Data and assessment
- 1. What does it mean?
- 2. Running Records Testing Data Data of the environment Data of accountability Initial, Formative and Summative Data StudentWork Data Staff Data and Data of the School
- 3. What? Do I know about my students? What do They know and what do they need to do next? What have they mastered? What are their next steps? What are the standards we need to reach? How? Do I differentiate my instruction based on the data of my students? Do I find the right material for my students? Do I carry over what they have learned already? Do I access what they will learn in this unit Why? Rationale Would I teach this but leave this out for my students? Would I do a guided practice lesson As opposed to a demo lesson? Why is this a good essential question? Looking At Data
- 4. Reading Writing Running Records On Demand Anecdotal Notes fromTalk Or RehearsalTalk Post its Writing notebooks or Folders Reading responses Drafts Conferring Notes Conferring Notes Performance Assessments Learning Progression ELATesting ELATesting WordTest Spelling Inventory Content Area Responses Content Area Writing
- 6. Look at your different populations who scored a one who scored a two who scored a three who scored a four. When looking one to four you then want to ask questions: What kept your students from becoming a two? What kept them from becoming a three? Was it the genres? What in the standards was missing? How do you need to build capacity moving forward? Was it the writing or the reading that interfered with meaning?
- 7. When looking at NY ready one noticing is that the students fell into different subcategories of the NY ready. This makes you think about the sub populations. Is there a sub category that is doing better than others and why? Is there a subcategory that needs assistance? Is it the language or the modifications?
- 8. The ELA has changed so looking at data is a little different this year, here are some of the new things and some of the old things we should look at when looking at the ELA When looking at the test one thing to realize is the scale score will count but not as much as it did last year because of the change in the exam. Also the scale scores have changed look at attachment When looking at the scale score the movement in grades counts approximately two to three percent. Example is how much did the schools fourth grade move from last year to this year in fifth grade? Look at regular education than special education, than ells The scale score from grade to grade counts approximately ten percent of the overall percentage for the report card. You should just subtract the scale score from example eighth grade and seventh grade to see percentage of growth or lack of.You should also be aware that if more students came into the grade from like seventh to the eighth those should also be taken out of the percentage since you cannot measure there growth. The ones to fours count in three different ways. First of all you look across them to see growth in the same grade from year to year thins only counts five percent. The second way you can do this is to look from one grade like the third grade to the fourth grade to see growth this is important and counts as about twenty to twenty five percent of a schools grade. When you look from grade to grade ones count as one point twos count as one point each student that scored a twos and threes and fours are added together and doubled to determine your total score. Special Education population did more take the exam as well as ELL were they beginners
- 9. How do I take a running record? How do you read a running record? How do you follow the data across the year?
- 11. Student November January March Paul McCartney L N P Ringo Starr N N N John Lennon D J K George S T T
- 18. Lead In the beginning, I not only set readers up to expect that this will be a piece of opinion writing, I also tried to hook them into caring about my opinion. Transitions I connected my ideas/ reasons with my examples using words like for example and because. I connected one reason (or example) using words like also and another. Ending I worked on an ending. It might be a thought or comment related to my opinion. Organization I wrote several reasons or examples why people should agree with my opinion, and wrote at least several sentences about each reason. I organized my information so that each part of my writing is mostly about one thing. Development Elaboration I didn’t just name my reasons to support my opinion, I wrote more about each one. Description I didn’t just tell readers to believe me, I wrote in ways that got them thinking or feeling in certain ways. Language Conventions Spelling I used what I know about spelling patterns to help me spell and edit before I wrote my final draft. I got help from others to check my spelling and punctuation before I wrote my final draft. Punctuation I punctuated dialogue correctly, with commas and quotation marks. While writing, I put punctuation at the end of every sentence. I wrote in ways that helped readers read with expression, reading some parts quickly some parts slowly, some parts in one sort of voice and others in another.
