachers to be able to assist scholars on a day by day basis regarding content acceleration or remediation. Along with formative assessment techniques, we wanted to keep scholars & families aware of progress. A long range view of the year and being transparent with scholars/families was a priority. The A/B scale of report card grading does not correlate to the system used by End-of-Grade testing (Levels 1-5). We knew the projections of our scholars and communicated that to them. When they scored above their target, we celebrated! Even if that projection was a Level 1 @ 32% correct, we celebrated a test score of 33%. When we connected support to the relativity of each scholar’s performance based on EVAAS projections, we immediately were able to look objectively at scholars and target specifically what their needs were. Scholars could tell that we cared. And scholars could tell that “getting an A” wasn’t the norm. The norm we created was “now you know, where will you go?” We worked hard on growth mindset the entire year by leading through objective information.
Here is an example spreadsheet with data …
How we did … Data Analysis.
We utilized pre-assessments, objective quizzes (roughly 2-4 objectives per unit) and post-assessments to determine acceleration/remediation in over 20 areas per grade level in science. Each of our assessments were 10 question multiple choice assessments. Scholars were encouraged to annotate and address misconceptions. The pre & post assessment scores were kept in the above data spreadsheet. Each objective quiz was administered online using SchoolNET. Our scholars had access to their results immediately & throughout the year to determine celebrations & misconceptions. Everyone knew exactly what was needed regarding acceleration or remediation.
Here’s an example of an assessment …
Results from … Data Analysis.
GROWTH! Scholars & Teachers utilized their strategic data to inform lesson planning, corrective instruction and so much more during the year. We believe this lead to high scholar engagement compared to 2017-2018. The data below shows a substantial decrease in Level 1’s with growth in Levels 2-5. Our scholars were inspired by teachers to perform their best because we gave them our best all year long.
If you or your school are interested in knowing more, then feel free to comment below or reach out to me personally. Thanks for tuning in!