GRADE LEVEL M

EETINGS

OCTOBER 1

3, 2011

GR

AD

E 8

WHY

ARE WE LO

OKING A

T

ELA D

ATA?

LITERACY IS THE FOUNDATION FOR LEARNINGWe are using ELA data to learn about the process of

forming/implementing data teams.

First, we looked at trend data to practice writing conclusion statements and ask questions. Why?

Today:We will examine the ELA gap analysis at each grade level.

Where are the gaps?

If we closed any of these gaps, which one would most benefit my class?

Each grade level will choose one literacy goal.

What strategies can we use to address this gap? (brainstorm ideas for data team)

DATA TEAM MEETING OCTOBER 27

Look at the goal identified at each grade level.

Narrow the focus and choose specific teaching strategies to implement.

Prepare strategies for the next grade level meeting on 11/17.

Next Steps:

11/17: Staff development on the specific teaching strategies, discussion about how to implement the strategies in classrooms

11/17-12/8: Teachers implement strategies in the classrooms

12/8: grade level meetings to share student work, review, revise, repeat

ACTION PLAN FOR ACHIEVING SMART GOALS

District Regional

Success Success GAP GAP Correct

RateErie 1

BOCESRate to to Resp Resp Resp Resp Resp INV Total

(318) (5,577) (33449) Erie 1 BOCES Region Code (A) (B) (C) (D) Resp Incorrect

Use correct grammatical construction in parts of speech, such as nouns; adjectives and adverbs

52-MC 68.6% 63.24% 58.44% 5.31% 10.11% D 16 74 10 0 0 100

50-MC 62.3% 49.49% 45.70% 12.78% 16.56% B 33 0 38 49 0 120

51-MC 44.7% 38.60% 37.70% 6.05% 6.95% C 106 31 0 39 0 176

14-MC 72.3% 69.54% 63.42% 2.79% 8.91% D 58 19 11 0 0 88

25-MC 73.0% 67.04% 64.06% 5.91% 8.90% A 0 7 77 2 0 86

38-MC 80.8% 75.27% 69.32% 5.54% 11.50% D 17 10 34 0 0 61

41-MC 84.9% 81.17% 75.69% 3.73% 9.22% D 15 20 13 0 0 48

Identify differing points of view in texts and

40-MC 72.0% 64.64% 59.49% 7.37% 12.52% B 42 0 37 10 0 89

Identify multiple levels of meaning

27-MC 89.6% 87.75% 84.99% 1.87% 4.63% D 19 6 8 0 0 33

Question the writer's assumptions, beliefs, intentions, and biases

32-MC 47.8% 46.15% 43.96% 1.64% 3.84% D 58 65 43 0 0 166

02-MC 69.8% 72.21% 68.81% -2.40% 1.00% D 4 48 43 0 1 96

03-MC 81.4% 77.80% 73.12% 3.64% 8.33% A 0 27 11 21 0 59

12-MC 91.2% 90.28% 85.20% 0.91% 5.99% A 0 10 12 6 0 28

22-MC 96.9% 95.68% 93.24% 1.18% 3.62% A 0 5 1 4 0 10

23-MC 95.0% 92.45% 89.15% 2.52% 5.82% C 5 9 0 2 0 16

24-MC 95.9% 94.32% 91.61% 1.60% 4.30% D 0 5 8 0 0 13

01-MC 72.6% 71.83% 68.80% 0.81% 3.84% A 0 29 5 53 0 87

34-MC 94.3% 90.80% 86.10% 3.54% 8.24% C 5 5 0 8 0 18

35-MC 63.5% 63.33% 59.79% 0.19% 3.73% D 51 9 56 0 0 116

Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and stru

33-MC 35.5% 29.33% 29.07% 6.20% 6.46% A 0 19 77 109 0 205

Distinguish between relevant and irrelevant

21-MC 94.7% 92.99% 90.44% 1.67% 4.21% C 1 7 0 9 0 17

04-MC 87.4% 91.12% 86.89% -3.70% 0.53% A 0 2 28 10 0 40

13-MC 87.1% 84.24% 80.68% 2.87% 6.43% D 16 3 22 0 0 41

44-MC 74.8% 70.83% 63.72% 4.02% 11.12% D 54 7 19 0 0 80

45-MC 97.5% 98.17% 96.53% -0.69% 0.95% A 0 3 3 2 0 8

46-MC 95.3% 94.44% 90.53% 0.84% 4.75% D 4 1 10 0 0 15

Identify a purpose for reading

05-MC 81.8% 78.54% 70.18% 3.22% 11.58% B 2 0 27 29 0 58

15-MC 65.1% 68.24% 65.14% -3.15% -0.05% C 50 41 0 20 0 111

31-MC 79.2% 74.84% 69.25% 4.40% 10.00% D 12 11 43 0 0 66

42-MC 99.4% 97.76% 95.74% 1.61% 3.63% D 2 0 0 0 0 2

43-MC 58.2% 66.27% 60.38% -8.10% -2.20% B 5 0 25 103 0 133

Use knowledge of structure, content, and vocabulary to understand

16-MC 70.1% 64.25% 60.32% 5.88% 9.81% A 0 27 29 39 0 95

Item Difficulty and Response Gap AnalysisHamburg Grade 8 ELA - Jun 30, 2011 Item Difficulty and Response MC Questions - Gap & Distractor

Standard Performance Indicator QuestionCore PI - Writing

Use correct grammatical construction in simple/compound/compleCritical Analysis &

EvalEvaluate examples, details, or reasons used to support ideas

Information/Understanding

Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from

Condense, combine, or categorize new information from one or more sources

Draw conclusions and make inferences on the basis of explicit and implied information

Identify missing, conflicting, or unclear informationRecall significant ideas and details and the relationships between and

SMALL GROUP DISCUSSION

Consider the data from the perspective of your classroom.

What conclusion statements impact your curriculum?

In your group, choose one statement for focus.

Conclusion Statements:

The grade 8 success rate was 35.5% for determining the meaning of unfamiliar words by using context clues, a dictionary, a glossary and structure.

There was a -8.1% gap compared to Erie 1 BOCES for recalling significant ideas and details and the relationships between and among them.

The largest gaps compared to Erie 1 BOCES are in the area of Information/Understanding.

LARGE GROUP DISCUSSION

What is the one conclusion statement that could have the most impact on student achievement?

Notes:

The groups discussed the data and considered each content area. It was decided to focus on the area of information and understanding, with our first conclusion statement:

The grade 8 success rate was 35.5% for determining the meaning of unfamiliar words by using context clues, a dictionary, a glossary and structure.

Goal: By the end of the school year our students will move from a 35.5% success rate to 65% success rate as measured by the NYS ELA assessment in grade 8.

Strategies: Teachers should consider strategies to discuss at the next meeting.

Data Team will prepare more conclusion statements for our goal and administrators will present teaching strategies related to the goal.

CONCLUDING THOUGHTS AND NEW BUSINESSNext meeting on 11/17/11

Strategy Staff Development

New Business

Notes:

Data Team meets in room 206 on 10/27. New members are welcome to come and help with the teaching strategies.