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

1. PLAN 5: Analyzing and Responding to Datalkirklin.cs.chicago@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 don’t 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: CM’s 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

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 won’t build a , your tracking tool won’t ANALYZE your data!!!

12. Key Ideas It is my responsibility to adjust my instruction if I have evidence that my students aren’t 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.” “We’re 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) “I’m 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 “I’ll 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 “I’ll 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 “I’ll 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 don’t 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 day’s 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 Datapg. 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 aren’t learning. Take 2 min. to complete your “Corps Member Can” self-tracker.