Do Now  You have given your beginning of the year diagnostic assessment. Your 30 students produce these results:  20 score below 50%  7 score between 50-75%  3 score above 75%  As a teacher do you…  Continue with your unit plan as written and not re-teach any objectives?  Spend a week re-teaching the objectives 7 students did not mater?  Spend more than a week-re-teaching every objective that a student did not master?  Some other option?

Analyzing Diagnostic Data

Objective and Agenda Session Objective: By the end of class TCs will be able to accurately analyze a set of student data to plan an effective instructional response. 1)Do Now: 15 Minutes 2)Assessment Types: 15 minutes 3)Purpose for Analyzing Data: 25 minutes 4)Analyzing a Set of Data Think Aloud: 25 minutes 5)Practice Analyzing Data: 30 minutes 6)Next Steps: 10 minutes

Do Now Debrief Based on the data provided:  Which option did you choose?  What advantages and disadvantages were there?  Was this a difficult choice?  Were you too paralyzed to make a choice?  What extra information did you want?

Key Idea: It is my responsibility as a teacher to address my students’ mindsets, knowledge, and skills while still keeping pace to meet our larger goals.

2. Assessment Types

Assessment What is Measured When it is Measured Why is it MeasuredExamples Summative Formal measurement of growth and mastery At the end of a set of lessons To evaluate and track growth and mastery To evaluate efficacy of lessons Mid-terms Year-end tests Unit test

Assessment What is Measured When it is Measured Why is it MeasuredExamples Formative Gauge of progress toward mastery Throughout the lesson cycle (particularly given during Independent Practice) To inform your instruction To enable you to make data-based decisions Quizzes Practice Sets Exit Tickets Anecdotal notes Response to questioning

Information GatheredDescription Overall Class Average Broad snapshot view of whole class performance on entire assessment Class Average on Specific Objectives Indicates which objectives the majority of students mastered and which objectives students struggled with Individual Students’ Overall Scores Clear sense of how individual students performed on an entire assessment Individual Students’ Scores on Particular Objective Indicates which students need remediation on which objectives Trends Among Objectives Helps you as the teacher think about how particular objectives may have influenced others

3. Purpose for Analyzing Data

Purpose for Analyzing Data Effective teachers analyze date to determine and confirm the following for the whole class, groups of students, and individual students: What to TEACH What to REMEDIATE What to ENRICH

Five Questions When Analyzing Data When looking at assessment data, ask yourself five questions based on the data: 1.What are the class’s STRENGTHS? 2.What are the class’s WEAKNESSES? 3.What TRENDS do I see among objectives? 4.How might I GROUP students according to their relative mastery levels? 5.Which METHODS can be used to re-teach objectives and build pre-requisite skills?

Question 1: Class’s Strengths  Determine the amount of flexibility you have in adjusting the curriculum pacing and guide.  If you can adjust the unit plan, remove objective that have been mastered by the whole class.

Question 2: Class’s Weakness  Always determine which objectives are a weakness for the whole class and why students did not master the objectives

Question 3: Trends Among Objectives  Think about how trends in particular objectives might influence others.  Did students master a prerequisite objective, but not the more difficult skill?  Use strong prior knowledge to reach more difficult skills.

Question 4: Grouping Students  Use data to place students in groups to address similar areas of growth.  Build in opportunities to work with these students throughout the day.

Question 5: Methods  Small group instruction  Morning work actives  Classroom centers  Differentiated homework assignments  Tutoring  Scaffolded independent practice  Include related previously taught objectives in guided practice

Key Ideas: The most effective teachers consistently analyze their data and make instructional choices based on those results. This occurs before, during and after every unit.

4. Analyzing a Set of Data Think Aloud

Five Questions When Analyzing Data Revisited When looking at assessment data, ask yourself five questions based on the data: 1.What are the class’s STRENGTHS? 2.What are the class’s WEAKNESSES? 3.What TRENDS do I see among objectives? 4.How might I GROUP students according to their relative mastery levels? 5.Which METHODS can be used to re-teach objectives and build pre-requisite skills?

Question 1: Identify Strengths  79% of students mastered standard number  M03-S1C1-05: Write whole number thought 100 in or out of order.

Question 2: Identify Weakness  Over 50% of student mastered:  M03-S1C1-10: Identify odd and even whole numbers (63% mastered)  M03-S1C1-14: Compare measurable characteristics of two objects  M03-S1C1-02: Order three or more whole number through 100

Question 3: Identify Trends Among Objectives

Question 4: Grouping Students

Question 5: Appropriate Methods MethodStudents Addressed Small Group WorkFive weakest students Daily Do Now Whole class completes practice problems that use students’ prior knowledge and build students up to that day’s objective Scaffolded Independent Practice Begin with easier problems and build up to more difficult ones Differentiated Homework All students get to practice the objective at varied levels of complexity

Key Idea: Taking the time to properly analyze diagnostic data and determine next steps will help me accurately group student to help them achieve academic gains.

5. Practice Analyzing Data

The Process to Analyze Data 1.Determine the class’s strengths 2.Determine the class’s weaknesses 3.Identify trends among objectives 4.Group students according to their mastery levels 5.Choose appropriate methods to use

Four Corners Activity  I feel confident in my ability to analyze student data using the strategies we learned today.

6. Closing and Next Steps

Key Ideas: It is my responsibility to adjust my instruction if I have evidence my students are not learning. My instruction must ALWAYS be informed by the analysis of data.

Think-Pair-Share: What will be the power of analyzing data in your classroom?

Works Referenced Farr, S. (2010). Teaching as leadership: The highly effective teacher's guide to closing the achievement gap. San Francisco, CA: Jossey-Bass.

Analyzing Diagnostic Data SanfordInspireProgram.orgSanford Inspire