Presentation on theme: "STAR Early Literacy & Measures of Academic NHA Using Assessment Data to Drive Instruction STEPPING STONES TO USING DATA."— Presentation transcript:
STAR Early Literacy & Measures of Academic Progress @ NHA Using Assessment Data to Drive Instruction STEPPING STONES TO USING DATA
Challenging Our Students to Reach their Highest Potential How can we accomplish this? Better Data = Better Learning! By using assessments that help guide instruction.
Intended Accomplishments Overview of MAP and STAR EL Testing MAP and STAR Reports Analyze and Use Data on Reports Student Goal Setting
Testing Windows MAP testing for grades 2-8 is done during three main test windows: MAP testing for grades 2-8 is done during three main test windows: Fall (Goals/Survey test -1 hour/subject area) Fall (Goals/Survey test -1 hour/subject area) Winter ( Goals/Survey test) Winter ( Goals/Survey test) Spring (Goals/Survey test) Spring (Goals/Survey test) Optional-Summer (Survey test for placement or Goals/Survey after summer school program) Optional-Summer (Survey test for placement or Goals/Survey after summer school program) Only fall and spring test data will be used for gain analysis (to determine student growth). Data from each test window should be used to track progress throughout the year. STAR testing is done within the MAP test windows and may also be done once a month, if desired. STAR testing is done within the MAP test windows and may also be done once a month, if desired.
You will pinpoint your students specific achievement level with greater accuracy. This can be accomplished because… Computer Adaptive Testing …the difficulty of test questions are automatically adjusted to the instructional level and abilities of the student, based on their answers.
Triangulation Triangulation Three supporting pieces that agree Never use only one piece of data to make important decisions! Teacher (Classroom Assessment) Local & State Assessments MAP/ STAR Data
STAR Early Literacy Data Analysis
The key to successful instructional planning is accurate and timely assessment! Who Should Take STAR Early Literacy? Any student who is not yet an independent reader. (has <100-word vocabulary) Primarily pre-kindergarten through first-grade students. Second-language learners Special Ed students
STAR EL Terms & Domains Correlation between STAR and Scope & Sequence of Open Court State Aligned General Readiness Graphophonemic Knowledge Phonemic Awareness Phonics Structural Analysis Vocabulary Comprehension 7 Domains 41 Underlying Skills Refer to document: STAR EL Literacy Skill Definitions (page )
STAR EL Reports Teachers can Generate Reports from their Desktop * *Score Distribution Report: Provides a table showing the skills score distribution of a group of students for each of the domains. Shows strengths and areas of concern.Score Distribution Report: *Summary Report: Summarizes the test results over time for the students youve selected.Summary Report: *Growth Report: Shows the test results for the group of students youve selected and measures their progress between two testing sessions.Growth Report: *Diagnostic Report: Provides an individual skills assessment, etc. and may help to determine how to improve your students performance.Diagnostic Report: *Parent Report: Information letter for parents or guardians that provides up- to-date information about their childs progress in attaining early literacy skills.Parent Report: Refer to document: What the Scores Mean (page )
Results show class strengths and weaknesses Each domain includes between three and twelve skills 25-49% of the time, the student achieved this skill, etc. Return If you havent taught the skill, the skill score will probably be low. Dont worry-be happy! Look for different skills depending on the time of year.
Return to Understanding Reports
Shows skill progress for the entire class Literacy Domain Scores Shows progress for individual students Return
Provides information on one student Shows skills for which student may need additional instruction Return Identifies whether the student is an emergent reader, transitional reader or probable reader Scaled Score
Recommendations for Analyzing STAR Early Literacy Reports 1. Analyze the Summary and/or Growth Reports first. Review what the scaled score refers to and identify the scaled score for each student. Determine: Emergent reader (novice): 300-674 (If young 5s test, ideal Spring goal would be at least 300) Transitional reader (basic): 675-774 (Ideal Spring goal for Kindergarten students would be at least 675) Probable reader (proficient): >775 (Ideal Spring goal for First grade students would be at least 775) 2. Using the Distribution Statistics Chart and two different colored highlighters, determine the percentile rankings of each student in each literacy domain area. On your reports, highlight the percentile in each literacy domain, indicating where a student is below grade level. (use most recent test event) Using the other colored highlighter, highlight the percentile in each literacy domain, indicating where a student is above grade level. 3. Using the Diagnostic Report and the Class Breakdown by Skill Score Charts, group students according to their strengths and areas of concern. Refer to your Growth Report activity information and note on the Class Breakdown Chart which students are below and above grade level.
