Scoring & Data Management project DATA Sustainability Module

Opening Activity  Complete the instruction post-survey at your tables

Agenda Instruction post-survey Project map Scoring CBMs Data management systems Resources, resources, resources! Closing activities

projectDATA Map

Scoring CBMs Scoring consists of: –Number of correct digits in the answer, –Number of correct digits in the answer and process, OR –Number of problems answered correctly – Each measure has a standardized method

Scoring CBMs General rules for correct digits (answer only): Count numbers in the correct place to determine score for each problem Decimals points count in point total when in the correct place Fraction bars do not count (nor do “r”s) in point total for each problem Skipped items receive no score See directions for specifications on fraction form and decimal rounding

Your Turn to Score… Score the first row of problems on your sheet, using the correct digits (answer only) method

Your Turn to Score…

Scoring Summary Let’s review…What was the score for each problem? Total score? What did you notice about scoring? What are the advantages and disadvantages for each scoring method?

Data Management Systems Some systems you may choose to use for managing data… –Excel –AIMSweb –EasyCBM

Excel Show example of how to use List steps of use Pros and cons?

AIMSweb Pros: –Graphs student scores on measures easily –System is already organized: little set-up required –User guide provides information about administering measures, scoring, and the system –Technical support available online and by phone Cons: –Scoring and data entry are time intensive –Paying for an account ($3/student math only; $5/student reading, writing, and math) –Data system is sometimes finicky and difficult to use –Can only view range of reports if you enter benchmarking and progress monitoring data for students Without an account… –Have access to AIMSweb manuals and guides:

EasyCBM New screening assessment and progress monitoring measures will be linked to focal points at each grade level –Progress monitoring measures will align with the screening measure and be more related to middle school curriculum Administered online –Pros: No hand scoring required, reports/graphs available, easily given to a few students at a time –Con: Could be difficult to gain computer access, especially for screening measures Free individual teacher accounts

Break

IES Practice Guide (2009): Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Schools Assessment and instruction reports from the Center on Instruction –Curriculum-based Measurements –Screening –Meta-analysis of effective instruction practices All resources are posted on projectDATA website: www. uoregon.edu/~projdata Resources

Other resources for teachers to explore later…? Additional Resources

Tasks between now and next inservice: –Complete spring benchmarking on AIMSweb Elisa will reminder and info For Next Time…

Closing Activities Questions? Next meeting: June 3 –Data review & wrap-up –Needs assessment –Administrators invited to attend Mathematicians Workshop Series –Trish Koontz, May –Richard Schaar, May –Media Services, Rm. 41 for both future sessions Evaluation