Instructional Excellence InventoryData Presentation

Liberty Drive Elementary

May 5, 2014

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.

Attendance

September October

November

December

January

February

March April

Students absent 10 + days

1 17 28 36

Student Tardies (Total)

297 167 87 50

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

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%

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%

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%

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%

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%

English Language Arts Data

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%

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%

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%

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%

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)

Read this Statement

“The brain scan is fuzzy, so the patient was wearing make-

up.”

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!!

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

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!!

Math Data

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

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%

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%

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

“You can have data without information, but you cannot have information without

data.”Daniel Keys M