Digging into the

Data: What do the numbers

tell us?

RHS 10th Grade Literature Benchmark Results

Professional Development
January 18, 2017
Agenda
Background:
Brief history of RHS benchmark assessment and its use

Purpose:
Collaboratively analyze the benchmark data
Identify patterns of strength and areas of concern
Create a plan to address an area of concern

Goals:
Create the following:
Priority Question
Learner Centered Problem
Action Plan
Background

Benchmark Assessment

Purpose Design of Assessment

PDE Keystone Literature released
How to best prepare students items

Two Modules
1 fiction passage
Inform daily instruction 8 corresponding multiple choice questions
1 corresponding constructed response

1 nonfiction passage
8 corresponding multiple choice questions
Identify students of need 1 corresponding constructed response
Background

Benchmark Assessment
Test Administration
Administered Twice a Year
Analysis of Data
Fall December - Benchmark A
Spring March-April Benchmark B

English Class
Course of 2 days
AKINDI
Web based assessment system
Findings
Building subscription Identify Students for RtII
Mimic Testing Environment Scan preprinted bubble sheets First Data Point
Keystone Literature Directions Provides raw data in a CSV or Excel 69%-56% - 1st Wave
Broken into two modules 50% -19% - 2nd Wave
Constructed Response Scoring Guidelines Reading Specialist
Highlighters Analyzes data Additional Data Points
Teacher Recommendations
Teacher
9th Grade Literature Benchmark
DI-Seminar Course
Prior History
Comparison to state data
IEP, 504, ELL, Reading History
Test item Schedule Permits
Materials Parental Consent
Provided by the reading specialist
Test Booklets Inform Instruction
Constructed Response Reading specialist disseminates information via
Preprinted Bubble Sheets email
Highlights overall areas of strengthen and
concern
Meets with teachers and offers services
Co-teaching
Mini Lessons
Guest Teaching
Resources
It seems like this approach is working
well.

So what gives?
Data Analysis & Purpose

Digging into the Data

Individual Activity 5 minutes
Look at the data
Located in your email
Titled PD Session 1/18/17
Jot down notes
Identify Areas of Strength
Identify Areas of Concern
Anything else that stood out to you

Group Activity -10 minutes

Share out your findings from your notes with your group
On the provided chart paper record the following:
Areas of Strength
Areas of Concern
Anything else that stood out
Data Analysis & Purpose

Digging into the Data

Whole Group Activity: Gallery Walk -5 minutes
Visit each groups chart paper
Notice the following:
Similarities between charts
Differences between charts
Data Analysis & Purpose

Digging into the Data

Whole Group Activity: Share Out - 10 minutes
Areas of Strength:

Areas of Concern:
Purpose & Goal
Developing a Priority Question
source (Data Wise 2015)

Priority Question
Helps to narrow our focus area further to
Examples of Priority
a specific question that will guide our
Questions
inquiry. Focus Area Writing:
4 Characteristics of a priority question PQ- How do students use
1. Generated from a collaborative process sentence structure in their
writing?
2. Focused on educational matters, not on
other student related issues outside of PQ- How are the schools
our control English language learners
using vocabulary in their
3. Serves to narrow the focus of inquiry, into writing?
a single learning standard, subgroup of
students, or type of work PQ- What parts of the
revision process do students
4. Takes into account our current resources struggle with most?
and taps into something we are
motivated to investigate
Purpose & Goal
Developing a Priority Question
source (Data Wise 2015)

Priority Questions

Group 1

Focus Area:
PQ 1:
PQ 2:

Group 2

Focus Area:
PQ 1:
PQ 2:

Group 3

Focus Area:
PQ 1:
PQ 2:
Purpose
Examining Additional Information
source (Data Wise 2015)

Group Activity -15 minutes

Look at the data
Tab Keystone Literature Benchmark
Look at the benchmark questions
Keep in mind our prior work and the
priority question we selected
Task:
What correlations do you see?
What skills do our students need to be
successful in our areas of concern?
Yellow Common Incorrect Answer
Are questions misleading? Orange-Uncommon Incorrect Answer
Record findings on provided chart paper
Purpose

Examining Additional Information

Individual Activity: Silent Conversation -10 minutes
Pass your groups chart to the right
Silently read the other groups findings and respond on the
groups charts
Record your reactions
Agreed or disagree
Similarities or differences
Questions
When all group members are finished pass the chart to the right
and repeat the process with the next chart
When you have passed the chart for a third time your group
should receive your original chart
Review the notations from your peers
Purpose

Examining Additional Information

Whole Group Activity: Share Out - 10 minutes
Purpose & Goal
Developing a Learner-Centered Problem
source (Data Wise 2015)

Learner-Centered Problem
A problem of understanding or skill that
Examples of
underlies students performance on Learner Centered
assessments Problems
The problem is about learning, not that
learners are the problem Students have trouble
drawing text-based
5 Characteristics of a Learner-Centered
inferences when
Problem
reading.
1. Directly related to the priority question
2. Based on multiple forms of evidence when
digging into the data
Students have trouble
3. Within the schools control
solving multistep
4. A statement about student learning, not a
problems
question
independently.
5. Specific and small
Purpose & Goal
Identifying a Learner-Centered Problem
source (Data Wise 2015)

Learner-Centered Problem

Group 1

LCP:

Group 2

LCP:

Group 3

LCP:
Purpose & Goal

Creating an Action Plan source (Data Wise 2015)

Whole Group Task

- Reframe learner-centered problem into a problem of practice
- The gap between current practice and effective practice for addressing the learner centered
problem.
- Question to Keep in Mind
- What instructional practices are happening that have or do not have an effect on the learner-
centered problem?
- Ex: Learner-Centered Problem: Students have trouble drawing text-based inferences when
reading.
- Problem of Practice: As teachers, we do not teach inference explicitly, and we do not help
students make connections between the inferences they make in their lives and the
inferences they need to make from a text.

- Problem of Practice:
Purpose & Goal

Creating an Action Plan source (Data Wise 2015)

Leveled Groups
Task
- Meet with your academic level partner(s)
- Discuss your shared data
- Access the Excel file
- Brainstorm strategies to address the problem of practice
- Examples:
- Observe a Colleague
- Specific Strategy: addresses problem of practice
- Mini Lessons
- Reading Specialist supports instructional practice
- Student Observations
- Record strategies on provided chart paper
Closing Activity: A Reflection on
Learning

Reflect on todays learning.

What did you learn?

What do you need further support in,

information on, etc. to be successful?

What did you find to be useful to your learning?

Do you have any further questions?