WILKINSBURG SCHOOL DISTRICT

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WILKINSBURG SCHOOL DISTRICT
4 Sight Benchmark Assessment
05-06
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• The Wilkinsburg School Board
• and the administration sent a strong message that
  implementation of the 4Sight Benchmark Assessment
  was going to be a priority this school year in
  the district

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The 05-06 School Calendar was scheduled around
the five 4Sight Testing Dates.
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Gives Grade Level Teachers

• Time to meet
• Time to analyze the data
• Time to link data to instruction

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Professional Development DaysSCHEDULED
Immediately after each 4Sight test was
administered
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Initial Inservices

• The districts initial inservices in August
  outlined and focused on
• the design
• the schedule
• the importance
• the implementation of 4Sight

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Two very useful 4 Sight Components

• Administration Guide
• (Very instrumental in data analysis)
• E-Z Steps for Managing Data
• (Download from the Members Center)

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• MATERIAL ORGANIZATION
• CHECKLISTS
• For Administrators
• Teachers

PINK C Handout
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• Labeled Colored Envelopes
• for the Student Answer Sheets

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COLOR CODED REPORTS

• 4 Sight MATH Green
• 4 Sight READING Yellow

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PRINTED REPORTSLandscaped
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George W. BrightUniversity of North Carolina

• When teachers understand what students know and
  dont know, and then use that knowledge to make
  more effective instructional decisions, the net
  result is greater learning for students and a
  greater sense of satisfaction for teachers.
• The real importance of assessment is the way it
  helps teachers make instructional decisions so
  that they can align instruction more closely to
  the needs of students.

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Professional DevelopmentOBJECTIVESLINKING
ASSESSMENT TO INSTRUCTION

• Grade level teachers to
• Become familiar with 4Sight reports and analyze
  each students errors
• Generate reports on the Members Center
• Plan more effective instruction based on the
  items students missed on the assessment.
• Plot each students errors in a systematic way
• to identify patterns
• to identify groups students by subscales,
• to identify group students by reporting
  categories
• Link instruction by developing instructional
  strategies and resource materials for each
  assessment anchor

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Objective 1 Familiarize staff with reports.
GRADE LEVEL MEETINGS

• After the 4Sight Team became confident that the
  data from the Baseline Test was accurate.

• MATH AND READING subscale reports
• MATH AND READING proficiency/quartile reports
• MATH AND READING proficiency/quartile graphs

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GRADE LEVEL MEETINGS

• The whole 4 Sight Team attended a grade level
  meeting for grades 3-4-5 6 in each elementary
  school sharing the data with each teacher.
• Teachers were asked to bring those reports to the
  next Professional Development Day.

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ORGANIZATION OF PROFESSIONAL DEVELOPMENT
Principal Math or Reading Coach
Interventionist Grade Teachers
4SIGHT TEAM CIRCULATE AS RESOURCE
BLUE D Handout
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WILKINSBURG SCHOOL DISTRICT 4Sight MATH NUMBERS
AND OPERATIONS
School__________________ Teacher
________________ Gr.____

• Please review your students score on Numbers and
  Operations listed on your homerooms 4 Sight
  Subscale Report.
• Using the columns below, group your students by
  listing them under their score.
• In the shaded INTERVENTION BOX, please include
  some intervention strategies or instructional
  activities for each group that could be part of
  your plan to increase students performance in
  Numbers and Operations

0 1-2 3-4 5-6 7-8 9-10 11-12-13


Yellow READING SUBSCALE templates
Green MATH SUBSCALE templates
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• Objective 2 Generate reports from the 4Sight
  Members Center
• Members of the 4 Sight Team took every teacher to
  a computer lab.
• Every teacher in our district has been issued
  access to the Members Center.

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NEXT INSERVICE Math Error Analysis Objective 3
Plan more effective instruction based on the
items students missed on the assessment. Objective
4 Plot each students errors in a systematic
way. to identify patterns to identify groups
students by subscales, to identify group
students by reporting categories Objective
5Link instruction by developing instructional
strategies and resource materials for each
assessment anchor
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GREEN
GREEN B Handout
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NEXT INSERVICE Reading Error Analysis Objective
3 Plan more specific instruction based on the
items students missed on the assessment. Objective
4 Plot each students errors in a systematic
way. to identify patterns to identify groups
students by subscales, to identify group
students by reporting categories Objective
5Link instruction by developing instructional
strategies and resource materials for each
assessment anchor
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7TH 8TH GRADE READING

• The 7th 8th grade teachers were asked to bring
  a Member Center generated Reading answer sheet
  for every student in their class.
• On an error analysis form, teachers plotted
  students errors.
• The errors for each anchor were added.
• Subject area teachers chose an anchor they wanted
  to target in their content area.

