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Using Data to Improve Student Achievement Summer 2006 Preschool CSDC.

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Presentation on theme: "Using Data to Improve Student Achievement Summer 2006 Preschool CSDC."— Presentation transcript:

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2 Using Data to Improve Student Achievement Summer 2006 Preschool CSDC

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

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

5 Guide to the Program 1) Plan 1) Plan Lesson Plan Books Lesson Plan Books 2) Teach 2) Teach Teacher’s Guide Teacher’s Guide Overhead Transparencies Overhead Transparencies Website – Website – 3) Practice 3) Practice Student Applications Book Student Applications Book Independent Practice Independent Practice Website Website

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

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

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

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

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

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

12 Overhead Transparencies Display key concepts presented in the handbook Display key concepts presented in the handbook 48 color transparencies 48 color transparencies

13 Website Great Source Homepage Great Source Homepage Reader’s Handbook Website Reader’s Handbook Website Florida Diagnostic Sourcebook – provides 9 th grade SR and ER Florida Diagnostic Sourcebook – provides 9 th grade SR and ER

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

15 Sourcebook Florida Diagnostic Tests Pretest Pretest Interim Test One Interim Test One Interim Test Two Interim Test Two Interim Test Three Interim Test Three Posttest Posttest

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

17 Types of Tests Norm-Referenced Test (NRT) Criterion-Referenced Test (CRT) Criterion-Referenced Test (CRT)

18 What is a Norm-Referenced Test (NRT)? A standardized assessment in which all students perform under the same conditions 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 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

19 What is a Criterion-Referenced Test (CRT)? An assessment comparing one student's performance to a specific learning objective or performance standard and not to the performance of other students. An assessment comparing one student's performance to a specific learning objective or performance standard and 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. 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.

20 Summary NRT and CRT

21 Types of Scores

22 Raw Score (RS) The number of items a student answers correctly on a test. 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. 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. His raw score for this assessment is 17.

23 Scale Score (SS) Mathematically converted raw scores based on level of difficulty per question 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 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 Scale Scores reflect a more accurate picture of the student’s achievement level

24 Developmental Scale Score (DSS) Reading GradeLevel 1 Level 2 Level 3 Level 4 Level

25 Current Grade Current GradeDSS Student A Student B Student C Grade Equivalent 10 th 8 th 6 th

26 High School Intensive Reading Placement If LANGUAGE! Placement Assessment indicates placement into LANGUAGE! Levels A/B, C/D or E/F– 2 periods If LANGUAGE! Placement Assessment indicates placement beyond LANGUAGE!, Great Source - 1 period 1 period Incoming L1 & L2 students on 2006 FCAT Note: Incoming 11 th & 12 th graders who scored above 1926 will be able to take a 10 th grade fluency assessment to be placed out of the Intensive Reading requirement..

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

28 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 & 2006) FCAT SSS results, grades 4-10, who were enrolled in the same school surveys 2 & 3 (FTE).

29 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.

30 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 (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)

31 Developmental Scale Score Gains Table (DSS Cut Points) Students achieving within Level 1 (or within Level 2) for two consecutive years must gain at least one point more than those listed in the table in order to satisfy the “making annual learning gains” component of the school accountability system. Grade Level ChangeReadingMathematics 3 to to to to to to to

32 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.

33 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

34 Data Display for FCAT Reading Results Student04/05 Grade Level 05/06 Grade Level Pre-test Achievement Level Pre- test DSS Post-test Achievement Level Post- test DSS Learning Gain Determination A78Level 1Level 2Yes or No Reason: A, B, or C B78Level 4 Yes or No Reason: A, B, or C C78Level 21598Level 21743Yes or No Reason: A, B, or C D88Level 1Level 2Yes or No Reason: A, B, or C E88Level 3 Yes or No Reason: A, B, or C F88Level 11486Level 11653Yes or No Reason: A, B, or C G78Level 5Level 4Yes or No Reason: A, B, or C

35 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. Total Number of Students with a Pre and Post-test who qualify for learning gain calculations: Reason A Increased 1 or more Achievement Levels Reason B Maintains “satisfactory” levels (3, 4, or 5) Reason C DSS Target Gain (More than a year’s growth) 7221

36 Class Record Sheet for Learning Gains

37 Types of Data 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.

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

39 A Closer Look at Results Data Examples:

40 FCAT Parent Report

41 Group Activity How do parents get these reports? Did this student pass the 10 th 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?

