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Keystones to Opportunity Grant Utilizing the GRADE Data to Drive Instruction Cherie Davis Jen MacDonald Linda Page Misty Sprague National Training Consultants.

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Presentation on theme: "Keystones to Opportunity Grant Utilizing the GRADE Data to Drive Instruction Cherie Davis Jen MacDonald Linda Page Misty Sprague National Training Consultants."— Presentation transcript:


2 Keystones to Opportunity Grant Utilizing the GRADE Data to Drive Instruction Cherie Davis Jen MacDonald Linda Page Misty Sprague National Training Consultants

3 Training Objectives:  Understand the background and development of the GRADE.  Discuss the role of assessment in educational planning & “data driven” decision making as a component of the KtO grant.  Define the essential normative scoring components (stanines, GSV’s, etc.)  Understand how each score provides a distinct way to identify strengths or weaknesses.  Learn how to turn assessment data into information that can be used at the district, school, grade, class or individual level.  Model a variety of instructional strategies to reinforce the importance of Differentiated Instruction. Copyright © 2012 Pearson Education, Inc. or its affiliates. All rights reserved.2

4 Today’s Agenda  K-W-L Chart  What is the GRADE?  Why use the GRADE data?  Statistics Centers  Overview of Group Reports  LUNCH  Overview of Individual Reports  Resource Matrix  Parent Report  Planning for turn-around training  K-W-L Chart Have fun! Page 3-4

5 4 KWL What do you know about the GRADE? What do you want to know? What have you learned? GRADE Page 29

6 GRADE 5  A bit of background…… What do you know???

7 What is the GRADE? GRADE (The Group Reading Assessment and Diagnostic Evaluation)  Norm-referenced diagnostic assessments  Given BEFORE/DURING instruction to DRIVE instruction  Performance by foundational skill  Determine weak skills areas or “gaps” that require remediation and intervention, Group administered~ Individual results

8 7 Why use the GRADE or any assessment for that matter?

9 We want to compare our students to other students to see how they are doing. We want to evaluate the effectiveness of core instruction. We want to identify strengths and weaknesses for individual students/groups. We want to see where students/groups need additional instruction. We want to measure student growth over time. 8 Why?

10 9 An example

11 10 SUMMATIVE DIAGNOSTIC FORMATIVE Background on the Three Main Types of Assessment that Inform Practice:

12 Summative Data: got there” Summative Data: Tells us if students “got there” successfully, once instruction is complete Diagnostic Data: Diagnostic Data: Provide a deeper understanding and information that allows us to “zone in” on the right type of instruction and/or supports needed to promote achievement Formative data Formative data allows us to: Understand students’ baseline performance & ongoing growth Monitor progress toward successful performance Adjust instruction based on data

13 Diagnostic 12 Where does the GRADE Fit Within the Broader Assessment Picture? Formative Summative Data- Based Decision Making

14 GRADE Philosophy: The Individual Learner Information about an individual’s strengths and needs is the link to the most effective instructional strategies Students are individuals When students fail or fall below a “cut- score,” reasons for failure vary from student to student

15 GRADE Snapshot Group Administered Eleven test levels Normative scores available for each form Growth scale values (GSVs) for tracking growth over time, which is an essential component of your KtO grant.

16 Scientifically Researched and Norm Referenced Carefully developed to provide a broad sampling of appropriate reading competencies. The GRADE assessment was standardized in 2000 across the nation to include:  33,000+ students  Varied ethnicities  Range of socioeconomic groups  Both genders  Special Needs students  Regional/National groups

17 What makes this a great tool?  Diagnostics for pinpointing areas of intervention  Recommended activities for intervention  Valuable data for pre-referral teams  Ability to track individual/group progress over time

18 Instructional Design STEP 1: ASSESS  Assess your students to gauge baseline skills and observe their progress 3 times each year.  Scan & score the tests using convenient GRADE Scoring & Reporting Software.17

19 Page 42


21 How to Use the GRADE Data

22 21 Data rich… Are we INFORMATION rich?

