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Data Driven Instruction

Annissa Larnard

ELED 4687-004 Martha Loyd

University of Arlington Texas

07 March 2016
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Data Driven Instruction Project

Data Collection

For the data driven instruction project, the results were based off the Curriculum-based

assessment (CBA). The CBA is a benchmark assessment that is given at the end of every six

weeks. Fourth graders are given a CBA in the subjects of reading and writing, math, and science.

CBA is an assessment that uses what is to be learned to assess what is learned (Deno, 1993). A

CBA usually consist of 15-20 questions. The questions go along with the curriculum that is

taught during a six week period. According to Deno (1993), the reliability of a CBA “focuses on

using existing curriculum materials and goals as a basis for selecting and creating the tasks on

which student performance is measured.” Curriculum-based assessments track students’

performance based on the curriculum materials that are used to create the assessments. Deno also

mentions that “social validity” is used to justify the information gathered from the assessment

results. When student are tested they will be tested over what they are learning, and not be asked

questions about things they were not taught. Each teacher will view the results and may interrupt

them differently. Curriculum-based assessments are used to respond to intervention. CBAs help

determine areas of need and goals to set to help students be successful.

The data driven instructional project used data collected from a Curriculum-based

assessment. The CBA used for the data project took place on January 19th, 2016, at the end of the

third six weeks period, in a fourth grade math class. The assessment was given to 66 fourth

graders. The fourth grade teachers were departmentalized and had three class rotations. The

results of the assessments were graded on scantrons by a computer and input into a software

system called DMAC Solutions. The results could be seen in DMAC and interpreted by the
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teacher. The test results uploaded into the computer software were used for the data driven

instructional project.

Data Reflection

The results of the curriculum-based assessment showed the mastery of the TEKS that the

assessment tested. The results revealed that many students did not master several TEKS with at

least 80% accuracy. Out of the many students tested, only a few TEKS were mastered with at

least 90% or greater. Upon seeing the results, I felt it was important to focus on the TEKS that

were not met with 80% accuracy or greater. TEKS 4.1E, 4.2E, 4.3A, 4.2F were an area of focus

based on the results because students did not meet those TEKS with high mastery. The table

below shows the mastery scores of the students as a whole (see Table 1).

Table 1

CBA Whole Class Results

TEK Class
4.1C 79%
4.1D 79%
4.1E 50%
4.2E 50%
4.2F 65%
4.3A 65%
4.3D 92%
4.3E 72%
4.3G 95%

The results of the CBA were broken down into individual students with the lowest scores.

Students with the lowest scores were the focus of the data driven instruction project. The

classroom teacher worked with students during intervention in response to RTI. Many of the
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other lower students were unavailable to participate the data instruction project. The results

focused on two specific young females that would be able to participate and benefit from the data

driven instruction project. The mastery levels of the two students were low and even lower in

some areas compared to where the whole class mastered 95% accuracy or greater. The scores of

the two students were analyzed to determine which TEKS they mastered with less than 80%

accuracy (see Table 2).

Table 2

CBA TEKS Mastery Scores

TEK Student G Student A

4.1C 57% 60%
4.1D 57% 57%
4.1E 20% 0%
4.2E 100% 0%
4.2F 33% 33%
4.3A 0% 0%
4.3D 100% 75%
4.3E 50% 50%
4.3G 65% 50%

Of the two students, they are both female, but are culturally diverse. They are on similar
mastery levels of the TEKS based from the CBA results. Based off the results of mastery levels
of 70% accuracy students should generally be able to:

 4.2E represent decimals, including tenths and hundredths, using concrete and visual

models and money

 4.3D compare two fractions with different numerators and different denominators and

represent the comparison using the symbols

Students are learning to:

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 4.1C select tools, including real objects, manipulatives, paper and pencil, and

technology as appropriate, and techniques, including mental math, estimation, and

number sense as appropriate, to solve problems

 4.1D  communicate mathematical ideas, reasoning, and their implications using

multiple representations, including symbols, diagrams, graphs, and language as

appropriate

 4.1E create and use representations to organize, record, and communicate

mathematical ideas

 4.2E represent decimals, including tenths and hundredths, using concrete and visual

models and money

 4.2F compare and order decimals using concrete and visual models to the hundredths

 4.3A represent a fraction a/b as a sum of fractions 1/b, where a and b are whole

numbers and b > 0, including when a > b;

 4.3D compare two fractions with different numerators and different denominators and

represent the comparison using the symbols >, =, or <

 4.3E represent and solve addition and subtraction of fractions with equal

denominators using objects and pictorial models that build to the number line and

properties of operations

 4.3G represent fractions and decimals to the tenths or hundredths as distances from

zero on a number line

The following is a breakdown of the students’ individual abilities that were determined

from the results of the CBA and what would need to be done next.
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 Student G scored low in many areas, but exceeded the mastery level in two areas.

