Post on 26-Mar-2015
US History Data Team Process
US History Data Team Process
Pete BothunPaul MadsonRob SchultzEmily Walz
Pete BothunPaul MadsonRob SchultzEmily Walz
Standard:Standard: K. The student will understand the origins
and impact of the Great Depression and the New Deal, 1929-1940.
A. Historical Inquiry The student will analyze historical evidence
and draw conclusions.
K. The student will understand the origins and impact of the Great Depression and the New Deal, 1929-1940.
A. Historical Inquiry The student will analyze historical evidence
and draw conclusions.
Pre Test DataPre Test Data
Pre-Assessment
2%12%
67%
19%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Proficient Close Far NMT
Smart Goal Smart Goal
Move 2% of Students proficient in knowledge of Great Depression to 86% Proficient
Move 2% of Students proficient in knowledge of Great Depression to 86% Proficient
The Problem:The Problem:
Students lack knowledge of historical content
Areas students struggle when writing a essay: Write a prove a thesis organize information
Students lack knowledge of historical content
Areas students struggle when writing a essay: Write a prove a thesis organize information
Prioritized NeedsPrioritized Needs
Content Knowledge Write a thesis statement Prove a thesis statement Organize information into
paragraphs
Content Knowledge Write a thesis statement Prove a thesis statement Organize information into
paragraphs
StrategiesStrategies
Make connections to today Primary source analysis Non-linguistic representation Group Work Think-Pair-Share
Make connections to today Primary source analysis Non-linguistic representation Group Work Think-Pair-Share
Adult BehaviorsAdult Behaviors Modeling Gradual release Teaching Cornell Notes Format Create graphic organizer to meet learning
goals Make connections to today Access prior knowledge
Modeling Gradual release Teaching Cornell Notes Format Create graphic organizer to meet learning
goals Make connections to today Access prior knowledge
Student BehaviorsStudent Behaviors
Asking questions Pair, group, and whole class
discussion Engaging in activities Take Cornell notes Complete graphic organizers
Asking questions Pair, group, and whole class
discussion Engaging in activities Take Cornell notes Complete graphic organizers
Student WorkStudent Work
Multiple graphic organizers History Alive Activities- primary
source analysis Outline for the essay
Multiple graphic organizers History Alive Activities- primary
source analysis Outline for the essay
5-paragraph essay in answer to this question:Which program did the most to expand opportunity for the
target group of Americans it was designed to help?
examples: New Deal Program= Agricultural Adjustment Act
Target Group= Farmers
New Deal Program= Social Security ActTarget Group= Older and Disabled
Americans
New Deal Essay Outline
Paragraph 1: Introduction and Thesis
Paragraph 2: Description of the economic problems face by the group of people that the New Deal program was designed to help
Paragraph 3: Explanation of the New Deal program
Paragraph 4: Evaluation of the effectiveness of the program for the target group
Paragraph 5: Conclusion
Assessment:Assessment:
Great Depression Collage - ECA Multiple choice assessment New Deal Essay
Great Depression Collage - ECA Multiple choice assessment New Deal Essay
Essay RubricEssay Rubric
Post Test DataPost Test DataPost-Assessment
35%
18%
41%
7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Proficient Close Far NMT
Pre-Assessment
2%12%
67%
19%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Proficient Close Far NMT
ReflectionReflection
Multiple choice can measure content knowledge, but not a skill. We decided with the post-test to add an essay which gives us more information. For the next data cycle, we decided to measure their skill of “cause-action-effect”
Students need lots of scaffolding to write an essay
Multiple choice can measure content knowledge, but not a skill. We decided with the post-test to add an essay which gives us more information. For the next data cycle, we decided to measure their skill of “cause-action-effect”
Students need lots of scaffolding to write an essay