PARCA's Approach to ARMT Data

October 26, 2012 

PARCA's Approach to the Analysis for ARMT Data

Jim Williams, Public Affairs Research Council fo Alabama 

Informing the people of Alabama the performance of the public schools on Alabama based on the Alabama Reading and Math Test (ARMT). 

Based on the understanding that all students can achieve at a high level, the goal of the PARCA is to engage external and internal stakeholders to improve student performance. Setting expectations high encourages students and schools to improve goals and achieve high. 

The way they approach the performance of both students and schools is through simple comparisons. Comparisons help determine a base line for areas of success and improvement. Using the data through testing and comparisons they are able to raise questions and determine areas that need focus; thus setting goals for improvement. 

Test results are analysis through performance and subgroups.  Each students performance is assign a 1-4 ranking, 3&4 (advanced, proficient)  being passing and 1&2 (basic, below basic) being unsatisfactory. Within these performance rankings student's data is broken into subgroups: white, black, poverty, non-poverty. The methodology of No Child Left Behind allows for more information provided about each group. Each subgroup is compared against the statewide benchmark. The goal is to close these gaps. 

"Demographics do not determine destiny: evidence shows that all students, subgroups, and schools with all types of students, can score at the highest level on the ARMT."

PARCA, unlike AYP, believe that performace should not be simple pass/fail but instead more detailed. Through a color coding system the determine achievement of the ARMT Test Results as seen below. 

Through more detailed analysis of data PARCA hopes to set higher goals and see higher achievement amongst students and schools. 

For more information visit parka.samford.edu 

Data Driven Instruction

October 19, 2012

Dr. Rogers, National Teacher of the Year (2003)

Data Driven Instruction 

"Accomplished teachers know their students."

Students are coming into classrooms with a variety of needs and dispositions, therefore it is crucial that teachers have an understanding of their students. Using data driven instruction allows for differentiation for all students in a class and allows the teacher to provide the best instruction for his/her classroom. 

District and individual schools follow their own data collection procedures. This data is used to identify successful areas, problems, and other issues the school may be facing in a professional manner. 

 After the implementation of No Child Left Behind there has been a trend towards data driven instruction. A school can now look at their AYP (adequate yearly progress) scores and desegregate the information based on subject, race, special education, ELL, and free and reduced lunch. This detailed breakdown allows teachers to have a visual representation of areas of concern.

 If a Title 1 school does not make AYP for two consecutive years, the zoned students are given school choice and the school must provide SES (Supplemental Education Services). These Title 1 schools are required to inform their students' parents after not making AYP after the first year. 

However, if a school is not Title then they are not required to inform the students' parents that they did not make AYP. If these non Title 1 schools do not make AYP for two years, no changes are made. They are not required to provide school choice or SES. 

Teacher quality is everything. 

Classrooms are becoming more and more diverse and as the classroom adapts, teachers must also adapt. Teachers who understand that their students learn in different ways and differentiate their instruction to meet those needs will see more successful students. 

Additional Resources: Data, Data, Everywhere Victoria Burnhardt

Pen Pals

As part of our work in the elementary school my class has adopted pen pals! I must say that I am loving getting to practice my teacher handwriting. My pal and I share lots in common even if we pull for different football teams! 

Fluency Puppets

In one of our classes we were challenged to create fluency puppets for our students. My group chose to recreate the 3 Little Pigs. I was charged with making the wolf for our project. The idea is that the students will have a chance to act out the story and then extract the story's meaning and have better comprehension. I am just pleased with how the wolf turned out-not too scary! and hopefully the students will enjoy it too!

Welcome!

Hello and welcome to Ms. Ferguson's Blog! I am currently a junior studying elementary education and hoping to become the best teacher I can be. I have to make this blog for class but I am also hoping it can turn into a great resource for other hopeful teachers.