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From L to J
Sara Dixon Lana BallettiGin Fisher Jen Grzenda
Using Data to TrackStudent 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
• 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
Root Causes:The Jefferson Memorial
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.
Fishbowl Activity
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
Low Average High
HighEasy “A”
NCLB
AverageBell
Curve
Low 50% F
StandardsSu
ccess
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.
0
2
4
6
8
10
12
14
16
18
0-20 21-40 41-60 61-80 81-100
L Curve
Percent Correct
Num
ber
of S
tude
nts Beginning of the year
L Curve Bell Curve
0
2
4
6
8
10
12
14
16
18
0-20 21-40 41-60 61-80 81-100Percent Correct
Num
ber
of S
tude
nts Mid-year
0
2
4
6
8
10
12
14
16
18
0-20 21-40 41-60 61-80 81-100
L Curve Bell Curve J Curve
Percent Correct
Num
ber
of S
tude
nts End of the
year
Student Made Charts
• The place to start is with students graphing their own progress toward end-of-year grade level expectations.
Tracking Letter Recognition
Self-Reflection
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.
Fishbowl Activity
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!
1. Flush your fish…
2. Grab the fishbowl…
3. And move from L to J!
