Upload
padmaja-suren
View
231
Download
0
Embed Size (px)
Citation preview
7/28/2019 Framework for Data-driven Learning.pdf
1/22
Framework for Data-Driven LearningPadmaja Surendranath, Melissa Savage
KIPP Academy Lynn, Massachusetts
Page 1 of 4
Introduction
When I listened to our 5th Grade Science teacher Ms.Savage describe how she was using data in her
classroom - with her students and their parentsthe term Data Driven LEARNING popped in my head.If the term data-driven instruction focuses on the use of data to improve instruction, data-driven
learning, in contrast, focuses on the use of data to aid student learning.
This article outlines the details of data-driven learning carried out in one of our middle school
classrooms. The successful outcome of this practice demonstrated over a period of two years is distilled
in the form of a framework that could be employed by classrooms everywhere. Additionally, templates
for teachers use are also provided to aid in the implementation.
Background
It was during the school year 2011-12 that Ms.Savage began to focus on using data systematically tobetter support her in-coming 5th graders. One of the big goals for her classroom and for her students is
that her students will create an attitude of relentlessly pursuing a goal or solution.
At the start of the school year 2012-13, KIPP Academy Lynn expanded the use of Scantrons Global
Scholar product beyond automatic scoring and included the use of its reporting features. This allowed
Ms.Savage to expand upon her efforts and make the use of data an integral part of her students
learning.
Data-driven Learning: What Does It Take?
According to Ms.Savage data-driven learning begins with the teachers mindset. First, a teacher needs
to believe that using data in his/her classroom together with students will lead to higher achievement in
the classroom. Once this most fundamental criteria is met then having students own their learning,
creating a safe classroom where student test scores are discussed in a transparent and constructive
manner and finally, getting parents to partner in this effort form the remaining criteria.
Student Ownership of Learning
Ms. Savage uses the achievement of the following as evidence that her students own their learning
students will use I can statements rather than I cant statements when talking about
challenging tasks,
students will track their own growth in class from unit to unit on a personal tracker,
students will reflect on their progress on a unit basis in the school year on their progress ofreaching their goal of passing the class,
students will be able to identify their own academic and personal goals and explain how they
can and might look different from others peers.
7/28/2019 Framework for Data-driven Learning.pdf
2/22
Framework for Data-Driven LearningPadmaja Surendranath, Melissa Savage
KIPP Academy Lynn, Massachusetts
Page 2 of 4
Classroom Culture Based on Growth Mindset
When students started summer school, she set about establishing a classroom culture on the use ofdata. This included creating a data board, planning lessons around growth vs. fixed mindset, and
discussing strategies with students on what possible action steps they might take if their scores were
low and ensuring that the process of using test scores was transparent to all students.
Parent Partnership
After school started, she administered diagnostic test so as to group her students by ability levels. She
then kept the parents in the loop by sending them letters communicating details about standards, their
childs scores in diagnostic test and other tests during the year along with follow up conversations on
areas that the child needed help.
Data-driven Learning: Did It Work?
This systematic approach demonstrated in no unclear terms that her students achieved consistent
growth throughout the school year. Below are the grade level results from Interims tests administered
during 2012-13 School Year in Qtr1 (Oct12), Qtr2 (Dec12) and Qtr3 (Feb13) compared against the
Diagnostic test given at the start of the year (Sep12) to an in-coming 5th Grade class of approximately
110 students.
Fig 1: Grade Level TestResults - Diagnostic vs Interim1
Fig 2: Grade Level Test Results - Diagnostic vs Interim2
Fig 3: Grade Level Test Results - Diagnostic vs Interim3
7/28/2019 Framework for Data-driven Learning.pdf
3/22
Framework for Data-Driven LearningPadmaja Surendranath, Melissa Savage
KIPP Academy Lynn, Massachusetts
Page 3 of 4
Framework for Data-driven Learning
Based on Ms.Savages experience we identified a possible framework that could be used by otherclassroom teachers to implement Data-driven Learning in their classrooms. This framework rests on the
following three pillars:
1 Data culture in classroom
2 Student Ownership
3 Parent Engagement
The table below describes the characteristics of these pillars and how they are implemented in the
classroom.
Pillar Characteristics How does it look in the classroom?
Data Culture
in classroom
Use of data is
public
Data board in a prominent location in the classroom (see
Appendix 1)
all students who scored 80% on unit assessments
Graphs of class averages from unit and interim assessments
are public
Students growth rate from interim to interim is posted no
matter if they made growth or went down
Demonstrate
Growth Mindset
Focus on
improvement butnot poor
performance
Learning is a
process; scores
help us
understand how
to improve
First two weeks of summer school , there are many lessons
centered around having a growth vs. fixed mindset. This sets
the framework for the rest of the year.
