Original Post:
In the fall, Kriste Rees in Arkansas, Ann Jantzen in Indiana, and Melissa
Johnston in Georgia told me about their experiences analyzing standardized
test data and developing collaborative projects/instruction with their
teachers based on student deficits in the data.
I feel pretty strongly that they are on a wise path, and I'll be doing some
extended work with LMS's in upstate NY following that path. Who else has
had experience with data analysis as a means to working with your teachers
on instruction?
Analysis: Thanks to those who responded! It looks as though some LMS's and
districts are starting to work with this concept, but there were few
responses, so I believe that it is only happening infrequently. I think
I'll post another target asking why not! :>
Responses:
Are you aware of the software program "Impact! Documenting the LMC Program
for Accountability" by Nancy A.S. Miller? It was presented at a Buffalo
School Library System workshop a year ago. It is basically an Excel
document (although much easier to use) the makes tables, charts, etc. of
collaborative goals and achievements. More info at
<http://www.lmcsource.com/>http://www.lmcsource.com
I haven't used it. Looks good, but like anything else, I just haven't had
the time to really get into it and figure out how to use it. I have my old
system - notebook and writing implement.
I don't think you can import any outside info, but you could use it to
compare the scores of those classes that do collaborate to those who don't.
Somebody's probably working some sort of template on this as we speak
***
I have been co-teaching research skills with a third grade teacher. He
brought by the formative assessment scores (our "practice" CRCT) and we
analyzed the writing and research question results. In doing so, we found
that his class was not understanding how to narrow a topic for research. I
came to this wise body and got loads of suggestions for lessons AND THEY
WORKED! This large learning community will see to it that a group of third
graders in Georgia won't be left behind.
***
Here in the Capital Region we have had a long-term staff development
opportunity for about 20 librarians. They have read Ross Todd and then
developed a data-driven project for their own program.
We began this in September and they have met once a month except during
December for a total of 16 hours - but of course doing a lot more time in
their buildings developing the tools and project. They set a goal,
determined methods of collecting data (some used standardized tests, others
used local assessments, still others developed something else) and are now
in the completion stages.
We will finish off with a visit from Ross Todd on May 12. After Ross's
visit, each of our participants will be posting their tools and their work
to our website. I can let you know when that happens if you like.
***
We have done some data analysis and designed some collaborative activities
to go with. We also have modified some of Missouri's MAP test released
items....especially performance events. One that we do with 3rd grade
involves creating communities. I've also done one with 3rd grade comparing
versions of a particular fairy tale in a Venn diagram and then writing a
comparison and opinion piece.
***
Last year they did an item analysis on our version of the state standards
test. Our students did very poorly on an area identified as "locating
information". Everyone jumped to the conclusion that this was about
libraries and research etc. It turned out that we should be so lucky as to
think that the state would even think these areas were important enough to
test (but the state oif libraries ion Oregon is another matter
altogether). In fact this area included questions about getting
information from charts and graphs. This has now become something all
classroom teachers are trying to emphasize. It turned out that math
thought this was the job of the LA teachers because it is on the reading
test. Science thought math was teaching it since it actually appears in
their book. I have tried to provide various staff members articles and
information that comes through the library in the format that would be good
to use for this kind of instruction. We have yet to see if our efforts
made any difference.
***
Look for schools and school districts that have embraced
Baldrige. Baldrige in Education's whole focus is using data analysis to
identify means for
improvement.
<http://www.qualityineducation.org/>http://www.qualityineducation.org/
***
I don't know if this is what you are referring to, but in the state of
Texas, in the 5th grade, students have to take a Reading, Math and Science
test. They must pass the Reading and Math tests in order to be promoted to
the next grade level. (In high school, they must pass reading, math,
science, and social studies in order to graduate.) In looking at our
science scores from last year one can see that our students are very
lacking. To help in this area, I have done a collection analysis online
with Follett. After that, I printed out the recommended books and
annotations. I gave the list to the science teacher to read over and check
off any books that would help her in teaching the curriculum. Students can
use these books for research or she can place them in her class for
students to look at when they have finished their work. I looked over the
list at the publishers and reading levels to make sure this is what we want
our students to have. We then ordered the books. I can assure you that the
standardized testing is a definite guide for what I buy in my library.
Toni Buzzeo, MA, MLIS <mailto:tonibuzzeo@tonibuzzeo.com>
Maine Library Media Specialist of the Year Emerita
Maine Association of School Libraries Board Member
Buxton, ME 04093
http://www.tonibuzzeo.com
Read! Perform! Learn! 10 Reader's Theater Projects for Literacy
Enhancement (Upstart 2006) JUST PUBLISHED!
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