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ELEMENTARY SCIENCE LIAISONS ICAD 5: DATA ANALYSIS
(February 23 – February 26, 2015)Next Generation Sunshine State Standards For Science
with Integration of English Language Arts Literacy and
Mathematics Common Core State Standards
Department of Mathematics and ScienceOffice of Academics and Transformation
Millard Lightburn, Ph.D. Supervisor
Mary Tweedy, Noreyda Casanas, Daniel Gangeri, Curriculum Support Specialists
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Session Outcomes
• Participants will be able to:– Understand how to analyze and interpret Interim data.– Develop an action plan to support remediation of
secondary benchmarks.
Department of Mathematics and Science
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What Kind of Information can Data Provide us?
Data can…
provide feedback on the past and
provide a basis to begin planning
for the future
Department of Mathematics and Science
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Importance of Data
• We live in a data driven society.• Data is used to make decisions at all levels of
government and businesses.• Education is no exception. We are in the business
of educating our future leaders.• In education, we need to be able to disaggregate
assessment data at the level where we can make a difference in a child’s life. We should be able to say that John Doe needs help in understanding “Properties of Minerals”.
Department of Mathematics and Science
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Florida Continuous Improvement Model
Department of Mathematics and Science
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
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Data Analysis
• Grade 5 Science 2014-15 Winter IA results• QSBA-Q2 Benchmark Assessment for K-4
Department of Mathematics and Science
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Quarter 2 Science Benchmarks assessment results K-4 (2014-15)
GRADE LEVEL NUMBER OF STUDENTS SATISFACTORY
GRADE 4 5,656 (22% of 25,511) 52%
GRADE 3 6,217 (22% of 28,355) 56%
GRADE 2 6,050 (22% of 27,437) 92%
GRADE 1 5,458 (20% of 27,197) 73%
Kindergarten 5,057 (20% of 25,154) 97%
Department of Mathematics and Science
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Grade 4 QSBA Q2 Results (2014)
BENCHMARKS AVERAGE % CORRECT
SC.4.P.10.1 73 %
SC.4P.10.2 53%
SC.4.P.10.3 60%
SC.4.P.10.4 74%
SC.4.P.11.1 61%
SC.4.P.11.2 41%
SC.4.P.12.1 63%
SC.4.P.12.2 56%
Department of Mathematics and Science
Number of Students Tested: 5435 Average % Correct: 61%
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Grade 5 Science Proficiency for Winter IA 2013, 2014 & 2015 (District)
INTERIM NUMBER OF STUDENTS
Average Correct
Satisfactory Limited Insufficient
Winter 2015 22,692 54% 54% 10% 36%
Winter 2014 22,706 55% 56%
FCAT 51% 10% 34%
Winter IA 2013
21,786 53% 52% FCAT 51%
11% 37%
Department of Mathematics and Science
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GRADE 5 SCIENCE INTERIMS RESULTS 2014-15 (DISTRICT)
Assessment Enroll-ment
% Tested
% Satisfactory
Overall Nature of ScienceEarth and Space
SciencePhysical Science Life Science
Avg. % Correct
Pts.Max
Avg.% Correct
Pts.Max
Avg.% Correct
Pts.Max
Avg.% Correct
Pts.Max
Avg.% Correct
Pts.Max
FCAT 2015
MYA (Winter IA) 25,403 89% 54% 54% 68 50% 9 57% 20 53% 24 53% 15
Fall IA 25,266 37% 48% 51% 67 43% 9 46% 20 56% 24 55% 14
Baseline 25,258 89% NA 48% 66 38% 8 45% 19 54% 24 47% 15
FCAT 2014 25,703 100% 51% NA 56 70% 10 69% 16 69% 16 64% 14
Department of Mathematics and Science
• The MYA enrollment reflected above is as of Feb. 13, 2015 (Fall IA is on Nov. 26, 2014 and Baseline is on Sept. 12, 2014). It excludes students with Florida Alternative Assessment (FAA).
