1. Using Assessment Results to Inform Teaching and Learning
*Presentation adapted for LDNE Title 1
October 26, 2017
T. Karch
*2016–17 CAASPP Post-Test Workshops: Using Assessment Results to Inform Teaching and Learning

2. CAASPP Post-Test Workshop Presentation for LDNE Title 1 Coordinators:
Objectives:
Coordinators will review a process to analyze assessment data to inform instruction
Coordinators will review questions to ask with staff when analyzing data

3. Analyzing Data to Inform Teaching and Learning
2016–17 CAASPP Post-Test Workshops: Using Assessment Results to Inform Teaching and Learning

4. A Balanced Assessment System
2016–17 CAASPP Post-Test Workshops: Using Assessment Results to Inform Teaching and Learning

5. Go to cde.ca.gov to access school data
2016–17 CAASPP Post-Test Workshops: Using Assessment Results to Inform Teaching and Learning

6. Select the CAASPP link for Smarter Balance Data
2016–17 CAASPP Post-Test Workshops: Using Assessment Results to Inform Teaching and Learning

7. Framing the Conversation
Student Performance
What is the current state of performance?
Informing
Teaching and
Learning
Optimizing Results
What should/will change?
Learning Conditions
What were the conditions of learning?
Practices, Programs, and Policies Impacting Performance
What may have contributed to the observed performance?
Analyzing Summative Assessment Results to
Inform Teaching and Learning

8. Maximizing the Use of Summative Results
Focus on:
Improving learning
As opposed to just increasing scores
Groups, student groups, and disaggregation
As opposed to individual students
The analysis process and collaborative conversations
The analysis, not the numbers
Analyzing Summative Assessment Results to
Inform Teaching and Learning

9. From Frame to Process Informing Teaching and Learning
Student Performance
What is the current state of performance?
Data Review and Discovery
What is the current state of performance?
Informing
Teaching and
Learning
Optimizing Results
What should/will change?
Possible Actions Moving Forward
What should/will change?
Recalling Program, Practice, Policies, etc.
What were the conditions of learning?
Learning Conditions
What were the conditions of learning?
Practices, Programs, and Policies Impacting Performance
What may have contributed to the observed performance?
Possible Connections Between Performance and Program, Practice, Policies, etc.
What may have contributed to the observed performance?
Analyzing Summative Assessment Results to
Inform Teaching and Learning

10. The Four R’s RESOURCES Data Review and Discovery
Possible Actions Moving Forward
Program, Practice, Policies
Possible Connections
RESOURCES
Analyzing Summative Assessment Results to
Inform Teaching and Learning

11. Research Engage with the data to find facts.
Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery.
Engage with the data to find facts.
Describe what you observe.
Look for data trends.
Focus on facts, not conjecture.
Analyzing Summative Assessment Results to
Inform Teaching and Learning

12. Examples of Research Guiding Questions: What Is the Current State of Performance?
Are there any trends or patterns that emerge by grade level, by student group, by content area, and/or by claim area?
What observations are consistent with your expectations or predictions?
Where do the scaled scores fall within the levels (i.e, high, medium, or low band)?
Analyzing Summative Assessment Results to
Inform Teaching and Learning

