Getting Down to the

Nitty-Gritty of Data

Bloom-Carroll Local School District

Curriculum Director

Principals

Teachers

Students

District Data Distribution

Presented by:

Starr MartinCurriculum DirectorBloom-Carroll Local School Districtsmartin@bloomcarroll.net

Curriculum

Director’s

Role

LRC/PI/VA/AYP

Reports

Distribution ofInformation

OAA Results

Student Report

Individual Student Report

2011 OAA Tested (Grade 6)Math Students in Subgroup 1

L- LimitedB- BasicP- ProficientA- AcceleratedADV- Advanced

2011 OAA Tested (Grade 6)Math Students in Subgroup 2

L- LimitedB- BasicP- ProficientA- AcceleratedADV- Advanced

2011 OAA Tested (Grade 6)Math Students in Subgroup 3

L- LimitedB- BasicP- ProficientA- AcceleratedADV- Advanced

2011 OAA Tested (Grade 6)Math Students in Subgroup 4

L- LimitedB- BasicP- ProficientA- AcceleratedADV- Advanced

2011 OAA Tested (Grade 6)Math Students in Subgroup 5

L- LimitedB- BasicP- ProficientA- AcceleratedADV- Advanced

Projected Report

Probability Report

Teacher Value Added Data

Presented by:

Cindy FreemanPrincipalBloom-Carroll Intermediate Schoolcfreeman@bloomcarroll.net

Principal’s

Role

Organizing Teacher Data Teams

Presenting Data to the Teachers

Collaborate and Set

Expectations

Evaluate and Organize Data

Professional Learning

Communities

Continually Assess and

Discuss

Post Assessment

Collaborate and Set Expectations Teachers and Administrators work

together to design the vision for the intervention program.

Teachers continually work together discussing student needs.

A scheduled time is set aside each day for collaboration.

The leadership of the “data team” rotates.

Look closely at the deficits and

accomplishments of the students.

Organize them using the data .

Quarterly Assessment Report

EvaluateDecide on the type of data to use.

State Data – Identify at-risk students Quarterly Assessments Unit tests Testing of Computation Skills

Professional Learning Communities

Flexible Grouping

• Three times a week, students are administered leveled-timed tests over mathematics facts

• Student progress on these timed tests is self-recorded on a bar graph (3rd and 4th grades) and a line graph (5th grade)

• Specific learning objectives are identified based on OAA Tests, Quarterly assessments and unit tests

• Students are grouped according to mastery of specific Academic Content Standards

• Two days a week, time is spent reviewing standards already taught. As students become even more proficient, levels of critical thinking and problem-solving are increased .

Post AssessmentAt the end of the agreed time frame students are given post assessments . Post assessments vary from group to group due to levels of skills. However, groups at the same skill level are given common assessments.

“Isolation is the Enemy of

Improvement”

Wagner, T., et al.(2005), Change Leadership:

A Practical Guide to Transforming School

Teacher’s

Role Presented by:

Melissa Ward6th Grade TeacherBloom-Carroll Middle Schoolmward@bloomcarroll.net

Syllabus

Pre-Assessment

Item Analysis

Standards-Based Tests

Adding Intergers

Subtracting Integers

Multiplying Integers

Dividing Integers

One Step Equations Grades

Student A 80 80 100 80 100 88Student B 80 100 100 80 80 88Student C 60 60 40 20 60 48Student D 100 100 80 100 0 76Student E 80 80 60 100 80 80Student F 100 60 40 20 80 60Student G 100 100 80 60 80 84Student H 40 60 20 0 20 28Student I 80 60 100 80 80 80Student J 100 100 100 100 100 100Student K 100 80 60 80 80 80Student L 100 80 60 60 80 76Student M 80 100 100 100 100 96

