Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.

1. Data and Assessment
Presented by:
Janet Steinberg, Teachers College Reading and Writing Specialist
and
Erica Zigelman, Principal MS 322

2. Data
• The process by which an individual collects, examines, and
interprets empirical evidence to make decision.
• Sometimes we can use them to promote learning
(assessment for learning) and other times to check to see if
learning has occurred—that is, for purposes of
accountability (assessment of learning)."
• Sometimes they said that assessments are used for
learning not for the score what do the students need and
what don't they need. But sometimes they are needed for
accountability. As the second key to quality, we have
established that assessments must be designed to reflect
the variety of achievement targets that underpin standards:
mastery of content knowledge, the ability to use
knowledge to reason, demonstration of performance skills
and product development capabilities.

3. What is data?
•Pieces of information
•Data is meaningless by itself but when
given context and used for instruction
it serves a purpose.
•Context transform data into
information that is usable to a
decision maker

4. Words to think about
• Make data part of an instructional improvement
• Teach students to examine their own data and set learning
goals.
• Establish a clear vision for school wide data use
• Develop a data driven culture.

5. Data
• How?
• Do I differentiate my instruction based on the
• data of my students?
• Do I find the right material for my students?
• Do I carry over what they have learned already?
• Do I access what they will learn in this unit
What?
Do I know about my students? What do
They know and what do they need to do next?
What have they mastered?
What are their next steps?
What are the standards we need to reach?
Why?
Rationale
Would I teach this but leave this out
for my students?
Would I do a guided practice lesson
As opposed to a demo lesson?
Why is this a good essential question?

6. Observational Reading
• Students and what they produce
• Students and what they talk about
• Students and their misconceptions
• Students and the text they pick
• Students and the evidence they choose

7. Questions
• Probing Thinking – Questions that prompt for deeper thinking
in the respondent
• What causes you to say that?
• Could you explain what you mean?
• How does this relate to what we have been talking about?
• Probing Assumptions – Questions that prompt for students to
examine hidden assumptions in their thinking:
• What must be true for your thinking to be correct?
• What other assumptions are correct?

8. Questions
• Probing Reasoning – Breaking reasoning down into component parts, or
challenging rationales, can cause deeper and more specific thinking.
• Why do you think so?
• How do you know this?
• What facts are there to support what you are saying?
• Probing Alternative Perspectives – These questions help us
• look at issues from more than one point of view
• What’s another way to look at this?
• Why is the viewpoint stronger than the other one? How do you know?
• What are the strengths and weaknesses of each viewpoint?
• Probing Implications and Consequences – Extending an argument to its
implications and
• consequences and strengthens thoughts
• What might happen next?
• How does this change what we already learned?

9. Types of Data
Reading Writing
Running Records On Demand
Anecdotal Notes from Talk Or Rehearsal Talk
Post its Writing notebooks or Folders
Reading responses Drafts
Conferring Notes Conferring Notes
Performance Assessments Learning Progression
ELA Testing ELA Testing
Word Test Spelling Inventory
Content Area Responses Content Area Writing

10. Reading Behaviors
• Class Reading Research
• AVOIDANCE
• __Takes too long to find book in schoolbag.
• __Takes too long to begin reading.
• __Tries to get a new book.
• __ Asks to leave the room
• __ Asks a question
• __ Spends too much time on RJ / Post-it.
• __ Appears unfocused
• DISTRACTION
• __ Looking around the room.
• __ Frequent pauses / stops
• __ Reacts to slight changes in environment.
• __ Appears restless.
• INDIFFERENCE / DISRUPTIVE
• __ Clearly defiant.
• __ Distract others
• __Tries to communicate with others who are reading. ( verbal / nonverbal)
• __ “Playing” with pen, toy…
• __ Other
• HANDLING OFTEXT

11. Running Records
How do I take a running record?
How do you read a running record?
How do you follow the data across the year?