In class whether it is on a day to day basis, a unit test, or
interim test time is used to celebrate success and reflect on
failure.
Failure is looked as an opportunity to learn from mistakes,
and not something that is bad. Reflection involves, What
went wrong ? What can we do differently to master the
standard/and or mistake?What actions steps can be taken?
Data analysis is
transparent and
collaborative
Students analyzewhy they failed
and identify what
support they need
to succeed
An entire class period is dedicated to discuss and analyze
both unit and interim test results
Students track the standards they have mastered and ones
they have not on their standards tracker Students make corrections to all wrong answers and re-write
Open Responses which have a score less than 4 (see
Appendix 2)
Student
Ownership
Own their learning
Track their
performance in
At the start of the year student gets a standards tracker
spreadsheet to track every standard they will learn for the
year. (see Appendix 3)
7/28/2019 Framework for Data-driven Learning.pdf
4/22
Framework for Data-Driven LearningPadmaja Surendranath, Melissa Savage
KIPP Academy Lynn, Massachusetts
Page 4 of 4
various tests on
the standards
they are expected
to master duringthe course of the
entire school
year
After a test, student receives a report showing item-level
scores and standards level aggregate. They know how to read
the report: where to look for Open Response scores, and
where to look for standards scores, etc. (see Appendix 4)
For each standard the student masters the corresponding
standard on the tracker is colored green. Students will have
additional chances to work on standards that they have not
mastered yet. (see Appendix 5)
Students track standards mastery for diagnostic tests, unit
tests, interims and end of year and reflect on progress made
after each unit assessment. (see Appendix 6)
In addition they also keep track of Mad Scientist a weekly
assessment for definitions and science vocabulary.
ParentEngagement
Track childsprogress
Periodic
communication
with clear details
about student
learning and
specific ways for
parent support
At the start of the year, a letter is sent to parents explainingthe standards to be mastered for the year. The letter is
framed with a growth mindset so parents understand that
learning is a process and with help their child can fare better.
(see Appendix 7)
After the diagnostic test another letter sent along with
student results with details on the areas for growth.
This process is repeated for Interims and reinforced during
report card conferences .
Ms.Savage has generously provided various templates that teachers can freely utilize to implement
data-driven learning in their classrooms.
Conclusion
While data-driven instruction is a term that is widely used in education circles, data-driven learning does
not get as much coverage. This article served to shine a light on data-driven learning as practiced in
KIPP Academy Lynn. Data-driven learning involves encouraging students to take ownership of their
learning, setting up a safe and transparent environment in the classroom to discuss test score data in a
non-judgmental fashion and finally, engaging parents as an important partner in the learning process.
7/28/2019 Framework for Data-driven Learning.pdf
5/22
APPENDIX 1
7/28/2019 Framework for Data-driven Learning.pdf
6/22
7/28/2019 Framework for Data-driven Learning.pdf
7/22
APPENDIX 2
7/28/2019 Framework for Data-driven Learning.pdf
8/22
Name:___________________ February 5, 2013KIPP/2020/_______________ Science/ Test Analysis
Dear Parent and/or Guardians,
You child currently took their 18 week interim that covered all material that we havelearned up to this point in 5th grade Science. The total score is the percent your childreceived on the exam. The performance band is the current level that your student is at.Our goal is for every child to be either proficientor advanced by the end of the year. Atthis point we are over half way in the year. If your child is currently at the warning orneeds improvement category please encourage your child to study their notes, flashcards, and come in for extra help. Please look over your childs current score and level inScience and sign on the following line saying that you have seen his or her score. Feelfree to call me with any questions or concerns. Below is a space if you have any writtencomments, concerns, or questions as well. Thank you again for your continued support.
Parent Signature: ____________________________________________Parent Comments/Questions/Concerns:________________________________________________________________________________________________________________________Part 2: Test Corrections
# Why is the answer you choose wrong? Explain the actual (correct) answer.
3 Example:
I choose B, the beach ball is heavy. It is wrongbecause heavy describes mass not texture.
The correct answer is Abecause textureis how an object feels, and a beach ball feelssmooth.
