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Data Crazy

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Data Crazy Please get a clicker and all handouts. Sara Herrin Schelsy Smith – PowerPoint PPT presentation

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Title: Data Crazy


1
Data Crazy
Please get a clicker and all handouts.
  • Sara Herrin
  • Schelsy Smith

2
Findley Elementary School
  • Northside of Des Moines
  • 315 students in K-5, head
  • start and autism program
  • 2010-2011 labeled
  • Persistently Low Achieving
  • School. We went through the
  • Transformation Model.
  • Turn Around Arts 2012
  • 96 free and reduced
  • 30 African American, 30Latino, 30 white, and
    10 Asian and other.

3
U.S. Department of Education Releases School
Improvement Grant (SIG) Data Analysis November
21, 2013
  • Findley Elementary School in Des Moines, IA,
    instituted a strong leadership focus, unwavering
    emphasis on Iowa Core academic standards, and an
    intense attention to data. Math proficiency rose
    from 59 percent in SY 2009-10 to 67 percent in
    SY2011-12. During the same timeframe, Findley
    improved its proficiency in reading from 54 to 72
    percent.

http//www.ed.gov/news/press-releases/us-departmen
t-education-releases-school-improvement-grant-sig-
data-analysis
4
(No Transcript)
5
Purpose for Today
  • Walk away with Data Ideas for your classroom
  • Using I can statements to create Common
    Formative Assessments and artifacts
  • Standard Referenced Grading and student mastery/
    proficiency
  • What to do with all the data

6
Clickers
7
Breaking down standards into student friendly I
can statements
8
Start of a New Unit
  • How am I going to tell the students?
  • What do my students need to know?
  • Develop I can or prove it statements
  • Start with standards for the unit being taught
    and break it apart.
  • Develop a Pre-test
  • Should be short
  • Can be 1 or 3 questions for each standard
  • Can be the post unit test with multiply question
    questions removed and a place for students to
    write a short answer response.
  • Purpose
  • -See what students already know
  • -Focus for instruction
  • -Goal setting

Hopefully your district provided you with a
pacing guide. If not, guide your self from the
curriculum.
9
Goal Setting
10
Reading Standard Categories
  • Iowa Common Core fall into
  • There are four main categories for reading
  • 1. Key ideas and details (1-3)
  • 2. Craft and structure (4-6)
  • 3. Integration of knowledge and ideas (7-9)
  • 4. Range and level of text complexity (10)

11
Breaking Standards Apart
  • I can correctly identify different text
    structures explain their purpose and provide
    evidence in the form of signal words or features
    for each different text structure.
  • Chronology (sequence)
  • Compare and contrast
  • Cause/ effect
  • Problem/ solution
  • Describing
  • RI.4.5 Describe the overall structure (e.g.,
    chronology, comparison, cause/effect,
    problem/solution) of events, ideas, concepts, or
    information in a text or part of a text.

12
Literature 3
  • RL.4.3
  • Describe in depth a character, setting, or event
    in a story or drama, drawing on specific details
    in the text (e.g., a characters thoughts, words,
    or actions).
  • I can describe in depth a character, setting, or
    event drawing on Key Details in the text.
  • Thoughts
  • Words
  • Actions

13
Breaking standards apart and coving over multiply
units
  • RI.4.2
  • Determine the main idea of a text and explain how
    it is supported by key details summarize the
    text.
  • I can use Key details to support and identify the
    main idea.
  • I can use main idea and key details to summarize
    the text in my own words.

14
Displaying I can Examples
15
Purpose Board
16
So far
  • Pre-test given and recorded data
  • Students write goals for the unit. Need to be
    displayed or in a notebook they use everyday
  • Next Create 2 or more CFAs that match the
    standards to guide instruction and check for
    mastery

17
Common Formative Assessment
  • Common Formative Assessment An assessment or set
    of assessment items created collaboratively by a
    team of teachers responsible for the same grade
    level or course. Assessment data is used to
    identify students who need additional support,
    effective teaching strategies, specific areas in
    which students are having difficulty, and
    improvement goals for the teachers and the team.
  • (adapted from Learning By Doing, Dafour et. al.
    2006)

18
Where to find CFA passages
  • Old tests or ones your district doesnt use
  • Weekly passages
  • A to Z online resource
  • Super teacher (30 for a whole year)
  • Passages from books or other texts
  • Resources from teaching book
  • Everyday comprehension
  • Scholastic
  • Time for kids

19
Developing the CFA
  • Once passages are selected write questions that
    match your standards.
  • Open ended questions are the best because
    students have to explain their thinking.
  • Think about Blooms and the verb used in the
    questions.
  • Develop rubrics
  • Exceeding 4, Proficient 3, Developing 2,
    Beginning 1
  • Multiple choice questions are fine but make sure
    you dont give the answer away.

20
Example of student check off of I cans statements
21
Example of Formative Assessment for Reading
22
Math
  • Easier to create because standards are more
    direct.
  • Categorize and Prioritize each Units standards.
  • Post standards directly on probe(Quizzes)
  • Use Probes to create skill based groups and guide
    all instruction.

23
Standard Referenced Grading and Student Mastery
and Proficiency
  • How confident are we that the grades assigned
    to middle school and high school students are
    consistent, accurate, meaningful, and supportive
    of learning?

24
Standard Referenced Grading
  • Des Moines Public Schools commits to all
    stakeholders to provide fair, accurate, specific,
    and timely information regarding student progress
    towards agreed upon common standards as well as
    feedback for next steps and growth areas. Grades
    communicate what students know and can do.

