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  • Ajaquith Moybasicdataanalysis Math

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    The document summarizes math assessment data from 19 second grade students. It finds that: 1) Most students who scored lower from the beginning to middle of year assessments were higher performing students who may not have been sufficiently challenged. 2) Most students who scored higher were lower performing students who benefited from a focus on basic computation skills. 3) The assessments had a relative weakness in measurement and data questions. It recommends targeting instruction more at different achievement levels, incorporating more measurement and data, and providing more support for problem-solving skills.

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    The document summarizes math assessment data from 19 second grade students. It finds that: 1) Most students who scored lower from the beginning to middle of year assessments were higher performing students who may not have been sufficiently challenged. 2) Most students who scored higher were lower performing students who benefited from a focus on basic computation skills. 3) The assessments had a relative weakness in measurement and data questions. It recommends targeting instruction more at different achievement levels, incorporating more measurement and data, and providing more support for problem-solving skills.

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    59 views2 pages

    Ajaquith Moybasicdataanalysis Math

    Uploaded by

    api-346495860
    The document summarizes math assessment data from 19 second grade students. It finds that: 1) Most students who scored lower from the beginning to middle of year assessments were higher performing students who may not have been sufficiently challenged. 2) Most students who scored higher were lower performing students who benefited from a focus on basic computation skills. 3) The assessments had a relative weakness in measurement and data questions. It recommends targeting instruction more at different achievement levels, incorporating more measurement and data, and providing more support for problem-solving skills.

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    © All Rights Reserved
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    of 2

    MOY Basic Data Analysis: Math

    Step 1: Facts - What do you see? Step 2: Interpretation -Strengths and Challenges

    Of 19 students tested MOY (4 special education From BOY to MOY there was a general decrease in
    students not tested, 1 new student right before test range of students scores, students more
    with no BOY data): congregated in the middle RIT bands (171-190)
    9/19 scores went up BOY to MOY geometry went up for most students
    5/9 of scores that went up are of (strongest Goal)
    students <50th percentile Measurement and Data Goal is lowest
    3/19 scores remained stagnant Most of students who went down the most
    Percentile ranged significantly are higher performing students
    7/19 scores went down Most of students who went up are lower performing
    5/7 of scores that went down, went students
    down >2 points
    5/7 of scores that went down are of
    Math
    students >50th percentile

    Step 3: Implication & Root Causes - What does this Step 4: Action & Follow-Up - What are we going to do?
    mean for our work? How will we monitor the effectiveness of our actions?

    Most of students who went down the most More intentional vocabulary development so that
    significantly are higher performing students Ss can decipher meaning in math problems - teach
    Have not been as pushed in critical thinking strategies for reading multi-step problems
    and extending the skills into more Make better use of Ms. Troy in grouping students to
    appropriately challenging content allow for pushing of higher students and supporting
    Most of students who went up are lower performing lower students
    students Change math groups (make more than 3 groups)
    They were able to do more of the basic so that can pull more strategically
    computation that they lacked BOY that did Incorporate more measurement and data in daily
    not require reading problems - warm up problems?
    2nd grade math test does not have a listen to Use math centers that target different Goals and
    question feature so non-readers could not listen to with some choice, have students practice sections
    the question as many times as they needed and/or they need
    hear words they did not understand Provide more guidance and explicit teaching in how
    Q 1-2 was heavily focused on numbers and to use Front Row
    operations and operations and algebraic thinking (as
    Go Math is normally set up) - we spent most of time
    developing deep understanding of place value in
    preparation for 2-3 digit addition and subtraction
    Unsure why or how Geometry went up for most
    students - Front Row Ed?
    Go Math books are now in English in 2nd grade so
    not as structured Spanish support (also harder for
    parents to help at home)

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