Analyzing and Using ISAT Data - Mathematics C MATH 2, Inc. Claran Einfeldt Cathy Carter

Agenda Welcome/Introduction Welcome/Introduction Overview of data sets and how to use the information Overview of data sets and how to use the information Creating pivot tables to analyze data Creating pivot tables to analyze data Analyze individual data sets for instruction and differentiation Analyze individual data sets for instruction and differentiation

TIME is FINITE Tracking data Tracking data Teacher analysis Teacher analysis Action plans Action plans Staff development Staff development

Curriculum & Assessment Data Driven Decision Making Staff Development Teacher involvement

Nothing is more terrible than activity without insight. - Thomas Calyle, Scottish essayist and historian

Data Analysis to get RESULTS Over time – what can help schools make decisions to increase student achievement?

Questions – Over Time How do your school's math scores compare to the district? How do your school's math scores compare to the district? How does your school's demographics compare to the district? How does your school's demographics compare to the district? What trends do you see as students move up in grade level? What trends do you see as students move up in grade level? What is the lowest scoring AYP group? What is the lowest scoring AYP group? What are the highest content standards for each grade? What are the highest content standards for each grade? What are the lowest content standards for each grade? What are the lowest content standards for each grade?

Results – Looking at the same class over time

AYP Subgroups IEP populations

Content Strands – Over Time 2006 and 2007 posted Tracking between buildings

Goals Per Grade Level

Analyze individual data sets for instruction and differentiation Look at the percentages of Exceeds, Meets, Below, Warning Look at the percentages of Exceeds, Meets, Below, Warning National Percentile Rank – based on first 30 questions in session 1 National Percentile Rank – based on first 30 questions in session 1 Demographics group Demographics group

Scaled scores – breaking points within 5 points Scaled scores – breaking points within 5 points Exceeds lower levelExceeds lower level Meets upper & lower levelMeets upper & lower level Below on the upper & lower levelsBelow on the upper & lower levels Warning upper levelWarning upper level

Specific data Breakdown of MC by goals – correlate to number of items in the set Breakdown of MC by goals – correlate to number of items in the set Breakdown of item type by rubric - Short response and extended response Breakdown of item type by rubric - Short response and extended response Breakdown of the Assessment Framework items Breakdown of the Assessment Framework items

Creating usable pivot tables to analyze - time to work with spreadsheet

If a child can't learn the way we teach, maybe we should teach the way they learn. Ignacio Estrada

The real voyage of discovery consists not in seeking new lands, but in seeing with new eyes. - Marcel Proust, French novelist

Building workable pivot tables Create the data set with one heading row Create the data set with one heading row Delete columns not needed Delete columns not needed Click in the data set Click in the data set Go to Data, Pivot Table and Pivot Chart Go to Data, Pivot Table and Pivot Chart Choose your options to create in a new worksheet Choose your options to create in a new worksheet

Questions

Comparison to local assessment What sources of data do you use to make decisions?

Action Goals the Smart Way S = Specific M = Measurable A = Attainable R = Results oriented T = Time bound ACTION STEPS ACTION STEPS WHAT steps/activities will be initiated to achieve this goal? WHAT products will be created? DESIGNEE DESIGNEE WHO will be responsible for initiating and sustaining the action steps? TIMELINE TIMELINE WHEN would it be reasonable to expect each action step to be completed? RESULTS EVIDENCE RESULTS EVIDENCE WHAT evidence will be presented to show achievement of each action step?

ACTION STEPS ACTION STEPS WHAT steps/activities will be initiated to achieve this goal?WHAT steps/activities will be initiated to achieve this goal? WHAT products will be created?WHAT products will be created? DESIGNEE DESIGNEE WHO will be responsible for initiating and sustaining the action steps?WHO will be responsible for initiating and sustaining the action steps? TIMELINE TIMELINE WHEN would it be reasonable to expect each action step to be completed?WHEN would it be reasonable to expect each action step to be completed? RESULTS EVIDENCE RESULTS EVIDENCE WHAT evidence will be presented to show achievement of each action step?WHAT evidence will be presented to show achievement of each action step?