13. Using the Resources to Research, Recall, Reflect, and Respond
DATA SOURCE
RESEARCH
RECALL
REFLECT
RESPOND
Identify and use appropriate data sources.
Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. .
Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.
What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause.
Scale Scores
Achievement Levels
Claim Scores
The Spring 2016 CAASPP Mathematics Summative test results for our LEA show that the overall mean scaled score for each grade fell into Level 2, Standard Nearly Met. Grade three and grade four scaled scores fell into the high band of Level 2, with all other grade levels falling into the medium band of Level 2. Compared to the 2015 scores, grade four moved from the medium to high band, and grades eight and eleven moved from the low to medium band. Grade three and grades five through seven remained static.
The overall scaled scores from 2015–16 for socioeconomically disadvantaged (SED) students remained at the high band of Level 2 for grade three and the medium band of Level 2 for grades four and five. Grade six fell from the medium to low band, and grades seven, eight, and eleven increased scaled scores from the low to the medium band of Level 2.
Districtwide, SED students’ scaled scores that fell into Level 4, Standard Exceeded, saw a 3 percent increase to 14 percent, and scores for Level 1, Standard Not Met, decreased by 3 percent to 35 percent. In comparison, non- SED students’ scores at Level 4 increased by 8 percent to 31 percent, and saw a 4 percent decrease at Level 1 to 19 percent of students.
The Spring 2016 CAASPP Mathematics Summative test results for our LEA show that the overall mean scale score fell into Level 2, Standard Nearly Met. Grade three and grade four scale scores fell into the high band of Level 2, with all other grade levels falling into the medium band of Level 2. Compared to scores, grade four moved from the medium to high band, and grades eight and eleven moved from the low to medium band . . .
Analyzing Summative Assessment Results to
Inform Teaching and Learning

14. Using the Resources to Research, Recall, Reflect, and Respond
DATA SOURCE
RESEARCH
RECALL
REFLECT
RESPOND
Identify and use appropriate data sources.
Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. .
Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.
What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause.
Scale Scores
Achievement Levels
Claim Scores
Across all claims in mathematics, the percentage of SED students with claim scores of Above Standard increased no more than 4 percent from 2015 to Non-SED students performing Above Standard across mathematics claims increased by up to 15 percent.
Grade six students overall saw the largest percentage of students Below Standard for Claim 1, Concepts and Procedures, at 54 percent.
The Spring 2016 CAASPP Mathematics Summative test results for our LEA show that the overall mean scale score fell into Level 2, Standard Nearly Met. Grade three and grade four scale scores fell into the high band of Level 2, with all other grade levels falling into the medium band of Level 2. Compared to scores, grade four moved from the medium to high band, and grades eight and eleven moved from the low to medium band . . .
Across all claims in mathematics, the percentage of SED students with claim scores of Above Standard increased no more than 4 percent from 2015 to 2016.
Analyzing Summative Assessment Results to
Inform Teaching and Learning

15. Recall Consider school/classroom programs, practices, and policies.
Think about last year:
What happened?
What curriculum was in place?
What professional learning occurred?
RECALL
Focusing on the prior school year(s), discuss the realities of the classroom, school, and LEA program, practice, and policies. What happened? Focus on facts only—no conjecture.
Analyzing Summative Assessment Results to
Inform Teaching and Learning

16. As you recall, consider . . . School calendar Master schedule Budget
Professional learning calendar
Adoption cycle
Student demographics
Staff composition
Curriculum guides/maps
Implementation of new programs
Attendance patterns
Suspension data
School climate
Substitute schedule
Analyzing Summative Assessment Results to
Inform Teaching and Learning

17. Examples of Recall Guiding Questions: What Were the Conditions for Learning?
What curriculum/instructional materials adoption did we initiate/continue last year?
What opportunities did we provide our students and staff to interact with the assessment tools (e.g., practice test, rubrics, interims, Digital Library resources) prior to the summative assessment administration?
What evidence did we collect during the year that is consistent with the evidence required on the assessment (overall, claims, targets)?
Analyzing Summative Assessment Results to
Inform Teaching and Learning

