A Reader Asks... Common Assessment Data Analysis

A LYS Teacher sent the following to a LYS Coach

Lesa,

I have a question that enters my mind every time I start analyzing data from our common assessments. Why do we not count the kiddos in our data that make between a 60 and an 80?

For example, with these tests being 10 questions, we have LOTS of kids make 70s. Since we focus on the kids that make 80% or higher, and 60% or lower, those kids get left out. Is there a reason we aren't focusing on them? Is it because they are assumed to be scoring "at mastery?" Please shed some light on this for me. It weighs on my mind every time we test!

Thanks!

P.S. Thank you (and Sean) soooo much for your "style." The entire LYS team is a breath of fresh air every time you guys are here! The data analysis and everything that comes with trying to be a better teacher for our kids comes with some extra work; but I am seeing the improvements! Just seeing my ELL kids' awesome scores makes me excited to get to the next test. On the flip side of that, I'm taking their failures more personal than EVER BEFORE! In turn, those failing scores gnaw at me until we can get it right! So thank you! :o)

LC Response

Great question and thanks for asking me! You are correct - the theory is that if kids are making 60's and 70's this early in the year, then we believe that with continued good instruction in class and tutorial support as needed, that these students will be successful on TAKS in the spring.

Students who score 80% or higher are the kids that you expect to score commended, and the students who are below 60% are those that we have to be most concerned about and we continue to offer any and all support that we have as long as they continue to strive. Remember, it's these students who really determine your rating.

Tracking data like this is a concrete way to see how close or far we are to the TAKS goal - we can determine raw numbers of students who are soaring, those who are on level, and those who are striving. So, it's not that we aren't "counting" the kids in the middle, it's that we HAVE to know those who aren't making it and move them up through great instruction. You also want to think of the highest achievers and reflect on the instruction that is resulting in such resounding success and replicate it for the kids in the 60's and 70's with the hope that it will result in higher scores for them too.

I appreciate so much your attitude and your willingness to inspect your instruction. The fact that the scores drive you nuts is a sign of a caring, dedicated professional, and I promise you that just like we tell kids that the amount of effort they put forth will result in eventual success, so too is the same for us. The more we persevere and never give up, the better off every kid will be.

Thank you for being the kind of teacher that gives kids the ability to have options in the future! You are a blessing for each of them.

LC

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