ECE SGA 202 slideshare_1.3_v1.00
- 1. INVESTIGATING MID-YEAR DATA – STANDARDS GROWTH
- 2. The numbers in your trackers are more than just numbers They represent the growth and development of the children you teach. They represent people.
- 3. As you use these data it is incumbant on you to think about what those numbers stand for And as you act upon those data it is your obligation to take ethical and responsible actions.
- 4. In addition to treating your data with care, mid-year is a great time to step back and deepen your understanding of your data
- 5. How do you know your data are signaling the right message?
- 6. Let’s keep looking at your standards growth data. But where did these data come from?
- 7. To understand your data is to understand the quality of your assessment
- 8. A data literate early childhood teacher may ask… How well is my assessment aligned to my standards and instruction?
- 9. Only to find that… Assessment questions are aligned to the standard, but not the specific indicator you are assessing… Or …not to full rigor of the standard.
- 10. A data literate early childhood teacher may ask… What is the overall quality of my assessment and it’s questions?
- 11. Only to find that… A few standards have been assessed infrequently and my children have not had enough at-bats for a reliable measure of learning
- 12. A data-literate teacher uses this information to improve his future assessments, and deepen his understanding of the data in his tracker
- 13. Your assessment template provides guidance for how you can investigate the quality of your data
- 14. If we are trying to discern if our data are signaling the right message, we probably also want to look beyond our trackers and assessments
- 15. Let’s look at standards growth data, focusing on individual student performance
- 16. A closer look show’s that Jayden’s performance isn’t consistent across standards A particularly interesting trend is that Jayden overall is demonstrating growth and mastery of indicators across standards.
- 17. What could be going on here?
- 18. A closer look shows that Jayden is struggling with four standards in particular
- 19. Look’s like Jayden is specifically struggling with literacy related standards…
- 20. Or does it?
- 21. Jayden’s teacher decided to look at qualitative documentation data to see what was going on A review of Jayden’s work samples and the teacher’s observational notes showed that Jayden is able to demonstrate greater understanding of the literacy content. Jayden’s teacher realized that each time she gave Jayden a one-on-one assessment he seemed distracted.
- 22. His teacher also looked at other sources of quantitative data Which made her wonder if there were other factors affecting Jayden’s performance during her one on one assessment’s.
- 23. Jayden’s teacher decided to have a conference with him the next day During the conversation she learned that Jayden didn’t like literacy testing because he was missing free play. He is so worried about making sure that he got to go to free play that he answers as quickly as possible to complete the assessment.
- 24. This is what we call triangulating data Your tracker and formal assessment data are a great start. However, data literate early childhood teachers also look to other sources of quantitative and qualitative data to understand what does the data mean, and to use those findings to inform instructional responses.
- 25. Now that you can answer the question how do I know? It’s time to answer our next question: What needs to happen to reach our goals by the end-of- year?