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ELEMENTARY SCIENCE LEADERS DIALOGUE 5 : DATA ANALYSIS (February 24 – February 27, 2014). Next Generation Sunshine State Standards For Science with Integration of English Language Arts Literacy and Mathematics Common Core State Standards. Millard Lightburn, Ph.D. Supervisor - PowerPoint PPT Presentation
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ELEMENTARY SCIENCE LEADERS DIALOGUE 5: DATA ANALYSIS
(February 24 – February 27, 2014)Next Generation Sunshine State Standards For Science
with Integration of English Language Arts Literacy and
Mathematics Common Core State Standards
Department of Mathematics and ScienceOffice of Academics and Transformation
Millard Lightburn, Ph.D. SupervisorMs. Mary Tweedy & Ms. Keisha Kidd, Curriculum Support Specialists
Session Outcomes
• Participants will be able to:– Understand how to analyze and interpret Interim data.– Develop an action plan to support remediation of
secondary benchmark.
Department of Mathematics and Science
What Kind of Information can Data Provide us?
Data can…
provide feedback on the past and
provide a basis to begin planning
for the future
Department of Mathematics and Science
Importance of Data
• We live in a data driven society.• Data is used to make decisions at all levels of
government and businesses.• Education is no exception. We are in the business
of educating our future leaders.• In education, we need to be able to disaggregate
assessment data at the level where we can make a difference in a child’s life. We should be able to say that John Doe needs help in understanding “Properties of Minerals
Department of Mathematics and Science
Florida Continuous Improvement Model
Department of Mathematics and Science
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Data Analysis
• Grade 5 2013-14 Fall and Winter IA results• Q2 Benchmark Assessment for K-4• Progress Monitoring Tool
Department of Mathematics and Science
Grade 5 Quarter 1 Benchmarks Assessed on Fall Interim 2013
Big Idea Benchmarks Questions
Idea 1: Practice of Science SC.5.N.1.1 26, 27, 57Idea 2: Characteristics of Scientific Knowledge
SC.5.N.2.1SC.5.N.2.2
28, 29, 63 5, 30, 64
Idea 8: Properties of Matter SC.5.P.8.1SC.5.P.8.3
9, 42, 4310, 44, 45
Idea 9: Changes in Matter SC.5.P.9.1 13, 46, 47Idea 13: Forces and Changes in Motion
SC.5.P.13.1SC.5.P.13.2
7, 38, 39 8, 40, 41
Total Benchmarks/Questions 8 Benchmarks 24 Questions
Department of Mathematics and Science
Grade 5 Quarter 2 Benchmarks Assessed on Winter Interim 2014
Big Idea Benchmarks Questions
Idea 1: Practice of Science SC.5.N.1.1 26, 27, 57
Idea 2: Characteristics of Scientific Knowledge
SC.5.N.2.1SC.5.N.2.2
28, 29, 635, 30, 64
Idea 10: Forms of Energy SC.5.P.10.1SC.5.P.10.2
31, 32, 6633, 34, 60
Idea 11: Energy Transfer SC.5.P.10.4 35, 36, 37
Idea 5: Earth in Space & Time
SC.5.E.5.1SC.5.E.5.3SC.4.E.5.4
1, 4, 62, 11, 1249, 68
Idea 6: Earth Structures SC.4.E.6.2SC.4.E.6.3SC.4.E.6.4
51,5952, 6553, 67
Total Benchmarks/Questions 12 Benchmarks 32 QuestionsDepartment of Mathematics and Science
Grade 5 Science Proficiency for Fall and Winter IA 2013-2014 (District)
AssessmentNo.
StudentsAverage
Score Satisfactory Limited InsufficientFALL IA 22,034 52% 51% 13% 37%WINTER IA 22,706 55% 56% 10% 34%Change WIA-FIA 3% 5% -3% -3%
Department of Mathematics and Science
Assessment No. Students Average Correct
Satisfactory Limited Insufficient
FALL IA 24,075 49% 13% 39%WINTER IA 21,786 53% 52% 11% 37%FCAT 2013 51%
Grade 5 Proficiency Level for Fall and Winter IA 2012
Winter Interim Cut ScoresGrade 5 Science
• Satisfactory: Raw score (36-68) (53% or higher)• Limited: Raw score (33-35) (49-51%)Limited: Raw score (33-35) (49-51%)• Insufficient: Raw score (0-32) (0 – 47%)
To view Progress Report that shows performance by benchmark from Fall IA to Winter IA, click on notepad
Department of Mathematics and Science
Once you click on notepad, it brings up the Report Selection menu shown below.
Department of Mathematics and Science
Progress report by teacher: Shows average correct on Fall IA and Winter IA by teacher
Department of Mathematics and Science
School FALL IA
School Winter IA
Teacher A FALL IA
Teacher A WIN TER IA
Teacher B FALL IA
Teacher B WIN TER IA
Progress report by standards from Fall to Winter IA
Department of Mathematics and Science
Progress Report by Standard export to Excel
Department of Mathematics and Science
Excel unedited Progress Report file imported from Thinkgate
• Participants will be able to:– Access science instructional resources to support
science teaching and learning– Identify effective science teaching and learning– Develop an action plan to support science teaching and
learning
Department of Mathematics and Science
On excel spreadsheet we increased the width of each column and added a title.
