#vachat Archive
#vachat is a great way for Virginia educators to share teaching strategies, educational resources, and more.
Monday February 22, 2016
8:00 PM EST
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Good evening ers! Welcome we are glad to have you! Lurkers are ok, but we all have something to contribute! Tell us about yourself
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Hi I am Mary. I teach 2nd
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Sharlene here. Education minor from the University of New England
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Chris Rupe 8th Grade Science
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Mary, glad to have you back!
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Hey ! Margaret, HS Tech Coach from Chantilly in Fairfax County
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Welcome from one New Englander to another!
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Good evening. I'm Reed, HS AP in Charlottesville
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Hi! Jacinda, Kindergarten T from Patrick County.
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Phil, your moderator for tonight. Elementary AP in WIlliamsburg.
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Christine. Elementary gifted. Charlottesville.
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Glad to have you! don't forget to put the hashtag at the end so all can see.
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Glad to see a variety of perspectives from K to high school... so much data!
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Q1 in 1 minute.... its an easy one!
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questions are easy but the answers are hard !!!
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Q1: Name the data collection points that you/your schools collects. (DRA2, SOLs, PALS)
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Nah, sometimes I mix in a fastball or too... like tonight!
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A1: DRA2, PALS, SOLs, i-ready. interactive achievement
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SOLs, PALS, DRAs (Fountas and Pinell), SRI,
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A1 PALs, SOLs, MAP testing
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A1: PALS, F&P, SOLs, MAP, IA are the formal data points.
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A1 Semester Benchmark, SOL's Interactive Achievements SGA's,
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PALS, DRA2, benchmark, attendance, SMI, CoGATS, behavior SOL
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Not a teacher just yet so none of these. But curious to see what this is all about and learn some things
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WHat about some informal?
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A1: Thanks for the reminder! We also give the CogAts to first graders.
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We do CoGAT in 2nd. Just finished.
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How are systems in VA keeping student data safe? https://t.co/wnPfALiXAZ
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just joining the discussion. How are we keeping what safe? Big data?
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Exit slips, Check-in/check-out (behavior), PLCs decide on informals to help drive instruction.
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Not sure if Naglari... is spelled correctly... we now give it to our K students.
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so funny we give them to second in the spring...
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We do it online now, so it moved to Feb
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Ahead of the game! first finding out what we collect.
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Just a little bit of Data... Q2 in 30 seconds.
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A1: A VA supt said approximately 3 million data points are collected for each child during his/her career.
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Q2: you think all these data points are necessary? What would you get rid of or add?
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Right now we just give the CogAt, the NNAT would provide additional info on nonverbal learning.
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A2: It's too much. Double assessing w/PALS & F&P. I know not everyone loves MAP but used correctly, it's my fave.
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Stunning in many ways.... are we analyzing it all, do we need it all, are we keeping all of it safe?
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A2: I'd like to reduce the SOLs down to 17 (bare minimum) and reduce most if not all testing for K students.
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A2: Somewhat interestingly, we found little correlation between reading MAP and the SOL
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A2: Way too much testing for 2nd graders
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Truth! Last year I had Ss well above 240 (in 6th grade) who barely passed the SOL.
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A2: all of that data can seem unnecessary to a T that is doing frequent informal data gathering
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A2: get rid of benchmark assessments, i-ready
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I forgot SMI... I haven't seen a great deal of correlation. However, we only give it 3 times a year.
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I would love to have SOLs reduced in elementary. I also am not that fond of the LDAs
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A1: I'd love to push the CogAt back to 2nd rather than 1st. If doing good informal assessment, many benchmarks would be unnecessary.
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A2: SOL Innovation Committee and have made BIG strides in reducing tests, now systems need to make/embrace changes.
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A2) What non-cognitive measures do schools use across Virginia?
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I'll disagree with you, because a T only compares against their Ss. Large tests take into account large populations.
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A lot of the other testing slows in HS but the SOLs, of course , increase
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Actually I forgot.. we eliminated it this year... Not a bad thing, but I have found it helpful in child study meetings
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Much testing in 2nd occurred bc teachers need to be evaluated on S progress
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point taken, it is a perspective thing. From the just the classroom view it 'seems' unnecessary at times.
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LDAs? not familiar with that one.
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We use it as baseline data, gives us insight into strengths. It's also used as a gifted screener.
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Benchmarks are the first on my to-go list.
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CoGATs only used to help determine gifted eligibility
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A2) I was again amazed at my students this week seeing some of their non-academic skills shine (acting, etc.) Those are never tested
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How could we all forget smart goals!!! 40%
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I'd rather have accurate data points that we can use to meet the needs of students, to inform education decisions
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I know exactly what you mean. Some Ts design better tests than other Ts too. Experience & knowledge...
