1. Tools and Charts Language Arts August 3, 2006 Summer 2006 Preschool CSDC

2. Why Look at Data? Data is here to HELP YOU!!

3. Who or What is Data? Data is an android –in Star Trek: The Next Generation. He was a sentient artificial lifeform designed to resemble a human. He has a positronic brain for computational capabilities. Late in his life, Data discovered an "emotion chip", and he felt emotions like we do. Data is an android –in Star Trek: The Next Generation. He was a sentient artificial lifeform designed to resemble a human. He has a positronic brain for computational capabilities. Late in his life, Data discovered an "emotion chip", and he felt emotions like we do.Star Trek: The Next Generationartificial lifeformhumanpositronic brainStar Trek: The Next Generationartificial lifeformhumanpositronic brain We are androids and humanoids from the planet TECHNOLOGIA, this planet is not situated in the Outer Browder Galaxy, but can be found in the Louder Browder Galaxy. We are androids and humanoids from the planet TECHNOLOGIA, this planet is not situated in the Outer Browder Galaxy, but can be found in the Louder Browder Galaxy.

4. What do you perceive?

5. Perceptions are Affected by Details

6. What details do you know about your students? How do those details affect your students’ grades? Scatter Diagrams show CAUSE and EFFECT. Scatter Diagrams show CAUSE and EFFECT. Use a Scatter diagram to determine if there is a relationship between your student scores and how much you know about your students. Use a Scatter diagram to determine if there is a relationship between your student scores and how much you know about your students. Plot the number of facts you know about a student against his/her student score. Then draw a line through the middle of the dots. The line bisecting the dots is the Trend Line. Plot the number of facts you know about a student against his/her student score. Then draw a line through the middle of the dots. The line bisecting the dots is the Trend Line.

7. Analysis: Do your students do better, the more you know about them? Scatter Diagram: Number of facts teacher has about student Compared with his/her grades 50 60 70 80 90 100 5060708090100 GRADES No. of FACTS

8. What tools do we currently use? FCAT Data Inquiry (Summative) FCAT Data Inquiry (Summative) What new tools can we acquire/utilize to help our students improve? Teacher Tools for Data Collection Teacher Tools for Data Collection Histogram Pareto Chart Run Chart Scatter Diagram Pie Chart Item Analysis www.fcatmentor.com/ data.htm Excel Microsoft Word

9. FCAT Data Inquiry FCAT Data Inquiry FCAT Data Inquiry Detailed instructions to retrieve FCAT data (Refer to handout) Detailed instructions to retrieve FCAT data (Refer to handout) Exporting and importing your student data to Excel (Refer to handout) Exporting and importing your student data to Excel (Refer to handout) What’s your greatest BLOCK to using data?? (Pair Discussion – 2 minutes) What’s your greatest BLOCK to using data?? (Pair Discussion – 2 minutes) Feedback and Group Discussion – 3 minutes Feedback and Group Discussion – 3 minutes

10. How is YOUR Emotion Chip programmed? Too icky to think about? Just shoot me…. (fear) Too icky to think about? Just shoot me…. (fear) I’m setting the “snooze” button. Wake me up when it’s all over…. (boredom and ennui – depression?) I’m setting the “snooze” button. Wake me up when it’s all over…. (boredom and ennui – depression?) Who has the time? I’m not a numbers person – I’m a word person. (anxiety) Who has the time? I’m not a numbers person – I’m a word person. (anxiety) I can do this. (optimistic and open to change) I can do this. (optimistic and open to change) It will help me be a better teacher – I’ll be helping my students to achieve. (joyful, positive) It will help me be a better teacher – I’ll be helping my students to achieve. (joyful, positive) Please remember, PROGRAMMING CAN BE CHANGED!

11. Pre-Test Please look at the next slide and study the charts. Please look at the next slide and study the charts. Can you identify them? Can you identify them? Please number your paper from 1- 6 and identify each chart. Please number your paper from 1- 6 and identify each chart. (Keep it clean, people!)

12. 5050 6060 7070 8080 9090 10 0 5050 6060 7070 8080 9090 Test Average

13. How Did You Do? Histogram Histogram Run Chart Run Chart Scatter Diagram Scatter Diagram Pareto Chart Pareto Chart Pie Chart Pie Chart 50 60 70 80 90 100 5060708090100 Test Average Quiz Average

14. Pareto Limerick There once was a man named Alfredo -- There once was a man named Alfredo -- He invented a chart called “Pareto.” He invented a chart called “Pareto.” The man was no fool --- The man was no fool --- It’s a heck of a tool! It’s a heck of a tool! And it’s better than eating a potato! And it’s better than eating a potato!

15. Why Use A Pareto Chart? Use it to Prioritize Issues and Needs: Rank issues in order of occurrence Decide which problems need to be addressed first Find the issues that have the greatest impact Monitor impact of changes

16. Pareto Chart: Types of mistakes in Division Problems 0 10 20 30 40 50 60 70 80 90 100 Incorrect multiplicationIncorrect subtractionNo decimalOther Mistake Percent 0 10 20 30 40 50 60 70 80 90 100 Cumulative percentage

17. FCAT Reading Sub-Test Analysis Using the data, how would you use a Pareto Chart to pinpoint the following?:   Two items you should focus on in order to maximize learning gains.   What percentage of errors do those two categories represent?

18. Sub-Test Analysis What did you find? What did you find? Can you create a Pareto Chart to document your findings? Can you create a Pareto Chart to document your findings? Which areas need the most attention or remediation? Which areas need the most attention or remediation?

19. Histogram Bar chart representing a frequency distribution of student scores Heights of the bars represent number of students scoring at same level/score Used to Monitor progress

20. Run Chart: Number of Words Spelled Correctly on Weekly Quiz 140 145 150 155 160 165 170 175 180 123456789 Week Number of words

21. Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our weekly math quizzes. Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math Quizzes 0 10 20 30 40 50 60 70 80 90 100 123456789 Week Percent w/ avg. of at least 80%

22. Scatter Diagram: Hours of Sleep vs Mistakes on Test 0 2 4 6 8 10 12 012345678910 Hours of Sleep Mistakes

23. Data analysis provides: Insight and Questions

24. Adapted from Getting Excited About Data, Edie Holcomb www.corwinpress.com What’s the question? What can you tell from the data? What can you NOT tell from the data? Celebrate the good data! Improve the problems indicated by the data. Ask yourself….

25. All good things must come to an end! May the Great Computer Brain of Technologia bless your planet...