• Participants will be able to:– Access science instructional resources to support
science teaching and learning– Identify effective science teaching and learning– Develop an action plan to support science teaching and
learning
Department of Mathematics and Science
School X Grade 5 Science Fall and Winter IA Progress report with columns added to spreadsheet: Diff FIA-WIA, Benchmark by Qtr,
and Benchmark by Grade Level.
• Participants will be able to:– Access science instructional resources to support
science teaching and learning– Identify effective science teaching and learning– Develop an action plan to support science teaching and
learning
Department of Mathematics and Science
Comparison Gr 5 Science Performance by Benchmark FIA & WIA (2014)
BENCHMARKS BENCHMARKS by QUARTERBASELINE
2013FALL IA
2013WINTER IA 2014
DIFF % (FIA - WIA)
NGSSS.SCI.3.SC.3.L.14.1 Q3 (Plants Structures & Function) 34% 60% 48% -12%NGSSS.SCI.4.SC.4.E.5.4 Q2 (Movement in space) 41% 37% 71% 35%NGSSS.SCI.4.SC.4.E.6.2 Q2 (Minerals and Rocks) 29% 34% 51% 17%NGSSS.SCI.4.SC.4.E.6.3 Q2 (Earth Resources) 49% 41% 48% 7%NGSSS.SCI.4.SC.4.E.6.4 Q2 (Weathering and Erosion) 38% 38% 45% 7%NGSSS.SCI.4.SC.4.L.16.4 Q3 (Life Cycles) 43% 62% 36% -26%NGSSS.SCI.4.SC.4.L.17.3 Q3 (Food Chain) 49% 64% 48% -16%NGSSS.SCI.5.SC.5.E.5.1 Q2 (Our Galaxies) 60% 48% 75% 26%NGSSS.SCI.5.SC.5.E.5.3 Q2 (Our Solar System) 55% 51% 72% 21%NGSSS.SCI.5.SC.5.E.7.1 Q3 (Water Cycle) 36% 56% 56% 0%NGSSS.SCI.5.SC.5.E.7.3 Q3 (Weather) 39% 56% 51% -5%NGSSS.SCI.5.SC.5.L.14.1 Q4 (Human Body Organs) 54% 63% 48% -15%NGSSS.SCI.5.SC.5.L.14.2 Q3 (Comparing Plants and Animals Organ Function) 42% 37% 52% 16%NGSSS.SCI.5.SC.5.L.17.1 Q3 (Animal Adaptations) 47% 61% 53% -7%NGSSS.SCI.5.SC.5.N.1.1 ALL (Practice of Science: Process skills, variables) 30% 40% 57% 17%NGSSS.SCI.5.SC.5.N.2.1 ALL Qts (Observations linked to evidence) 35% 39% 44% 5%NGSSS.SCI.5.SC.5.N.2.2 ALL Qts (Evidences produced should be replicated) 48% 51% 44% -8%NGSSS.SCI.5.SC.5.P.10.1 Q2 (Forms of Energy) 74% 76% 50% -26%NGSSS.SCI.5.SC.5.P.10.2 Q2 (Energy can casue motion or create change) 51% 60% 44% -16%NGSSS.SCI.5.SC.5.P.10.4 Q2 (Electrical energy can be transformed) 46% 38% 73% 35%NGSSS.SCI.5.SC.5.P.13.1 Q1 (Forces) 49% 54% 62% 8%NGSSS.SCI.5.SC.5.P.13.2 Q1 (Forces that move objects) 44% 56% 52% -4%NGSSS.SCI.5.SC.5.P.8.1 Q1 (Properties of Solids, Liquid and Gases) 57% 38% 60% 22%NGSSS.SCI.5.SC.5.P.8.3 Q1 (Mixtures of solids can be separated) 51% 71% 57% -14%NGSSS.SCI.5.SC.5.P.9.1 Q1 (Physical and Chemical Changes) 44% 49% 56% 8%
Department of Mathematics and Science
Progress Monitoring Tool
• Purpose: Track progress of teaching and learning by monitoring achievement on NGSSS benchmarks.
• Useful to track changes in performance by benchmarks from baseline to Fall IA and to Winter IA.
• Great tool to plan intervention or to plan for crunch time support.
• Progress Monitoring Tool 2013-2014
Department of Mathematics and Science
Analyze 2014 Winter Interim
Analyze changes by benchmarks
Use the teacher debriefing protocol to analyze your class or school data
Use the grade level debriefing protocol to compare your class performance to overall school performance.
