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Instructional Excellence Inventory Data Presentation Liberty Drive Elementary

Instructional Excellence Inventory Data Presentation Liberty Drive Elementary. May 5, 2014. Opportunities for Growth. Attendance. Discipline. Grade 4 Reading Benchmark Data. Grade 5 Reading Benchmark Data. Math Benchmark Data- 4 th Grade. Math Benchmark Data- 5 th Grade.

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Instructional Excellence Inventory Data Presentation Liberty Drive Elementary

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  1. Instructional Excellence InventoryData PresentationLiberty Drive Elementary May 5, 2014

  2. Opportunities for Growth

  3. Attendance

  4. Discipline

  5. Grade 4 Reading Benchmark Data

  6. Grade 5 Reading Benchmark Data

  7. Math Benchmark Data- 4th Grade

  8. Math Benchmark Data- 5th Grade

  9. Science Benchmark Data- 5th Grade

  10. English Language Arts Data

  11. Grade 4 Reading DataStandard

  12. Grade 4 Reading DataPassage Type

  13. Grade 5 Reading DataStandard

  14. Grade 5 Reading DataPassage Type

  15. What does this data tell us about our students at LDES? Our students struggle with comprehending nonfiction text! • Research shows general knowledge correlates .50 with reading comprehension test scores – background knowledge has a greater impact on comprehension than IQ (Langer, 1984; Long, Winograd, & Bridget, 1989; Stevens, 1980)

  16. Read this Statement “The brain scan is fuzzy, so the patient was wearing make-up.”

  17. What information did you need to know to comprehend? • Brain scans use magnets, so metals makes images fuzzy • Make-up contains trace amounts of metals Without that knowledge, you’d never understand, even though you could read every word!!

  18. How will we use this data for the remainder of the school year? • Benchmark data that was analyzed during small group planning: • Overall make-up of each class • Classroom proficiencies by passage type • Individual student proficiencies by standard • Individual question proficiency (by teacher and school) • Developed a plan to teach vocabulary in context

  19. How will we use this data for the remainder of the school year? • How do we build up that general knowledge students need to be successful to comprehend? • Read a lot of nonfiction text – during reading, science, social studies • Teach students to use the authors’ built-in scaffolds (i.e. text structures and features) • Use reading material that teach something about the world (NewsELA.com) Teaching science, social studies, art, music, history IS teaching reading!!

  20. Math Data

  21. How will we use this data for the remainder of the school year? • Benchmark data that was analyzed during small group planning: • Overall make-up of each class • Classroom proficiencies by domain • Individual student proficiencies by domain • Individual question proficiency (by teacher and school) • Revision of the schedule – built in a math remediation block

  22. Comparing CFA’s to the Benchmark…

  23. Comparing CFA’s to the Benchmark…

  24. How will we use this information to prepare for next school year? • Ideas for spiraling the standards • Ideas for common formative assessments • Further training may be needed on: • Effectively integrating the 8 standards for Mathematical Practices • Differentiated instruction based on daily formative assessments • Effective small group instruction • How to balance the need for scaffolding and the need for rigor

  25. “You can have data without information, but you cannot have information without data.” Daniel Keys M

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