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PLAN 5: Analyzing and Responding to Data lkirklin.cs.chicago@gmail.com

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PLAN 5: Analyzing and Responding to Data lkirklin.cs.chicago_at_gmail.com Get Ready: Sit with someone teaching the same content as you this summer. – PowerPoint PPT presentation

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Title: PLAN 5: Analyzing and Responding to Data lkirklin.cs.chicago@gmail.com


1
PLAN 5 Analyzing and Responding to
Data lkirklin.cs.chicago_at_gmail.com
  • Get Ready Sit with someone teaching the same
    content as you this summer.
  • Have your diagnostic data handy.

It is a capital mistake to theorize before one
has data. - Sir Arthur Conan Doyle
2
Do Now- 7 min.
  • You have given your diagnostic assessment. Of
    your 30 students
  • 20 score below 50, 7 score between 50-75, 3
    score above 75
  • Do you
  • Continue with your Unit Plan as written and not
    re-teach any objectives?
  • Spend a week re-teaching the objectives 7
    students did not master?
  • Spend more than a week re-teaching every
    objective that a student did not master?
  • Some other option altogether? (If you choose
    this, define your option.)
  • What advantages do you believe your choice will
    have for your students?
  • What disadvantages do you believe your choice
    will have for your students?

3
Key Idea
  • Effective teachers dont only create plans they
    consistently reevaluate those plans based on
    their data, and make instructional decisions
    based on that analysis.

4
Objectives
  • CMWBAT
  • 1) Analyze their diagnostic data in order to
    plan effective instructional responses.

5
Related Rubric Actions
  • E-6 Evaluates and keeps track of students
    performance on assessments so that the
    teacher and students are aware of students
    progress on academic, behavioral, and
    investment goals.
  • C-1 Gauges progress and notable gap(s) between
    student achievement and big goals by examining
    assessment data.
  • Note You are not scored on these rows at
    institute. However, this skill of analyzing
    and responding to data is critical to the success
    of summer school students.

6
Output
  • Moving Forward
  • CMs will answer analysis questions about their
    diagnostic data for continued use in a follow-up
    CMA session designed to allow them to plan a
    response to this data analysis.

7
Question Based Agenda
Do Now How do I choose a plan of action?
Intro/ Opening Whats the Big Picture?
Intro to New Material
How do I collect data?
How should I analyze data?
How should I respond to data?
CS Modeling What does this look like in practice?
CM Practice How does it work for my class?
Closing What next steps am I taking?
8
Do Now Debrief
Which option did you choose? What advantages and
disadvantages were there? Was this a difficult
choice? Were you too paralyzed to even make a
choice? What other information did you want?
It is my responsibility to address my students
missing knowledge and skills while still keeping
the class on pace to meet our larger goals.
9
Types of Assessments (review from PLAN 2)
WHY
WHAT
EXAMPLES
WHEN



to evaluate and track growth and mastery to
evaluate efficacy of lessons
formal measurement of growth and mastery
unit assessments mid-terms year-end tests
SUMMATIVE
at the end of a set of lessons
throughout lesson cycle particularly during
Independent Practice
to inform your instruction, enabling you to make
data-based decisions
gauge of progress toward mastery of assessment
quizzes practice sets exit tickets
FORMATIVE
formal measurement of readiness on skills
foundational to your content
to make decisions about grouping, remedial
instruction, etc.
prior to instruction at the start of the year or
on a particular unit
DRA WRAP QSI math assessment for Chemistry
students
DIAGNOSTIC
10
What Information Can All Assessments Provide?
Type of Information
Extended Description





broad snapshot view of whole class performance on
entire assessment
Overall Class Average
indicates which obj. majority of students
mastered and which obj. students struggled with
Class Avg. on Specific Obj.
clear sense of how individual student performed
on an entire assessment
Indiv. Students Overall Scores
indicates which students need remediation on
which objectives
Indiv. Students Scores on Particular Obj.
helps you think about how particular objectives
might have influenced others
Trends Among Obj.
11
The Tracking Tool
Your TRACKING TOOL will help you manipulate all
this information BUT
Just as a wont build a
, your tracking tool wont ANALYZE your
data!!!
12
Key Ideas
  • It is my responsibility to adjust my instruction
    if I have evidence that my students arent
    learning.
  • and
  • My instruction must be informed by the ANALYSIS
    of data.

13
Purpose for Analyzing Data- Handout 1- (pg. 393)
  • Effective teachers analyze data in order to
    determine and confirm the following for the whole
    class, groups of students, and individual
    students
  • what to TEACH
  • what to REMEDIATE
  • what to ENRICH

14
Questions in Data Analysis
  • When looking at assessment data, you need to look
    for the following pieces of information
  • What are the class STRENGTHS?
  • What are the class WEAKNESSES?
  • What TRENDS do I see among objectives?
  • How might I GROUP students according to their
    relative mastery levels?

15
Post-Analysis Questions
  • After analyzing my data, I must
  • Determine the amount of flexibility I have in
    adjusting my unit plan.
  • Possible Remove objectives which have been
    mastered by the whole class.
  • Definite Consider if any pre-requisite skills
    are missing for objectives which are whole-class
    weaknesses.

16
Post-Analysis Decision-Making
  • My next step adjustments might include
  • Adjusting my entire instructional sequence to
    include objectives that I now realize students
    need (or to delete objectives that the whole
    class has mastered).
  • Finding time within my day/lesson to include
    remediation of objectives for individuals, small
    groups, or the whole group.
  • Finding ways to build in reinforcement of certain
    objectives during lessons focusing on other
    objectives.

