Using Data to Improve Students Literacy Achievement:

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Using Data to Improve Students Literacy
Achievement
Reading and Writing for Learning Across the
Curriculum
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How Are We Doing?How Is Your School
Doing?LCTI 2002Lehigh CountyPennsylvania
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Getting 85 Percent of Students to Meet HSTW 279
Reading Performance Goal
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Performance Goal 279 (0-500)
Students who score 279 have average scores within
the basic proficiency level

• Demonstrate basic understanding of text

• Show ability to connect ideas from across text to
  make simple inferences and draw conclusions

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Goals

• 85 students reach basic proficiency level with
  scores of 279 or higher
• Higher goals for average scores across the valley

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Getting 85 Percent of Students to Meet HSTW 279
Reading Performance Goal
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Reading Achievement 2002 Progress in Meeting the
HSTW Goal of 279
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Reading Achievement Comparison by Gender
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Reading Achievement Comparison by Ethnicity
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Reading Achievement and Proficiency Levels
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Proficiency Levels contd
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Using Data Results

• What are the gaps in achievement?
• All groups more than 50 basic or below basic
• Afro-American 92 basic or below basic
• How is your school different or similar to
  high-achieving sites?
• All groups well below high-achieving sites
• What can you do to help your school look more
  like the HSTW high-achieving schools?

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Teaching the HSTW Recommended English/Language
Arts CurriculumFour credits in college-prep
level English courses
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Using Data Results

• What is the achievement gap between those who
  completed the recommended English/Language Arts
  curriculum and those who did not at your school?
• 290 vs 266
• What can your school do to get at least 85
  percent of students to complete the
  English/Language Arts curriculum?
• Increased expectations and course rigor

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Reading PurposesPercent of Correct Answers
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Reading StancesPercent of Correct Answers
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Using Data Results

• What statements can you make about your students
  reading achievement as it relates to purposes and
  stances? Why?
• What are the connections to students completing
  the HSTW recommended English/language arts
  curriculum?

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Connecting Reading Achievement to Course-Taking
Patterns
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Course Taking Patterns
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Using Data Results

• Which English/Language Arts courses seem to make
  the most difference in increasing students
  reading achievement? Why?
• Academic
• Which seem to make the least? Why?
• Basic / Applied
• What are the implications for getting more
  students to take English/Language Arts courses
  that meet HSTW recommended curriculum?

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Quality Instruction Matters
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Intensive Literacy Indicators

• Used word processing often to complete an
  assignment/project
• Revised essays or other written work often to
  improve quality
• Write in-depth explanations sometimes or often
• Read technical books or manuals at least monthly
  to complete vocational assignments (CTE students
  only)

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Intensive Literacy Indicators

• Read a book outside class at least each month and
  demonstrated understanding
• Completed short writing assignments of one to
  three pages in English class at least monthly
• Completed short writing assignments of one to
  three pages in science class at least monthly

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Intensive Literacy Indicators

• Completed short writing assignments of one to
  three pages in social studies class at least
  monthly
• Spent two hours or more reading non-school
  related materials outside of class each week

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Intensive Literacy Indicators
Literacy Site All Top 50
High Scoring Experience Sites
in Category
Low0-3 39 42 33
35
Moderate 4-6 39 41 40
44
Intensive 7-10 3 17 37
7
Incomplete Data 19 14
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Engaging Instructional Practices
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Engaging Instructional Practices
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Engaging Instructional Practices
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Engaging Instructional Practices
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Engaging Instructional Practices
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Using Data Results

• Which literacy classroom practices seem to make
  the most difference in increasing students
  reading achievement? Why?
• What are the major gaps in quality literacy
  instruction at your school?
• Why do the gaps exist?
• What are the implications for literacy
  instruction and having more students engaged in
  challenging assignments?

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Integrating Literacy into CTE Courses
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Achieving the 279 Reading Goal by
Career/Technical Area
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Achieving the 279 Reading Goal by
Career/Technical Area
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Achieving the 279 Reading Goal by
Career/Technical Area
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Achieving the 279 Reading Goal by
Career/Technical Area
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Using Data Results

• In which CTE area did students have the highest
  reading score? Why?
• The lowest? Why?
• Why is the present approach to integration of
  reading and writing for learning not working in
  academic and technical courses?
• What are the implications for reading achievement
  and CTE classroom practices?

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Getting Students to Make the Effort and Giving
Them the Support Needed Matters
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Expectations and Reading Achievement (Often
indicate how to earn A or B, frequently
available for extra help, one or more hours of
homework daily, often revised written work
several times, often worked hard to meet high
standards)
306
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Guidance and Reading Achievement (Often
encouraged to take more challenging math, often
encouraged to take more challenging science,
received most help in planning high school
program by end of 9th grade, annual parent
discussion about 4-year-plan, individual
discussion with counselor or teacher about
postsecondary plans)
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Extra Help and Reading Achievement
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Extra Help and Reading Achievement
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Using Data Results

• Which expectation practices could your
  English/Language Arts department implement that
  would have the greatest impact on reading
  achievement?
• What guidance actions can your school take that
  would result in 85 percent of your students
  completing college-preparatory/honors English?
• What are the strengths and weaknesses of your
  schools extra help system for improving reading
  achievement? What actions can be taken to provide
  more students with quality extra help?

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Using Data Results

• What are the implications for school policies and
  practices related to readiness for high school
  and reading achievement?

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Points of Pride

• Reading Achievement average score up from 2000
  266 272

• Of 48 who scored at or above proficiency
  level, average scores were 296

• Hispanic students scored slightly above average
  scores for Hispanics in all HSTW sites

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Points of Pride

• 1/3 Students scored as proficient or better

• More students are taking College Prep English
  than in 2000 17 27

• LCTI Business/Marketing students average scores
  surpass goal of 279

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Literacy Achievement Gaps

• Two thirds of tested students score Basic or
  below

• 92 Afro-American students score Basic or below

• Only 35 LCTI students report taking College
  Prep English

• Students score well below HSTW average on
  Reading Stance Personal Response

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Literacy Achievement Gaps

• Students report low incidence of quality
  literacy instruction

• Students report little extra help in Reading and
  English

• Reading achievement below goal in all
  career/technical areas except Business/Marketing

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Identifying and Targeting Literacy Achievement
Gaps

• Analyze the data and information compiled about
  students reading achievement, course-taking
  patterns, quality instruction, expectations, and
  support.
• What current school and classroom practices are
  working in advancing students reading
  achievement?
• What are major gaps in students reading
  achievement that our schools needs to address?
• What are the major gaps in school and classroom
  practices that our schools need to address?

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Getting Teachers to Take Ownership and Implement
Change

• How will we engage all teachers in examining our
  assessment reports, further developing it and
  implementing an action plan to improve reading
  achievement?

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Develop Major Actions for Reaching 2004 and 2006
Goals

• Major Action for Year One
• Major Action for Year Two
• Major Action for Year Three