SCIENCE SUMMER SYMPOSIUM DATA ANALYSIS GRADE 3 SCIENCE SUMMER SYMPOSIUM Millard E. Lightburn, Ph.D. District Science Supervisor Mary Tweedy and Keisha Kidd Curriculum Support Specialists

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

IMPORTANCE OF DATA Facilitate a clear understanding of the gaps between where the school or class is and where it wants to be. Show if school or class goals and objectives are being accomplished. Predict and prevent failures. Predict and ensure successes. Establish foundation for Continuous School Improvement/SIP. Data drives instruction, and professional development. Department of Mathematics and Science

Effective Use of Classroom Data Planning Using Results Teaching Student Learning For assessment to be effective, teachers need to use assessment results to diagnose student progress, improve classroom practices, plan instruction, report student progress, and modify teaching and learning processes. We are expected teachers use a variety of performance based-classroom assessments for monitoring student achievement and guiding learners to higher levels of achievement. We require students produce portfolio of their works and rubrics, create project-based learning. Assessing Source: Dr. Yuwadee Wongbundhit Department of Mathematics and Science

GOAL Share results of District Quarterly Assessments and discuss its importance in driving instruction. Department of Mathematics and Science

Data Analysis DISAGGREGATION OF GRADE 4 QUARTERLY SCIENCE BENCHMARKS ASSESSMENTS (QSBA) Department of Mathematics and Science

NGSSS BIG IDEAS FOR GRADE 4 REPORTING CATEGORIES BIG IDEAS NUMBER OF BENCHMARKS NATURE OF SCIENCE Big Idea 1: The Practice of Science Big Idea 3: Role of Theories, Laws, Hypothesis, and Models 7 3 EARTH AND SPACE SCIENCE Big Idea 5 Earth in Space and Time Big Idea 6 Earth Structures 5 1 PHYSICAL SCIENCE Big Idea 8 Properties of Matter Big Idea 9 Changes in Matter Big Idea 10 Forms of Energy Big Idea 11 Energy Transfer and Transformations 4 2 LIFE SCIENCE Big Idea 16 Heredity and Reproduction Big Idea 17 Interdependence TOTAL = 32 Department of Mathematics and Science

Quarterly Science Benchmarks Assessment (QSBA) Question Group PRE-TEST (Average Score % ) 16,721 QUARTER 1 (Average Score %) 17,262 QUARTER 2 16,291 QUARTER 3 3,169 QUARTER 4 (Average Score %) 781 781 Earth & Space 41% 54% Life Science 48% 61% Physical Science 47% 57% 62% Nature of Science 34% 58% 59% 49% Department of Mathematics and Science

Grade 3 Science QSBA Results 2012-2013 Assessments Number of Students Satisfactory Progress (70%+) PRE-TEST (Aug 20 – Sept 7) 17,672 9% QUARTER 1 (Oct 29-Nov 9) 18,300 36% QUARTER 2 (Jan 22 –Feb 5) 16,917 38 QUARTER 3 (March 18-Apr12) 3,937 67% Quarter 4 (May 20-23) 1,101 20% GRADE 4 SCIENCE PRETEST RESULTS 2012-2013 ASSESSMENT NUMBER OF STUDENTS Satisfactory Progress (70%+) PRE-TEST (August 2012) 5% Department of Mathematics and Science

Performance by Benchmarks Quarter 1 Results Gr 3 (Number of Students = 17,672) STANDARDS AVERAGE SCORE (%) SC.3.N.1.1 - Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. 57% SC.3.N.1.2 - Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. 51% SC.3.N.1.5 - Recognize that scientists question, discuss, and check each others' evidence and explanations. 55% SC.3.N.1.7 - Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. 47% SC.3.P.8.1 - Measure and compare temperatures of various samples of solids and liquids. 79% SC.3.P.8.2 - Measure and compare the mass and volume of solids and liquids. 59% SC.3.P.8.3 - Compare materials and objects according to properties such as size, shape, color, texture, and hardness. SC.3.P.9.1 - Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. 67% Number of Benchmarks Assessed: 8 Department of Mathematics and Science