23 What information do GRADE reports provide? 22

24 Raw Score Standard Score Stanines Percentile Rank Grade Equivalent Normal Curve Equivalent (NCE) Growth Scale Value (GSV)

25 Statistics Centers!!!

26 Page 32

27 Concept Review  Raw score ~ total number of correct answers  Standard score ~ Scores that have an average range of 85- 115 and a mean of 100  Stanines ~ a scoring range of 1-9 with a mean of 5  Percentile Rank ~ to compare/rank with a standardized group of same-aged peers  NCE ~ Normal Curved Equivalence - based on percentiles 1- 99, with a mean score of 50  Growth Scale Value ~ equal interval measurement of reading achievement so progress can be tracked over time  Total test score ~ scores for the combined 3 subtests  Age / Grade equivalents ~ comparison to equivalent age or grade based norms Page 33

28 Things to Consider…  This is one data point at one point in time.  Evaluate this data with other information as part of a “body of evidence” for each learner  Be sure to allow yourself enough time to become very familiar with the data and what it is telling you.

29 Instructional Design STEP 2: ANALYZE  Analyze your students’ results using a variety of diagnostic reports to pinpoint their strengths and weaknesses  Plan targeted instruction.28

30 3 Main Types of reports: 1. Group Score Summary 2. Group Diagnostic Analysis by Item, Error, and Type 3. Group Progress Report GRADE Group reports… Group reports are available at the: class, grade, school and district level

31 GRADE Group reports provide…  an overall picture of how the class or school performs on each subtest  class/school averages for types of questions answered correctly and incorrectly  a review of individual/class responses to each item per subtest  class/school average of common errors per subtest a way to capture class progress from administration to administration, year to year

32 Group Score Summary Report Group Diagnostic Analysis by Item Report Group Reading Progress Report

33 Step One: Evaluating Core Domains

34 How to read Group Score Summary Reports: ALWAYS start at the group level first!! Average GSV for the class measures overall growth GSV to measure individual student growth

35 7,8,9 4,5,6 1,2,3 Highlight Yours!

36 Decision Making Guidelines Core instruction should be addressing the majority of students in each skill area. If 1/3 or more of students fall in the below average range for each skill, this should be a priority in the core instructional program.

37 Considerations when identifying areas of concerns using your Group Score Summary Report: Should be corroborated by other sources…ie. NOT just 1 data point. Evaluate factors that may have impacted the test…was it a ‘bad’ test day because the student was ill? Should be appropriate for your students…ask yourself, “Have I even taught this content?” 36 GRADE

38 37 GRADE Group Report Activity Review your Group Summary Report Identify the areas of concern… Any domain that has 1/3 or more in “red” gets a ✔ in the third column. Page 34

39 Step Two: Diving deeper into the skills that make up the domains

40 How to read Group Diagnostic Analysis by Type Reports:

41 The “p-value” is the 50 th percentile nationally Criterion Referenced Evaluating the skills in isolation helps the teacher plan instruction At a glance you can see which students are struggling with the skill

42 Using your Group Diagnostic by type Report look at each skill column and;  highlight in “red” any student that falls below the National “p-value  Highlight in “green” any students that fall above the National “p-value”. 41 GRADE

43 42 Once you’ve evaluated the “Analysis by Type”, follow the steps below: 1.Count the number of students that fall below the National “p-value” and list them in the “red” column 2.Count the number of students that fall above the National “p-value” and list the number of students in the “green” column GRADE Group Report Activity

44 Digging Deeper into Meaning... Pages 35-37

45 44 Once you’ve completed the Group Instructional Priorities Worksheet, you are now ready to translate the data into usable information. 1.Isolate one of the areas that you previously identified as being a core instructional issue. 2.Turn to pages 35-37 in your training manual. 3.Find the section that includes your area of concern. Evaluate: What strong scores mean? What weak scores mean? What are some possible instructional strategies? AND add your own strategies GRADE Digging Deeper into Data Activity

