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From L to J. Sara Dixon Lana Balletti Gin Fisher Jen Grzenda. Using Data to Track Student Progress. Fishbowl Activity. Focus for this session:. To understand the purpose of moving from L to bell to J How to conduct random sampling of grade-level expectations
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From L to J Sara Dixon Lana Balletti Gin Fisher Jen Grzenda Using Data to Track Student Progress
Focus for this session: • To understand the purpose of moving from L to bell to J • How to conduct random sampling of grade-level expectations • How to effectively motivate students with individual and class charts
Numerical Goals? • Improvement means that this year is better than the prior year. • Continuous improvement means each year is better than the last. • Numerical goals cause confusion. If a 5% goal is set and the school improves 3.5%, staff doesn’t know whether to celebrate or moan.
Failed Strategies • Fear • Blame • Ranking • Incentives These strategies are based upon the belief that you and I are the problem.
The Wrong Statistics • Education has patterned its statistics after athletics, whose aim is to have only one winner. • Ranking keeps education from creating as many winners as possible.
A Little Math • Five incentives per day… • 180 days per school year… • Thirteen years… • Equals 11,700 incentives
Hope comes from: • Understanding the root causes of educational frustration • Having solutions to these frustrations
Permission to Forget • Beginning with first grade spelling, students know they have permission to forget. Sometimes after the test, but almost always by the end of the year. • Teachers estimate they spend 1/3 of the school year teaching students content they should know prior to entering their class.
Permission to Forget • Four years of K-12 education is spent in review. • Ten years of a teacher’s career is spent in review.
Harry & Schroeder • “When there is no system of measurements in place to gauge customer satisfaction, can an organization genuinely say that its customers are a top priority?”
Purpose of Analyzing Data • Improving learning, not improving test scores • Alignment and continuous improvement are both needed • Improved learning will result in improved test scores • How to have both high standards and high success rates
Standards Success Rate
Tracking Student Progress • The classroom’s histogram shape should progress from an “L” to a bell and finally to a “J”. • This can also be used to track grade level or school wide data.
L Curve Number of Students Beginning of the year Percent Correct
L Curve Bell Curve Number of Students Mid-year Percent Correct
L Curve Bell Curve J Curve Number of Students End of the year Percent Correct
Student Made Charts • The place to start is with students graphing their own progress toward end-of-year grade level expectations.
Random Sampling • Random sampling from end-of-year items provides students a constant review of what has been taught and a constant preview of what is yet to be taught.
Sample Size • The square root of the total number of questions is an ample sample size for accurate data, if collected weekly or bi-weekly. • For example, if there are 120 items to be mastered, you should ask 11 random questions a week.
Random Selection • Drawing from a hat or fishbowl • www.randomizer.org • Popsicle sticks • Rolling dice (numbered list) • Numbered ping-pong balls • Bingo numbers (tumbler) • Transparency questions
Class Run Charts • Used to track class, grade level, or school wide progress • Can be useful in identifying trends, valleys, and plateaus • Can also be used to monitor attendance, tardiness, referrals, etc.
Conclusion • Most test data is designed to rank and compare rather than to give insight; education is considered a contest to be won or lost. • Insight is necessary to create a better future. • The focus is year-to-year progress.
Ready, Set, Flush!
Flush your fish… • Grab the fishbowl… • And move from L to J!