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

43 Formative Data Examples Great 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. 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) Florida Diagnostic Tests (Sourcebook) Interim Tests Interim Tests Reader’s Handbook Reader’s Handbook Student Application Book Student Application Book Lesson Plan Book Lesson Plan Book Sourcebook Sourcebook Teacher’s Guide Teacher’s Guide Student Text Student Text

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

45 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

46 Histogram: Mastery of FCAT Subtest Content Categories F1F2F3F4FAFB Subtests Number of Students

47 Using Data Inquiry to Determine Mastery FCAT Data Inquiry FCAT Data Inquiry FCAT Data Inquiry FCAT Data Inquiry

48 Histogram: Grade Distribution on Final Exam (Summative Test) 9 th Grade Reader’s Handbook Classes Grade Frequency

49 Run Chart Use to:  Monitor progress over time  Display data in simplest form

50 Run Chart: Words Correct Per Minute on Weekly Fluency Test Week Number of words

51 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 Week Percent w/ avg. of at leas75% Class Run Chart: Percent of Students Averaging at Least 75%

52 Scatter Diagram Scatter Diagram: Fluency Rates vs. Gain Points Gain Points WCPM

53

54 Scatter Diagram: Days of Attendance vs # of Mistakes on Sourcebook Diagnostic Posttest Days of Attendance Mistakes 180

55 Item Analysis Use to:  Determine mastered content  Determine most common mistakes

56 Classroom Test Analysis BENCHMARK ASSESSED ITEM # NUMBER CORRECT NUMBER INCORRECT NUMBER PARTIAL CREDIT NUMBER DISTRACTOR A/1 NUMBER DISTRACTOR B/2 NUMBER DISTRACTOR C/3 NUMBER DISTRACTOR D/4 NUMBER NO ANSWER

57 Additional Item Analysis Checklist Item Analysis Checklist Item Analysis Checklist Item Analysis Checklist Item Analysis Checklist

58 Item Analysis Activity

59 Pareto Chart Use to: Rank issues in order of occurrence Decide which problems need to be addressed first Find the issues that have the greatest impact Monitor impact of changes

60 Pareto Chart: Introduction, Reading Process, Reading Know-How, Improving Vocabulary Reading Process IntroductionReading Know-How Improving Vocabulary Category Percent Cumulative percentage

61 Data analysis provides: Insight and Questions

62 Adapted from Getting Excited About Data, Edie Holcomb What question are we trying to answer? What can we tell from the data? What can we NOT tell from the data? What else might we want to know? What good news is here for us to celebrate? What opportunities for improvement are suggested by the data? Questions to Ponder…

63 Action Answers! Provides

64 What information have I gained from my data? What interventions can I put In place? Implement the plan. Analyze the results. Make improvements. Steps to Improvement PLAN DO STUDY ACT

65 Personal Action Plan What data can I access? What tools can I use to help me monitor progress toward our class goals? What/who else do I need to help me? What is my start date? How will I evaluate the results? P D S A

66 Lesson Planning 2 approaches can be used when planning your Great Source Reader’s Handbook lessons. You can organize your year by using: 2 approaches can be used when planning your Great Source Reader’s Handbook lessons. You can organize your year by using: The Teacher’s Guide and Lesson Plan book The Teacher’s Guide and Lesson Plan book The Teacher’s Guide and Lesson Plan book The Teacher’s Guide and Lesson Plan book Sunshine State Standards Benchmarks Sunshine State Standards Benchmarks Sunshine State Standards Benchmarks Sunshine State Standards Benchmarks


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