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R teacher assessments added? "A VA supt said approximately 3 million data points are collected per child during his/her career."
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Sorta' depends on their purpose and how they're created thought doesn't it???
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effective, well designed tests (by a grade level) should be sufficient.
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Let's keep rolling Q3 coming right up
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Q3: What is the purpose of your data collection? What are we attempting to measure/monitor?
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True of everything I suppose. Taking tests to get ready for tests is not learning.
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A3: T effectiveness - UGH!!!!
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It's like you are reading my mind for Q5 or 6!
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A3: What Ss know & what they don't.
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A3: 1)Student performance 2)My performance
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A3 Individual learner growth, effectiveness of teaching strategies
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that's how we had used it too.
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A3: To inform instructional decisions should be the answer but often it's not
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I'm not anti-testing/but real world is full of a variety of jobs/skills compared to one skill set needed in school
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A3: I used it longitudinally... If my Ss did well in a subject area 3 yrs in a row..me. If they did poorly 3 yrs in a row, also me!
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A3: Student growth, mastery of learning objectives, teacher effectiveness, quality of instructional programs/materials
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A3: How much data is required by federal, state, & local? Interesting breakdown! We do A LOT of collecting that's not required.
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Agree. Of course, there are lots of tests in the real world too
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A3) Ts should also see data as a source of info about their teaching practice. How well did the T do? https://t.co/iS3iCKnY6V
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Q3: What is the purpose of your data collection? What are we attempting to measure/monitor?
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As a future T I completely agree! I think that there are other ways to accomplish the same goals. https://t.co/kBNCk7dNNo
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I'm not anti-testing/but real world is full of a variety of jobs/skills compared to one skill set needed in school
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A3: As a formative tool. Also, are you reaching all populations with your Tier 1 instruction.
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SO MUCH... especially on our youngest students.
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Right, but to a point. Most things are skill-based in careers once you get the jobs. Certification/Educ relies on tests
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I love Ts that own their data... on the other hand some always blame things outside their control.
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I'm currently owning that the associative property, 4th graders and I are not BFF yet.
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Q4: After you review the data, what do you do with it? (What is, if any, your action plan?)
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I feel that way about telling time to the 5 minutes for 2nd. My team and I decided to puch back test https://t.co/LQBT3cyXVU
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I'm currently owning that the associative property, 4th graders and I are not BFF yet.
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We have data days w/principal.
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Wish our SOLs would give us progress for growth... I think they will soon, they should!
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Great that your admin is involved!
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A4 Tier grouping, differentiated planning, ideally meeting each leaner where he/she is at
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A task I'm taking on right now. Currently analyzing district data to guide my small group instruction.
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A4: Where are students struggling? Why? What do I need to do differently? How can I ensure they learn what they missed?
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Just wrapped up day 1 of 2 days of data meetings.. which led me to this topic tonight!
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A4: those that got it focus on next topic, those that didn't prepare for next chance
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A4: Use data to inform RtI decisions
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We went through standard by standard with their test and looked at who was proficient and in what groups.
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Come on Q4 is one of the biggies... you have analyzed the data, now what?
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A4: How accessible is the data we collect for our students & families? How valued is their role in the learning process?
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A4: With PLC-driven data we regroup and differentiate based on S need.
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perfect, is the district data matching up with your student observations?
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A4: I use MAP data to pinpoint where to really push Ss who are ready for the higher end.
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https://t.co/X5qYqyEyVM
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SOL growth seems easier to follow from Ele. to Middle. Once they get into high too many variables#vachat
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Do any of you swap students or teachers to help support weaknesses or strengths?
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The REAL Question: How much time does collect, analyze, respond to data? How much time do we teach and listen?
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We do for RtI. I am currently taking on 1 student from another class bc I have less Ss that need help https://t.co/B623nAnM3y
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Do any of you swap students or teachers to help support weaknesses or strengths?
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We do w/PLC data based on targeted skill. I pull proficient, the other 2 Ts work w/ groups depending on data.
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Donna, make sure to put a space before the hashtag. l love your contributions but not everyone can see them!
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trying some units in which each teacher(3) teaches the same material in different ways. Ss choose which they prefer
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Love to see team work like that!
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The best teachers hold themselves accountable to a standard SO MUCH higher than a test. They are my favorites!
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We swap some for guided reading and all for fluency and word work. The amount of transitions can become taxing though.
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Q5: How much time is "lost" to all of this testing, data collection? is it worth it?
