Instructional Excellence Inventory Data Presentation Liberty Drive Elementary
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Transcript of Instructional Excellence Inventory Data Presentation Liberty Drive Elementary
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Instructional Excellence InventoryData Presentation
Liberty Drive Elementary
May 5, 2014
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Opportunities for Growth
Opportunities from March IEI How we have addressed opportunities
Foundational reading skills should be addressed since some students are one or more grade levels beyond in reading.
• Looked to hire a part-time reading tutor in order to focus on foundational reading skills – was unsuccessful
Consider how CFAs can be given without shutting down instruction for pencil and paper tests.
• Brainstorming with teachers and coaches on how to revise the process
Re-evaluate schedules to ensure that students are getting the maximum number of minutes for support type classes.
• Discussed with support teachers the need for quick transitions and staying on schedule
Move class discussion to more student-led discussion than teacher led-discussion.
• Discussed in PLC groups
Continue to pursue opportunities to increase rigor through the use of Bloom’s Taxonomy.
• Developed a plan to address RIGOR next school year with PD support ongoing throughout the year
• Discussed plan with the SITEnsure that the same level of attention to content standards is delivered and monitored in the specialty areas.
• Putting that in place for next year by having the 9 week Special Classes and having them look at the instructional focus calendars to correlate in their classes.
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Attendance
September October
November
December
January
February
March April
Students absent 10 + days
1 17 28 36
Student Tardies (Total)
297 167 87 50
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Discipline2013
AugustOctober
2013Novembe
r Decembe
r
2014JanuaryFebruary
2014March April
Total Office Referrals (including bus)
42 15 11 26
ISS 9 11 5 22
OSS 4 1 1 4Morning Bus Referrals 5 0 0 1
Afternoon Bus Referrals 23 3 5 2
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Grade 4 Reading Benchmark Data
Percent of Students Scoring 59 or below
Percent of Students Scoring 60 - 79
Percent of Students Scoring 80% or higher
November 59% 30% 10%
April 41% 41% 18%
Average %
CorrectNovember 53%
April 61%
Average Classroom Percent Correct
November April
Teacher 1 54% 58%
Teacher 2 53% 61%
Teacher 3 54% 63%
Teacher 4 54% 67%
Teacher 5 50% 56%
Teacher 6 51% 61%
Teacher 7 56% 62%
Teacher 8 53% 63%
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Grade 5 Reading Benchmark Data
Percent of Students Scoring 59 or below
Percent of Students Scoring 60 - 79
Percent of Students Scoring 80% or higher
November 62% 21% 17%
April 48% 30% 22%
Average %
CorrectNovember
57%
April 61%
Average Classroom Percent Correct
November April
Teacher 1 64% 69%
Teacher 2 56% 54%
Teacher 3 59% 60%
Teacher 4 55% 60%
Teacher 5 53% 60%
Teacher 6 61% 60%
Teacher 7 55% 62%
Teacher 8 52% 60%
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Math Benchmark Data- 4th GradeAverage Classroom Percent Correct
November April
Teacher 1 26% 35%
Teacher 2 35% 50%
Teacher 3 35% 46%
Teacher 4 29% 45%
Teacher 5 39% 65%
Teacher 6 28% 37%
Teacher 7 30% 47%
Teacher 8 32% 44%
Average Percent CorrectNovember 32%
April 46%
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Math Benchmark Data- 5th GradeAverage Classroom Percent Correct
November April
Teacher 1 40% 62%
Teacher 2 29% 45%
Teacher 3 36% 51%
Teacher 4 30% 47%
Teacher 5 28% 49%
Teacher 6 34% 47%
Teacher 7 29% 38%
Teacher 8 28% 51%
Average Percent Correct
November 32%
April 49%
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Science Benchmark Data- 5th GradeAverage Classroom Percent Correct
November April
Teacher 1 33% 46%
Teacher 2 44% 59%
Teacher 3 45% 49%
Teacher 4 42% 51%
Teacher 5 40% 46%
Teacher 6 42% 52%
Teacher 7 40% 52%
Teacher 8 42% 53%
Average Percent Correct
November 40%
April 52%
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English Language Arts Data
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Grade 4 Reading DataStandard
Standard Percent Proficient
(70%)
CFA
RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
47% 83%
RI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
43% 80%
RI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. *Had not taught this standard*
27% 79%
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Grade 4 Reading DataPassage Type
Passage Type Average Percent Correct
Literature (2 passages) 70%
Nonfiction –General Knowledge (2 passages)
59%
Poem (1 passage) 71%
Technical text (1 passage) 48%
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Grade 5 Reading DataStandard
Standard Percent Proficient (70%)
CFA
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
8% 59%
RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). *Currently teaching this standard*
27% *not assessed yet
RL 5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. *Had not taught this with poems*
27% 72%
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Grade 5 Reading DataPassage Type
Passage Type Average Percent Correct
Literature (2 passages) 70%
Nonfiction –General Knowledge (1 passages)
53%
Poem (1 passage) 52%
Technical text (1 passage) 50%
Scientific text (1 passage) 67%
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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)
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Read this Statement
“The brain scan is fuzzy, so the patient was wearing make-
up.”
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What information did you need to know to comprehend?Brain scans use magnets, so metals makes
images fuzzyMake-up contains trace amounts of metals
Without that knowledge, you’d never understand, even though you could read every
word!!
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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 classClassroom proficiencies by passage typeIndividual student proficiencies by standardIndividual question proficiency (by teacher and
school)Developed a plan to teach vocabulary in
context
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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 studiesTeach 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!!
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Math Data
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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 classClassroom proficiencies by domainIndividual student proficiencies by domainIndividual question proficiency (by teacher and
school)Revision of the schedule – built in a math
remediation block
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Comparing CFA’s to the Benchmark… Domain First CFA
(Avg.) Re-Test (Avg.)
Benchmark
4.G 59% 78% 55%
4.MD 62% 83% 41%
4.NBT 53% 80% 49%
4.NF 62% 74% 46%
4.OA 62% 76% 41%
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Comparing CFA’s to the Benchmark… Domain First CFA
(Avg.) Re-Test (Avg.)
Benchmark
5.G 74% 89% 49%
5.MD 64% 83% 39%
5.NBT 45% 65% 40%
5.NF 55% 70% 55%
5.OA 65% 82% 58%
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How will we use this information to prepare for next school year?Ideas for spiraling the standardsIdeas for common formative assessmentsFurther training may be needed on:
Effectively integrating the 8 standards for Mathematical Practices
Differentiated instruction based on daily formative assessments
Effective small group instructionHow to balance the need for scaffolding and
the need for rigor
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“You can have data without information, but you cannot have information without
data.”Daniel Keys M