Alabama

Educational

Technology

Conference 2012

STI Achievement Services

• STI Achievement Services is a coaching service designed to:

– assist schools in planning and executing instructional changes to improve student achievement

– provide clients with personal, professional, technological, and data-driven assistance throughout the course of the school year to build capacity in the district

– ensure that ALL students can raise achievement levels

STI Achievement ServicesFOCUS

• Understanding of State Standards • Alabama Course of Study/ Item Specifications• ARMT+/ AHSGE• Correlation between State & Common Core Standards and

formative assessment items• Knowledge of the instructional strategies, curriculum pacing,

and assessments that are needed to bring about results in student achievement

• Understand data analysis and recognize weaknesses• Design test items that accurately reflect the course of study

objectives and state standards

STIAchievement Services believes in the consistent use of formative data to drive instruction. Accountability standards as well as remaining COS

standards are paced in a regular testing schedule Standards which have been taught for mastery are

tested to see if children have mastered them Based on the data, changes in instructional delivery,

interventions, and enrichment can be made immediately to counteract the effects of untimely feedback

Formative Data

• Longitudinal Data Study: 3-5 yearsHigh Stakes Assessment Data

AYP AnalysisARMT (Grades 3-8)AHSGE (High Schools)

• Program Evaluation – Align to standards?

Reading ProgramMath ProgramIntervention Program

Formative Testing

Pre/Post AssessmentCommon Assessment

Analysis of TestsData MeetingsConsultants, Teachers, & Administrators

Curriculum RealignmentIntervention for StudentsRealignment for Instruction to meet needs

Mentoring & ModelingClassroom ObservationsModeling a Lesson

Continuous FeedbackComprehensive PortfolioFindings & Suggestions

Take Action!Take Action!

What are our weaknesses? When can we provide intervention? Who? Do our teachers understand standards? Is that the basis

for instruction? How can we address subgroups? How do we close the gap between classroom instruction

and accountability? How can we maximize instruction time? How can we address feeder patterns?

Identify the Challenges

AYP Analysisby District and by School

District Report with Red Cell in SPED

Reading

School Report with NO Red

Cell – BUT …..

How are the highstakes

tests constructed?

“Data Over Time” – ALL STANDARDSStrengths – Weaknesses - Trends

View by Test Item Type “Open-Ended”

Achievement LevelsWhat is the trend?

Achievement LevelsWhat is the trend?

Data Analysis Leads to Professional Development

Open-Ended Analysis Open-Ended PD

AHSGE Data AnalysisBy District and By School

STIAssessmentKey Feature in the Process:Assessments / Reports

www.stiassessment.com

STIAssessment Data

Assessments based on pacing of

standards taught!

Reports by grade/class

STIAssessment DataGood Job on this

assessment.There are some students who did not master the skills found

on this assessment.

They need intervention on

these skills. Retesting should take place once intervention is

completed.

STIAssessment DataMastery level

set for test and report based on

performance related to

mastery and Performance

Levels.

Ranked list of

students by class

or grade.

Look for surprises, targeted students (SPED, ARMT,

AHSGE, ESL, etc.

STIAssessment Data

STIAssessment DataAnalysis of each test

item. How did the students answer each

item? Are there common wrong

responses? Use information for re-teaching and

intervention!

STIAssessment Data Growth Report from

BM1 to BM2.

Empower your district with:

• Real-time data on student performance• Quick interventions where needed• A gauge of progress against AYP goals • A stronger school-to-home connection with simple

reporting for parents• Transforming instruction from a lecture setting to 21st

Century engagement

Empower your teachers to:

• Diagnose potential learning deficiencies, allowing for strategic, targeted instruction

• Identify at-risk students to enable remediation before they fail a milestone exam

• Select teaching/re-presentation strategies that are the most logical based on individual and class performance

• Develop new teaching strategies with professional development that analyzes data and prepares correlations with current curricula being utilized

• Promote a culture of performance-led instruction• Integrate technology-based lesson plans in their classroom

Job-Embedded Professional Development

• STI Hosted Data Meetings• Instructional Strategies• Standards Analysis• Curriculum Alignment• Reading Across the Curriculum• General Ed and Special Ed Collaboration • Open-Ended/Gridded Response• Transition to ARMT+/Common Core• Vertical Teaming

21st Century Classroom Model

Document Camera

Laptop

Audio Enhancementipad

Student Response System

ipod Touches

Technology Integration through i21Zone

• How do we create a rigorous, relevant, student–centered learning environment that better prepares all students for the 21st Century?

• What strategies and techniques have you seen or know about that have helped to integrate technology into the class curriculum?

Content Standards & Curriculum Framework

• Facilitate and Inspire Student Learning and Creativity

• Design and Develop Digital-Age Learning Experiences

• Model Digital-Age Work and Learning• Promote and Model Digital Citizenship and

Responsibility• Engage in Professional Growth and Leadership

Research Says:

• It takes 12 Days of Professional Development with Teachers to change their teaching practices to include transformative technologies in the classroom– based on the research from Alan November Group, Summer, 2011

Jessica Jones, STI Sales Executive

USA Technology & Research Park

739 North University Blvd, Suite 2000

Mobile, AL 36608

800-844-0884 x 1210

jjones@sti-k12.com

STIAchievement Services © 2011