Quarter 2 Assessment Results Gr 3 (Students = 16,917) STANDARDS AVERAGE SCORE (%) SC.3.N.1.2 - Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. 62% SC.3.N.1.3 - Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. 70% SC.3.N.1.4 - Recognize the importance of communication among scientists. 55% SC.3.N.1.5 - Recognize that scientists question, discuss, and check each others' evidence and explanations. 66% SC.3.N.1.7 - Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. 21% SC.3.E.6.1 - Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost. SC.3.P.10.1 - Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. 57% SC.3.P.10.2 - Recognize that energy has the ability to cause motion or create change. 58% SC.3.P.10.3 - Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. 76% SC.3.P.10.4 - Demonstrate that light can be reflected, refracted, and absorbed. 60% SC.3.P.11.1 - Investigate, observe, and explain that things that give off light often also give off heat. SC.3.P.11.2 - Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one's hands together. 69%

Performance by Benchmarks Quarter 3 Results ( Number of Student = 3,937) STANDARDS AVERAGE SCORE (%) SC.3.N.1.2 - Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. 51% SC.3.E.5.1 - Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light. 73% SC.3.E.5.2 - Identify the Sun as a star that emits energy; some of it in the form of light. 76% SC.3.E.5.3 - Recognize that the Sun appears large and bright because it is the closest star to Earth.. 77% SC.3.E.5.4 - Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. 64% SC.3.E.5.5 - Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye. 81% Benchmark SC.3.L.15.1 - Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. 70% Department of Mathematics and Science

Performance by Benchmarks Quarter 4 Results Grades 3 (Number of Students = 1,101 STANDARDS AVERAGE SCORE (%) SC.3.N.1.1 - Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. 47% SC.3.N.1.2 - Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. 19% SC.3.N.1.5 - Recognize that scientists question, discuss, and check each others' evidence and explanations. 50% SC.3.N.1.7 - Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. 46% SC.3.L.14.1 - Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. (Annually Assessed) SC.3.L.14.2 - Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity. (Assessed as SC.3.L.14.1) 66% SC.3.L.15.2 - Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. 40% SC.3.L.17.1 - Describe how animals and plants respond to changing seasons. 56% SC.3.L.17.2 - Recognize that plants use energy from the Sun, air, and water to make their own food. 51% Department of Mathematics and Science

Analysis of Quarter 3 & 4 Results Number of Students Assessed Q3: 3,937 Satisfactory Progress Q3 : 67% Number of Students Assessed Q4: 1,101 Satisfactory Progress Q4: 20% Number of Grade 3 students MDCPS : 26,653 What percentage of Gr. 4 students were tested in Q3 and Q4 ? Q3 = 15% Q4= 4% What can you say about the validity of these results? Department of Mathematics and Science

Quarterly Assessment Results K-5 2012-2013 QUARTER 1 RESULTS Quarter 1 Results **Cut score for Gr 5 Fall IA = 51% QUARTER 2 RESULTS Grades Average Performance Mastery/ Proficiency Grade 5 51% **49% Grade 4 60% 32% Grade 3 36% Grade 2 72% 64% Grade 1 66% 41% Kinder 85% 76% Grades Average Performance Mastery/ Proficiency Grade 5 53% *52% Grade 4 56% 19% Grade 3 62% 38% Grade 2 79% 76% Grade 1 71% 59% Kinder 91% 93% **Cut score for Gr 5 FALL IA= 51% satisfactory *Cut score for Gr 5 Winter IA= 53% satisfactory Department of Mathematics and Science

Debriefing Protocol Teacher’s debriefing protocol Grade Level Debriefing Protocol

Data Chats Sample Data Chats form Student Name and ID__________________________ Math FCAT: Achiev. Level _______Math DSS _______ Reading FCAT: Achiev. Level ______ DSS __________ Science Assessment data: Pretest: ______ Quarter 1 ______ Quarter 2 ________ Quarter 3 ______ Quarter 4_______Post-Test______ Student Goals:________________________________ ____________________________________________ Teacher Comment_____________________________ Department of Mathematics and Science