Investigating Mid-Year Data - Standards Mastery
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How to investigate the quality of your mid-year assessment data, and triangulate those data with other sources of quantitative and qualitative data.
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This document discusses investigating mid-year reading growth data. It emphasizes that data represents students and teachers should treat data ethically. When analyzing data, teachers should ensure assessments are scored correctly and look at multiple sources to understand what the data means. The example of student Reese shows how a teacher used running records, homework logs, observation, and a student conference to discover the real issue was Reese reading books above her level, not just inference questions. This demonstrates triangulating data to best understand student needs and determine the proper instructional response.
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Reporting on Mid Year Data - Standards Mastery
1) The document provides guidance for teachers to summarize their mid-year data on student mastery of standards and character traits.
2) Teachers are instructed to check their overall average standard mastery for standards assessed to date and for all standards to gauge student progress and likelihood of end-of-year success.
3) Additional measures like pacing, coverage, and progress toward ambitious goals are to be reviewed and areas of strength or need identified.
Counting An Assessment Question As Zero Points
To prevent an assessment item from counting toward the overall class average in the tracker, teachers can remove the standard ID and points possible associated with that item. This will blank out the average for that item so it is not included in calculations, while keeping the student response data. Common appropriate reasons to exclude an item include if it assessed unintended content or had factual errors, while poor student performance or running out of time are not valid justifications.
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This document discusses investigating mid-year reading growth data. It emphasizes that data represents students and teachers should treat data ethically. When analyzing data, teachers should ensure assessments are scored correctly and look at multiple sources to understand what the data means. The example of student Reese shows how a teacher used running records, homework logs, observation, and a student conference to discover the real issue was Reese reading books above her level, not just inference questions. This demonstrates triangulating data to best understand student needs and determine the proper instructional response.
Responding to Mid-Year Data - Reading Growth
How to identify what needs to happen quantitatively to meet end-of-year goals, and how to set instructional next steps.
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The document provides guidance for teachers to summarize mid-year reading growth data in their assessments. It instructs teachers to record their current overall average reading growth, the percentage of students meeting ambitious goals, and their most recent character average and growth. Teachers are told to note any increases or decreases in character data from the previous round and explain why. The document also notes how to account for students who left the class.
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How to identify what needs to happen quantitatively to meet end-of-year goals, and how to set instructional next steps.
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1) The document provides guidance for teachers to summarize their mid-year data on student mastery of standards and character traits.
2) Teachers are instructed to check their overall average standard mastery for standards assessed to date and for all standards to gauge student progress and likelihood of end-of-year success.
3) Additional measures like pacing, coverage, and progress toward ambitious goals are to be reviewed and areas of strength or need identified.
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To prevent an assessment item from counting toward the overall class average in the tracker, teachers can remove the standard ID and points possible associated with that item. This will blank out the average for that item so it is not included in calculations, while keeping the student response data. Common appropriate reasons to exclude an item include if it assessed unintended content or had factual errors, while poor student performance or running out of time are not valid justifications.
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The document provides guidance on finalizing end-of-year standards mastery data by outlining several steps to verify the data is accurate and complete. These steps include ensuring the tracker includes the teacher's name and finalized roster, at least two assessments were administered and the data from those assessments was entered for all students and standards, the tracker is error-free, and progress toward mastery goals was calculated. Taking these steps will help ensure students receive an honest and accurate assessment of their learning.
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1. Prairie Rose School Division is using summative assessment data to set goals for enhancing student learning and engagement through classroom assessment, and to gather information about achievement levels in literacy, numeracy, and engagement for parents, schools, and education departments.
2. Teachers are analyzing MYA data to improve achievement in key areas for all learners, provide a focus for school plans and professional development, and address issues of equity and closing achievement gaps.
3. When looking at MYA and other assessment data, teachers identify strengths and needs, prioritize ideas for improvement as goals, and consider factors like student demographics that provide context for the results.
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1. 5.1 Identify and appropriately utilize qualitative data collection techniques.
2. 5.2 Identify and appropriately utilize quantitative data collection techniques.
