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