Other Resources Power Lessons Get Principal approval Must purchase from Renaissance Learning www.renlearn.com
Click for Goal-Setting Activity: Using STAR EL Assessments to Guide Instruction
MAP Data Analysis
Key Words and Concepts RIT DesCartes Goal Performance MAP Mean Median Norms Data based on performance of students from a wide variety of schools and school districts The middle score received by a group of students; half of the scores are above, half are below this score The arithmetic average Measures of Academic Progress (the computer adaptive test) An academic roadmap. Indicates how students performed in various goal areas of the test (state standards) A resource listing skills/concepts, based on RIT ranges to help design instruction Students instructional level score (Rausch Unit)
Think about… What planning has to take place? What planning has to take place? How do I own this data and make it work for me and my students? How do I own this data and make it work for me and my students? How do I help others understand and use this data? How do I help others understand and use this data? What resources will I need to get the job done? What resources will I need to get the job done?
Instructional Level The MAP test is not a test for determining mastery of skills. It provides a road map for students toward achieving mastery. The MAP test provides the instructional level of the student through the RIT score, which can then be translated into skills and concepts that the student already knows and/or should be taught.
MAPs RIT (Rasch Unit) Scale RIT = Achievement/ Instructional level score Used to show growth over time Numbers on the RIT scale relate directly to the difficulty of items on the test to provide a more accurate assessment Score has the same meaning regardless of the students grade level or items taken Beginning Literacy Adult Reading 5 th Grade x x x x x x x x x x x x x x x MAP Test + + - + - -- + + + + 215 150 250
Lets Get Familiar with MAP Reports!
Access Online: –Teacher ReportTeacher Report –Class Roster Report (Individual Student Progress)Class Roster Report –Class by RIT ReportClass by RIT Report Must Order: (Principal has instructions how to order) –Class Report (Alpha & RIT)Class Report –Grade Report (Alpha & RIT)Grade Report –Individual Student Progress Report (Parent Report)Individual Student Progress Report –Achievement Status Growth Report (ASG)Achievement Status Growth Report MAP Reports MAP Reports are available 24-48 hours after testing is complete, provided data uploads to NWEA are successful.
Accessing NWEA Reports Website Primary Teachers receive their user name and password from Principal (Principal receives from MAP Coordinator) Go to https://reports.nwea.org BondyBondy3586759 ******
Accessing Class Roster Reports (AKA Individual Student Progress Reports)
Click Here for Student Information Accessing Class Roster Student Information
Class Roster Student Information
Click on student name for Progress Report Accessing Class Roster Student Progress Reports
Class Roster: Individual Student Progress Report On-line Indiv. Student Progress Report p. 10 Return
Class by RIT: Class Breakdown by Subject Click on subject area name to see the class breakdown by goal area
Or click on to see DesCartes skills associated with the students in that RIT range Click on students name to see DesCartes skills and concepts associated with RIT range Class by RIT: Class Breakdown by Goal Or click on a goal name to see DesCartes skills for the entire RIT range in that goal for the class Return
(AKA Parent Report) Sample Report p. 9
Achievement Status & Growth Report Achievement Status & Growth Targets Class Report p.
A Closer Look: Teacher Report
RIT vs Percentile: Teacher Report Percentile: Grade level dependent (NWEA norm) RIT: Grade level independent
Are there expected RIT and growth scores? t y p i c a l
Monitoring Growth in Student Achievement Mathematics Achievement and Growth Monitoring Growth in Student Achievement Chart
RIT Block Growth Norms 11.3 5.4 RIT Block Growth Norms p. Monitoring Growth in Student Achievement p.
Placement Guidelines p. Placement Guidelines A RIT is only one piece of the puzzle for making important decisions.
Summary Goal Information Sample Math Teacher Report p. Goal Performance Areas correlate to State topics Summary Totals in the Goal Performance Areas
Scavenger Hunt Which student has the highest score? Which student has the lowest score? Which student has the median score? Which goal area has the highest mean? Which goal has the lowest standard deviation? Sample Math Teacher Report p. Katlynne Kirsten Nasser Number Sense Algebraic Fxn
Lets Work with the Sample Data
Fall 2003 NWEA Sample District Nixon Elementary Bondy, Bondy 6 55 Bondy6th Grade 6 Math 234 PatrickRobert Patrick 202216217 234 202 216 10 th 4 th 104 USE Sample Math Teacher Report p. Materials p. Monitoring Growth Chart p.
217216 This class is achieving similarly to a typical 6 th grade class. A difference of 3 or more RITs between the median of the class and the grade level median (from Monitoring Growth Chart) would be considered significant.