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True, natural transitions can make it make seem less choppy.
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A5: Too much teaching time is lost! It stresses the kids out - they are only 7 and 8.
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A5: Entirely too much. I don't think all of it is worth it. What I value is not always what other Ts or the district values.
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It is worth it. However, all invested needs to understand the importance. I do feel that we test too much in ele.
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A5: definitely puts strain on curriculum map, things that get cut first, hands-on, labs, projects
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A5: I had a K teacher tell me today that it encompasses almost 6 weeks of the year. Is this true?
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Between snow days, testing, CoGATs - I have not been able to teach a reading group well since Jan. :(
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It is only worth it if teachers understand and truly reflect on how to improve instruction based on testing.
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A5: At the BOY & return in Jan, specialists helped complete individual reading assessments to cut down on lost instructional time.
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and in some of our poorer communities.. recess, music, computer, art, science, history...
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Share examples of teachers, schools, & leaders who are taking risks, being bold, & really teaching!
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Good use of your personnel.
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I have become a connected T. Did GHO w , , author skypes, connected w/ classes globally
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We supplied subs for Ts to help knock out the assessments quickly and with minimum impact.
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well enough that we will continue to pursue these opportunities data showed slightly higher results for that period
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I work in a GREAT school where people are always willing to pitch in. It's a bit like Shangri-La.
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Love the responses here... Q6 in 1 minute
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As a reading specialist that hurts my heart.
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One of my favorite teachers is She instilled a love of reading in my son that I never could.
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Q6: What data (Nonacademic that is) do you wish your school gathered or monitored?
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I've seen it in action... science... no time for that, gone...
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A6: Student a-ha moments. They're the best part of my day.
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A6: We are a PBIS school - so we gather behavior data
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Do you have issues with students going where their friends go, or do they do they have a good base of self awareness?
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Add recess into the things that get cut first.
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IS it shared well wit the staff to help make improvements?
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Work in progress. . We are starting CICO.
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If only all schools were PBIS schools?
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recess should NEVER get touched. those that need it most lose it the quickest.
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Adding to the behavior list and it goes with CiCo: What are the antecedents to student misbehavior?
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I've found that having school wide PBIS expectations is very helpful from a familiarity standpoint.
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We've just started CICO too. I'm excited to meet with my peeps.
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A6: we also track PBIS, it helps
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: does a great job of engaging all students...which could be a data point *just saying
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We are starting small - just a few kids and Ts. That makes me hopeful https://t.co/qL9RrCnPju
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We've just started CICO too. I'm excited to meet with my peeps.
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Can't measure these competencies - science, math, team collab and social good products w a state test https://t.co/g8vrG8QQWD
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I student taught in New Zealand for 8 weeks. They had 1.25 hours of recess in their 6 hour day.
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That's how we started. I'm in the second wave of Ts as more Ss are being recommended.
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I should have used learning in my Q..
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How students feel about their learning environment.
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The kids were just so much more focused in those smaller time frames.
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last Q of the night... man was that fast!
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We are definitely in need of more recess! Also, want to explore alternative seating https://t.co/VzhFOMnQry
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I student taught in New Zealand for 8 weeks. They had 1.25 hours of recess in their 6 hour day.
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Ok.. 2 quick ones Q7: Is data used to narrow gaps or reinforce prejudices? (Blame parents, student laziness, poverty, race…)
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This was a lot of fun. Glad I participated.
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Q8: As an admin... Do administrators over rely on data without know the students
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some of that happens for sure, we keep final say on grouping & manage behind the scenes not every S get first selection
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I'm glad you did too... hopefully you'll be back!
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A8: I feel that by knowing the data, esp Student Growth, I'm better able to know the students and work w/ them and Ts
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Heard from game designers last week "prepare kids for today's workforce? Set up teams to find solutions" https://t.co/UGXquPgAnx
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A8: Some do. Some really, seriously, completely do & others take the time to ask Qs, find out more about the Ss and their situation.
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A7 Hopefully, narrow gaps
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A7: I've seen both. reinforce stereotypes and narrow gaps... Good and bad.
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I would rather see this photo and the end results than determine a way to measure.
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A8: Data is one aspect, need to know the whole child as much as possible; but admin does use it to evaluate T effectiveness also
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A8 only if they never take the time to connect to the faces behind the numbers
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And would 100% agree with you
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A7: should not reinforce prejudice but it should definitely identify it
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Who is responsible for ensuring the data collected is safe?
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Luckily my admin is very in tuned with our students. We are a small school. I could see this in large schools.
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Had a high school T talk about this with me last week. almost 2000 kids is a big building.