13. Results of Running Records

14. Degrees of Reading Power (DRP)

15. DRP and Test-Eligible ELLs

16. Character BandsNOPQ Students have a hard
time with more
literary language
Give the words
context for them what
do they mean and
how do you use them.
Have them think
about why the author
uses these words and
for what purpose
Students have a hard
time understanding
irony
Put irony into real
world context
Show them
illustrations
Have them look at
cartoons
Write out some
situations and talk to
them about why they
are absurd or came at a
strange time

17. Questions
• What is holding them on this level?
• What other evidence do I have of the work the student is
doing in character work, non fiction, etc?
• Is this a pattern for the class or the student?
• What else could be interfering, ie reading behaviors, volume,
ells etc

18. Testing

20. LOOKING AT ITEM ANALYSIS
• LOOK AT THE ITEM ANALYSIS WHAT DOES IT MEAN
• LOOK AT TEST QUESTION
• LOOK AT THE LEVELS

21. Questions to ponder
• What do they master?
• What do they seem to have trouble with?
• What is their levels?
• What are the questions asking?
• What do I know about the genre?
• Is there more than one questions that they are getting wrong?
• What standard do I need to focus in on?

22. Strengths Next Steps Assessment
They seemed to get the
character questions correct
when reading realistic fiction
Learning to read narrative non
fiction with the same lens
they used to read fiction
Check to see after instruction
that they can follow the
characters: their conflicts,
resolution, point of view etc.
Learning how to monitor
during their independent
reading
Need to realize that that skill
could and should be used
during testing situations
As they work on the passage
do they annotate, underline,
question, go back and reread
They can read text and get
the questions right on their
own text level
Use what they know to
master text of greater
complexity
Watch as they tackle harder
level text to see how they
handle vocabulary,
comprehension etc.
They can recognize the
features of non fiction text
Learn how to use those
features to think about why
they are there and how to use
them
Watch as they use the outside
features of non fiction to see if
they use these features to add
to meaning or interpret why
the author put them there
They are able to notice
characters’ actions and
motivations
Push to interpret why
characters do what they do
Oral reading in conferences,
reading responses, post its,
talk, ELA

23. Strengths Next Steps Assessment
Can answer literal
questions
Need to be taught to
answer interpretative
questions
Questions
Can answer predictable
questions
How do we read all the
questions for meaning
Questions and what do they
mean
Can say answer Answering on paper Short responses
Can answer earlier types of
questions
Learn to read for author’s
craft or CCSS questions
MultipleChoice

24. Look at Reading Post its
Responses
• Reading is a progression how can we assess our students as
readers

25. Environment
• How is class set up?
• Where is the meeting area?
• Where is the library?
• Does the library have the right levels ,different genres, reflect
your data
• Student examplars
• Flow
• Dok Level
• Charts reflect student needs
• Charts based not only on the unit but on what the reader
writer need and shows scaffolding and transference
• Charts are transparent

26. Data is all around us
• Conferences
• Post its or reading trail
• Talk
• Rubrics
• Criteria
• Inquiry Study
• Notebooks and Drafts

27. GOALS
• LOOKING AT GOALS AND THERE PURPOSES
• TEACHER TEAMS AND HOW THEY WORK

28. Conference
• When researching you begin to notice that the student is not elaborating and growing
ideas
• I love the way you describe the feelings of the character but you do it in one word and
sometimes I wonder are characters that one dimensional and could you develop your
ideas more.. When I look at Journey I can say journey is upset or which is what is says
here in the text but is says so much more than that doesn’t it lets read about Journey. He
is upset but conflicted do you see that so I could say that Journey is conflicted he would
love to blame his grandfather for his mom leaving but right her he is looking at that
photograph and realizes that his mom has a history of not being happy and walking away
even when he feel and needed her. So one thing I want you to work on is to think about
that one idea and how You can elaborate or grow that idea just like you did when we
further explored Journey.
• *2 Journey
• When reading your student writing you notice that they are naming their character putting
them in a setting but really not giving them a sense of story.
• I am really impressed with how you in your notebook have so many ideas about the texts
you are reading. But you seem to move from one text to another and what Im thinking is if
we can slow down. Can we take a text use what we know about the character and begin to
think about questions we can ask ourselves about this character. Than we can use these
questions to read the text with a different lens and can help us grow and elaborate on what
we want to say about the text.

29. Post its
• Learning progression
• Are they literal
• Do they carry across one text two text
• Do they show a deeper level of interpretation
• Do they show knowledge of authors craft
• Do they show evidence of the central idea in Non fiction

30. Data Across Units
• Initial
• Formative
• Summative

31. IMPLEMENTATIONRUBRICDATA-DRIVEN
INSTRUCTION& ASSESSMENT
• DATA-DRIVEN CULTURE
• ASSESSMENTS
• ANALYSIS
• ACTION
• TIMELY
• FORMATIVE
• SUMMATIVE

32. BRING IT ALL TOGETHER
• TAKE ALL THE DATA AND THINK ABOUT AN ACTION PLAN