1. Lee County Schools

2.  Understand components of the gains analysis report  Review and manipulate assessment gains data for your own schools  Utilize strategies and resources to individualize instruction for students so they can meet or exceed Target Goals for the year

3. Q. How does Performance Series measure growth? A. It is a computer-adaptive skills diagnostic assessment, independent of enrolled grade level. Student growth is compared to students from a normed national sample who are in the same grade level and have similar scaled scores. A. It is a computer-adaptive skills diagnostic assessment, independent of enrolled grade level. Student growth is compared to students from a normed national sample who are in the same grade level and have similar scaled scores. ~information pulled from Global Scholar

4. Q. Why would using growth be different than utilizing other test data? A.Using the average national growth data enables educators to measure students fairly because each student is being compared to growth from other students who performed similarly to them. Since students may begin the school year at vastly different levels, PS allows teachers to measure the progress each student makes based on their incoming ability level, rather than a ‘one size fits all’ growth target. A.Using the average national growth data enables educators to measure students fairly because each student is being compared to growth from other students who performed similarly to them. Since students may begin the school year at vastly different levels, PS allows teachers to measure the progress each student makes based on their incoming ability level, rather than a ‘one size fits all’ growth target. ~information pulled from Global Scholar

7. Observed Average Gains Gains Report

9. Growth Targets/Goals Growth Targets are set by observing the average growth achieved by students nationally who performed similarly in the Fall administration. Growth Performance Categories A Growth Performance Category is assigned by comparing each student's performance with nationally observed gains data. The Growth Performance Categories are: CategoryFall to Spring Gains Far Below bottom 15% Below between 16-50% Above between 51-85% Far Abovetop 15% Everyone learns at a different rate!

10. Growth Targets/Goals Growth Targets are set by observing the average growth achieved by students nationally who performed similarly in the Fall administration. Grade 5 Math Example: Ava Good, 5 th grade student, took PS Math in fall. She received a 2380. Scaled Score. For Ava to stay in the 4 th Decile by spring, she would need to grow 132.70 points. Example: Ava Good, 5 th grade student, took PS Math in fall. She received a 2380. Scaled Score. For Ava to stay in the 4 th Decile by spring, she would need to grow 132.70 points. No significant gain…did not meet target

11. 1300 3700 Everybody is moving. Therefore, the student must move more to increase performance. How does growth affect performance? The star represents a student’s score on each test administration. His/Her National Percentile Rank stays the same, even though he/she has grown. A 4 th grade class takes the Reading assessment in fall and spring. The two bars represent the scaled score ranges for the class, for each administration of the test. A 4 th grade class takes the Reading assessment in fall and spring. The two bars represent the scaled score ranges for the class, for each administration of the test.

12. Student level report: A B D C Which student showed the greatest gains from testing period one to testing period 2? Which student showed the greatest growth from testing period one to testing period 2? Gain Growth

14.  Have your teachers use growth targets as guides to setting academic goals for students, classes, and for monitoring progress  What factors led students to meet/not meet the gains target, from the previous testing window? What influence, if any, do I and/or teachers have over these factors?  Continuously refer back to SLOs to differentiate instruction based on student needs  How can I further use growth data with SLOs to guide instruction?  Involve students in growth targets  How do we ensure that students meet their goals/targets?  How do we relay PS goals to students?

15. Objectives for Small-Group Instructional Plans Large Jumps Bunched Students High- Performers

16. Learning ObjectiveFind the circumference given the radius Convert either standard or metric units of measure Calculate the area of a parallelogram Instructional Strategy Tactile, concrete experiences Model-Lead-Test (MLT) Structured, cooperative learning group Activity 1Use yarn and objects to find C, then compare findings to given r Complete Skills Connection Handout Create your own parallelogram using any materials in the group box and find the area Activity 2Create problems for your peers to solve. Evaluate them by having other teams in group solve for accuracy.

17. Group 1 Remediate SS Range: Group 2 On Level SS Range: Group 3 Enrich SS Range: Katie Carter Tommy Thomas Zack Vincent Betsy Washington Abby Adams Jack Benimble Ada Girl John McVee Lucy Nobbs Cole Cutey Mary Dotson Carter Hughes Tucker Mann

18. Click the Targeted Instruction button for individualized quizzes and study guides! Find the Suggested Learning Objectives Report from the Student Profile!

19. Skills Connection Online

20. NOTE: Utilize Skills Connection Online for pre- and post- tests, small group instruction, individual remediation and/or enrichment, and/or absentee work.

21. 21 With a partner, identify students in a class from your own school who may need remediation or enrichment. What plan could you (the teacher) devise to help these students grow? What are some resources that you (the teacher) might utilize to implement that plan? NOTE: Use grouping templates to group students by growth and/or performance level. With a partner, identify students in a class from your own school who may need remediation or enrichment. What plan could you (the teacher) devise to help these students grow? What are some resources that you (the teacher) might utilize to implement that plan? NOTE: Use grouping templates to group students by growth and/or performance level. *This slide could be used with your faculty during a training session and/or grade level meetings after test administration.

22. Are there any questions you have from today that your partner can possibly answer for you? What are your goals for the next administration of Performance Series? What is the first thing (or one thing) you are going to take back to your teachers regarding what we learned today?

23.  Some slides and information were pulled from the Global Scholar (GS) web site and/or GS webinars.  Information will be used within our district for training purposes only.