Data and Assessment
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Transcript of Data and Assessment
Data and AssessmentWhat does it mean?
Eight Quick Data Tips
Running RecordsTesting DataData of the environmentData of accountability Initial, Formative and Summative
DataStudent Work DataStaff Data and Data of the School
What? Do I know about my students? What do
They know and what do they need to do next?What have they mastered?What are their next steps?
What are the standards we need to reach?
How?Do I differentiate my instruction based on the
data of my students?Do I find the right material for my students?
Do I carry over what they have learned already?Do I access what they will learn in this unit
Why?Rationale
Would I teach this but leave this out for my students?
Would I do a guided practice lessonAs opposed to a demo lesson?
Why is this a good essential question?
Looking At Data
What/Data
Reading WritingRunning Records On DemandAnecdotal Notes from Talk Or Rehearsal TalkPost its Writing notebooks or FoldersReading responses DraftsConferring Notes Conferring NotesPerformance Assessments Learning ProgressionELA Testing ELA TestingWord Test Spelling InventoryContent Area Responses Content Area Writing
When looking at the data in the acuity you can:
Look at your different populations who scored a one who scored a two who scored a three who scored a four.
When looking one to four you then want to ask questions:
What kept your students from becoming a two? What kept them from becoming a three? Was it the genres? What in the standards was missing? How do you need to build capacity moving
forward? Was it the writing or the reading that interfered
with meaning?
NY Ready
When looking at NY ready one noticing is that the students fell into different subcategories of the NY ready. This makes you think about the sub populations. Is there a sub category that is doing better than others and why?
Is there a subcategory that needs
assistance? Is it the language or the
modifications?
Looking at the Data of the ELA
The ELA has changed so looking at data is a little different this year, here are some of the new things and some of the old things we should look at when looking at the ELA
When looking at the test one thing to realize is the scale score will count but not as much as it did last year because of the change in the exam.
Also the scale scores have changed look at attachment When looking at the scale score the movement in grades counts
approximately two to three percent. Example is how much did the schools fourth grade move from last year to this year in fifth grade? Look at regular education than special education, than ells
The scale score from grade to grade counts approximately ten percent of the overall percentage for the report card. You should just subtract the scale score from example eighth grade and seventh grade to see percentage of growth or lack of. You should also be aware that if more students came into the grade from like seventh to the eighth those should also be taken out of the percentage since you cannot measure there growth.
The ones to fours count in three different ways. First of all you look across them to see growth in the same grade from year to year thins only counts five percent. The second way you can do this is to look from one grade like the third grade to the fourth grade to see growth this is important and counts as about twenty to twenty five percent of a schools grade.
When you look from grade to grade ones count as one point twos count as one point each student that scored a twos and threes and fours are added together and doubled to determine your total score.
Special Education population did more take the exam as well as ELL were they beginners etc?
You should also look at the amount of questions the student has scored to see where he falls in the standards above at approaching or below.
Running RecordsHow do I take a running record?How do you read a running record?How do you follow the data across the
year?
Looking at Data
LevelsStudent November January March
Paul McCartney L N P
Ringo Starr N N N
John Lennon D J K
George S T T
Testing
Item analysis
Short Response
Sample Writing
Opinion Checklist
Grade 3
Yes!
Starting To
Not Yet
Structure
Overall
I told readers my opinion and ideas on a text or a topic and helped them understand my reasons.
Lead
In the beginning, I not only set readers up to expect that this will be a piece of opinion writing, I also tried to hook them into caring about my opinion.
Transitions
I connected my ideas/ reasons with my examples using words like for example and because. I connected one reason (or example) using words like also
and another.
Ending
I worked on an ending. It might be a thought or comment related to my opinion.
Organization
I wrote several reasons or examples why people should agree with my opinion, and wrote at least several sentences about each reason.
I organized my information so that each part of my writing is mostly about one thing.
Development
Elaboration
I didn’t just name my reasons to support my opinion, I wrote more about each one.
Description
I didn’t just tell readers to believe me, I wrote in ways that got them thinking or feeling in certain ways.
Language Conventions
Spelling
I used what I know about spelling patterns to help me spell and edit before I wrote my final draft.
I got help from others to check my spelling and punctuation before I wrote my final draft.
Punctuation
I punctuated dialogue correctly, with commas and quotation marks.
While writing, I put punctuation at the end of every sentence.
I wrote in ways that helped readers read with expression, reading some parts quickly some parts slowly, some parts in one sort of voice and others in
another.
Post its
Looking at post its influence short response
Reason evidence evidence
Strengths Next Steps AssessmentThey seemed to get the character questions correct when reading realistic fiction
Learning to read narrative non fiction with the same lens they used to read fiction
Check to see after instruction that they can follow the characters: their conflicts, resolution, point of view etc.
Learning how to monitor during their independent reading
Need to realize that that skill could and should be used during testing situations
As they work on the passage do they annotate, underline, question, go back and reread
They can read text and get the questions right on their own text level
Use what they know to master text of greater complexity
Watch as they tackle harder level text to see how they handle vocabulary, comprehension etc.
