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Using Data to Improve Student Achievement

Using Data to Improve Student Achievement. Summer 2006 Preschool CSDC. Outcomes. Know why we need to look at data Identify two types of tests Understand three types of scores Understand Summative & Formative Assessments Be able to interpret Summative Assessment Reports

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Using Data to Improve Student Achievement

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  1. Using Data to Improve Student Achievement Summer 2006 Preschool CSDC

  2. Outcomes • Know why we need to look at data • Identify two types of tests • Understand three types of scores • Understand Summative & Formative Assessments • Be able to interpret Summative Assessment Reports • Know how to use data in instructional planning for increased student learning

  3. Outcomes • Understand how students are placed into High School Intensive Reading courses • Review materials published by Great Source • Align assessments included within curriculum to drive instruction • Develop lesson plans

  4. Guide to the Program • 1) Plan • Lesson Plan Books • 2) Teach • Teacher’s Guide • Overhead Transparencies • Website – www.greatsource.com • 3) Practice • Student Applications Book • Independent Practice • Website

  5. Great Source Material Overview • Lesson Plan Book • Teacher’s Guide (all levels) • Student Application Book • Student Application Book, Teacher’s Edition • Reader’s Handbook (all levels) • Test Book • Overhead Transparencies (all levels) • Website • Sourcebook • Sourcebook, Teacher’s Edition • Sourcebook Florida Diagnostic Tests (optional/available by site)

  6. Lesson Plan Book • Gives day-by-day and week-by-week lesson plans • Shows how to use Reader’s Handbook to set-up a complete reading curriculum • Curriculum plan suggests year-long plan • Individual lesson plans outline weekly and daily lesson plans

  7. Teacher’s Guide • Walks through each lesson in the Reader’s Handbook • Highlights what to teach • Suggests ways to extend the lesson • “How to Use a Teacher’s Guide Lesson” • Pages 16 – 20

  8. Student Application BookStudent Application Book, TE • Extends the lessons with a new selection for students to work through • Lessons let students apply the reading strategies and tools to a new selection, give them guided practice, and help you assess their understanding

  9. Reader’s Handbook • HANDBOOK- NOT A TEXTBOOK! • What is the purpose? • Guides students as they read informational text • Students should use this book to: • Look up information prior to or while reading • Develop new strategies to improve reading • Get to know different types of text

  10. Test Book • Contains two types of tests for each topic • Assesses students’ understanding of skills and strategies • Tests can be used as diagnostic, formative, or summative assessments

  11. Overhead Transparencies • Display key concepts presented in the handbook • 48 color transparencies

  12. Website • www.greatsource.com • Great Source Homepage • www.greatsource.com/rehand • Reader’s Handbook Website • www.greatsource.com/florida • Florida Diagnostic Sourcebook – provides 9th grade SR and ER

  13. SourcebookSourcebook TE • Incorporates four approaches: • Comprehensive • Strategy Intensive • Literature Based • Interactive • Can be used as a formative assessment tool • Each of the 24 selections includes: Before, During, and After Reading strategies, vocabulary and assessments

  14. Sourcebook Florida Diagnostic Tests • Pretest • Interim Test One • Interim Test Two • Interim Test Three • Posttest

  15. Why Look at Data? The purpose of data is to give educators INSIGHT!

  16. Types of Tests • Norm-Referenced Test (NRT) • Criterion-Referenced Test (CRT)

  17. What is a Norm-Referenced Test (NRT)? • A standardized assessment in which all students perform under the same conditions • It compares the performance of a student or group of students to a national sample of students at the same grade and age, called the norm group

  18. What is a Criterion-Referenced Test (CRT)? • An assessment comparing one student's performance to a specific learning objective or performance standardand not to the performance of other students. • It tells us how well students are performing on specific goals or content standards rather than how their performance compares to a national or local norming group.

  19. Summary NRT and CRT

  20. Types of Scores Developmental Scores Raw Scores Scale Scores Gain Scores

  21. Raw Score (RS) • The number of items a student answers correctly on a test. • John took a 20 item mathematics test (where each item was worth one point) and correctly answered 17 items. • His raw score for this assessment is 17.

  22. Scale Score (SS) • Mathematically converted raw scores based on level of difficulty per question • For FCAT-SSS, a computer program is used to analyze student responses and to compute the scale score • Scale Scores reflect a more accurate picture of the student’s achievement level

  23. Developmental Scale Score (DSS)Reading

  24. High School Intensive Reading Placement Incoming L1 & L2 students on 2006 FCAT Note: Incoming 11th & 12th graders who scored above 1926 will be able to take a 10th grade fluency assessment to be placed out of the Intensive Reading requirement..