The student can represent decimals using models and compare fractions with

differing numerators and denominators using comparison symbols. The focus for

student G needs to be on TEKS she scored lowest in. Student G scored the lowest

for TEKS 4.1E, 4.2F, 4.3A, 4.3E, and 4.3G. The focus for the student would be

the TEKS she scored low in.

 Student A scored low in all areas of the TEKS. Base on the CBA results, they

show that student A struggled and did not comprehend the skill that should have

been learned. The student needs to focus on most of the TEKS, but the main focus

needs to be on the TEKS she score the lowest for. The focus for student the

student would be for TEKS 4.2E, 4.2F, 4.3A, 4.3E, 4.3G.

Data Driven Instructional Design

The data from the CBA showed a list of TEKS the students were tested over. Once the data had

been collected and reflected upon, lesson plans were created to help the students in the areas

most needed to help them improve in the math TEKS from the CBA. The TEKS with the lowest

mastery scores were used to create five lessons for the students. Student A needed a bit help with

TEK 4.2E, so it was included in the lesson, but Student G would benefit as well. The lessons

were written for the following TEKS:

 4.1E create and use representations to organize, record, and communicate mathematical

ideas

 4.2E represent decimals, including tenths and hundredths, using concrete and visual

models and money

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 4.2F compare and order decimals using concrete and visual models to the hundredths

 4.3A represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers

and b > 0, including when a > b

 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero

on a number line

The lessons created for the students were created to help them improve their skills and master

the TEKS past 70% accuracy or greater.

Lesson 1

TEK: 4.1E

Mathematical process standards. The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

(E) create and use representations to organize, record, and communicate mathematical

ideas

Objective:

The student will use visual representations of fractions to organize part-whole fractions.

Lesson: Using a set of cards. There will be two groups. One set will have a representation of a

part-whole fraction with a visual. The other group will have the part-whole fraction written with

the numerator and denominator. The teacher will guide the student with a few examples of

fractions being represented by a part-whole representation. The teacher will guide and the

student will work to pair the rest of part-whole representation cards with the matching written

fraction.
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Assessment: The student will be given four part-whole representations. The student will record

the part-whole representation as a fraction. The student must complete the assessment with 100%

accuracy.

Lesson 2

TEK: 4.2E

Number and operations. The student applies mathematical process standards to represent,

compare, and order whole numbers and decimals and understand relationships related to place

value. The student is expected to:

(E) represent decimals, including tenths and hundredths, using concrete and visual

models and money

Objective: The student will identify and match decimal values and fractions to the correct visual

representation of a grid

Lesson: The student will create a foldable. The foldable will have three sections: Decimal,

fraction, grid. The student will be given four decimals with two with tenths place value and two

with hundredths place value. The student will write the decimal and write the decimal as a

fraction. The student will draw a model to represent the decimal using a grid.

Assessment: The student will be given four decimals using tenths or hundredths value. The

student will have tenths and hundredths grids and fractions. The student will match the correct

decimal, fraction, and grid. The student will complete the assessment with 90% accuracy.

Lesson 3

TEK: 4.2F
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Number and operations. The student applies mathematical process standards to represent,

compare, and order whole numbers and decimals and understand relationships related to place

value. The student is expected to:

(F) compare and order decimals using concrete and visual models to the hundredths

Objective: The student will compare decimals of less than or greater value to the hundredths.

Lesson: The students will be given a deck of cards. The cards will have decimals up to the

hundredths place value. Students will use the cards to play a game of war. Each student will flip

a card and compare the decimals together to see which one is greater. Students will a draw erase

board to write the decimals down and compare the decimals together. When writing, they will

write the fraction as 0.3 O 1.5. The teacher will reinforce adding a zero to the hundredths place

value when you have an examples 0.08 O 0.8 to determine which is greater. The student with

the greater decimal gets to keep both cards. The students will practice identifying decimals of

less or greater value.

Assessment: Students will be given sheet with comparing decimals. Student must write the

correct symbol for the correct comparison of decimals. The student will complete the assessment

with 90% accuracy.

Lesson 4

4.3A

Number and operations. The student applies mathematical process standards to represent and

generate fractions to solve problems. The student is expected to:

(A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers

and b > 0, including when a > b

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Objective: The student will convert mixed fractions and improper fractions using task cards

Lesson: Students will use task cards. The teacher will explain what students will do and

introduce how they will use the task cards. The task cards will have either mixed fractions or

improper fractions. Students may use whiteboards or pencil and paper. Students will convert the

mixed fraction into an improper fraction or convert an improper fraction into a mixed fraction.

