DDI and Assessments in ELA Part III from Data to Action October 2014 David Abel, Fellow for Curriculum and Assessment/ELA EngageNY.org.

DDI and Assessments in ELA Part IIIfrom Data to Action

October 2014

David Abel, Fellow for Curriculum and Assessment/ELA

EngageNY.org

Session Objectives

• Participants will be able to develop action plans based on data from a Common Core-aligned assessment.

• Participants will be able to use data analysis documents to inform next steps for classroom instruction.

• Participants will have time to connect to their own practice by working with sample data trackers, including how to use data to choose groups and suggested activities within those groups.

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AGENDA

• Introduction• Quick Review of Assessment Design &

Analyzing and Tracking Data• Now what? The post-analysis action plan!

Analyzing trends Grouping students Possible instructional activities When/How to implement instruction What extra support may be needed

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Introduction

• Who am I? what do I do? Why do I do it?

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Where we’ve been, where we’re going with

DDI• DDI session I ( Feb, July NTI): Assessment Design

• DDI session II (May NTI): Data Analysis• DDI session III (October NTI): Action Plan *

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Review of Session 1: Assessment Design

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What do we know about this student, based on this response?What DON’T we know about based on this response?

Review of Session 1: Assessment Design

Key understandingso Text selection matters….a loto Comprehension is kingo Sometimes we do don’t know what

we don’t know—but we aim to find out!

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Deconstructing Assessment prompts

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PROMPT:

FOUNDATIONAL SKILLS: COMPREHENSION, WRITING ORGANIZATION, COMMAND OF GRAMMAR/MECHANICS

Assessment Prompt Element RESPONSE

FOUNDATIONAL UNDERSTANDING IWhat vocabulary of the discipline do you need to know and understand in order to answer the prompt?

FOUNDATIONAL UNDERSTANDING IIWhat conceptual understandings of the text do you need in order to answer the prompt? What are the components of the response needed to answer the question?

ANSWER (Claim)  

SUPPORTING EVIDENCE(textual evidence that supports claim)

REASONING (connection of evidence to claim)

SUPPORTING EVIDENCE

(textual evidence that supports claim)

REASONING

(connection of evidence to claim)

SUPPORTING EVIDENCE(textual evidence that supports claim)

REASONING

(connection of evidence to claim)

Analysis

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“Connecting the dots”

Drawing conclusions from the data

The challenges of Tracking Data for Analysis

Looking for that sweet spot between doable and useful!• We don’t want to “granularize” content…

…but we have to do something to look “under the hood” in order to move forward• We want our students engaged in rich tasks…

…but we want to dig into the work associated with the tasks to learn specifics about what our students know and can do• We don’t want to reduce student data to a “checklist”

where the complexities of expository writing are reduced to 0s and 1s

…but we want usable information about how are kids are doing with respect to the demands of the Common Core

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Sample Data Tracker

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DATA DESCRIPTORSP = Proficient

D = Developing A = analysis

L=literal

XO=does not demonstrate

Student Name

DATAPOINTS

Score from Short Response Rubric

Valid Inference or Claim from text

One example of textual evidence

Second example of textual evidence

Readability of writing and minor errors

Student #1 2 P P P P

Student #2 1 L L L XO

Student #3 1 L L XO XO

Student #4 0 L XO XO XO

Analyzing Trends• Mr. Abel’s Class Data tracker (pages 5-10)• Review of data descriptors: P, D, X0, A and L• Review of data points• Context: the hypothetical assessment in

question… Used a 8th grade-level Literary Non-Fiction text Was a “2 point CR” style item measuring 8.RI.3 Was given after a unit of study related to the text Was given early in the year

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Analyzing Trends• Review of codes: P, D, X0, A and L

PROFICIENT: Valid Inference/Claim; supplies sufficient evidence in support of that claim; explanation/rationale for how evidence connects to claim

DEVELOPING: Inference/Claim; supplies partial evidence in support of that claim; incomplete explanation/rationale for how evidence connects to claim

ANALYSIS: demonstrates analysis either within inference/claim and/or evidence and/or explanation/rationale

X0: does not demonstrate evidence of this data point LITERAL: Claim is mostly literal recounting of events or details

from the text ; evidence and/or rationale are literal

• These are not mutually exclusive (except for X0, and Analysis cannot be literal)

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Analyzing Trends

• Discuss at your table: What’s a whole class trend? What’s an interesting/troubling group of

students? For your convenience:

• Page 5-6: whole class data• Pages 7-8: SORTED BY INFERENCE/CLAIM• Page 9: sorted by students who have claims that are either

“Developing” or “Developing/Literal”• Page 10: Sorted by students who have claims that are

“Proficient”, “Proficient/Analysis” or “Proficient/Literal”

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Analyzing Trends What’s a whole class trend?

What’s an interesting/troubling group of students?

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Action Plan Templates

• Erie 2• North Star• Generic

• WHY (ANALYSIS)WHO, HOW, WHEN RE-ASSESS

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WHO: Grouping

• How might you use the analysis of trends to form small groups for small-group instruction/review?

• How might you use the analysis of trends to determine whole class instruction?

• How might you use the analysis of trends to determine what extra support may be needed to meet students’ needs?

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HOW: Instruction

• How might you use the analysis of trends to plan instruction with whole class? Small groups?

• Can you use student-facing feedback from the assessment as a meta-cognitive piece?

• Continuum of interventions on page 16• Excerpts from Common Core-Aligned

Interventions for Adolescent Readers pages 17-36

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WHEN: Instruction

The show must go on….

• How might you use the analysis of trends to plan instruction with whole class? Small groups?

• What scheduling and time considerations will there be?

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WHEN: Re-Assess

When should you take the temperature with regard to the whole class, small groups, specific individual students again?

How should you assess (informal, exit ticket, interview, etc.)

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Creating an Action Plan

Use one of the templates provided, create an action plan outlining the why/who/how/when

for the whole class OR a small group of students in Mr. Abel’s class.

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Creating an Action Plan

SHAREOUT

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QUESTIONS?

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THANK YOU

David Abel

[email protected]

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