- 19. Looking at post its influence short response Reason evidence evidence
- 20. Strengths Next Steps Assessment They seemed to get the character questions correct when reading realistic fiction Learning to read narrative non fiction with the same lens they used to read fiction Check to see after instruction that they can follow the characters: their conflicts, resolution, point of view etc. Learning how to monitor during their independent reading Need to realize that that skill could and should be used during testing situations As they work on the passage do they annotate, underline, question, go back and reread They can read text and get the questions right on their own text level Use what they know to master text of greater complexity Watch as they tackle harder level text to see how they handle vocabulary, comprehension etc. They can recognize the features of non fiction text Learn how to use those features to think about why they are there and how to use them Watch as they use the outside features of non fiction to see if they use these features to add to meaning or interpret why the author put them there They are able to notice characters’ actions and motivations Push to interpret why characters do what they do Oral reading in conferences, reading responses, post its, talk, ELA
- 21. Standards Work with the standard Key Ideas and Details 1. Student exhibits understanding of literal details but fails to be able to synthesize two details together
- 22. Reading Logs How long do they read for What is the number of pages How are they accountable to what they read
- 23. Strengths Next Steps Assessment Can answer literal questions Need to be taught to answer interpretative questions Questions Can answer predictable questions How do we read all the questions for meaning Questions and what do they mean Can say answer Answering on paper Short responses Can answer earlier types of questions Learn to read for author’s craft or CCSS questions MultipleChoice
- 24. Strengths Next Steps Assessments Focus – Changes in the middle of the text Stay on topic in their essay - All the parts go together – Depending on the type of essay how do they transition from one part to another Essay work Details – are very literal Using details in a more interpretative, inferential manner and to elaborate for meaning Prompted Response Structure – is with beginning, middle, end Structure - Does it follow the structure of the essay or response and the bullets Essay or Response Conventions – Ends everything with a period Conventions – Needs to learn to end sentences with different types of punctuation for meaning Writing
- 25. SET UP How is class set up? Where is the meeting area? Where is the library? Does the library have the right levels ,different genres, reflect your data Student examplars Flow CHARTS Dok Level Charts reflect student needs Charts based not only on the unit but on what the reader writer need and shows scaffolding and transference Charts are transperent
- 26. Teacher Data – Conference notes, assessments, logs, student work, talk, reflection Student Data –Writing for reading, and writing, talk, etc
- 27. Initial Formative Summative
- 28. Class Reading Research AVOIDANCE __Takes too long to find book in schoolbag. __Takes too long to begin reading. __Tries to get a new book. __ Asks to leave the room __ Asks a question __ Spends too much time on RJ / Post-it. __Appears unfocused DISTRACTION __ Looking around the room. __ Frequent pauses / stops __ Reacts to slight changes in environment. __ Appears restless. INDIFFERENCE / DISRUPTIVE __ Clearly defiant. __ Distract others __Tries to communicate with others who are reading. ( verbal / nonverbal) __ “Playing” with pen, toy… __ Other
- 29. On Demand Performance Assessment Writing For Reading Read Aloud
- 30. Conferences Post its or reading trail Talk Rubrics Criteria Inquiry Study Notebooks and Drafts
- 31. Has to show research Has to show student and teacher accountability Has to show purpose
- 32. When researching you begin to notice that the student is not elaborating and growing ideas I love the way you describe the feelings of the character but you do it in one word and sometimes I wonder are characters that one dimensional and could you develop your ideas more.. When I look at Journey I can say journey is upset or which is what is says here in the text but is says so much more than that doesn’t it lets read about Journey. He is upset but conflicted do you see that so I could say that Journey is conflicted he would love to blame his grandfather for his mom leaving but right her he is looking at that photograph and realizes that his mom has a history of not being happy and walking away even when he feel and needed her. So one thing I want you to work on is to think about that one idea and how You can elaborate or grow that idea just like you did when we further explored Journey. *2 Journey When reading your student writing you notice that they are naming their character putting them in a setting but really not giving them a sense of story. I am really impressed with how you in your notebook have so many ideas about the texts you are reading. But you seem to move from one text to another and what Im thinking is if we can slow down. Can we take a text use what we know about the character and begin to think about questions we can ask ourselves about this character. Than we can use these questions to read the text with a different lens and can help us grow and elaborate on what we want to say about the text.
- 33. Are they literal Do they carry across one text two text Do they show a deeper level of interpretation Do they show knowledge of authors craft Do they show evidence of the central idea in Non fiction
- 34. Creating a rubric What Should It Look Like How do you use it
- 37. Any and all student work Lessons Small group work Data FromYears Prior
- 38. Who is there What position they have What can they lead
- 39. Recall and Reproduction Working with Skills and Concepts ShortTerm StrategicThinking Extended StrategicThinking