Now You Use Your Own Data! Blank Materials: Teacher Report Snapshot
Given typical growth (using the Monitoring Growth chart) for this grade level, it will take approximately ________ years for the low end of your class to achieve grade level? Monitoring Growth Chart p.
Answer: Low-end RIT + Yearly Fall to Spring Mean Growth = Grade Level RIT Count the number of yearly Fall to Spring Mean Growth entries you added The number you added equals the number of years needed to achieve grade level
Let the Data Speak to You! We Will Look for…. –Academic Diversity –Median (middle of the class) –Outliers (high-end, low-end: they affect the mean) –Areas of Strengths and Concern –How Data Compares to Typical in Norm Group
200 210 220 230 240 Identify Academic Diversity 4 separate learning groups within the class. Breakdown by 10 point RIT bands
Academic Diversity Class Snapshot Blank Materials: Class Breakdown by Overall RIT Score p.
Now You Use Your Own Data! Use Your Teacher Report
Identify Academic Diversity Divide your report, by drawing lines at 10-RIT intervals. (highlighters work well) Start at the top of the report, with the first RIT score and draw a line across your paper. Add 10 to that RIT score and draw another line at that new number. Add 10 to that number and draw a line at the new number, etc. Example: draw line after 210, 220, 230, 240, etc. Example: draw line after 153, 163, 173, 183, etc. Use your own Teacher Report
200 210 220 230 240 Identify Academic Diversity 4 separate learning groups within the class.
Identify Relative Strengths and/or Areas of Concern 213 Look for a difference of 3 or more RIT Points Strengths Areas of concern 220 221224220
Now You Use Your Own Data! Materials: Teacher Report
Aaron J. A.(201) Class Breakdown of Goal Performance Areas?
Benefits to Using the Class by RIT Report Teachers can… Understand academic diversity within a classroom Recognize academic diversity across subject areas Group students with similar instructional needs. Identify needs for individual learning plans. Easily access DesCartes: A Continuum of Learning
Class by RIT: Class Breakdown by Subject Click on subject area name to see the class breakdown by goal area
Click on students name to see DesCartes skills and concepts associated with RIT range Class by RIT: Class Breakdown by Goal Or click on a goal name to see DesCartes skills for the entire RIT range in that goal for the class Or click on to see DesCartes skills associated with the students in that RIT range
DesCartes/ previously known as the Learning Continuum RIT scores can be linked to specific skills, concepts, vocabulary, signs and symbols a student needs to acquire continued growth Classified into 10 point RIT divisions DesCartes is not to be used as a curricula. Use it as a tool alongside state standards.
Class by RIT: Access to DesCartes
What you will need: Class by RIT Report DesCartes Student Goal Planning Sheet Class by RIT Analysis & Planning
Goal Setting with Students Set class and individual student goals –Conference with each student to set goals –Periodically review performance (5-10 minutes) with student –Celebrate successes! –Set goal for improvement (Ex. – Word Analysis) How would you do this? –Set growth goal Make a Plan –The teacher will ______. –The student will ______.
RIT Stick For measuring academic growth Student can fill out Can travel in cumulative record folder Materials p.
Talking with Parents
Sharing Information with Parents Spend no more than 5 minutes on test data Share class goal Share students goal Share ideas to help with goal/s at home
Checkpoint! What is the first thing to do with your Teacher Report? What steps should you take when analyzing your Class by RIT report? Do you feel comfortable about how to set class/individual goal/s? How do you feel about goal-setting with students? How do you feel about talking to parents? How will you attempt to differentiate instruction? Questions/Comments? END Section 7
Think About We must all understand and take ownership of this data!We must all understand and take ownership of this data! We must use this data to drive instruction!We must use this data to drive instruction! We must follow through on our action plans!We must follow through on our action plans!
RESOURCES AVAILABLE TO STAFF Teacher Testing Resource website for MAP & STAR EL:Teacher Testing Resource website for MAP & STAR EL: http://www.academylink.com/et/nwea/teachersupport.html http://www.academylink.com/et/nwea/teachersupport.html Review the NHA Testing Administration Handbook Teacher Chalkboard (Online Communication)Teacher Chalkboard (Online Communication) Need Help? Who Do You Call? Robert Theaker, Laura Stabler, Regina Gigowski Data Busters: Robert Theaker, Laura Stabler, Regina Gigowski Math Buster: Randy Creswell Reading Busters: Shelby Brownell, Sarah Huddleston, Mandy Lohman
Lets build the bridge together so we can get to the other side where all students are challenged to realize their potential!
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