IPG Analysis

Summary Statistics

In 2019-2020 there were 245 observations, while in 2020-2021 there were 14 observations from the IPG forms. Looking at this by school, we can also see that there are very few sites with more than 50 observations, or schools with over 5 observations. The distributions of schools and sites match as we would expect.

Counts of Different Sites

Looking at the different rubrics we see a lot more ELA observations than Mathematics observations, and a lot more K-12 observations as well.

Lastly, looking at this by timeline of observation we can see that nearly all observations actually took place in the Fall of 2019.

Grading the data

Literary/Informational Data

In the following table the percentage of each question that has the answers shown in the answer column is calculated and displayed with data bars, this is done for the first set of questions that are all for informational or literary types of text.

Percentage Aligned with Answers

Here is the exact same data, but split by year

Percentage Aligned with Answers by Year

     

Now I know there may be some doubt about whether the 2020-2021 data is actually like that so see the following table of solely 2020-2021 data - which is the entirety of that data:

CA1a. A majority of the lesson is spent listening to, reading, writing, or speaking about text(s). CA1b. The anchor text(s) are at or above the complexity level expected for the grade and time in the school year. CA1c. The text(s) exhibit exceptional craft and thought and/or provide meaningful information in the service of building knowledge. CA2a. Questions and tasks address the text by attending to its particular qualitative features: its meaning/purpose and/or language, structure(s), or knowledge demands. CA2b. Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. CA2c. Questions and tasks attend to the words (academic vocabulary), phrases, and sentences within the text. CA2d. Questions and tasks are sequenced to build knowledge by guiding students to delve deeper into the text and graphics. CA3a. The teacher poses questions and tasks for students to do the majority of the work: speaking/listening, reading, and/or writing; Students do the majority of the work of the lesson CA3b. The teacher cultivates reasoning and meaning making by allowing students to productively struggle; Students persevere through difficulty. CA3c. The teacher expects evidence and precision from students and probes students’ answers accordingly; Students provide text evidence to support their ideas and display precision in their oral and/or written responses. CA3d. The teacher creates the conditions for student conversations where students are encouraged to talk about each other’s thinking; Students talk and ask questions about each other’s thinking, in order to clarify or improve their understanding. CA3e. The teacher deliberately checks for understanding throughout the lesson and adapts the lesson according to student understanding; When appropriate, students refine written and/or oral responses. CA3f. When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills; Students demonstrate use of language conventions and decoding skills, activating such strategies as needed to read, write, and speak with grade-level fluency and skill.
Yes No No 1- Questions and tasks do not attend to the qualitative features of the text to build understanding. 1- Questions and tasks can be answered without evidence from the text. 1- No questions and tasks focus students on the words that matter most and how they are used in the text. 1- Questions and tasks seem random and are not intentionally sequenced to support building knowledge.building knowledge. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. Not observed
Yes Yes Yes 1- Questions and tasks do not attend to the qualitative features of the text to build understanding. 1- Questions and tasks can be answered without evidence from the text. 1- No questions and tasks focus students on the words that matter most and how they are used in the text. 1- Questions and tasks seem random and are not intentionally sequenced to support building knowledge.building knowledge. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. Not observed
Yes Yes Yes Not observed Not observed Not observed Not observed Not observed Not observed Not observed Not observed Not observed Not observed
Yes Yes Yes 4 3 4 4 3 2- Teacher provides some opportunities, and some students take them. 2- Teacher provides some opportunities, and some students take them. 2- Teacher provides some opportunities, and some students take them. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided.
Yes No No 1- Questions and tasks do not attend to the qualitative features of the text to build understanding. 1- Questions and tasks can be answered without evidence from the text. 1- No questions and tasks focus students on the words that matter most and how they are used in the text. 1- Questions and tasks seem random and are not intentionally sequenced to support building knowledge.building knowledge. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 2- Teacher provides some opportunities, and some students take them. Not observed
Yes Yes Yes 2- Few questions and tasks attend to the qualitative features of the text to build understanding. 2- Few questions and tasks require students to cite evidence from the text. 1- No questions and tasks focus students on the words that matter most and how they are used in the text. 2- Few questions and tasks are intentionally sequenced to support building knowledge. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. Not observed
Yes Yes Yes 2- Few questions and tasks attend to the qualitative features of the text to build understanding. 3 1- No questions and tasks focus students on the words that matter most and how they are used in the text. 2- Few questions and tasks are intentionally sequenced to support building knowledge. 2- Teacher provides some opportunities, and some students take them. 2- Teacher provides some opportunities, and some students take them. 3 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. Not observed
Yes Yes Yes 2- Few questions and tasks attend to the qualitative features of the text to build understanding. 2- Few questions and tasks require students to cite evidence from the text. 1- No questions and tasks focus students on the words that matter most and how they are used in the text. 2- Few questions and tasks are intentionally sequenced to support building knowledge. 2- Teacher provides some opportunities, and some students take them. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. 2- Teacher provides some opportunities, and some students take them. 1- Teacher provides few or no opportunities, or few or very few students take the opportunities provided. Not observed
NA NA NA NULL NULL NULL NULL NULL NULL NULL NULL NULL NA
NA NA NA NULL NULL NULL NULL NULL NULL NULL NULL NULL NA
NA NA NA NULL NULL NULL NULL NULL NULL NULL NULL NULL NA
NA NA NA NULL NULL NULL NULL NULL NULL NULL NULL NULL NA
Yes NA NA 1- Questions and tasks do not attend to the qualitative features of the text to build understanding. 2- Few questions and tasks require students to cite evidence from the text. NULL NULL 2- Teacher provides some opportunities, and some students take them. NULL NULL NULL NULL NA
Yes NA NA NULL 2- Few questions and tasks require students to cite evidence from the text. NULL NULL NULL NULL 2- Teacher provides some opportunities, and some students take them. NULL NULL NA

     

LDOE Data

LDOE Question data is looked at here briefly just to see the percent that said yes vs. no (as well as not observed). There was no data at all in 2020-2021 so no data is presented for the year split.

Percentage Aligned with Answers

Math Data

Finally looking at the math data we replicate the tables above

Percentage Aligned with Answers

Once again the above table is replicated for its yearly numbers

Percentage Aligned with Answers by Year