84.61538 81.538462 72.307692 67.692308 72.3077 75.692

Analyze Data From Tests

Adding Intergers

Subtracting Integers

Multiplying Integers

Dividing Integers

One Step Equations

Student H 40 60 20 0 20Student C 60 60 40 20 60Student F 100 60 40 20 80Student G 100 100 80 60 80Student L 100 80 60 60 80Student A 80 80 100 80 100Student B 80 100 100 80 80Student I 80 60 100 80 80Student K 100 80 60 80 80Student D 100 100 80 100 0Student E 80 80 60 100 80Student J 100 100 100 100 100Student M 80 100 100 100 100

84.61538 81.538462 72.307692 67.692308 72.3077

Grouping Students For Intervention

Study Island- Student Reports

Study Island- State-vs-Student Report

 1st Nine Weeks Grade 86% 

 Absences 1 ½ days

5th Grade OAA Score 406400 is passing, but on Proficient level. Our goal is to have students in the top two categories which is accelerated or advanced.

 Number of Missing Assignments 1

Study IslandFirst 9 weeks 6 out of 6.Second 9 weeks 12 out of 18. Due 12/22.   

Notes:Always prepared for class. Pays attention Asks for help if needed. 

Strengths Needs Improvement1. Prime Factorization -100%2. Divisibility Rules- 80%3. Reducing Fractions-80%

1. Converting Fractions to Percents- 60%2. Using the GCF to Reduce Fractions- 60%

Name John Smith Math 6- Mrs. Ward

Using Data in Conferences

The Power of Great Assessment:Using Rather Than Reporting Data

Report Data to:

update parents, principals, school

track student’s progress Reward or consequence

students

Use Data to:

inform instructional strategies

measure growth over time

identify misunderstandings & measure mastery

Presented by:

Cindy FreemanPrincipalBloom-Carroll Intermediate Schoolcfreeman@bloomcarroll.net

Student’s

Role

Presenting Data to the Students

Review OAA Results

Grade Level Student Meetings

Complete Student Value Added Charts

Individual Student

Meetings

Study Island/Flexible

Grouping

Student Involvement

Students are made aware of their strengths and weaknesses through individual conferences and expectations are set for students.

Goals of Student MeetingsGrade Level Meetings Explained Value-Added Discussed the OAA test in more detail Offered Value-Added Incentives Reward

Program

Individual Student Meetings Reviewed previous year’s scores with student Identified strengths and weaknesses on

previous test Had student set personal goals for improvement

Student Achievement Report

Student Name ______________________

The following symbols will be used to show student ability.+ Above Proficient*Proficient- Below Proficient

Acquisition of Vocabulary

Reading Process

Information Text

Literary Text

3rd 4th 5th Reading OAA NCE Score _____________________

READING REPORTStudent

Grade Score R-AV R-RP R-IT R-LT

Alexa 3 465 + + + *

Vincent

3 411 - * + -

Paige 3 432 + * * +

Reading KeyR-AV: Acquisition VocabularyR-RP: Reading ProcessR-IT: Informational TextR-LT: Literary Text

+ Above Proficient* Near Proficient- Below Proficient

Student Name: Vincent Grade: 4 Teacher: Neikamp

The following symbols will be used to show ability in each content standard section:+ Above Proficient* Near Proficient - Below Proficient

3rd Grade Reading OAA Score : 411

Acquisition of Vocabulary

Reading Process

Informational Text

Literary Text

-

* + -

Measurement

Number Sense, Operations

Patterns, Functions, Algebra

Data, Analysis, Probability

Geometry, Spatial Sense

* * - * *

3rd Grade Math OAA Score: 436

Student Value-Added Chart

ConclusionAt all levels, collaboration is the key to using data successfully and positively impacting student growth.

Questions

Bloom-Carroll Local School DistrictSuperintendent Lynn Landis

Starr MartinCurriculum DirectorBloom-Carroll Local Schoolssmartin@bloomcarroll.com

Cindy FreemanPrincipalBloom-Carroll Intermediate Schoolcfreeman@bloomcarroll.com

Melissa Ward6th Grade Math TeacherBloom-Carroll Middle Schoolmward@bloomcarroll.com