1. GOALS OF TODAY’S PD  Examination of how to use pre/post testing to measure student achievement, and to address areas of strength and areas of weakness  Analysis of 2006 CMT scores to inform instruction.

2. Why? “Until you have data as a backup, you’re just another person with an opinion.” Dr. Perry Gluckman

3. Rationale for pre/post testing using the 2006 Summer School model The objective of the CAMS Summer Enrichment Program is to take students who scored at the proficient level on their most recent CMT and to provide them with the skills and knowledge base to bring them up to the goal level In order to continue to receive funding for the CAMS Summer Enrichment Program, we had develop a tool to measure whether or not the program was successful

4. Reading Comprehension Pre/Post Assessment This is the piece we used for both assessments Please refer to distributed copies

5. Reading Comprehension pre/post test Same assessment Same students Same time-frame and testing conditions

6. Focus Areas of Assessment Point of View Classifying Cause and Effect Compare and Contrast Fact and Opinion Drawing Conclusions Thinking Further

7. Reading Comprehension 8 th Grade Pre-Test Results—Identify Areas of Weakness

8. Reading Comprehension Areas of Weakness Classifying- Average score 63% Fact and Opinion- Average score 50% Drawing Conclusions- 60% Thinking Further- 60% Based on this data we embedded mini-lessons into the unit to address the areas of weakness We used our writing assessments to address “Drawing Conclusions” and “Thinking Further”

9. 8 th Grade Pre-test Results – Reading and Writing

10. 8 th Grade Post-test Results – Reading and Writing

11. Reading Comprehension 8 th Grade Post-Test Results—Did we see improvement?

12. Reading Comprehension Pre/Post-Test Comparisons

13. Graph of Summer School overall LA results based on our “dipstick” Reading Comprehension +29 pts Writing +11 pts

14. ?? Discussion ?? What are your thoughts on using pre and post- testing as “dipsticks” to drive instructional focus? Were our focus areas related to CMT skills? How can we find out? What data do you currently use to inform instruction in your classroom? Do you think that Data-Driven Decision Making (D3M) would help us with grade level collaboration in examining student work and identifying areas of weakness?

15. D3M Rationale “School decision-makers need a deliberate process to guide them through the examination and analysis of data. Without this, they may be apt to substitute strongly held opinions for the fact-based conclusions that would be derived from a review of the actual data.” Dr. Douglas Reeves

16. Analyze 2006 CMT Results Tools 1. www.cmtreports.comwww.cmtreports.com 2. Curriculum Frameworks Packet 3. CAMS 2006 7 th grade CMT results- Packet 4. “Treasure Hunt” Tasks 1 and 2

17. References CREC- Wachovia Urban Leadership Academy www.cmtreports.com Connecticut State Department of Education http://www.state.ct.us/sde/ http://www.state.ct.us/sde/ (2002)Tools for Thought by Jim Burke