46 How to read Group Progress Reports :

47 Level GradeAverage RangeMean 11303-377 340 22355-435 395 33384-454 419 44405-471 438 55424-484 454 66432-494 463 M7878 442-502 455-515 472 485 H9 10 11 12 454-508 458-514 468-522 471-529 481 486 495 500 GRADE Fall Growth Scale Values (GSV)

48 Level GradeAverage RangeMean 11339-419379 22382-458420 33401-467434 44427-491459 55433-491462 66436-502469 M7878 449-411 453-515 480 484 H9 10 11 12 459-517 464-524 473-533 470-534 488 494 503 502 GRADE Spring Growth Scale Values (GSV)

49 GRADE Individual Reports

50 Three Types of reports: 1. Individual Score Summary 2. Individual Progress Report 3. Individual Parent Report GRADE Individual reports…

51 Individual Progress Report Individual Parent Report Individual Score Summary Report

52 GRADE Individual Reports provide…  a deep understanding of a student’s strengths and weaknesses in the various subtests  a breakdown of skills: number correct, percent correct  a measure of progress from administration to administration, year to year  an easy to understand parent overview, available in Spanish and Portuguese

53 How to read the Individual Score Summary Report

54 53 Identify students who are in need of intensive instruction based on your data. List students and check the boxes that apply. List school/district Interventions GRADE Individual Report Activity Pages 38-39

55 Individual Progress Report

56 Parent Partnerships

57 Encouraging Parental Partnerships Why??

58 Top Mistakes Made in Sharing Data  Using jargon that is confusing for parents.  Not understanding the data well enough to explain it to parents.  Trying to cover up weaknesses in the class or with the student.  Not sharing the data with parents at all.

59 Individual Parent Report

60 Role Play Sharing Data

61 Instructional Design STEP 4: REASSESS  Educators can then reassess with GRADE parallel forms to measure a student's progress.  This complete solution will allow you to understand your students' abilities, teach according to their needs, and evaluate their progress.

62 Birth to Age 5 GRADE Test Guidelines Testing Window Test Form Data Submission Beginning of School year –September 28 th, 2012 A November 9 th, 2012 January 14 th – January 31 st 2013A February 14 th, 2013 May 6 th -May 24 th 2013B June 7 th, 2013 Pg. 86 of the GRADE Technical Manual

63 Grade K-12 GRADE Test Guidelines Testing Window Test Form Data Submission Beginning of School year –September 28 th, 2012 A November 9 th, 2012 January 14 th – January 31 st 2013A February 14 th, 2013 May 6 th -May 20 th 2013B June 7 th, 2013 Pg. 86 of the GRADE Technical Manual

64 Establishing Your Train the Trainer Materials

65 Train the Trainer Materials  All Materials that have been used today will be found on your SAS Community at  Once you login, go to "Teacher Tools" in the upper right hand corner, and click on "My Communities".  You can find the Keystones community by searching "Keystones" in the search bar.  You will see the GRADE tab under the Keystone Community

66 Using the Trainers Checklist Time to evaluate what activities you will include in your onsite training. Pages 40-41

67 Setting Goals for Your Workshop Think about what the needs of your school are.  What do teachers currently know?  What do they need to know and be able to do?  How much time will you have to commit to training your staff?  Who is going to conduct the training?  Who is responsible for following up to make sure that learning is being implemented?

68 67 KWL What do you know about the GRADE? What do you want to know? What have you learned? GRADE Page 29

69 Questions??


71 Questions beyond today… Contact your Project Director

72 Authors & Contributors  Misty Sprague, M.A., Ed.S, NCSP  Jen MacDonald, M.Ed., M.A.  Linda Page, M.P.A  Cherie Davis, NCSP, SSP

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