Project L.I.F.T.

Academy (2017-2018)

DATA ANALYSIS GUIDE

Teacher: Ms. Martin Assessment: CA #1

Part A: Determining a Focus Standard(s)

Strengths Areas for Growth
Standards with Percent Correct or # of Questions Standards with Percent Correct or # of Questions
Highest Scores Proficient Lowest Scores Proficient
2nd and 4th 80% 4 1st Block: 45% 4
Block 7.NS.1b
80%
7.NS.1b

All blocks: 80% 4 All Blocks: 60% 4

7.NS.2a 7.NS.3
68% 66%
70% 65%
All Blocks: 63% 4 All Blocks: 50% 4
7.NS.1 8.EE.7b
73% 68%
73% 68%
2nd and 4th 70% 4 1st Block: 50% 4
Blocks: 6.EE.3
65%
6.EE.3
 Focus Standard(s) Rationale
1st Block: 7.NS.1b Adding and Subtracting Integers
This is an essential skill for student success in Math 1. They must know how to add and subtract numbers in order to
combine like terms, simplify, and solve expressions.

1st Block: 6.EE.3 Distributive Property

Students must know how to simplify using the distributive property in order to solve equations later on in the course.
Students should conceptually understand how parentheses serve as a group and cannot be separated or split up.

All Blocks: 7.NS.3 Order of Operations

Students are struggling with their signs and have a habit of solving problems left to right without considering the steps of
order of operations. Also, students are continuously making exponent errors: 2^3 = 6 instead of 8. Students also multiply
before they do exponents example: 2(3)^2 = 36 instead of 2(3)^2 = 18

All Blocks: 8.EE.7b Combining Like Terms

Students see long distributive property problems and tend to shut down. They forget how to ADD the numbers in front -
one reason for their errors is their weak integer skills. Additionally, when students see 2x^2 + 3x^2, they try to square the
coefficients. Students need a stronger conceptual understanding of TERMS, COEFFICIENTS, and EXPONENTS in
order to better master this standard.

Part B: Think Time

The following questions should be answered independently and shared out at the data analysis meeting.

1. Im surprised that I see.

The differences in performances based on blocks. For instance, first block (59%) scored substantially lower than 2nd
(74%) and 4th (73%). Additionally, there are differences between each blocks lowest and highest standards. I was
surprised to see that the lowest section for many students was combining like terms. In class, students seemed to master
this much better than they did on the assessment.
2. Some patterns/trends that I notice

Students do not perform as well on computer or multiple choice tests. Students rush through the questions and guess
before they work out the problems. Students are struggling to show their work when taking a computer based test. It is
clear to see they have not had much practice. I wonder how this affected their performance on the 8th grade assessment
last year since this was the first year they took computer-based tests. I even notice the inconsistencies when they
participate in formative assessments such as Kahoot or Quizizz.

Also, first block may have performed lowest because they had to take the assessment first? Might have been more
accurate if all math blocks took the test on the same day so they had the same time to prepare.

3. I believe the data suggestsbecause

Students need a stronger foundation and better conceptual understanding of basic math skills. Additionally, students
need more practice and scaffolded assignments that involve computer-based questions/tests. Students need a better
system to show their work. Students try to do too many calculations in their head, and their skills are not strong enough to
do so. Additionally, student work is scattered and results in more missed questions.

4. I think the following are appropriate solutions/responses that address the needs implied in the data:

- Students need more practice with different types of assessments (paper and computer)
- Students need skill reinforcement (during warm up and drills)
- Students need more visual representation of skills in the classroom. I will work to include more anchor charts
(student and teacher created) so students will be more successful
- Students need more consistent written formative assessments - we have been utilizing Kahoot and Quizizz, but
students need more guidance when working on these activities. There is still a disconnect between the work they
produce in class when the problem is printed on a piece of paper and the answers they get on the computer
Part C: Next Steps
What plans do I need to make for intervention, enrichment, or grouping of my students?

ENRICHMENT

There are several students who are very advanced and scored high Bs or As on their assessment. For these students,
they need more opportunities to create answer keys for students, apply their knowledge, create test questions, create
anchor charts, and teach lessons to other students. They should be challenged with new, rigorous course content and
pushed to succeed. I plan to use FrontRow and ck-12 for students. These platforms will differentiate and ensure
students are practicing and refining their skills at their own level.

INTERVENTION

Students who need more one-on-one guidance will work on FrontRow and ck-12. These sites will generate questions
that will meet students where they are. It will also provide reports for me based on student progress. For students that
need one-on-one help, they will receive pull-out help once a week and will have the opportunity to work in small groups.
Many of these students need to work on their confidence and their initiative to ask for help. I will be sure to track these
students progress and pay close attention to the formative data they produce.

GROUPING

Students will participate in small-group work and should be grouped by skill strength/weaknesses. WIthin these groups,
students will receive guidance and support. THey will work together to check each others work and compare the
questions they struggle with. When students work in partners, it is important to provide variety in skill level. Students
need an opportunity to be pushed and work with a variety of skill levels. This way they can compare strengths and
weaknesses and show more growth. High flyers can practice their teaching and explanation skills while those who
need more interventions can practice their questioning skills.