grade level meetings october 13, 2011 grade 8. why are we looking at ela data?
TRANSCRIPT
GRADE LEVEL M
EETINGS
OCTOBER 1
3, 2011
GR
AD
E 8
WHY
ARE WE LO
OKING A
T
ELA D
ATA?
LITERACY IS THE FOUNDATION FOR LEARNINGWe are using ELA data to learn about the process of
forming/implementing data teams.
First, we looked at trend data to practice writing conclusion statements and ask questions. Why?
Today:We will examine the ELA gap analysis at each grade level.
Where are the gaps?
If we closed any of these gaps, which one would most benefit my class?
Each grade level will choose one literacy goal.
What strategies can we use to address this gap? (brainstorm ideas for data team)
DATA TEAM MEETING OCTOBER 27
Look at the goal identified at each grade level.
Narrow the focus and choose specific teaching strategies to implement.
Prepare strategies for the next grade level meeting on 11/17.
Next Steps:
11/17: Staff development on the specific teaching strategies, discussion about how to implement the strategies in classrooms
11/17-12/8: Teachers implement strategies in the classrooms
12/8: grade level meetings to share student work, review, revise, repeat
ACTION PLAN FOR ACHIEVING SMART GOALS
District Regional
Success Success GAP GAP Correct
RateErie 1
BOCESRate to to Resp Resp Resp Resp Resp INV Total
(318) (5,577) (33449) Erie 1 BOCES Region Code (A) (B) (C) (D) Resp Incorrect
Use correct grammatical construction in parts of speech, such as nouns; adjectives and adverbs
52-MC 68.6% 63.24% 58.44% 5.31% 10.11% D 16 74 10 0 0 100
50-MC 62.3% 49.49% 45.70% 12.78% 16.56% B 33 0 38 49 0 120
51-MC 44.7% 38.60% 37.70% 6.05% 6.95% C 106 31 0 39 0 176
14-MC 72.3% 69.54% 63.42% 2.79% 8.91% D 58 19 11 0 0 88
25-MC 73.0% 67.04% 64.06% 5.91% 8.90% A 0 7 77 2 0 86
38-MC 80.8% 75.27% 69.32% 5.54% 11.50% D 17 10 34 0 0 61
41-MC 84.9% 81.17% 75.69% 3.73% 9.22% D 15 20 13 0 0 48
Identify differing points of view in texts and
40-MC 72.0% 64.64% 59.49% 7.37% 12.52% B 42 0 37 10 0 89
Identify multiple levels of meaning
27-MC 89.6% 87.75% 84.99% 1.87% 4.63% D 19 6 8 0 0 33
Question the writer's assumptions, beliefs, intentions, and biases
32-MC 47.8% 46.15% 43.96% 1.64% 3.84% D 58 65 43 0 0 166
02-MC 69.8% 72.21% 68.81% -2.40% 1.00% D 4 48 43 0 1 96
03-MC 81.4% 77.80% 73.12% 3.64% 8.33% A 0 27 11 21 0 59
12-MC 91.2% 90.28% 85.20% 0.91% 5.99% A 0 10 12 6 0 28
22-MC 96.9% 95.68% 93.24% 1.18% 3.62% A 0 5 1 4 0 10
23-MC 95.0% 92.45% 89.15% 2.52% 5.82% C 5 9 0 2 0 16
24-MC 95.9% 94.32% 91.61% 1.60% 4.30% D 0 5 8 0 0 13
01-MC 72.6% 71.83% 68.80% 0.81% 3.84% A 0 29 5 53 0 87
34-MC 94.3% 90.80% 86.10% 3.54% 8.24% C 5 5 0 8 0 18
35-MC 63.5% 63.33% 59.79% 0.19% 3.73% D 51 9 56 0 0 116
Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and stru
33-MC 35.5% 29.33% 29.07% 6.20% 6.46% A 0 19 77 109 0 205
Distinguish between relevant and irrelevant
21-MC 94.7% 92.99% 90.44% 1.67% 4.21% C 1 7 0 9 0 17
04-MC 87.4% 91.12% 86.89% -3.70% 0.53% A 0 2 28 10 0 40
13-MC 87.1% 84.24% 80.68% 2.87% 6.43% D 16 3 22 0 0 41
44-MC 74.8% 70.83% 63.72% 4.02% 11.12% D 54 7 19 0 0 80
45-MC 97.5% 98.17% 96.53% -0.69% 0.95% A 0 3 3 2 0 8
46-MC 95.3% 94.44% 90.53% 0.84% 4.75% D 4 1 10 0 0 15
Identify a purpose for reading
05-MC 81.8% 78.54% 70.18% 3.22% 11.58% B 2 0 27 29 0 58
15-MC 65.1% 68.24% 65.14% -3.15% -0.05% C 50 41 0 20 0 111
31-MC 79.2% 74.84% 69.25% 4.40% 10.00% D 12 11 43 0 0 66
42-MC 99.4% 97.76% 95.74% 1.61% 3.63% D 2 0 0 0 0 2
43-MC 58.2% 66.27% 60.38% -8.10% -2.20% B 5 0 25 103 0 133
Use knowledge of structure, content, and vocabulary to understand
16-MC 70.1% 64.25% 60.32% 5.88% 9.81% A 0 27 29 39 0 95
Item Difficulty and Response Gap AnalysisHamburg Grade 8 ELA - Jun 30, 2011 Item Difficulty and Response MC Questions - Gap & Distractor
Standard Performance Indicator QuestionCore PI - Writing
Use correct grammatical construction in simple/compound/compleCritical Analysis &
EvalEvaluate examples, details, or reasons used to support ideas
Information/Understanding
Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from
Condense, combine, or categorize new information from one or more sources
Draw conclusions and make inferences on the basis of explicit and implied information
Identify missing, conflicting, or unclear informationRecall significant ideas and details and the relationships between and
SMALL GROUP DISCUSSION
Consider the data from the perspective of your classroom.
What conclusion statements impact your curriculum?
In your group, choose one statement for focus.
Conclusion Statements:
The grade 8 success rate was 35.5% for determining the meaning of unfamiliar words by using context clues, a dictionary, a glossary and structure.
There was a -8.1% gap compared to Erie 1 BOCES for recalling significant ideas and details and the relationships between and among them.
The largest gaps compared to Erie 1 BOCES are in the area of Information/Understanding.
LARGE GROUP DISCUSSION
What is the one conclusion statement that could have the most impact on student achievement?
Notes:
The groups discussed the data and considered each content area. It was decided to focus on the area of information and understanding, with our first conclusion statement:
The grade 8 success rate was 35.5% for determining the meaning of unfamiliar words by using context clues, a dictionary, a glossary and structure.
Goal: By the end of the school year our students will move from a 35.5% success rate to 65% success rate as measured by the NYS ELA assessment in grade 8.
Strategies: Teachers should consider strategies to discuss at the next meeting.
Data Team will prepare more conclusion statements for our goal and administrators will present teaching strategies related to the goal.
CONCLUDING THOUGHTS AND NEW BUSINESSNext meeting on 11/17/11
Strategy Staff Development
New Business
Notes:
Data Team meets in room 206 on 10/27. New members are welcome to come and help with the teaching strategies.