This chapter introduces qualitative and quantitative data collection techniques that can be used to systematically investigate an area offocus. These techniques include using direct observation, interviews, questionnaires, attitude scales, new and existing records, artifacts,teacher-made tests, standardized tests, and school-generated report cards.
Reflection on Action Research
James Rockford
James Rockford is an elementary teacher in a rural school district in Oregon. James is responsible primarily for teaching music andcomputer keyboarding skills to young children and initially became involved with action research as part of a statewide actionresearch initiative. As a result of his first attempt at doing action research and his effort to make it a standard part of his teaching,James has also worked as a mentor for other teachers in his region. James’s story highlights the importance of collecting data froma variety of sources to fully understand the effects of an intervention on student outcomes.
It seemed to be a perfect match. I had charge of a new computer lab and a mandate to develop a program of instruction to match thecurriculum guide, and I needed a “problem” for a collaborative action research class.
The only software that came with the computers was a popular program to teach keyboarding and ClarisWorks. It didn’t make any sense tospend several thousand dollars to teach keyboarding, so the problem became, “How does keyboarding instruction enhance students’ abilityto use word processing, database, spreadsheet, and draw functions?”
Looking at the literature proved to be a formidable problem because there wasn’t a good academic library in the area. The local communitycollege had one online computer to access ERIC (Educational Resources Information Center) through the World Wide Web if I gave searchterms to the librarian. A little help came, but I preferred to do the search myself. Our school was not yet online, so I resorted to using myson’s computer. A quick survey of the literature showed plenty of research on keyboarding but not much focused on young children.Opinions ranged from “Start them as early as possible” to “Avoid bad habits” to “Don’t bother because they can hunt and peck as fast asthey can type.”
The problem proved to be a little overwhelming in that I had just started an instructional program to teach all the keyboarding skills, and itbecame obvious that results would be harder to get for database, spreadsheet, and draw functions. As a result, I decided to look initiallyonly at the effect of teaching keyboarding on word processing for students in grades 4 through 6.
This was supposed to be a collaborative venture, so my first task was to enlist the help of the teachers in grades 4 ...
Murnane, K.P.B.A.C. J. (2020). Data Wise, Revised and Expanded.docx
Murnane, K.P.B.A.C. J. (2020). Data Wise, Revised and Expanded Edition. [VitalSource Bookshelf].
Retrieved from https://bookshelf.vitalsource.com/#/books/9781612505237/
5
EXAMINING INSTRUCTION
Elizabeth A. City, Melissa Kagle, and Mark B. Teoh
FRANKLIN MATH DEPARTMENT HEAD MALLORY GOLDEN BEGAN THE
MEETING BY acknowledging the department’s work: “Well, we’ve made a lot of progress
so far. We’ve decided that our learner-centered problem is that students are not able to
solve multistep problems very well. Now, our next step is to understand why they’re
having so much trouble with multistep problems.”
“Are we really going to talk about this for another meeting?” interrupted Eddie. “All we
do is talk. Students are going to fail the state test again while we sit around and talk.”
“I hear you,” replied Mallory. “But my question is, what’s happening—or not happening—
in our teaching that’s leading our students to struggle with multistep problems?”
“Look, it’s not as if we haven’t taught multistep problems,” responded Eddie. “They’re in
every book I’ve used, not to mention on the state test. It would help if kids would do their
homework and come prepared to class, but I don’t see that happening anytime soon, so I’ll
give them more multistep problems to work on in class.”
Educators are constantly solving problems. These
problems range from simple (a student doesn’t have a
pencil) to complex (a student doesn’t understand an
assignment or two students aren’t getting along). To
manage the steady stream of problems, we tend to leap to
solutions. However, many of the problems we face are too
complicated for us to solve quickly on our own.
The learner-centered problem you have articulated by
digging into data is a complicated problem—if it were an
https://bookshelf.vitalsource.com/#/books/9781612505237/
easy one, you would have solved it by now. To solve it, you
need to understand its teaching dimensions as well. While
many factors outside of school influence children’s
learning, these are outside the reach of most teachers.
