Using Data to Improve Student Achievement Secondary Mathematics Preschool Inservice 2006

Outcomes 1.Know why we need to look at data 2.Identify two types of tests 3.Understand three types of scores 4.Understand Summative & Formative Assessments 5.Be able to interpret Summative Assessment Reports 6.Know how to use data in instructional planning for increased student learning

Why Look at Data? The purpose of data is to give educators: INSIGHT DIRECTION DIRECTIONFEEDBACK

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

What is a Norm-Referenced Test (NRT)?  A standardized assessment in which all students perform under the same conditions.  Compares the performance of a student to other students nationally. Norm groups are students in the same grade and age.  Example: FCAT NRT

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.  For example: FCAT SSS (Sunshine State Standards)

Summary NRT and CRT TYPE Norm- referenced Test (NRT) Criterion- referenced Test (CRT) DEFINITION Shows how a student does in relation to a norm group Shows how a student does in relation to a standard EXAMPLES  FCAT NRT  PSAT  FCAT SSS  Class Tests  AP Exams  SAT/ACT

Types of Scores

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.

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.

Scale Score (SS)  Higher scale scores indicate higher proficiency.  On a continuous, vertical scale across grade levels you can track a student's progress from lower to upper grade levels on one scale. Growth in scale score units indicates growth in proficiency.  For FCAT-SSS, the Developmental Scale Score is used to determine a student’s annual progress from grade to grade.

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

Learning Gains: Who Qualifies? Students from all subgroups (all students, ESE, LEP, etc.) with matched, consecutive year (i.e & 2006) FCAT SSS results (a pre- and post-test) in grades 4-10, who were enrolled in the same school during the October & February FTE Count.

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

Learning Gains: What equals Adequate Yearly Progress (AYP)? A. I mprove 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)

FCAT SSS Developmental Scale

MATH Graduation Passing Score DSS 1889 or Higher Grade Level 1 Level 2 Level 3 Level 4 Level

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.

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 Change ReadingMathematics 3 to to to to to to to

Learning Gains: Activity Using the data on the following table, determine: 1.Which students made a learning gain? 2.What percentage of the teacher’s students made a learning gain?

Data Display for FCAT Mathematics Results Student 04/05 Grade Level 05/06 Grade Level Pre-test Achievement Level Pre- test DSS Post-test Achievement Level Post- test DSS Learning Gain Determination A78 Level 1 Level 2 Yes or No Reason: A, B, or C B78 Level 4 Yes or No Reason: A, B, or C C78 Level Yes or No Reason: A, B, or C D88 Level 1 Level 2 Yes or No Reason: A, B, or C E88 Level 3 Yes or No Reason: A, B, or C F88 Level Yes or No Reason: A, B, or C G78 Level 5 Level 4 Yes or No Reason: A, B, or C

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

FCAT Parent Report Spring 2005 Florida Comprehensive Assessment Test (FCAT) SSS Mathematics Student and Parent Report Grade 10 Your 2005 Math Results You have passed the grade 10 FCAT Mathematics test and your score is on grade level. You answered many of the questions on FCAT correctly. Aprobaste el examen de Lectura del FCAT para el grado 10 y tu al nivel. Respondiste a muchas de las preguntas del FCAST correctamente. Aprobaste el examen de Lectura del FCAT para el grado 10 y tu calificación está al nivel. Respondiste a muchas de las preguntas del FCAST correctamente. Ou pase eqzamen Leketi FCAT yo bay Klas nan epi ou yon ki nan nivo klas la. Ou reponn anpil nan kesvon FCAT yo san fot. Ou pase eqzamen Leketi FCAT yo bay Klas 10yèm nan epi ou fè yon nòt ki nan nivo klas la. Ou reponn anpil nan kesvon FCAT yo san fot. CONTENT SCORES Objective Number Possible Number Correct Number Sense & Operations 2013 Patterns, Relationships, Algebra 106 Data, Statistics, & Probability 87 Geometry & Measurement 105

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.

A Closer Look at Results Data Examples:

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

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

Histogram: Pre-Algebra Midterm Test Percentage Correct Number of Students

Histogram: Grade Distribution in 8th Grade Math Frequency Grade

Activity Lee County Grade 8 Mathematics Scores Percentage of Students by Achievement Level YearLevel 1Level 2 Levels 1-2Level 3Level 4Level 5 Levels

Activity Answer

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

Pareto Chart: Types of mistakes in Division Problems IncorrectmultiplicationIncorrect subtraction subtraction No decimal Other Mistake Percent Cumulative percentage

Pareto Chart Data FCAT Errors by subtest for one student Strand Frequency of Errors Percentage of Errors Cumulative Percentage Geometry7 7/24 = 29% 29% Measurement5 5/24 = 21% 50% Algebra5 71% Number Sense 4 4/24 = 17% 88% Data Analysis 3 3/24 = 12% 100% Total24 24/24 = 100%

Megan Smith - Grade 9 - FCAT Subtest Scores

2005/ th Grade - Lee County FCAT Errors by Subtest

Computation Computation Number Sense Number Sense Measurement Measurement Geometry Geometry Statistics & Probability Statistics & Probability Number Facts Number Facts Whole Number Concepts Whole Number Concepts Patterns Patterns Problem Solving Problem Solving Fractions & Decimals Fractions & Decimals Computation in Context Computation in Context FCAT Scores for One Teacher Where are the errors (or improvements)?

Run Chart Use to:  Monitor progress over time  Display data in simplest form Run Chart: Percent of Students Scoring at Least 80% on Weekly Math Quiz Number of Students Percent

Student Run Charts The place to start is with students graphing their own progress.

Run Chart: Number of Math Vocabulary Words Week Number of Words Correct

Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our weekly math quizzes. Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math Quizzes Week Percent w/ avg. of at least 80%

Scatter Diagram Scatter Diagram: Teacher Salary vs. FCAT Test Scores Teacher Salary FCAT Test Scores 0

Scatter Diagram: Number of Siblings vs Grade Point Average vs Grade Point Average Number of Siblings Grade Point Average

Scatter Diagram: Hours of Sleep vs. Mistakes on Test Hours of Sleep Mistakes

StudentScoreLevel

Radar Chart

Example 8 TH Grade Class of 2006 Total Students Tested Percentage of Total Scoring at Level th Grade th Grade th Grade th Grade

Item Analysis Use to:  Determine mastered content content  Determine most common mistakes mistakes

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

Studentq1q2q3q4q5q6q7q8q9q Correct Answer ITEM ANALYSIS ACTIVITY

Using Formative Data for Continuous Improvement

Random sampling of end-of the year items provides students a constant review of what has been taught and a constant preview of what is yet to be taught.

The square root of “n” is an ample sample size for accurate data, if collected weekly or bi-weekly.

Random Selection  Drawing from a “hat” or fishbowl  Dice  Computer spread sheets  Graphing Calculator   Popsicle Sticks  Ping-pong balls  Bingo  Transparency question 100- sided die from Gamescience (228)

Data analysis provides: Insight and Questions

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

Action Answers! Provides

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

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