  25. Commonly referred to as “Learning Gains” The amount of progress a student makes in one school year. Gain Scores

  26. Learning Gains: Who Qualifies? • All students with a pre- and post-test, including all subgroups (ESE, LEP, etc.). • All students with matched, consecutive year (i.e. 2005 & 2006) FCAT SSS results, grades 4-10, who were enrolled in the same school surveys 2 & 3 (FTE).

  27. Learning Gains: Which Scores? • Gains apply in reading and math, not writing or science. • Pre-test may be from same school, same district, or anywhere in the state.

  28. Learning Gains: What equals Adequate Yearly Progress (AYP)? A. Improve FCAT Achievement Levels from 2005 to 2006 (e.g. 1-2, 2-3, 3-4, 4-5) OR B. Maintain “satisfactory” Achievement Levels from 2005-2006 (e.g. 3-3, 4-4, 5-5) OR C. Demonstrate more than one year’s growth within Level 1 or Level 2 - determined by DSS Cut Points (not applicable for retained students)

  29. Developmental Scale Score Gains Table (DSS Cut Points)

  30. Learning Gains: Retainees A retained student can only be counted as making adequate progress if he/she: Moves up one level. (e.g. 1-2, 2-3, 3-4, 4-5) Maintains a level 3, 4, or 5. REASON “A” REASON “B”

  31. Learning Gains: Activity Using the data on the following table, determine: • which students made a learning gain • what percentage of the teacher’s students made a learning gain

  32. Data Display for FCAT Reading Results

  33. Teacher Learning Gains Based on Data Display • 5 out of 7 students made learning gains. • 71% of this teacher’s students made learning gains and add points towards the school’s grade. • No points are given to the school for Student F because he was retained and stayed within level 1 – even though he made significant gains in DSS points. • No points are given to Student G because he decreased a level.

  34. Class Record Sheet for Learning Gains

  35. Results (Summative) Data used to make decisions about student achievement at the end of a period of instruction. Process (Formative) Data gathered at regular intervals during the instructional period; used to provide feedback about student progress and to provide direction for instructional interventions. Types of Data

  36. Summative DataContinued • FCAT • Great Source • Florida Diagnostic Tests (Sourcebook) • Post Test • Reader’s Handbook Test Book • Multiple Choice/Short Answer test pages for each topic. • Multiple topic tests can be combined in order to create a semester exam. • Teacher’s Guide Source Book • Fourth black-line master page of each story.

  37. A Closer Look at Results Data Examples: FCAT SAT 10

  38. FCAT Parent Report

  39. Group Activity How do parents get these reports? Did this student pass the 10th grade test? In what grade did this student first achieve grade level mastery? Which content area had the most questions? Using the bar graph, how does this student’s achievement compare to grade level?

  40. A Closer Look at Formative Data Quizzes Chapter Tests DIBELS District Math Assessments

  41. Formative Data ExamplesGreat Source • Definition: Data gathered at regular intervals during the instructional period; used to provide feedback about student progress and to provide direction for instructional interventions. • Florida Diagnostic Tests (Sourcebook) • Interim Tests • Reader’s Handbook • Student Application Book • Lesson Plan Book • Sourcebook • Teacher’s Guide • Student Text

  42. What tools do we have? • FCAT Inquiry (Summative) • Teacher Tools for Data Collection (Can be Summative or Formative) • Histogram • Pareto Chart • Run Chart • Scatter Diagram • Item Analysis

  43. Histogram • Bar chart representing a • frequency distribution • of student scores • Heights of the bars represent • number of students scoring • at same level/score • Used to Monitor progress

  44. Histogram: Mastery of FCAT Subtest Content Categories 16 14 12 10 Number of Students 8 6 4 2 0 F1 F2 F3 F4 FA FB Subtests

  45. Using Data Inquiry to Determine Mastery • FCAT Data Inquiry

  46. Histogram: Grade Distribution on Final Exam (Summative Test) 9th Grade Reader’s Handbook Classes 70 60 50 40 Frequency 30 20 10 0 0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100 Grade

  47. Run Chart Use to: • Monitor progress over time • Display data in simplest form

  48. Run Chart: Words Correct Per Minute on Weekly Fluency Test 180 170 160 150 Number of words 140 130 120 110 100 1 2 3 4 5 6 7 8 9 Week

  49. Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 75% on our weekly benchmark reading passages. 100 90 80 70 60 Percent w/ avg. of at leas75% 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 Week Class Run Chart: Percent of Students Averaging at Least 75%

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