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

2. 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.

3. Beginning with the end in mind…

4. 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

5. 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

6. 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

7. 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.

8. Which kits?

9. Which kits?

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

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

12. Step 1: Gather your EOG Goal Summaries

13. “Diff. from state mean % correct”

14. “Domains”

15. 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

16. 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?

17. 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 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

18. 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.

19. Step 5: Drill into your Goal Summary

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

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

23. 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?

24. School Level protocol

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

26. It appears in 3rd and 4th

27. 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

28. 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

29. Kit Inventory A kit inventory list is included in each teacher guide.
There is a Material Ordering link on the science wiki

30. Science Look Fors

31. 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.

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

33. Know your standards

34. Discovery Education
Do a search by standard

35. Big Universe

36. School Net

37. Adding nonfiction text
Click on the Nonfiction Text button on the wiki

38. 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!

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