Department of Mathematics and Science
DISTRICT 2914 WINTER IA RESULTS FOR Gr 5, Gr 8 and Biology
GRADE LEVEL SATISFACTORY LEVEL (%) ON 2014 WINTER INTERIM
GRADE 5 56.06%
GRADE 8 41.40%
BIOLOGY 59.92%
Department of Mathematics and Science
Sample Data Chats form•Student Name and ID ___________________•Math FCAT: Achievement Level and DSS_______•Reading FCAT: Achievement Level and DSS ____•Science Assessment data:•Baseline: _____ Monthly ____ Fall Interim ___•Winter Interim ______ Post-Baseline_______•Student Goals:___________________________•Teacher Comment__________________
Data Chats
Department of Mathematics and Science
Action PlanAction Plan• Develop an action for Grade 5 to address:• 1. List strongest benchmarks (Winter IA)• 2. List weakest benchmarks (Winter IA)• 3. Identify number of students: Satisfactory,
Limited (Bubble) and Insufficient Progress• 3. A plan to address secondary benchmarks,
including how you will group your students.• 4. Instructional Plan to implement during crunch
time to address all deficient benchmarks.
Department of Mathematics and Science
Quarter 2 Science Benchmarks assessment results K-4 (2013-14)
GRADE LEVEL NUMBER OF STUDENTS SATISFACTORY
GRADE 4 14,586 31%
GRADE 3 15,196 38%
GRADE 2 15,266 81%
GRADE 1 14,828 56%
Department of Mathematics and Science
Department of Mathematics and Science
Percentage Points by Complexity Level for Grade 5 and 8 Science FCAT
EXAMPLE OF SCIENCE ACTIVITIES ACROSS EXAMPLE OF SCIENCE ACTIVITIES ACROSS COGNITIVE COMPLEXITY LEVELSCOGNITIVE COMPLEXITY LEVELS
Department of Mathematics and Science
Sample Low Complexity Question
Department of Mathematics and Science
Source: FCAT 2.0 Item Specs
Sample Moderate Complexity Question
Department of Mathematics and Science
Source: FCAT 2.0 Item Specs
High Complexity Question
Department of Mathematics and Science
Source: FCAT 2.0 Item Specs
Benchmarks
Content Focus 2012
2013
Reporting Category 1. Nature of Science
SC.5.N.1.1 Defending conclusions; Identifying a control group 3 4
SC.5.N.2.1 Explanations based on evidence; Identifying empirical evidence;Importance of observations
4 3
SC.5.N.2.2 Importance of repeated trials; Reasons for differences in data
3 3
Reporting Category Point Total 10 10
Reporting Category 2. Earth and Space Science
SC.4.E.5.4 Appearance of stars; Appearance of the Moon; Earth's revolution
2 3
SC.4.E.6.2 Classifying rocks 1 1
SC.4.E.6.3 Florida resources; Renewable v. nonrenewable resources 1 3
SC.4.E.6.4 Weathering—ice 1 1
SC.5.E.5.1 Components of a galaxy; Energy from stars; Star brightness; Star brightness and distance
1 4
SC.5.E.5.3 Distinguishing between inner and outer planets; Planet characteristics
2 2
SC.5.E.7.1 Water cycle—states of matter 4 1
SC.5.E.7.3 Weather—humidity 4 1
Reporting Category Point Total 16 16
Benchmarks
Content Focus 2012
2013
Reporting Category 3. Physical Science
SC.5.P.8.1 Comparing objects—volume 3 1
SC.5.P.8.3 Dissolving—stirring 2 1
SC.5.P.9.1 Identifying chemical change 1 1
SC.5.P.10.1 Heat energy produced by friction; How light travels; Light behavior refraction; Mechanical energy
3 4
SC.5.P.10.2 Energy causing a change; Energy causing motion 1 2
SC.5.P.10.4 Converting electric energy to light energy; Electric circuits; Neutral objects attracted to charged objects
3 3
SC.5.P.13.1 Forces—friction; Forces—magnetic 2 2
SC.5.P.13.2 Force and motion relationships; Speed 1 2
Reporting Category Point Total 16 16
FCAT 2.0 Content Focus Analysis cont’d…
Benchmarks Content Focus 2012 2013
Reporting Category 4. Life Science
SC.3.L.14.1 Germination; Plant structures; Seed dispersal 3 4
SC.4.L.16.4 Comparing insect life cycles 1 1
SC.4.L.17.3 Energy flow through a food chain; Producers 1 2
SC.5.L.14.1 Organ functions—intestines 1 1
SC.5.L.14.2 Animal classification—invertebrates; Animal classification—vertebrates; Comparing animal structures; Comparing plant and animal structures; Plant classification—flowering plants
4 5
SC.5.L.17.1 Behavioral adaptations 3 1
Reporting Category Point Total 16 14
The Next Generation Sunshine State Standards (NGSSS) benchmarks and content foci assessed on the 2013 FCAT 2.0 assessment are not predictive of future FCAT 2.0 content.Content Focus Reports should not be used to make decisions about instruction at the individual student level
FCAT PLEDGEFCAT PLEDGE
Department of Mathematics and Science
• Share the FCAT Pledge with your students.
• I WILL