Students will use an iPad to check themselves by scanning a QR code on each task card that will

reveal the answer.

Assessment: Students will be given a work sheet with 6 improper fractions and mixed fractions.

Students will convert the mixed fractions into improper fractions and improper fractions into

mixed fractions. The students will complete the assessment with 90% accuracy.

Lesson 5

4.3G

Number and operations. The student applies mathematical process standards to represent and

generate fractions to solve problems. The student is expected to:

(G) Represent fractions and decimals to the tenths or hundredths as distances from zero

on a number line.

Objective: The student will identify fractions and equivalent fractions from zero to 1 by using a

number line.

Lesson: The student will be given a set of fraction cards. The fraction cards with have arrange of

equivalent fractions of whole, halves, fourths, eighths, twelfths, and sixteenths. The rest of the
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cards will have a point on a number line of one of the fractions. The student will work through

the fractions and sort the matching number line for each fraction.

Assessment: The student will be given a sheet with a few number lines with a given point

identify a fractions. Students will write the correct fraction of the point on the number line. The

student will complete the assessment with 90% accuracy.

Evidence of Student Learning

Over the course of a week, the students completed each assessment that went with one of the five

lessons. Each student completed an assessment that went with the TEK the lesson covered. Each

assessment contained ten problems or questions. The results for student G and student A were

recorded. The students would be given another CBA soon, but it would cover different TEKS.

The improvement and success of the results were off the five assessments the students did after

each of the five lessons. For each of the five lessons, the students completed an assessment with

90% accuracy or greater. The post lesson result are indicated in Table 3.

Table 3

Post TEKS Assessment Scores

TEK Assessment Student G Student A

4.1E Assessment 1 100%- missed 0 100% missed 0
4.2E Assessment 2 100% missed 0 90% missed 1
4.2F Assessment 3 100% missed 0 90% missed 1
4.3A Assessment 4 90% missed 1 70% missed 3
4.3G Assessment 5 90% missed 1 80% missed 2

Based on the results from the five assessments, student G and student A showed

improvement is mastering the skills. I focused on five main TEKS the students did not master
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with at least 80% accuracy. I planned my five lessons and five assessments to go with each of

the five TEKS they scored the lowest in. Each student made gains in mastery based on the five

assessments. The two students did master at similar and different levels. Student G mastered all

assessments with 90% accuracy or greater. Student A did not meet at least 90% accuracy in a

few of the post-assessments, but did master with 70% or 80% accuracy. When I compared the

pre-assessment mastery with the Post-assessment mastery, the students did show gains. The

student was mastering the TEKS under 70% accuracy, but is now mastering the TEKS with 70%

accuracy or greater. I believe the lessons were beneficial to the students because they showed

great gains compared to where they were when they did the pre-assessment. Before the two

students were mastering the TEKS under 70% or lower, but now they have mastered the TEKS

with 70% accuracy or greater. The two students have shown successful improvement in the

skills.

Future Goals

Student G completed all the assessments with 90% accuracy or greater. For TEKS 4.3A

and 4.3G, the goals for student G are to continue working with converting mixed fractions and

improper fractions. The student worked well through the lesson and the assessment, but may

need a bit more focus on converting fractions with greater numbers. Student G will continue to

practice on converting mixed and improper fractions till she does reach 100% accuracy. Student

G will continue to practice using a number line to identify equivalent fractions till she reaches

100% accuracy.

Student A completed all the assessments with at least 70% accuracy or greater. The

student will continue to practice with activities related to TEKS 4.2E and 4.2F. Student A did

complete TEKS 4.2E and 4.2F with 90% accuracy. The student will practice more with TEKS
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4.3A and 4.3G. Student A completed TEK 4.3A with 70% accuracy and 4.3G with 80%

accuracy. Student A will continue to practice with activities that relate to TEKs 4.2E and 4.2F,

but will focus more on TEKS 4.3A and 4.3G until she reaches 90% accuracy in those two TEKS.

Student A’s main focus will be practicing converting mixed fractions and improper fractions and

identifying fractions on a number line, until she masters the skills with 90% accuracy. Both

students will continue to practice and show success in the mastering the TEKS.

References

Deno, S. (1993). Curriculum-Based Measurement. Retrieved from

http://digitalcommons.unl.edu/buroscurriculum/3/

Texas Essential Knowledge and Skills for Grade 4. Retrieved from

http://tea.texas.gov/uploadedFiles/Curriculum/Texas_Essential_Knowledge_and_Skills/d

ocs/Grade4_TEKS_0814.pdf