• The MYA science data were downloaded from Thinkgate on February 19, 2015.• The % satisfactory indicates the predictive value of the % of students would earn achievement levels 3-5 on the 2015 FCAT2.0. • Score is not reported if the number of students tested is less than 10. Average % Correct of less than 51 are denoted in red.• The Fall IA was optional for schools. Source: Dr. Wongbundhit, Yuwadee
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Regression Analysis of Winter Interim results vs FCAT scale score
Grade 5 Science Winter Interim results (X)
FC
AT
Scale S
core (Y
)
Department of Mathematics and Science
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Winter Interim Cut ScoresGrade 5 Science
• Satisfactory: Raw score (36-68) (53% or higher)• Limited: Raw score (33-35) (49-51%)• Insufficient: Raw score (0-32) (0 – 47%)
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STUDENT ASSESSMENT RESULTS BY CLASS
Department of Mathematics and Science
Click on score as indicated below. It will open a pop up screen with Report Selection shown below. (Details on next slide)
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REPORT SELECTION: OPTION 3(Available Reports)
• Administered Test Not Taken students
• At Risks• Distractor Analysis• Item Analysis• Mastery• Proficiency Report• Progress Report
Department of Mathematics and Science
• Report Card by Students• Score Analysis Report• Standard Analysis• Subgroups by Standards• Test Summary
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REPORT SELECTION: AT RISK (various reports are available)Students by Standard report provides list of standards that are of concern and lists students who had low performance on each standard.. It is a great tool for intervention and differentiated instruction
Department of Mathematics and Science
Students
Students
Students
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REPORT SELECTION: Distractor Analysis: Has option to hide some selection criteria (see row 1). You can organize incorrect answers by grouping them (row 2) (Incorrect answers in red)
Department of Mathematics and Science
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ITEM ANALYSIS REPORT: Compares class performance to school and district performance
Department of Mathematics and Science
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To view Progress Report that shows performance by benchmark from Fall IA to Winter IA, click on notepad
Department of Mathematics and Science
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Progress report by standards from Fall to Winter IA
Department of Mathematics and Science
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Progress Report by Standard export to Excel
Department of Mathematics and Science
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Excel unedited Progress Report file imported from Thinkgate
• Participants will be able to:– Access science instructional resources to support
science teaching and learning– Identify effective science teaching and learning– Develop an action plan to support science teaching and
learning
Department of Mathematics and Science
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On excel spreadsheet we increased the width of each column and added a title.
• Participants will be able to:– Access science instructional resources to support
science teaching and learning– Identify effective science teaching and learning– Develop an action plan to support science teaching and
learning
Department of Mathematics and Science
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Comparison Gr 5 Science Performance by Benchmark FIA & WIA (2014)
BENCHMARKS BENCHMARKS by QUARTERBASELINE
2014Winter IA
2015DIFF %
(WIA - Base)NGSSS.SCI.3.SC.3.L.14.1 Q3 (Plants Structures & Function) 37% 46% 9%NGSSS.SCI.4.SC.4.E.5.4 Q2 (Movement in space) 44% 55% 11%NGSSS.SCI.4.SC.4.E.6.2 Q2 (Minerals and Rocks) 33% 57% 24%NGSSS.SCI.4.SC.4.E.6.3 Q2 (Earth Resources) 51% 48% -3%NGSSS.SCI.4.SC.4.E.6.4 Q2 (Weathering and Erosion) 42% 63% 21%NGSSS.SCI.4.SC.4.L.16.4 Q3 (Life Cycles) 46% 63% 17%NGSSS.SCI.4.SC.4.L.17.3 Q3 (Food Chain) 52% 43% -9%NGSSS.SCI.5.SC.5.E.5.1 Q2 (Our Galaxies) 59% 36% -23%NGSSS.SCI.5.SC.5.E.5.3 Q2 (Our Solar System) 56% 64% 9%NGSSS.SCI.5.SC.5.E.7.1 Q3 (Water Cycle) 37% 56% 19%NGSSS.SCI.5.SC.5.E.7.3 Q3 (Weather) 40% 76% 36%NGSSS.SCI.5.SC.5.L.14.1 Q4 (Human Body Organs) 54% 52% -2%NGSSS.SCI.5.SC.5.L.14.2 Q3 (Comparing Plants and Animals Organ Function) 44% 60% 16%NGSSS.SCI.5.SC.5.L.17.1 Q3 (Animal Adaptations) 47% 52% 5%NGSSS.SCI.5.SC.5.N.1.1 ALL (Practice of Science: Process skills, variables) 32% 35% 3%NGSSS.SCI.5.SC.5.N.2.1 ALL Qts (Observations linked to evidence) 35% 65% 30%NGSSS.SCI.5.SC.5.N.2.2 ALL Qts (Evidences produced should be replicated) 50% 49% -1%NGSSS.SCI.5.SC.5.P.10.1 Q2 (Forms of Energy) 80% 51% 29%NGSSS.SCI.5.SC.5.P.10.2 Q2 (Energy can casue motion or create change) 49% 62% 13%NGSSS.SCI.5.SC.5.P.10.4 Q2 (Electrical energy can be transformed) 48% 57% 9%NGSSS.SCI.5.SC.5.P.13.1 Q1 (Forces) 51% 54% 3%NGSSS.SCI.5.SC.5.P.13.2 Q1 (Forces that move objects) 48% 38% -10%NGSSS.SCI.5.SC.5.P.8.1 Q1 (Properties of Solids, Liquid and Gases) 57% 48% -9%NGSSS.SCI.5.SC.5.P.8.3 Q1 (Mixtures of solids can be separated) 54% 59% 5%NGSSS.SCI.5.SC.5.P.9.1 Q1 (Physical and Chemical Changes) 46% 55% 9%
Department of Mathematics and Science
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Analyze 2015 Winter Interim
Analyze changes by benchmarks
Use the teacher debriefing protocol to analyze your class or school data
Use the grade level debriefing protocol to compare your class performance to overall school performance.
