Objectives
 Explain the importance of using data in
the classroom.
 Identify the different types of common
assessments used at Tindley and
why/how they are used.
 Understand and apply the process of
data-analysis used with common
assessments.
Why is using data important?
How is it helpful?
0Case Study: Man on Fire
0Scene 1
0Scene 2
• What were the key moments in
Creasy’s attempt to help the girl
(Pita)?
• What made Creasy’s analysis
effective?
Scenes 1 and 2
0 Scene 1
• Closely observes her swimming; assessing what she did well
and what she needed help with
• Uses positive framing and honest praise to build trust with her
o “You’re a strong swimmer.”
0 Scene 2
• Involves her in the analysis process
o “You’re the fastest one in the water; you’re the slowest one off
the blocks. What do you think that means?”
• Continues to use positive framing and honest praise (with a
little bit of humor) to build trust
0 Scene 3
• What is Creasy’s plan?
• What details make this plan
effective?
Scene 3
• Imitates authentic scenario
o has her practicing on the blocks vs. watching video or talking about it
• Repeats correct practice; stops incorrect practice
• Measures progress
o timer
• Uses motivational phrases
o “You are a prisoner; the sound sets you free.”
• Involves her in the analysis
o “What did you do?” “I flinched”
• Involves outside influencers and supporters
o staff
• Encourages a growth mindset as opposed to a set mindset
o “There is no tough, there’s trained and there’s untrained.”
0 Scene 4
• Was the end result successful? How
do we know?
• Did we need to watch this clip to
determine success?
Reflection Question (Discuss for 4 minutes):
What was the most critical part of Creasy’s plan? Why
was it so important to Pita’s success?
• We cannot effectively and efficiently lead
our students to success without knowing
their strengths and weaknesses.
• Excellent teachers use this information to
plan strategic, measureable practice.
• Investing students in their own success is
important to keep them persevering.
Key Takeaways
Pre- and Post-Tests
and Interims
NWEA and ACUITY
Common Assessments Used at Tindley Schools
Pre- and Post-Tests and Interims
Tested Subjects: Math, Reading, and Writing
Purposes: To assess mastery over curriculum objectives
To inform teachers what and who needs to be re-taught
Content
Question
Types
Allotted
Time
Expected/
Pass Scores
Graded
Math
MC (30-50)
CR (2-6)
Unlimited
(90min.)
30-50% (Pre)
70% (Interims)
20pts. (except Pre)
Reading
MC (45-60)
(F/NF/W/L) CR (4-6)
Unlimited
30-50% (Pre)
(90-120min.) 70% (Interims)
20pts. (except Pre)
Writing
55 minutes
20pts. (except Pre)
5-paragraph
essay
30-50 (Pre)
80-90 (Post)
Pre-Test: September
Interim 1: October
Interim 2: December
Post-Test: May
Interim 3: March
NWEA: Math and Reading
Overview: Computer-based, adaptive assessment that gives a nationally-normed
achievement level and skills-based analysis.
Purposes: To identify Title I services
To determine nationally-normed growth over the course of a year
Content
Question
Types
Allotted Time
Expected/ Pass
Scores
Math
MC
Unlimited (Class Varies by grade level No
Pd.)
Reading
MC
Unlimited (Class Varies by grade level No
Pd.)
Pre-Test: August
Formative: January
Post-Test: May
Graded
ACUITY: Math and Reading
Overview: Computer-based, ISTEP-aligned assessment that predicts how students
will perform on ISTEP. Rigor increases as the year progresses.
Purposes: To identify Title I services
To predict performance on ISTEP
To guide and support instructional practices
Content
Question Allotted Time
Types
Expected/ Pass
Scores
Graded
Math
MC
Unlimited (Class Pd.)
65-70%
No
Reading
MC
Unlimited (Class Pd.)
65-70%
No
Diagnostic: August
Predictive 1: September
Predictive 2: November
Predictive 3: February
Assessment Schedule
Mark dates that your scholars will
be assessed. Plan around these
dates.
Note that on Interim days, there
will be adjusted schedules.
Make sure students are aware of
the schedule and no test catches
them by surprise.
Be prepared for August and May.
They’re test-heavy, but incredibly
important for driving instruction
and measuring progress.
As things go, there will be
changes. You should have the
most up-to-date schedule at all
times.
“Test scores often become both a thermometer and
barometer, reading the current temperature and
PREDICTING future rain. But tests don’t have that power;
they are like Scrooge’s Ghost of Things to Come. The future
of what any of us will be able to know or do is not in our
past test results, but those things lie in the teaching and
learning OPPORTUNITIES that will become available to us.”
-Tim Shanahan
“If these shadows
remain unchanged…”
We’ve
taken
the
test;
now
what?
Just like Creasy, we need to identify where the deficiency is.
Once you have the
assessment results
back, you will have 1
week to turn in a
Data Analysis
Reflection Form
Step 1: Identify skills for
whole-class remediation.
Acuity Reporting Example
Overall, students had an
average of 76%.
I see 15% of students were in the “fail” range,
66% are in the “pass range” and 19% are in the
“pass+ range”
After the average, the next thing you need to identify are specific
objectives/ skills that students did poorly on. I can see here that
they did 65% or better on all but 2 areas: “Reading Literature”
and “Production and Distribution of Writing.”
Reading Literature now becomes: “Analyze an interaction between two
people or characters and how that interaction affects plot”
Production and Distribution of Writing now becomes: “Revise writing to
correct grammar” and “Use clear, concise sentences in composing a text”
Examples of whole-class
remediation ideas (non-exhaustive)
0 Full lesson of re-teaching skill
0 “Do Now” reviews for a week
0 Spiral skill into upcoming units
Re-Teach
Re-assess
Mastery
Inadequate Results
Step 2: Identify individual
students for remediation.
NWEA Reporting Example
Examples of individual student
remediation ideas (non-exhaustive)
0 Title I elective assignment
0 Extended day targeted instruction
0 Extra practice (Acuity labs, HW, projects, etc.)
0 Saturday/Sunday targeted instruction
0 Daily check-ins with guardian
0 Co-teaching
0 Strategic grouping during in-class instruction
0 Targeted Checks For Understanding during I do, We do, You do
0 Behavior chart/contract (if behavior is a key lever for the student)
0 Implementation of goals/incentives
0 Peer tutor/mentor (from class or upper grades)
0 Change of seat location
Data Analysis
Analysis
1. Look at the sample teacher Data Analysis forms.
2. In groups of 3-4, analyze the form, explaining
what the teachers did correctly, or well, and what
the teachers should do to improve the form.
NWEA Mid-Year Results
Grade 8 Mathematics
Target Skill RIT
Score: 227
Creasy’s Example:
• We cannot effectively and efficiently lead our
students to success without knowing their
strengths and weaknesses.
• Excellent teachers use this information to
plan strategic, measureable practice.
• Investing students in their own success is
important to keep them persevering.
Key Takeaways
Assessment Investment
1.Talk it Out
2.Show YOUR Investment
3.Reveal the Results
4.Reflect/Goal-Set
We get to take a test
and show how
awesome we are??
YES!
Examples of investment from 2012