17
Instructional Strategies to Re-Teach or
Reinforce- (pg. 394)
  • Methods for reteaching objectives / building
    prerequisite skills
  • Offering small-group instruction, to reteach
    content/skills explicitly
  • Including review or practice of target objectives
    in daily Do Nows/morning messages
  • Building in practice with taret skills/content
    through classroom centers
  • Offering differentiated homework assignments to
    ensure that students can continue to practice
    skills/content they need
  • Tutoring students on objectives they have not
    mastered before or after-school
  • Scaffolding independent practice so that it
    starts with prerequisite objectives and works up
    to more challenging, current objectives
  • Including questions related to previously-taught
    objectives in guided practice

18
Key Idea
  • The most effective teachers consistently analyze
    their data and make instructional choices based
    on those results.

19
CS Think-Aloud Analyzing Data (1 of 10) pg.
396-397
What are my classes strengths?
What are my classes weaknesses?
20
CS Think-Aloud Analyzing Data (2 of 10)
  • 79 of students mastered M03-S1C1-05 Write
    whole s through 100 in or out of order.

This is a whole-class strength, which is
important because this objective is foundational
to mastering others in the unit.
  • Over 50 of students mastered 3 other objectives
  • 63 M03-S1C1-10 Identify odd and even whole
    s.
  • 58 M03-S1C1-14 Compare measurable
    characteristics of
  • two objects.
  • 58 M04-S1C1-02 Order 3 or more whole s
    through 100.

Were pretty weak on the rest of the objectives
student mastery does not exceed 50 on any of
them.
21
CS Think-Aloud Analyzing Data (3 of 10)
What trends are there among objectives?
22
CS Think-Aloud Analyzing Data (4 of 10)
  • 4 objectives deal with representing whole s in
    different forms
  • M03-S1C1-06, M03-S1C1-07, M03-S1C1-08, M03-S1C1-09

Even though 79 can write whole s, my students
are having trouble with place value and
representing numbers in different ways.
23
CS Think-Aloud Analyzing Data (5 of 10)
What pre-requisite skills might be missing?
24
CS Think-Aloud Analyzing Data (6 of 10)
Im going to have to further examine how the 1st
objective (writing whole s) is connected to the
4 dealing with representing these numbers in
different forms.
AND
  • 50 of students mastered M03-S1C1-16 Measure a
    given object using appropriate units of measure.

I think this is a pre-requisite skill to other
objectives in this unit that are about
measurement and accuracy.
25
CS Think-Aloud Analyzing Data (7 of 10)
What are the strengths and challenges of
individual students?
26
CS Think-Aloud Analyzing Data (8 of 10)
  • Mae Kirby 71 on diagnostic

Ill need to build in additional methods of
enrichment for Mae maybe I can look at
objectives that come after this unit to challenge
her further.
  • 5 students Michael Ball, Marquis Ford, Ben
    Malinek, Dara Rodriguez, Elliot Sierra scored
    in the 20 range on the diagnostic

Ill need to do some small group and individual
remediation with these students and perhaps
with the students who scored in the 30 range as
well
  • 4 out of the 5 above missed the 1st objective on
    writing whole s

Ill need to start with that objective, as it is
foundational to mastery of the others.
27
CS Think-Aloud Analyzing Data (9 of 10)
What techniques might I use to reinforce those
objectives with low mastery?
28
CS Think-Aloud Analyzing Data (10 of 10)
  • School expects teachers to execute the unit plan
    as it is given not much room for rearrangement
    or modification.

I dont think I should use the same strategy for
every objective and every group of students
  • Small Group Work 5 weakest students during lunch
  • Daily Do Now whole-class practice of problems
    that use students prior knowledge build
    students up to that days objective
  • Scaffolded IP start with easier problems and
    build up
  • Differentiated Hmwk. all students get to
    practice the objective, but at varied levels
    of complexity

29
An important know on strategically pairing/
grouping students
  • Top Half
  • Mae Kirby- A
  • Avion Miller- B
  • John Palmer- B
  • Sonia Wang- B
  • Oliver Adams- C
  • Alex Barnett- C
  • Shawn Brothers- C
  • Sarah Jefferson- C
  • Lucille Michaels- C
  • Alicia Samson- C
  • Tamar Weaver- C
  • Max Webb- C
  • Bottom Half
  • Ashley Dukes- D
  • Jessica Smith- D
  • Kathie Stephenson- D
  • William Walters- D
  • Eric Zee- D
  • Pat Goodberg- E
  • Rachael Lott- E
  • Marquis Ford- F
  • Elliot Sierra- F
  • Michael Ball- F
  • Ben Malinek- F
  • Dara Rodriguez- F

30
Practice Analyzing YOUR Diagnostic Data pg. 395
  • Immediate Task (in this session)
  • Analyze your diagnostic data by answering the
    questions on the Student Data Analysis handout.
  • Next Task (in follow-up CMA session)
  • Figure out how to respond to your diagnostic
    data, based on the analysis you do in this session

31
Closing Evaluation of Process
Think back to the analysis work you just did
What are the challenges of this process?
What are the strengths of this process?
32
Closing Key Idea Recap
  • Answer the following
  • With regard to data analysis, what do effective
    teachers do?
  • What does effective data analysis consider?
  • Why is adjusting plans based on data necessary?

33
Next Steps
  • Comparing your responses to the data analysis
    questions to those of your collaborative
    partners.
  • Working in a follow-up CMA session to determine a
    response to your data analysis.
  • Adjusting your Unit Plan
  • Planning for Academic Intervention Hour
  • Tracking and responding to student data
    throughout the summer.

34
Bottom Line
  • It is my responsibility to adjust my instruction
    if I have evidence my students arent learning.
  • Take 2 min. to complete your Corps Member Can
    self-tracker.
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