What educators can control is teaching. Teaching,
therefore, will be the focus of the action plan. You need a
process that allows teachers to take responsibility for
solving the problem, instead of backing away from it
because they feel it’s not their problem, or that they can’t
do anything about it anyway, or that they’re being blamed
for it.
To do this, you reframe the learner-centered problem as a
“problem of practice” that, if solved, will mean progress
toward your larger goals for students.1 The problem of
practice is:
Directly related to the learner-centered problem
Based on evidence found when examining instruction
Within the school’s control
https://jigsaw.vitalsource.com/books/9781612505237/epub/ops/xhtml/notes.html#ch05fn1
A statement about practice, not a question
Specific and small
Not only does identifying the problem of practice lay important groundwork for future action, it
also saves time. Even though.
Case study
This document presents a case study on absenteeism among students. It defines absenteeism and identifies some common causes such as illness, financial difficulties, and dual environments. The case focuses on a student named Mark who frequently misses class due to issues like teachers humiliating students, a lack of educational facilities, and teachers' negative attitudes. To address the problem, the document recommends improving school hygiene, monitoring attendance, communicating with students, and providing scholarships to support financially struggling families. It also suggests training teachers on positive student interaction and hiring more janitorial staff. The goal is for Mark to improve his academic performance by focusing on school with a more supportive environment and relationships.
Data informed decision-making
The document outlines a learning-centered leadership development program that teaches school leaders to use data-informed decision making. It covers topics such as understanding different types of data, overcoming fears about using data, and establishing a collaborative inquiry process among teachers to analyze data and identify areas for improvement. The goal is for principals and aspiring principals to learn how to utilize data to effectively monitor student achievement and implement evidence-based initiatives to improve learning outcomes.
National University Showcase
This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
Intro to RTI
This document provides information about response to intervention (RTI) practices at Ranchwood Elementary school. It discusses how RTI is used to identify and support students struggling academically as early as possible. It also outlines guidelines for placing students into different intervention tiers and using data to monitor their progress and determine if they qualify for special education services. The goal of RTI is to improve outcomes for all students through early and increasingly intensive intervention.
The mistake of freshman
This document outlines a research study on the common mistakes made by freshman college students. The study aims to identify challenges freshmen face in their first year so future students can better prepare. It will survey current sophomores and juniors about their experiences as freshmen, and interview freshmen about difficulties they currently face. A literature review found that freshmen often struggle with time management, lack of social skills, and not defining life goals. The study will use questionnaires and interviews to collect both qualitative and quantitative data, which will be analyzed to test hypotheses about mistakes freshmen commonly make and how they can be avoided. The results are intended to help freshmen succeed and make fewer errors in their critical first year of college.
Episode 4
The document summarizes the observations of a student who observed 4 resource teachers' classes using observation sheets. The observation sheets focused on analyzing the levels of cognitive processing demonstrated by students based on Bloom's Taxonomy and Kendall and Marzano's frameworks. The student observed that while most classes demonstrated lower levels like remembering and comprehension, higher levels like analysis, evaluation and creation were not fully demonstrated. The student reflected that teachers are mostly focused on lower levels of information processing and share some responsibility for limiting students' cognitive engagement.
Technology presentation
The document discusses various ways that technology can be used to engage students and keep parents informed. It recommends creating a Yahoo group to share information with parents, using Microsoft Word to create a monthly newsletter for parents, and posting student grades and test analysis on the Yahoo group using identification codes. It also discusses using the ARIS system to track student data and make it available to teachers and parents.
Grading System Essay
Online Grading System
Traditional Grading System Essay
Essay on Grading System Reform
Grading System
Standard Grading Scale
Grading System Rationale
K-12 Grading System
Grading System
Field Study 4 Episode 3
The document discusses a student's field study experience observing a teacher, Miss Melojane Sarabia. It summarizes the teaching and learning process the student observed in three parts: planning, implementation, and evaluation. In the planning phase, the teacher used a guide to outline topics but did not have formal lesson plans. During implementation, the teacher reviewed sets and gave examples and exercises. For evaluation, the teacher gave a quiz covering the new topics and previous lessons. The student also observed examples of behavioral, cognitive, reception, and discovery learning theories in the classroom.
