Transcript Using Classroom Data to Monitor Student Progress

Data for Student Success
Using Classroom Data to
Monitor Student Progress
“It is about focusing on building a culture of quality data
through professional development and web based
dynamic inquiries for school improvement.”
Investigating Module: Using Classroom Data
to Monitor Student Progress
• Professional Development
• Resources to support
• Inquiry tool to support
Module: Using Classroom Data to
Monitor Student Progress
• www.data4ss.org
– Outcomes
– Agendas
– Worksheets
– Tutorial
– Power points
• Adjust workshop resources based on
audience
Assessing Progress
• What data source will provide the
information needed to monitor?
– Long-term data – information gathered
annually
– Medium-term data – gathered systematically
at periodic intervals
– Short-term data – information collected daily
or weekly from students’ work/responses
What do teachers need to know
to assess for learning?
• Using the previous protocol – Retelling
– What do teachers need to know about the
concepts and skills?
– What do students need to know about the
content? What do students need to be able to
do to be proficient?
– Need to begin with the end in mind
Activity Objectives
• This activity is designed to provide a
process to unpack a standard, benchmark
or GLCE.
• This activity will enable schools to
determine what students will need to know
and be able to do in a concise format.
What is the process?
• How do we unpack the standards or
GLCE?
• Based on the work of Larry Ainsworth,
“Unwrapping” the Standards: A Simple
Process to Make Standards Manageable
Process
• Determine the Standard to be assessed
– Determine any related indicators
• Learning outcomes
• Underline important nouns (concepts) and
circle verbs (skills)
• Create a graphic organizer
– List concepts – What do students need to
know?
• Nouns or noun phrases
Process continued
– List skills – What do students need to be able
to do?
• Verbs
• Attach the skill to the target
– Topic or context – What vehicle will the
information be provided through?
– Big Ideas
• Understandings – abstract concepts
– Essential Questions
• Higher level thinking skills
“Unwrapping” Retelling
• Resource book – Section 5
• Content Standard 1: All children will read
and comprehend general and technical
material.
– Early elementary benchmark 3: Employ
multiple strategies to construct meaning,
including word recognition skills, context
clues, retelling, predicting, and generating
questions
“Unwrapping” the GLCE
• R.CM.03.02
• Retell in sequence the story elements of
grade-level narrative text and major
idea(s) and relevant details of grade-level
informational text.
“Unwrapping” continued
• Model of the process - GLCE
– Determined concepts and skills
– Determined what students need to know
– Determined what students need to be able to
do
– Determined the topic or context – how will this
be delivered
– Big Ideas
– Essential questions
GLCE Unpacking
• What does this GLCE ask our students to
know and be able to do?
• Do we have an assessment in place to
measure the progress? Does this
assessment have predictive value?
• Where is it taught in the curriculum?
Digging Deep into School Data
at the Student Level
What are the student centered
learning issues? Let’s find out.
Tool: Comparative Item Analysis
What is our data telling us?
Second Year in a Three Year
Trend
What have we discovered?
Background - Released Item 56
• MEAP results indicate students learning
issues with application of learning in
constructing graphs
• Released Item 56 – constructed response
from grade 6 Math MEAP
– D.RE.05.02 – Data and Probability
Confronting the Instructional
Issue in Item 56
• MEAP released item 56 - 2005
• GLCE and how it is assessed – Grade 6
• Start with the end in mind – how assessed
– Complete the problem
– “Unwrap”/unpack the GLCE
• Circle the verb – skill – Students able to do…
• Underline the noun and/or noun phrases –
concepts – Students need to know…
– Template provided
• Concepts and Skills
Data Driven Instructional Decisions
The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers, Inc. All rights reserved.
Do not duplicate without publisher’s permission.
Instructional Monitoring
• Using the Comparative Item Analysis tool
– Same school as used previously
• Which GLCE did your school perform the
lowest in?
– Is this GLCE weighted heavily – more items
assessed?
Monitoring Plan
• ELA/Math Monitoring Plan
– Grade level specific
– If “unwrapping” process complete
– Scaffold for monitoring – concepts and skills
– Can be used after data conference after
objectives are set for student learning
– Used for accountability
– Provide the vehicle for data discussions
Documenting the Work
• Agenda – specific outcome, results
achieved, next steps, person responsible
• Team Learning Log – scaffold to address
the work to be done in grade level teams –
data used, common assessment,
instructional solution, short-term results,
adjustments to instruction
Application to our LEAs
What do administrators and leadership
teams need to know and be able to do as a
result of this module?
Where are your LEAs in this first step of
data analysis?
Think about what you will need to put in
place to support them.