Department of Mathematics and Science
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DISTRICT 2015 WINTER IA RESULTS FOR Gr 5, Gr 8 and Biology
GRADE LEVEL SATISFACTORY LEVEL (%) ON 2015 WINTER INTERIM
GRADE 5 54%
GRADE 8 39%
BIOLOGY 60%
Department of Mathematics and Science
GRADE 5 GRADE 8 BIOLOGY0%
10%
20%
30%
40%
50%
60%
70%
54%
39%
60%
DISTRICT SCIENC 2015 WINTER IA RESULTS Satisfactory Level (Gr. 4, 5 and Biology)
GRADE LEVELS
Perc
ent S
atisf
acto
ry
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Sample Data Chats form• Student Name and ID ___________________• Math FCAT: Achievement Level and DSS_______• Reading FCAT: Achievement Level and DSS ____• Science Assessment data:• Baseline: _____ Monthly ____ Fall Interim ___• Winter Interim ______ Post-Baseline_______• Student Goals:___________________________• Teacher Comment__________________
Data Chats
Department of Mathematics and Science
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Action PlanDevelop an action for Grade 5 Science Winter IA:• 1. List strongest benchmarks (50%+) • 2. List weakest benchmarks (<50%)• 3. Identify number of students: Satisfactory,
Limited (Bubble) and Insufficient Progress• 3. Develop a plan to address secondary
benchmarks, including how you will group your students.
• 4. Develop an Instructional Plan to implement during crunch time to address all deficient benchmarks.
Department of Mathematics and Science
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Department of Mathematics and Science
Percentage Points by Complexity Level for Grade 5 and 8 Science FCAT
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EXAMPLE OF SCIENCE ACTIVITIES ACROSS COGNITIVE COMPLEXITY LEVELS
Department of Mathematics and Science
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Sample Low Complexity Question
Department of Mathematics and Science
Source: FCAT 2.0 Item Specs
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Sample Moderate Complexity Question
Department of Mathematics and Science
Source: FCAT 2.0 Item Specs
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High Complexity Question
Department of Mathematics and Science
Source: FCAT 2.0 Item Specs
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FCAT 2.0 Content Focus AnalysisBchmrks
Content Focus for FCAT 2014) 2012 2013 2014
Reporting Category 1. Nature of ScienceSC.5.N.1.1 Analyzing data; Collecting and organizing data;
Defining a testable problem; Evaluating a3 4 6
SC.5.N.2.1 Identifying empirical evidence; Importance of observations
4 3 3
SC.5.N.2.2 Importance of replication 3 3 1
Reporting Category Point Total 10 10 10
Reporting Category 2. Earth and Space ScienceSC.4.E.5.4 Appearance of stars; Appearance of the Moon; Earth's
revolution2 3 3
SC.4.E.6.2 Mineral properties—cleavage; Mineral properties—color 1 1 2
SC.4.E.6.3 Natural resources—phosphate 1 3
SC.4.E.6.4 Erosion—wind; Weathering—water 1 1
SC.5.E.5.1 Star brightness 1 4
SC.5.E.5.3 Distinguishing between asteroids and comets; Distinguishing between inner and outer planets
2 2
SC.5.E.7.1 Water cycle—states of matter 4 1
SC.5.E.7.3 Climate zone—temperate; Weather—precipitation 4 1
Reporting Category Point Total 16 16
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FCAT 2.0 Content Focus Analysis cont’d…….
Bchmrks
Content Focus for FCAT 2014 2012
2013 2014
Reporting Category 3. Physical Science
SC.5.P.8.1 Comparing objects—physical properties; Physical properties—liquids
3 1 2
SC.5.P.8.3 Separating mixtures—particle size 2 1 1
SC.5.P.9.1 Chemical change—temperature; Identifying chemical change
1 1 2
SC.5.P.10.1 Light and heat relationships; Pitch 3 4 2
SC.5.P.10.2 Energy causing a change 1 2 1
SC.5.P.10.4 Conductors—electric; Electric circuits; Heat flow 3 3 3
SC.5.P.13.1 Forces—friction; Forces—magnetic 2 2 2
SC.5.P.13.2 Balanced forces; Force, mass, and motion relationships; Speed
1 2 3
Reporting Category Point Total 16 16 16
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FCAT 2.0 Content Focus Analysis cont’d…Bchmrks Content Focus 2012 2013 2014
Reporting Category 4. Life Science SC.3.L.14.1 Plant structures—leaves; Plants responding to gravity; Seed dispersal 3 4 3
SC.4.L.16.4 Comparing insect life cycles 1 1 1
SC.4.L.17.3 Energy flow through a food chain 1 2 2
SC.5.L.14.1 Organ functions—bladder; Organ functions—sensory organs 1 1 2
SC.5.L.14.2 Animal classification—vertebrates; Comparing plant and animal structures
4 5 2
SC.5.L.17.1 Behavioral adaptations; Impact on the environment—animals; Physical adaptations—animals
3 1 4
Reporting Category Point Total 16 14 14
The Next Generation Sunshine State Standards (NGSSS) benchmarks and content foci assessed on the 2014 FCAT 2.0 assessment are not predictive of future FCAT 2.0 content.Content Focus Reports should not be used to make decisions about instruction at the individual student level
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FCAT PLEDGE
Department of Mathematics and Science
• Share the FCAT Pledge with your students.
• I WILL