First Hand Learning: Group 1
The document discusses a problem that First Hand Learning, a nonprofit that promotes science education, is facing with declining student engagement in their after-school programs. It proposes surveying students to understand why engagement is dropping and how to make the programs more interesting. A sample survey is designed with questions about students' enjoyment of science activities and the after-school program. Implementing the surveys revealed challenges getting accurate feedback due to variables like students' ages and pressures, and limitations in surveying all target students. In the end, the results were incomplete due to issues in execution and may not fully explain the engagement problem.
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Investigating Mid-Year Data - Standards Mastery
- 1. INVESTIGATING MID-YEAR DATA – STANDARDS MASTERY
- 2. The numbers in your trackers are more than just numbers They represent the achievements of the young men and women you teach. They represent people. https://commons.wikimedia.org/wiki/File:Student_in_Class_(3618969705).jpg
- 3. As you use these data it is incumbent 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 https://www.jisc.ac.uk/blog/enhancing-student-services-with-digital-engagement-11-jun-2015
- 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 standards mastery 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 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 full rigor of the standard.
- 10. A data-literate teacher may ask… What is the overall quality of my assessment questions?
- 11. Only to find that… a few standards that have only been assessed with one item—likely not 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 some standards mastery data, focusing in on individual student performance Mel is struggling. His average standards mastery is 36%. That’s pretty low.
- 16. A closer look shows that Mel’s performance isn’t consistent across standards A particularly interesting trend is that Mel has low mastery for several standards. This is not a trend that exists for other students on these standards, nor is it a trend for the majority of the other standards Mel has been taught.
- 17. What could be going on here?
- 18. A closer look shows that Mel is struggling with four standards in particular
- 19. Sounds like Mel needs to be re-taught these four standards…
- 20. Or does it? Or does it?
- 21. Mel’s teacher decided to look at other assessment data to see what was going on A review of Mel’s exit tickets from days when these four standards were taught show Mel was able to demonstrate understanding of the content. However, Mel’s teacher also discovered that he was missing several exit tickets from Mel. Mel’s teacher doesn’t track exit tickets, he simply uses them to inform the next day’s instruction, so he didn’t notice this before. https://pixabay.com/en/ticket-coupon-cinema-theater-311560/
- 22. His teacher also looked to other sources of quantitative data to learn more This made Mel’s teacher look at his attendance log. Mel received a perfect attendance award in the first quarter, so Mel isn’t someone that he usually thinks of as having an attendance issue. That’s when Mel’s teacher noticed that Mel has been missing more and more school lately, and that he missed much of the instruction for the four standards where he is struggling the most. https://www.vertex42.com/Files/pdfs/2/attendance-record.pdf
- 23. Finally, Mel’s teacher looked to qualitative data to better understand https://commons.wikimedia.org/wiki/File:A_boy_runs_at_the_Pentagon_Memorial_Sept_120911-D-NI589-158.jpg Mel’s teacher made it a point to observe Mel’s behavior closely over the next couple of days. He didn’t notice anything unusual except that Mel seemed to be rushing to class. Mel’s teacher noticed him running through the school courtyard each morning.
- 24. Mel’s teacher scheduled a conference with him the next day During that conversation he learned that Mel recently took on the responsibility of walking his little sister to school each morning. Mel shared that he has a hard time getting her to school on time, and making his own first period class on time. Mel said he’s embarrassed to walk into the class late, so he has been sitting out first period if he can’t make it there by the bell. http://www.publicdomainpictures.net/view-image.php?image=123061&picture=glasses-on-a-school-desk
- 25. While Mel does need additional opportunities to master the four standards where he is most struggling, the real intervention Mel needs is a strategy and accountability system for getting to school on time each day.
- 26. This is what we call triangulating data Your tracker and assessment data are a great start. However, data-literate teachers also look to other sources of quantitative and qualitative data to understand what those data mean, and to use those findings to inform their instructional responses.
- 27. 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?