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