• Errors
• PSSA Blueprint
• Adopted anchors

STICKER
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4Sight Reading ERROR ANALYSIS FORM
GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3 GRADE 7 TEST 3
2005-06
TEACHER                          
CLASS                          

PA STANDARD 1.1 READING INDEP 1.1 READING INDEP 1.1 READING INDEP 1.1 READING INDEP 1.1 READING INDEP 1.2 READING CRITERIAIN CONC. AREAS 1.2 READING CRITERIAIN CONC. AREAS 1.2 READING CRITERIAIN CONC. AREAS 1.2 READING CRITERIAIN CONC. AREAS 1.2 READING CRITERIAIN CONC. AREAS 1.2 READING CRITERIAIN CONC. AREAS 1.3 READING ANALYSIS, INTERP. LIT 1.3 READING ANALYSIS, INTERP. LIT 1.3 READING ANALYSIS, INTERP. LIT 1.3 READING ANALYSIS, INTERP. LIT 1.3 READING ANALYSIS, INTERP. LIT
DESCRIPTOR AUTH PUR (1) ITENTIFYING TEST (2) CON CLUES (3) INFERENCE(4) THEME (1) MAIN IDEA (2) SUPP. DETAILS (1) FACT/OPIN (1) HEADINGS (1) CONTEXT CLUES(1) TEXT ORG (2) CHAR (3) PLOT (1) SETTING (1) FIG LANG (3) POINT OF VIEW (1)
QUESTION 25 5,18 12,14,16 2,11,22,28 7 15,20 27 19 21 26 17,24 6,9,13 1 4 3,8,23 10
STUDENT                                
                                 
                                 
BUFF Handout
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7TH 8TH GRADE MATH

• 7th and 8th Grade teachers looked at the
• Members Center error analysis report
• Subject area teachers chose an anchor they wanted
  to target in their content area.

• Errors
• PSSA Blueprint
• Adopted anchors

STICKER
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GREEN F Handout
7TH GRADE 4 Sight TEST 3 SUBSCALE Item
Chart
Numbers Operations Numbers Operations Measurement Measurement Geometry Geometry Data Analysis Probability Data Analysis Probability Algebra Concepts Algebra Concepts Algebra Concepts
Item Standard/ Anchor Item Standard/ Anchor Item Standard/ Anchor Item Standard/ Anchor Item Standard/ Anchor
1 2.2.5E M7.A.3.2.1 49 8 2.3.5E M7.B.1.1.1 56 7 2.9.5J M7.C.1.1.1 58 14 2.7.8E M7.E.4.1.1 66 6 2.8.8G M7.D.3.1.1 78
2 2.1.5G M7.A.3.2.1 52 16 2.3.8A M7.B.2.1.4 71 13 2.9.8D M7.C.1.1.2 54 18 2.7.5C M7.E.3.1.1 86 11 2.8.8E M7.D.2.1.1 53
3 2.1.8A M7.A.1.1.1 24 19 2.3.8D M7.B.2.1.3 83 15 2.9.5B M7.C.1.2.2 35 25 2.6.8E M7.E.2.1.1 30 17 2.8.5A M7.D.1.1.1 75
4 2.1.8B M7A.1.1.1 75 21 2.9.8B M7.B.2.2.1 84 23 2.8.5H M7.C.3.1.1 75 9 2.6.8E M7.E.1.1.1 61 20 2.8.8F M7.D.2.1.2 84
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PSSA Math Blueprint
Reporting Category Grade 3 Grade 5 Grade 8
Numbers and Operations 42-48 41-45 18-22
Measurement 13-16 12-15 12-15
Geometry 13-16 12-15 15-20
Algebraic Concepts 13-16 13-17 25-30
Data Analysis and Probability 13-16 12-15 15-20
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Jim Turner
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Lessons Learned (for Next Year)

• Make this a K-12 priority
• Stay the course
• Teachers must score the open-ended items
• Schedule some double in-service days
• For bad questionswrite our own practice ones
• Turn around time1 week
• Its not the test that makes you smarter!!
• Focus on Root Causes
• Need to better tie-in tutoring
• Have teachers generating data from day 1

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Some Interesting Unintended Consequences

• Pressure on school boards and teachers unions
  to
• Provide more training time (in-service days)
• Have more common planning time for teachers
• Have more planning time for administrators/teacher
  s
• Push to create positions or use outside agencies
  to help organize and analyze data
• Students and especially parents will become more
  aware of proficiency standards and assessment
  anchors