18. Using the Resources to Research, Recall, Reflect, and Respond
DATA SOURCE
RESEARCH
RECALL
REFLECT
RESPOND
Identify and use appropriate data sources.
Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery.
Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.
What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause.
Scale Scores
Achievement Levels
Claim Scores
The Spring 2016 CAASPP Mathematics Summative test results for our LEA show that overall mean scale score fell into Level 2, Standard Nearly Met. Grade three and grade four scale scores fell into the high band of Level 2, with all other grade levels falling into the medium band of Level 2. Compared to scores, grade four moved from the medium to high band, and grades eight and eleven moved from the low to medium band . . .
The LEA opened a new middle school (grades six– eight) and a new high school.
All of our professional learning opportunities were focused on literacy across content areas.
We implemented a new student information system, districtwide.
We implemented a new digital mathematics curriculum in grades K through eight.
The LEA opened a new middle school (grades six–eight) and a new high school.
All of our professional learning opportunities were focused on technology in the classroom.
We implemented a new student information system, district-wide.
We implemented a new digital mathematics curriculum in grades K through eight.
Across all claims in mathematics, the percentage of SED students with claim scores of Above Standard increased no more than 4 percent from 2015 to
Analyzing Summative Assessment Results to
Inform Teaching and Learning

19. Reflect Determine possible reasons for the performance.
Connect performance with prior year practices, programs, and policies. Consider possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.
Determine possible reasons for the performance.
Keep the conversation honest.
Explore many possibilities.
Analyzing Summative Assessment Results to
Inform Teaching and Learning

20. As you reflect, consider or use. . .
Information provided in the Research and Recall sections
Current practices
Current programs
Current policies
Guiding questions
Smarter Balanced Resources
(item specifications, ALDs, etc.)
Current Local Control and Accountability Plan (LCAP) goals
Norms and other professional learning community (PLC) strategies
Neutral facilitators
Analyzing Summative Assessment Results to
Inform Teaching and Learning

21. Examples of Reflecting Guiding Questions: What May Have Contributed to the Observed Performance?
Consider existing programs, practices and policies that might help to explain observed patterns, trends, or gaps in achievement: What would you consider the key factors contributing to the apparent successes/needs as indicated by the results?
How might the instructional time allotted to knowledge, skills, and abilities connected to a claim contribute to areas of strength/weakness observed in the data?
How effective was our identification of students for the use of accessibility supports?
Analyzing Summative Assessment Results to
Inform Teaching and Learning

22. Using the Resources to Research, Recall, Reflect, and Respond
DATA SOURCE
RESEARCH
RECALL
REFLECT
RESPOND
Identify and use appropriate data sources.
Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. .
Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe..
What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause.
Scale Scores
Achievement Levels
Claim Scores
The new schools that opened impacted economic demographics across campuses. The middle school that opened serves mostly economically disadvantaged students. Grade six scale scores for SED students illustrated a drop from the medium to low band. This may be an area where additional supports are needed.
The new student information system implemented and technology focused PD allowed staff to intervene in a more timely manner when students began exhibiting the need for intervention, potentially accounting for the positive movement of overall of mean scale scores in grades four, eight, and 11 and the lack of decrease in grades three, and in grades five through seven.
The digital mathematics curriculum allowed for ease of differentiation within the classroom, but was inaccessible off campus to students without internet access at home. This may account for why non-SED students saw a larger increase in Level 4 scores (from 8%-31% vs. 3%-14% for SED students).
The Spring 2016 CAASPP math summative test results for our district show that overall mean scale score fell into Level 2, Standard Nearly Met. Grade 3 and grade 4 scale scores fell into the high band of Level 2, with all other grade levels falling into the medium band of Level 2. Compared to 2015 scores, grade 4 moved from the medium to high band, and grades 8 and 11 moved from the low to medium band…
The district opened a new middle school (grades 6-8) and new high school.
All of our professional learning opportunities were focused on literacy across content areas.
We implemented a new student information system, district wide.
We implemented a new digital mathematics curriculum in Grades K through 8.
The new schools that opened impacted economic demographics across campuses. The new middle school that opened serves mostly economically disadvantaged students.
The new student information system allowed staff to intervene in a more timely manner when students began exhibiting the need for intervention.
The digital mathematics curriculum allowed for ease of differentiation within the classroom, but was inaccessible off campus to students without internet access at home.
Across all claims in Math, the percentage of Eco Dis students with claim scores of Above Standard increased no more than 4% from
Analyzing Summative Assessment Results to
Inform Teaching and Learning

