Jim Williams, Public Affairs Research Council fo Alabama
October 26, 2012
PARCA's Approach to the Analysis for ARMT Data
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
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
October 12, 2012
Dr. Patti Wood
Thinking about Giftedness
Thinking of giftedness in a new way.
However, this same teacher would receive limited instruction on how to best challenge her gifted students because there are no national laws on gifted instruction.In Alabama new laws have been passed outlining the best methodology on instructing gifted learning.
Before a teacher can guide gifted learners, she must first identify who they may be. In a classroom teachers will see both high-achieving students and gifted students, but the two are not synonymous.
While high-achieving students often are the brightest and most likely to participate, they are not classified as gifted They are a 'gift' to the classroom teacher because they are usually on top of their work and willing to help their classmates.
Gifted students need more instruction.
Teachers need to work on providing structure for these students in ways that continue to challenge them. Through acceleration and enrichment gifted students are receiving differentiated instruction.
As teachers move away from practices such as assigning gifted students more work, or encouraging them to just read when they finish tasks, and instead focus more on challenging these students with higher level thinking, we will begin to see classrooms that meet every child's needs and cultivate learning among all cognitive levels.
October 5, 2012
Tim Wolfe
Grant Writing Tips
In the world of teaching it is as competitive as ever to get a job. Schools are looking for more than someone who can teach a class well, they are looking for someone who will be an assest to the school team because of their initiative, drive, and passion. A great way to harness those abilities is through grant writing. Tim Wolfe, the expert on grant writing, informed our class that many companies have money that they have t give away and are constantly looking for causes to give to. Schools need funding for special projects and simply to thrive, and these schools need teachers who are willing to take the initiative to find the resources the school needs.
Mr. Wolfe walked us through different grant formats and explained the level of detail and professionalism needed to be considered for a grant. While he was able to give us lots of tangible advice on how to write a grant, his most helpful take away, in my eyes, was instilling in us the confidence to write grants. He encouraged us to be the type of teacher who is not complaining about budget or asking the principal for funding all the time. He encouraged us to be the type of teacher who is a self starter and writes away for grants that benefit not only her classroom but the school as well.
It is that self starting spirit that takes a good classroom teacher, and turns her into a wonderful teammate, coworker and employee.
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