Literacy Across the Curriculum

Workshop 2

Informational Literacy: Data

3-5 Literacy Council

Shirley Cain, Marilyn Sweat-Locklear,

Eustacia Lowry-Jones, Kay Pittman,

Linda Price, and Mary Katherine Stone

Purpose of Workshop

• Creating a Data Driven Decision-Making Culture at School

• Doing What Works Video

Objectives

• Locate the Data

• Analyzing Data

• Organize the Data

• Prioritize the Data

• Plan Data Driven Instruction

Locate and Analyze Data Goal Summaries Grade 3, Grade 4, Grade 5

AYP Projection

Discovery Assessment www.discoveryeducation.com

ABC’s http://abcs.ncpublicschools.org/abcs/

AYP http://accrpt.ncpublicschools.org/docs/

Report Card http://www.ncreportcards.org/src/

School Finder www.education.com/schoolfinder

Renaissance Place Star Reading/Math

AR and Accel. Math

Success Maker

Study Island

Castle Learning

Test Magic/Test Maker

Classroom Assessments

Organizing a Data Notebook

• Goal Summaries

• Percentage of Days to Emphasize

• Released EOG as a guide to formulate questions for classroom assessments

• Thinking Skills Sheet

• On each assessment put what thinking skills are used.

• Achievement levels from DPI

• Each class roster, broken down in math and ELA with EOG scores and levels

• Discovery Assessment

• Successmaker Reports

• Star Reading / Math Summaries

• Classroom Assessments

• High level assessments

• Objective, ratio and percent passing

• Individual Student Reports - Star Reading / Math Diagnostic Reports

Organize the DataClassroom AYP Subgroups Sheet

• Write the names of your students.• Check whether or not student was in

attendance by September 24, 2010. Strike through the names of students who weren’t enrolled by September 24. Those students do not count towards AYP.

• For each student that counts towards AYP, place a tally mark under each subgroup for which the student is classified.

• Highlight the columns that are subgroups for your school.

• Total the number of times each student counts towards AYP.

Prioritize

• Remember: Sept. 24 was the 140th day prior to EOG testing dates.

• Look at your data to determine how many students you need to pass in order to make Safe Harbor. Remember: Safe Harbor means you have to reduce your failing rate by at least 10%

• Identify bubble children of those that count. (Meaning high 2’s and low 3’s)

Why Data Driven Instruction?

• Processes involved can help teachers align content to standards.

• Information can help teachers identify best instructional strategies.

• Information can help teachers determine areas for instructional emphasis.

• Proven to improve student performance!

Prioritize Reading Instruction

Prioritize Math Instruction

Data Driven Instruction

• PEP’s: Parent and student involvement

• Identify resources for intervention

• Collaborate with co-workers

• Plan instruction

EOG Test

Maker

Lesson Plans for the Week of November 1 – 5

Teacher’s Name: _________________________________ Grade: ____________ Subject: _________________

October B enchmark Averages:

Reading Math Science 3rd grade 41.3% correct

answers 53% correct

answers

4th grade 46.8% correct 5th grade 43.8% correct 44% correct

In reviewing the benchmark data, the goals that have been addressed in instruction resulted in the following rate of mastery: Reading Math 3rd grade 1.03 – 45.6%

3.02 – 38.7% 2.01 – 46% 3.01a – 53% 2.02a – 53.9% 2.04a – 48% 2.05 – 44.7%

1.01a – 23.4% 1.01b – 87.2% (1 item) 1.01c – 95.7% (1 item) 1.02a – 59.6% 1.02b – 78.7% 1.02c – 70.2% (1 item)

4th grade 1.03 – 36.3% 2.01 – 62.2% 2.02a – 30.0% 2.04a – 37.8% 2.05 – 71.1% 2.06 – 77.8% 2.07 – 58.9% 3.01a – 34.1% 3.02 – 49.6% 3.03 – 37.8%

5th grade 2.02a - 43.2% 2.03a – 26.7% 2.04a – 68.1% 2.05 – 71.9% 2.08a – 37.7% 3.01a – 53.1%

1.01a – 86.4% 1.01b – 56.8% 1.01c – 47.7% 1.01d – 36.4% 1.02a – 63.6% 1.02b – 81.8% 1.03 – 40.9%

What To Do With BenchmarksSample Activities

• Next week will be spent using the benchmark data to re-teach objectives that have been taught yet not mastered. Please provide specific strategies/activities that you will use in order to move your students toward mastery of these objectives before you make plans to move to new ones. The benchmark questions should be addressed and reasoned through in whole group (note the incorrect answer data provided in test analysis documents).

• Teachers of Reading will use (as one resource) the Storyworks magazines – specifically the “Monsters of the Everglades,” “Porlock” and the yesterday and today selection. Please include these lessons in the appropriate cell in the planning grid below.

• These “plans” will replace regular lesson plans for next week and are due by Monday morning.

Resources• http://www.aaamath.com/• Excellent language arts’ skills lessons with definition of

skill and examples• http://www.studyzone.org/testprep/ela4index.cfm?

GradeLevel=ELA%20Grade%204&By=Resource• http://maize.usd266.com/education/components/links/

links.php?sectiondetailid=9596• www.studyisland.com • Cleveland county’s website is up and running and has

everything you could possibly need• http://mail.clevelandcountyschools.org/~ccselem/• http://www.pppst.com/ • http://storyworks.scholastic.com/reproducibles-quizzes/

storyworkshops-novemberdecember-2010

Teaching Cycle

Ongoing Analysis of Data

• Teacher observations

• Dialogue with students

• Question and answer

• Classroom assignments

• Homework

• Quizzes and tests

• Student Feedback systems.Student Feedback systems.

– answer clickersanswer clickers

• Outside systemsOutside systems

– Study Island and many others…Study Island and many others…

Collaboration

• Think-pair-write-share

• What resources does your school use for intervention?

• Combine with another pair to discuss ways to intervene your Level 1’s and 2’s.

• Be prepared to share with the group.

Final Note

• Data helps us to explicitly decide what to do, whether it’s to

• RE-DO

• REVIEW, or

• RETEACH.

Questions

The deadline for you to train your school is December 20, 2010.

Your next training is tentatively set for January 24, 2011!

See you then!