I chose ___________,It is wrong because
___________________________________________________________________________________________________
The correct answer is_________________because
__________________________________________________________________________________________
I chose ___________,It is wrong because___________________________________________________________________________________________________
The correct answer is_________________because__________________________________________________________________________________________
I chose ___________,It is wrong because____________________________________________________________________________________________________________________________________
The correct answer is_________________because________________________________________________________________________________________________________________________
I chose ___________,It is wrong because___________________________________________________________________________________________________
The correct answer is_________________because__________________________________________________________________________________________
7/28/2019 Framework for Data-driven Learning.pdf
9/22
I chose ___________,It is wrong because__________________________________________________________________
__________________________________________________________________
The correct answer is_________________because____________________________________________________________
____________________________________________________________
Part 3: Open Response Correction (ONLY DO IF YOU GOT a 0, 1, 2, or 3 ONTHE OPEN RESPONSE). Re-write your open response to be a 4 essay. Use thechecklist to help you write your response.
Elena found a piece of mineral while on a hike. She wants to identify the mineralshe found.
a. Identify two physical properties of minerals.b. Describe how Elena can test the minerals she found for each of the physical
properties that you identified in part (a)
A.___________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
B.___________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
A:
o UseAWESOME ANSWERSo Name two physical properties of minerals (cleavage, streak, hardness, color, luster)
B:o UseAWESOME ANSWERSo Describe in detail how to test each physical property you stated in part A
7/28/2019 Framework for Data-driven Learning.pdf
10/22
Part 4: Interim ReflectionDirections: Now we will link our work and study habits to our achievement (results).
Checkeach box that is true for you.
I study my flashcards every night. I do my homework every night to the best of my ability.
I read direction carefully for all assignments. I stayed focused the entire time during the test.
I call for homework help. I did not miss a single Science class this quarter.
I did not let myself become frustrated or nervous duringthe test.
I do GANAS opportunities when available to help myself.
I kept a strong stamina. This means that I worked ashard at the end of the test as I worked during the beginningof the test.
I always ask Mrs. Savage questions when I am confused
I pay attention EVERYDAY in class and ignoredistractions.
Ive worked as hard as I possibly can everyday inScience class this far.
Directions: UseAWESOME ANSWERS to reflect on your interim results.
1. What is your current performance based off your interim (warning, needsimprovement, proficient, or advanced)?____________________________________________________________________________________________________________________
2. How much have you grown or have gone done from your last interim?____________________________________________________________________________________________________________________
3. What is one thing that you think has contributed to your growth or set back fromyour last interim?____________________________________________________________________________________________________________________
4. What are 2 things you can do both inside and outside of Science class to help grow tothe level you need to be in Science?
.______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
5. What will you start, stop and continue doing for the rest of quarter 3?I will start I will stop I will continue
7/28/2019 Framework for Data-driven Learning.pdf
11/22
7/28/2019 Framework for Data-driven Learning.pdf
12/22
APPENDIX 3
7/28/2019 Framework for Data-driven Learning.pdf
13/22
Name:____________________ ` Date:__________________
Science/ 2020/_____________ Science/ Tracking Data
Progress and Achievement on 5th Grade Science StandardsStandard Diagnostic
Assessment
Unit
Assessments
End of Year
Assessment
1.1 Rocks and their properties
1.2 Identify the physical properties of minerals
1.3 Identify the 3 categories of rocks
1.4 Explain how soil is formed
1.5 Recognize the properties of soil
1.6 Explain how air temperature, moisture and precipitation make up the weather of a
location
1.7 Explain the difference between types of precipitation
1.8 Describe how jet streams and water currents influence weather
1.9 Differentiate between weather and climate
1.10 Describe the water cycle
1.11 Give examples of how water has an effect on climate
1.12 Give examples of slow and fast processes that change the earths surface
1.13 Recognize the earth is part of a solar system that includes the stars, planets and moons
1.14 Recognize the earth revolves around the sun and rotates on its axis
1.15 Describe changes in the moon over a month
2.1 Classify plants and animals according to their physical characteristics
2.2 Identify the structure and function of plant parts
2.3 Recognize plants and animals go through predictable life cycles
2.4 Describe the major life stages of a frog and butterfly