They can recognize the features of non fiction text
Learn how to use those features to think about why they are there and how to use them
Watch as they use the outside features of non fiction to see if they use these features to add to meaning or interpret why the author put them there
They are able to notice characters’ actions and motivations
Push to interpret why characters do what they do
Oral reading in conferences, reading responses, post its, talk, ELA
StandardsStandards Work with the standardKey Ideas and Details
1. Student exhibits understanding of literal details but fails to be able to synthesize two details together
Stamina and Fluency
Reading LogsHow long do they read forWhat is the number of pagesHow are they accountable to what
they read
Strengths Next Steps AssessmentCan answer literal questions
Need to be taught to answer interpretative questions
Questions
Can answer predictable questions
How do we read all the questions for meaning
Questions and what do they mean
Can say answer Answering on paper Short responsesCan answer earlier types of questions
Learn to read for author’s craft or CCSS questions
Multiple Choice
Strengths Next Steps AssessmentsFocus – Changes in the middle of the text
Stay on topic in their essay - All the parts go together – Depending on the type of essay how do they transition from one part to another
Essay work
Details – are very literal
Using details in a more interpretative, inferential manner and to elaborate for meaning
Prompted Response
Structure – is with beginning, middle, end
Structure - Does it follow the structure of the essay or response and the bullets
Essay or Response
Conventions – Ends everything with a period
Conventions – Needs to learn to end sentences with different types of punctuation for meaning
Writing
Environment
SET UP
How is class set up? Where is the meeting
area? Where is the library? Does the library have
the right levels ,different genres, reflect your data
Student examplars Flow
CHARTS
Dok Level Charts reflect student
needs Charts based not only
on the unit but on what the reader writer need and shows scaffolding and transference
Charts are transperent
Data of the teachers and studentsTeacher Data – Conference notes,
assessments, logs, student work, talk, reflection
Student Data – Writing for reading, and writing, talk, etc
Data across units
InitialFormativeSummative
InitialClass Reading Research AVOIDANCE __ Takes too long to find book in schoolbag. __ Takes too long to begin reading. __ Tries to get a new book. __ Asks to leave the room __ Asks a question __ Spends too much time on RJ / Post-it. __ Appears unfocused DISTRACTION __ Looking around the room. __ Frequent pauses / stops __ Reacts to slight changes in environment. __ Appears restless. INDIFFERENCE / DISRUPTIVE __ Clearly defiant. __ Distract others __Tries to communicate with others who are reading. ( verbal / nonverbal) __ “Playing” with pen, toy… __ Other HANDLING OF TEXT __ Pace of page turning ( too fast, too slow) __ Excessive amount of time on one page. __ No book mark. __Opens to random page when asked to begin reading. __ Holding book in a peculiar manner (Upside down…) __ Holding text too close or too far. __ Pointing to the words as he/she reads. __ Moving lips while reading as if reading aloud. __ Other NOT READING __ Clearly not reading. __ Closes book too quickly when asked to find a natural place to stop
reading. __ Other Other _ Not wearing his/her glasses __ Falling asleep __ Data on daily reading log is inconsistent with what student is reading. __ Other Frequency of behavior one period
Initial
On DemandPerformance AssessmentWriting For ReadingRead Aloud
Formative
ConferencesPost its or reading trailTalkRubricsCriteria Inquiry StudyNotebooks and Drafts
Conferences
Has to show researchHas to show student and teacher
accountabilityHas to show purpose
When researching you begin to notice that the student is not elaborating and growing ideas
I love the way you describe the feelings of the character but you do it in one word and sometimes I wonder are characters that one dimensional and could you develop your ideas more.. When I look at Journey I can say journey is upset or which is what is says here in the text but is says so much more than that doesn’t it lets read about Journey. He is upset but conflicted do you see that so I could say that Journey is conflicted he would love to blame his grandfather for his mom leaving but right her he is looking at that photograph and realizes that his mom has a history of not being happy and walking away even when he feel and needed her. So one thing I want you to work on is to think about that one idea and how You can elaborate or grow that idea just like you did when we further explored Journey.*2 Journey
When reading your student writing you notice that they are naming their character putting them in a setting but really not giving them a sense of story.
I am really impressed with how you in your notebook have so many ideas about the texts you are reading. But you seem to move from one text to another and what Im thinking is if we can slow down. Can we take a text use what we know about the character and begin to think about questions we can ask ourselves about this character. Than we can use these questions to read the text with a different lens and can help us grow and elaborate on what we want to say about the text.
Post Its
Are they literalDo they carry across one text two
textDo they show a deeper level of
interpretationDo they show knowledge of authors
craftDo they show evidence of the central
idea in Non fiction
Rubrics
Creating a rubricWhat Should It Look LikeHow do you use it
Rubric
RetellNotebook
Continuums
InterpretationBehavior
Student Work DataAny and all student work LessonsSmall group workData From Years Prior
Staff Data
Who is thereWhat position they haveWhat can they lead
DOK
Recall and Reproduction
Working with Skills and Concepts
Short Term Strategic Thinking
Extended Strategic Thinking