We’re all in this together Using your science EOG data to think vertically

Why use last year’s data? The science kits are usually taught at different times of the year. The EOG data is a source of data that all teachers should have (unless they are new). This process can be equally valuable in year round and traditional schools.

Beginning with the end in mind…

Here is a sample EOG question Which best describes why winds at the beach change direction between day and night? because the temperatures over land and over water change because warm air over land sinks and stays in place over land because cool air rises and is replaced by warm air from the ocean because cool air sinks and stays in place over land

Where did the learning begin ? Unifying Concept: Earth Systems, Structures, and Processes 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns

Where did the learning begin ? 2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air and water. 2.E.1.2 Summarize weather conditions using qualitative and quantitative measures to describe: temperature, wind direction, wind speed, precipitation

Where did the learning begin ? K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year.

Which kits?

Which kits?

So what does this mean? Students need a strong foundation in science BEFORE they reach 5th grade!

Where do we start? Determine your greatest area of need How does your grade level contribute to that topic? What can we do??

Step 1: Gather your EOG Goal Summaries

“Diff. from state mean % correct”

“Domains”

Step 2: Look at your overall scores Make a chart that shows the % difference from the state average for math, science, and reading scores for each teacher The teachers will need to take the average of the scores for each goal to determine their overall percentage. Teacher Science Math Reading A -8.5 -7.7 -8.2 B 3.5 -0.1 -1.6 C -6.4 1.1 4.3 D 1.2 7.9 7.4 E -7.3 6.3 0.8

Step 3: Make some data statements Teacher Science Math Reading Notes A -8.5 -7.7 -8.2 They are about the same across the board B 3.5 -0.1 -1.6 They were below the state average in math and reading but they were 3.5 points higher in science C -6.4 1.1 4.3 They were above the state average in math and reading but 6 points lower in science D 1.2 7.9 7.4 Well above the state average in math and reading but barely above in science E -7.3 6.3 0.8 Well above the state avg. in math, barely above in reading and well below in science. Using the overall percentage by subject, do you notice any anomalies?

Step 4: Look at the previous year’s data (if possible) For example, if you are a 5th grade teacher, you would want to look at the 2013-14 data for the 4th grade. If you are a year round school you may want to look at it by track. If you are a traditional school, you can look at the overall scores

Look for any trends Math Reading Notes Track 1 -5.0 1.2 Track 1 came in with low math skills Track 3 9.8 4.9 Track 3 came in strong in both math and reading Track 4 2.0 0.9 Track 4 came in about average in both math and reading These are the students that are currently sitting in 5th grade classrooms.

Step 5: Drill into your Goal Summary

Step 5: Drill into your Goal Summary The students struggled with the “Structures and Functions of Living Organisms” strand in this class.

Step 5: Drill into your Goal Summary How did my teammates do on this strand?

Step 6: Compare results with teammates for the strand Strand score Notes Teacher “B” -6.8 Our sample teacher Teacher “A” -11.3 This is one of the lower scores for this teacher Teacher “C” -4.7 This is a little above average for this teacher Teacher “D” -0.3 This is about on par with the other scores for this teacher Teacher “E” -1.0 This was actually the second best strand for this teacher -So what did Teacher “E” do for the Structures and Functions of Living Things strand? -Which kits are aligned to that strand?

School Level protocol

Look at the vertical alignment for the strand But where did the learning start for this strand?

It appears in 3rd and 4th

Determine possible gaps in instruction Check in with the other teachers Ask them if they have the kits aligned to the strand Discuss ways to support each other to avoid future learning gaps

Vertical Conversations Do they have the necessary kits? Kit Inventory Are the kits being used with fidelity? observations, discussions Which teacher was the most successful with the kit last year? Common assessment data What did they do differently? PLT conversation

Kit Inventory A kit inventory list is included in each teacher guide. There is a Material Ordering link on the science wiki http://Wakek5science.pbworks.com

Science Look Fors

NSTA Science Objects Content Support Energy: Different Kinds of Energy Energy: Energy Transformations The link to the Science Objects are in the Professional Development section of the wiki.

Common Assessments Where to find them: Assessment samples on the wiki Assessments from the kits PLT developed assessments

Know your standards

Discovery Education Do a search by standard

Big Universe

School Net

Adding nonfiction text Click on the Nonfiction Text button on the wiki http://wakek5science.pbworks.com

Using the tools Determine the best tools for the job Develop a plan to utilize the tools in your classroom Share your plans with your colleagues!

Kristen Hellier khellier@wcpss.net Questions? Kristen Hellier khellier@wcpss.net