2.5 Differentiate between inherited and environmentally effects characteristics of plants
and animals
2.6 Give examples of how inherited changes have caused some plants to move or migrate
2.7 Give examples of how changes in the environment have caused some plants and animals
to die or move locations
Green=Passed the Standard
Red= Didnt pass the Standard
7/28/2019 Framework for Data-driven Learning.pdf
14/22
2.8 Describe how organisms meet some of their needs by using seasonal behaviors
2.9 Recognize plant behaviors such as plants grow towards light and their roots grow
downward because of gravity
2.10 Give examples of how organisms can cause change in their environment
2.11 Describe how energy can be transferred within a food chain from producers, to
consumers to decomposers
3.1 Differentiate between properties of objects and properties of materials
3.2 Compare and contrast soil, liquids and gases based off the basic properties
3.3 Describe how water can be changed from one state to another
3.4 Identify the basic forms of energy
3.5 Give examples of how energy can be transferred from one form to another
3.6 Recognize that electricity in circuits requires a complete loop
3.7 Identify and classify objects and materials that conduct and are insulators of electricity
3.8 Explain how electromagnets can be made
3.9 Recognize that magnets have poles that repel and attract each other
3.10 Identify and classify objects and materials that a magnet will attract and not attract
3.11 Recognize that sound is produced by vibrating objects
3.12 Recognize light travels in a straight line until it strikes another object
4.1.1 Identify materials used to accomplish a design task based on a property
4.1.2 Identify and explain the appropriate materials and tools to construct a given prototype
safely
4.1.3 Identify and explain the difference between simple and complex machines
4.2.1 Identify a problem that reflects the need for shelter, storage, or convenience
4.2.2 Describe different ways in which a problem can be represented
4.2.3 Identify relevant design features for building a prototype
4.2.4 Compare natural and mechanical systems
Total Score: Total Score:
Open
Construct:
Open
Construct:
Performance
Band:
Performance
Band:
7/28/2019 Framework for Data-driven Learning.pdf
15/22
7/28/2019 Framework for Data-driven Learning.pdf
16/22
APPENDIX 4
7/28/2019 Framework for Data-driven Learning.pdf
17/22
7/28/2019 Framework for Data-driven Learning.pdf
18/22
APPENDIX 5
7/28/2019 Framework for Data-driven Learning.pdf
19/22
Name:_________________ January 5, 2013KIPP/2020/_____________ Science/ Assessments
Interim 3 Tracking
Standard Score% Pass the Standard (80% or higher)?
1.6 Explain how air temperature, moisture and precipitation make up the weather of a locationYes or No
1.7 Explain the difference between types of precipitationYes or No
1.8 Describe how jet streams and water currents influence weatherYes or No
1.9 Differentiate between weather and climateYes or No
1.10 Describe the water cycle Yes or No
1.11 Give examples of how water has an effect on climate Yes or No
3.1 Differentiate between properties of objects and properties of materialsYes or No
3.2 Compare and contrast soil, liquids and gases based off the basic properties Yes or No
3.3 Describe how water can be changed from one state to another Yes or No
1.1 Rocks and their properties Yes or No
1.2 Identify the physical properties of minerals Yes or No
1.3 Identify the 3 categories of rocks Yes or No
1.12 Give examples of slow and fast processes that change the earths surface Yes or No
Total Score on Interim
#2
Performance Band #2 Total Score on Interim
#3
Performance Band #3 Growth from Interim
Interim 3
7/28/2019 Framework for Data-driven Learning.pdf
20/22
1.13 Recognize the earth is part of a solar system that includes the stars, planets and moons Yes or No
1.14 Recognize the earth revolves around the sun and rotates on its axis Yes or No
1.15 Describe changes in the moon over a month Yes or No
Open Response Score # Right % Mastery
0 1 2 3 4 _________ / 4 0 25 50 75 100
7/28/2019 Framework for Data-driven Learning.pdf
21/22
APPENDIX 6
7/28/2019 Framework for Data-driven Learning.pdf
22/22
Name:___________________ September 28, 2012
KIPP/2020/______________ Science/ SM#9
Dear Parent and/or Guardians,
Your child currently took a diagnostic exam in Science. A diagnostic exam is an examthat is taken before studying a concept to measure what a person knows of that concept.The diagnostic exam that your child took was an exam that covered all the material wewill be covering for the entire year in Science to see where your child is entering 5thgrade Science. Every 6 weeks we will be measuring his or her growth in Science, to seehow much they have learned up to that point. At the end of the year we will take asimilar exam to the diagnostic to see your childs growth from the beginning to the endof the year. Every child is coming into Science at different levels, with different strengthsand weaknesses. Therefore, the most important thing is not the current score, but the
growth your child makes in the school year. Please do not be concerned in your childsscore is low. It is normal for diagnostic exams to have low scores, especially if your childis coming from a school where they did not have Science. Please look over your childscurrent score and level in Science and sign on the following line saying that you haveseen his or her score. Feel free to call me with any questions or concerns. Below is aspace if you have any written comments, concerns, or questions. Thank you again foryour continued support.
Parent Signature: ____________________________________________
Parent Comments/Questions/Concerns:__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________