Fair The same work, by the same student, should receive the same grade, even if the teacher is different.
Accurate Grades are based solely on achievement, which means other factors, like behavior and attendance, are not used to calculate a grade.
Specific Grades are specifically tied to clearly articulated learning goals.
Timely Feedback to students is so timely that students can actually use that feedback, right away, to improve their performance on tests and assignments.
Adapted from Elements of Grading, A Guide to
Effective Practice, Dr. Douglas Reeves
25
Process or Order
  • Organize learning topics into reporting clusters
  • Collect and score artifacts over learning topics
    and record.
  • Look for pattern over time of artifacts for each
    learning topic.
  • Average all learning topic in a reporting cluster
    for that score.
  • Average all the Reporting Clusters to get a final
    grade for that subject.

Data Teams
New idea
Same
26
Final Grade
Reporting Cluster
Reporting Cluster
Reporting Cluster
Reporting Cluster
Average
I can
Learning Topic
Learning Topic
Learning Topic
Learning Topic
Average
Average
Artifact
Artifact
Artifact
Artifact
Artifact
Pattern over time
27
Vocabulary
  • Reporting Clusters are the components that make
    up that subject.
  • Learning topics are I cans statements that match
    the standards being taught.
  • DMPS Grading Handbook
  • Reporting Cluster identification for a group of
    standards
  • Learning Topic topics can directly match a
    standard or a meaty standard can contain
    several smaller topics

28
Grading Practices
  • 4-point scale and then conversion to a Grade
  • Separating Behavior from Academics
  • Body of Evidence (same artifacts/ CFAs)
  • Multiple Opportunities to Demonstrate Proficiency
  • Accommodations and Modifications

29
Grade Translation
  • Grade Translation Scale Academic Descriptor
  • A 3.00 to 4.00 4 Exceeding
  • B 2.50 to 2.99 3 Proficient
  • C 2.00 to 2.49 2 Developing
  • D 1.00 to 1.99 1 Beginning
  • F Below 1.oo

There needs to be a conversation about what a 4
looks like and so on. A 4 is going to be a high
rigor.
30
Grading
  • Student do not receive zeros
  • If students didnt turn something in they receive
    a M for missing.
  • In standard referenced grading you look for
    patterns over time. If a students is missing
    artifacts, they to make it up.
  • Each learning topic/ standard needs to have at
    least 3 different opportunities

31
Behavior
  • Behavior has its own rubric
  • When behavior is taken out of a grade, the grade
    truly represents students level of mastery on a
    standards.

32
Bodies of Evidence
  • Grade levels need to have the same artifacts
  • All artifacts are truly Common Formative
    Assessments (CFAs)
  • Math probes
  • Reading graphic organizers
  • Writing
  • Clicker assessment
  • Projects
  • Presentations
  • Pictures of a task
  • Performances (arts integration)
  • Unit Test

Remember Rigor
Multiple opportunities
33
Clickers
34
Examples of artifacts
35
Qrafter and QR Creator
36

37
Examples of artifacts
38
Pre and Post Tests Grading
  • All pre and post tests are aligned with the
    standards.
  • Each standard gets a post test score in the 4
    point scale. This is where 4 (exceeding) needs to
    be available
  • One way to do this is when students score 100 on
    the post test for that standard.
  • 4100 3 99 to 80 279 to 50 149 and below

39
Effective Tools and Feedback Time
Tool to Assess Immediate Delayed Whole group Small group Individual
Pencil paper test X X X X
Verbal response X X
White boards X X X X X
Writing (WTL) X X X X X
Technology -Ipads -Clickers -Computers X X X X X
ARTS -Drawings -Tableaus/ acting -Songs X X X X
40
Accommodations and Modifications
  • IEPs trump ALL
  • Modifications are important. That is why
    standards get broken apart.
  • Shortened number of questions for learners that
    take longer and increase the number and give a
    more rigorous task for students who are exceeding

41
Example of 4 and 3
42
Example of a 4 in Math
43
Helpful Hints
  • Probes
  • I cans on the top of probe, test, learning
    activity.
  • This allows students know the exact standard they
    are working on.
  • Numbering probes
  • This also allows for students to easily record
    the artifact
  • Writing text title on top or lesson number

44
Data
45
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46
Student Reporting Cluster at a Glance
  • Once a CFA or artifact is graded it is given back
    to the student to record their progress.
  • Turn to your neighbor and have a conversation
    about the purpose of student reporting sheets.
  • http//www.youtube.com/watch?vHK48wlRn9M8

47
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48
I Can check off
  • http//youtu.be/fo2aA7rfqpE

49
Post Test
  • Students reflect on their goal.
  • Growth goals
  • Reward for meeting goal

50
Data Walls
  • Creation- any open space. Can be creative or
    simple.
  • Ideas
  • Pre and Post
  • Fluency/ rate
  • Math facts
  • BRI/ ARI
  • Guided reading level or Lexile

51
Data Walls
  • Organization
  • Pre to post
  • In and out of room

Reading Math
Purple 95 to 100 100
Green 94 to 80 99 to 80
Yellow 79 to 70 79 to 70
Orange 69 to 60 69 to 60
Red 50 59 and below
52
Data Walls
  • Conversations/ reflections with students
  • Make your room full of students who talk about
    their academic progress.
  • Every student needs to know where they are
    compared to the standards.
  • If they are below, they need to know how they are
    going to accomplish their goal.

53
Think, Pair Share, Record
  • What is one barrier you see for yourself so far
    in this process.

54
Data Wall Examples
55
Data Wall Examples
56
Data Wall Examples
57
Data Wall Examples
58
Data Wall Examples
59
Data Wall Examples
60
Intervention Data
61
One Students Data Points for Reading
62
Video of First Lady
  • http//www.whitehouse.gov/photos-and-video/video/2
    013/11/22/first-lady-honors-national-arts-and-huma
    nities-youth-program-award

63
  • Questions/ feedback
  • Take some time to create a new idea you learned
    today
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