23. Respond Use guiding questions. Think about what you can control.
Ask yourself:
What other data are available to you?
How will you know progress is being made?
RESPOND
What might be some possible ways to move forward? These responses should tie directly to what emerged from the reflection process.
Analyzing Summative Assessment Results to
Inform Teaching and Learning

24. As you respond, consider. . .
Curriculum guides/maps
Instructional materials
Research-based practices
Professional learning opportunities
Parent/family engagement
Grade level/content area collaboration
Lesson study
Formative assessment practice
LCAP metrics
Analyzing Summative Assessment Results to
Inform Teaching and Learning

25. Examples of Responding Guiding Questions: What Should/Will Change?
How might we re-structure our professional learning communities and collegial work to support the needs illustrated by the data?
Given the observed results, how might we make use of the performance tasks and rubrics to guide possible interventions?
How might we adjust our resource allocations to meet the needs of students and staff as indicated by our reflections?
Analyzing Summative Assessment Results to
Inform Teaching and Learning

26. Using the Resources to Research, Recall, Reflect, and Respond
DATA SOURCE
RESEARCH
RECALL
REFLECT
RESPOND
Identify and use appropriate data sources.
Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. .
Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe..
What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause.
Scale Scores
Achievement Levels
Claim Scores
Provide targeted math professional learning opportunities across grade levels, and not just at tested grades and subjects. Overall, larger gains in achievement were seen in students exceeding standards. There was less movement out of the Standard Not Met area, showing that lower achieving students are in need of even more targeted intervention.
Monitor student performance on interim assessments for Level 3 indicators of success to continue progress to Level 3 across all student groups and grade levels.
Increase support for grade six students and families transitioning from elementary school to middle school to avoid the losses in achievement seen this past year.
Establish additional avenues to provide all students with equal access to math curriculum materials in response to the SED achievement gap seen with the implementation of technology-based math curriculum.
The Spring 2016 CAASPP math summative test results for our district show that overall mean scale score fell into Level 2, Standard Nearly Met. Grade 3 and grade 4 scale scores fell into the high band of Level 2, with all other grade levels falling into the medium band of Level 2. Compared to 2015 scores, grade 4 moved from the medium to high band, and grades 8 and 11 moved from the low to medium band…
The district opened a new middle school (grades 6-8) and new high school.
All of our professional learning opportunities were focused on literacy across content areas.
We implemented a new student information system, district wide.
We implemented a new digital mathematics curriculum in Grades K through 8.
The new schools that opened impacted economic demographics across campuses. The new middle school that opened serves mostly economically disadvantaged students.
The new student information system allowed staff to intervene in a more timely manner when students began exhibiting the need for intervention.
The digital mathematics curriculum allowed for ease of differentiation within the classroom, but was inaccessible off campus to students without internet access at home.
Provide targeted math professional learning opportunities across grade levels.
Monitor student performance on interim assessments for Level 3 indicators of success to continue to progress to level 3 across all student groups.
Provide additional avenues to provide all students with equal access to math curriculum materials.
Across all claims in Math, the percentage of Eco Dis students with claim scores of Above Standard increased no more than 4% from
Analyzing Summative Assessment Results to
Inform Teaching and Learning

27. . . . about what you’ve learned
What have you learned from this process?
What pieces could be replicated?
How would you transfer this process to consider other data? (school climate, implementation of standards?)
Analyzing Summative Assessment Results to Inform Teaching and Learning

28. Resources
Handout: Overview of Major Assessment Types in Standards-Based Instruction
Curriculum Frameworks and Instructional Materials
Content Specifications, Item Specifications, and Blueprints
Achievement Level Descriptors
Smarter Balanced Scale Score Ranges
Sample 2016–17 Student Score Report
Claim Achievement Level Descriptors for ELA and Mathematics
Analyzing Summative Assessment Results to
Inform Teaching and Learning