Harborfields Central School District

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Harborfields Central School District
OLDFIELD MIDDLE SCHOOL GREENLAWN, NEW YORK 'A
SCHOOL'S STORY ON DATA ANALYSIS'
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Presenters

• JOANNE GIORDANO, Principal
• KEN CARD, Assistant Principal
• JENN ST. GEORGE, Math Teacher/Coordinator
• JEFF SHADE, Social Studies Teacher
• JEN SCOTT, English Teacher
• MEREDITH ALLIEGRO, Special Education Teacher
• SUSAN MCHUGH, AIS Coordinator

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"DATA DAZED"
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TONYSS Data Analysis

• Once the Test of New York State (TONYSS) data was
  
• received, the following steps were implemented
• The results were charted to identify the
  p-values,
• mid-range, and gaps. The multiple choice
  data was
• compared to a group of schools that
  participated in
• a research study conducted by Riverside
  Publishing
• Company.
• The charts were reviewed to identify and
  compare our
• results to the other regions.

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TONYSS Data Analysis

• 3. The following terminology is used to describe
• the data results
• Mid-range Multiple choice questions are
  developed to be easy, moderately difficult, and
  very difficult (discriminators).
• The easy questions can be located on the
  following charts by finding percentiles above the
  mid-range. These questions were answered
  correctly by the majority of the test takers.
• The discriminators, very difficult questions,
  fall below the mid-range and were only answered
  correctly by a few of the test takers. These
  questions are designed to be challenging.
• Mid-range questions are those that challenge the
  majority of the test takers whose performance may
  be modified through preparation and classroom
  instruction. This is the area targeted for
  possible improvement.

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TONYSS Data Analysis

• P-values P-values are a percentile rating that
  indicate the difficulty of a question based on
  the frequency of correct student responses.
• Gaps Gaps represent multiple choice questions
  where the local percentile result is less than
  the region/county. This would indicate that the
  county as a whole is performing better on certain
  standards than the local population. This area
  would be recognized as an area requiring
  curriculum development (a standard which needs to
  be addressed in instruction). There appears to
  be no gaps on the following charts as the local
  population performed better on each standard in
  comparison to the county as a whole.

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P-values
Mid range- between The green lines
Gap
Gap
Gap
Standards
Discriminators
Questions
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• The chart above compares the TONYSS ELA results
  for OMS to the schools that participated in the
  Riverside Publishing study.
• The mid-range is represented by the area between
  the green lines
• (.82 .54)
• NYS Standards 1A 3A appear below the grey
  field. The numbers
• below represent the individual multiple choice
  questions from 01 25.

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DATA ANALYSIS FORMULA
IDENTIFY STUDENT LEARNING PROBLEM
DATA
IDENTIFYCAUSES
DATA
BUILD FOUNDATION
RESEARCH
GENERATE SOLUTIONS
MONITOR
STRATEGIES
ACHIEVE STUDENT LEARNING GOALS
DATA
OUTCOMES
DATA
DATA
RESEARCH
IMPLEMENT
Love, Nancy (2004). Taking Data to New Depths.
Journal of Staff Development. Vol. 25, No. 4,
pg. 22-26.
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SUPERINTENDENTS CONFERENCE DAY Tuesday, November
2, 2004 Oldfield Middle School AGENDA
800 815 Breakfast OMS Cafeteria
815 900 Data Analysis Presentations OMS
Cafeteria Joanne Giordano Wayne Cronk Ken
Card 900 1100 Break Out
Session ELA/SS Depts. 317A/B Math/Science
Depts. OMS Cafeteria Special Education
Teachers select area of greatest need for your
program 1100 1115 BREAK
1115 1230 De-Briefing Session Group
Sharing of Results from Break-Out Session OMS
Cafeteria
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SUPERINTENDENTS CONFERENCE DAY

• Break-Out Session Overview
• Goals
• Analyze the ELA/Math TONYSS results to identify
  trends of student target areas for performance
  improvement.
• Develop an Action Plan to address the target
  areas.
• AssessmentHow will the results of the action
  plan be addressed? How will student achievement
  in the identified target areas of need be
  assessed?

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6TH GRADE MATH/SCIENCE
Goal 1 Standard 3 Operations A ratios and
proportions B rational number operations C
Using roots and power Standard 6
Uncertainty C Estimate probability C
Probability of mutually exclusive events Goal 2
General Incorporate more multi-step
problems Use problem-solving that requires
working backwards Emphasize reading questions
carefully Specific Reinforce fractions as parts
of a whole Require use of fraction in simplest
form
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GRADE 7 ELA/SOCIAL STUDIES TONYSS
ANALYSIS Standards Drawing Conclusions/Making
Inference Authors Purpose Context Clues Main
Idea Discriminators 15 - not the language of
the question, but the interpretation of the
story 8 - no knowledge of authors purpose 19 -
the word other critical analysis Language d
oubt words synonym for literacy terms
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7TH GRADE ELA/SOCIAL STUDIES ACTION PLAN

• 1. Create multiple choice exams which focus on
  following skills
• Drawing conclusions
• Context clues in vocabulary
• Authors purpose
• Main idea
• Theme
• 2. Multiple choice questions must contain the
  language used on ELA exam
• Best describes
• Most/least likely
• Which is not
• Synonyms for elements
• 3. Graphic Organizers
• Venn diagrams
• Two per line
• Two story map
• Topic theme
• Main idea
• Inference
• Critical Reading Chart

• organizers allow students to extract
  information, emphasis on thought process note
  taking, emulating highlighting on actual EA exam
• 4. Reading Strategies
• Paraphrasing
• Visualizing
• Retelling
• Summarizing
• 5. Classroom Instruction
• Make connections to enhance understanding
• Text to text
• Text to self
• Text to world
• 6. Assessment
• Apply knowledge to new work using strategies
• Write journals about strategies

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GRADE 8 ELA/SOCIAL STUDIES
Conclusions As the grade level increases, the
test is directed at higher level questions and
answers. (This is where our students are
experiencing the most difficulty.) Mid-Range
Standards 1C Extend information 2A Understand
ing different levels of meaning 1B Interpret
information 3A Evaluate texts Students
should be encouraged to use all of the time
allotted.
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GRADE 8 ELA/SOCIAL STUDIES
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Impact of Data Analysis on Instruction at
Oldfield Middle School
CLOSING REMARKS