CLASSROOM DATA PROJECT

C A I T L I N M C FA D D E N
DR. MONAGHAN
E D R 6 0 4 : P R O G R A M E VA LUAT I O N A N D D ATA
A N A LY S I S
2 J A N UA RY 2 0 1 7
 DATA COLLECTION PROCESS
Data Collection
Data collected by the Reading Specialist. Assessment is administered
over two days to mimic the Keystone Exam. Module 1 fiction, the first
day and Module 2 nonfiction, the second day. Each module includes a
passage, multiple choice questions, and a constructed response.
Students are given the same testing accommodations, supplies
(highlighter, scoring guideline, etc.) directions, and testing environment.
Benchmark is created from Keystone Literature Exam released items
from PDE. Teachers are not permitted to use the selected released items
for test preparation, examples, etc.
Students answers are scored and analyzed electronically by AKINDI.
Data results are reported out by the Reading Specialist via email in an
excel spreadsheet to shows overall data results and individual data
results by test items to both 10th grade teachers and administration.
Suggestions
Analysis of Data
Including teachers and administration in the analysis of the data. Together
creating a priority question, identifying a learner centered problem, and
together creating an action plan for addressing the learner centered problem.
ANALYSIS OF RESULTS
Mean 80%
Percentage of Overall 10th grade
Standard Deviation -16% Keystone Benchmark Results
Median 81%
2% 0%
2%
Mode- 94% 7%

Percentile 33%
13%
75% on the Keystone
Benchmark 38th percentile
81% on the Keystone 9%
Benchmark- 44th percentile
94% on the Keystone
Benchmark 79th percentile 33%
100% on the Keystone 100%-90% 90%-80% 80%-70% 70%-60%
Benchmark 83rd percentile 60%-50% 50%-40% 40%-30% 20%-10%
INTERPRETATION OF RESULTS
Patterns of Strength
FICTION
Reading and understanding fiction
Questions 1, 2, 5, and 8 all 90% proficiency or above
Vocabulary context clues and connotations
Authors Purpose personification communicates an idea
Interpretation of Literature citing evidence from the text to support generalizations

Priority Questions
Why are students performing significantly lowering on the nonfiction module than
the fiction module of the Literature Benchmark assessment? Why did most students
select one answer over another? What led them to select that answer?
Learner-Centered Problem
Students have trouble answering multiple choice questions about nonfiction text.
Next Steps
Display the data so that teachers would recognize the significant difference in
achievement between the two modules to help tell my data story.
INTERPRETATION OF RESULTS
Next Steps
Display the data so that teachers would recognize the significant difference in achievement
between the two modules to help tell my data story.
Provide an opportunity for the teachers to puzzle over the data displays for themselves[and]
ask teachers to pair share about what they see(83). The pair share will allow the teachers to
formulate their ideas about the data and questions they have about the results.
The conclusion of the discussion would be that our students are not performing as well on the
nonfiction section of the benchmark.
Provide teachers with a copy of the test so they could compare the fiction and nonfiction
questions and passages. This should lead to further discussions about why the students are
scoring significantly less on the nonfiction section.
Examine the most common incorrect answers for questions 7, 14,15 and 17. Provide teachers
with the test items to examine and discuss why the students selected the incorrect answer.
Brainstorm what skills the students would need to correctly answer questions 7,14,15, and 17. On
large chart paper have teachers record the skills each question requires to be answered correctly.
Select three skills or strategies to focus on between now and the next benchmark in April to
strengthens the reading of nonfiction.
Reading specialist supports both teachers and students in selected skills and strategies.
Celebrates both large and small achievements.
 INSTRUCTIONAL RECOMMENDATIONS
Specific Learning Outcomes
Increase students skills in reading nonfiction
Increase students exposure to reading nonfiction

Specific Instructional Strategies

Article of the Week Gallagher
Close Reading Fisher
Reading Nonfiction -Note & Notice Stances, Signpost, and Strategies Beers & Probst

Specific and Continuous Data Collection Measures

Short Term
Bell Ringers
Exit Slips
Nonfiction Reading Assessments ungraded
Long Term
2nd Keystone Literature Benchmark April
Keystone Literature Exam May

Ways to Support Teachers in Making On-going Instructional Decisions

Modeling instructional strategies to their class
Provide resources on instructional strategies lessons, articles, examples, etc.
Teacher Observations
Instructional Coaching
 DATA DISPLAY
10th Grade Keystone
Benchmark Overall
Results
Data in raw form
Color coded to highlight
Correct Answer
Common Incorrect
Answer
Uncommon Incorrect
Answers
Overall performance
on individual test
items
100%-90%
89%-80%
79%-70%
69%-below
 DATA DISPLAY
Data is
displayed by
individual
test item.
Series 1
depicts the
number of
students
that
answered
the question
correctly.
Series 2
depicts the
change in
the students
achievement
.