Analyzing our Reading Data 3 – 5

Our goals for today … Identify ways to review data sources to drive instructional decisions Collaborate with colleagues to discuss successful strategies

CASE 21 Data Sources for 3-5 Report Card AIMSweb

Student Item Analysis Benchmarks for Reading spiral throughout the year. The items for Language are specific for each quarter. Note: students are being assessed on standards that may not have been covered yet.

Start with the Big Picture Start with the big picture first. How did this grade level do when I look at the average percent correct? How did the students do on the types of texts? How does my school compare to others in my area?

Student Item Analysis Report Next, I will drill down to the Item Analysis Report. I want to look at trends and think about what I know about this standard. For example, RL4.6 was taught in first quarter but the students seem to have difficulty with this question. I can look at the question and think about how my instruction might change. Also, I notice that it will be taught again in quarter 3 so we really need to think about our instruction. I also look at RI4.8. It has not yet been taught and I notice that many of the students selected answer choice D. I need to review that question and possibly use it when I teach that standard. I can also compare my class’s percent correct to the school’s percent correct.

Let’s Analyze the Data

Take a few minutes at your table working with a partner to analyze this 4th grade 2nd benchmark data using your Reflecting on ELA Benchmark Data tool. What do you notice?

How did my students perform on what was actually taught? Process Data Reflecting on ELA Benchmark Data Process Data Insights 1 Identify the Reading Standards that were actually taught . 4 Standards I actually taught I used the standards only pacing guide and/or reviewed C-MAPP. 2 Which questions align to the Standards I taught? 5 Questions Based on this sample. 3 Compare to the Reading Standards that were tested on the benchmark. 15 Questions 9 questions representing Standards that I did not teach this quarter 4 Focus on the percentage correct of Standards that were taught. RI4.3 – 75% RI4.4 – 70% RI4.5 – 85% *RI4.9 – 65% We need to focus on Standards for which there are multiple questions This takes us through the first 4 steps. Now you try it with your partner.

Language Standards This is probably a typical report for the Language standards. We do not expect the language standards to be assessed in this way on the EOG but we do want our students to know the conventions of standard English. How can we balance our instruction so that we are not teaching these in isolation but rather as a routine part of our reading and writing instruction?

Language Questions on EOG In the selection, what is a publication? a tool used to send manuscripts an idea for poems that are edited separately a group of writings that are printed together an envelope used to hold written work Retrieved from Released EOG Items http://www.dpi.state.nc.us/accountability/testing/releasedforms This is a sample 4th grade Language question found on the released EOG items. As you can see, this is similar to the questions found last year and is not specific to an isolated grammar skill. How will this information impact your data analysis and instruction?

Content Specification Literacy Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Eng II Reading for Literature 32–37% 30–34% 36–40% 32–36% 34–38% 31–35% Reading for Information 41–45% 45–49% 37-41% 42–46% 32–38% Writing NA 14–18% Language 20–24% 19–21% 21–25% 19–23% Reading Foundations and Speaking and Listening Skills will not be assessed on the 2012-13 and 2013-14 assessment. SMARTER Balanced does plan to assess both of the above in 2014-15. *Field testing can influence the weighting slightly

During our March IRT meeting, Holly Ridge shared their protocol for teachers looking at student data. Notice how they share the data with the individual teachers prior to the PLT so that teachers have time to reflect on their own data.

Data Sources for 3-5 CASE 21 Report Card AIMSweb What about your AIMSweb and report card data? Do they align with your CASE 21 data? Report Card AIMSweb

Questions

Retrieved from Google Images, 3/7/13 Think Dorothy! As you reflect on data, remember the Wizard of Oz. What was the Straw Man looking for? A brain. What was the Lion Man looking for? Courage. What was the Tin Man looking for? A heart. So you will be Dorothy as you travel the yellow brick road of data with your teachers. Guiding them to use courage to analyze their data with their brain (what they know about good instruction) but use their heart to make instructional decisions to help every student learn to their fullest potential! Retrieved from Google Images, 3/7/13