Performance Pathways Users Conference Using Multiple Assessments

2 Assessments have various purposes, provide answers to different questions, address different users, and have varying implications for an assessment system.

Inquiry/Problem Solving Data should be an important part of collaborative inquiry and problem solving in schools. 3

4 A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. The Using Data Process

Data Data have NO meaning. They are simply data. Data have NO meaning. They are simply data. Using Data/Getting Results, Nancy Love. Norwood, MA: Christopher Gordon Press,

6 Elements of High Quality Local Assessment Systems System of Collaboration Committed Leadership Aligned Curriculum Intentional and Multiple Assessments Data Informed Instruction Relevant Professional Development

Elements of High Quality Local Assessment Systems 7 EmergingFunctionalStrongExemplary System of Collaboration Committed Leadership Aligned Curriculum Intentional and Multiple Assessments Data Informed Instruction Relevant Professional Development

Draft NSD Assessment Plan 8 Grade DIBELS Scott Foresman CBM Everyday Math CBM NECAP NWEA (Reading & Math) BAM BAR HS Competency Assessments K

9 Multiple Measures, Multiple Sources A solid foundation for understanding and formulating a student-learning problem! NECAP Benchmark Assessments BAM & BAR Student Work NECAP

Data Drill Down Aggregate data (all students) Disaggregated data (a subset of students) Content strand data (a subset of a construct, such as “reading”) Individual item data Individual student data Student work (test items, assignments, etc.) 10

Performance Tracker Report Options 11

One Assessment— Multiple Reports aggregate data disaggregate data content strand data individual item data 12

NSD Grade 3 NECAP Reading 2008 (aggregate data) 13

NSD Grade 3 NECAP Reading 2008 (disaggregated data) Title I Schools (5) Non-Title I Schools (7) 14

Title I Grade 3 NECAP Reading 2008 (disaggregated data) All Students Absent 20+ ½-days in 07/08 15

Student Detail (individual student data) 16

Individual Student Data 17

Disaggregated Data: LEP Subgroup 18 Report: Proficiency Level - Pie Chart Subject: Mathematics Grade: Eighth Grade Filter: Include: LEP-Receiving, Assessments: NECAP Math - Grade 8 10/15/2007, Sections: Math Scale Score

Student Level Data (LEP) 19

NSD Grade 5 NECAP Math: Average Proficiency Level (Strand data) 20

Drill Down Thru Buildings 21

Drill Down Thru Buildings: Bicentennial Grade 5 Math Strands (strand data) 22

Drill Down Thru Buildings: Sunset Heights Grade 5 Math Strands (strand data) 23 ol

Item Analysis Report (individual item data) 24

Time Series Data The same measurement used at various points of time aggregate data disaggregate data content strand data individual student data 25

Comparative Reports – Proficiency Levels (aggregate data) 26

Comparative Reports – Proficiency Levels 27

NWEA Reading Data Comparative Reports (school-level data) Comparative Reports 28 Student ID NWEA Fall Reading Survey 6+ V4 - Gr 7-Total RIT Score 10/1/2008 NWEA Winter Reading Survey 6+ V4 - Gr 7-Total RIT Score 2/1/2009 TOTAL RIT SCORE NWEA Fall Reading Survey 6+ V4 - Gr 7-Word Identification 10/1/2008 NWEA Winter Reading Survey 6+ V4 - Gr 7-Word Identification 2/1/2009 WORD IDENTIFICATION NWEA Fall Reading Survey 6+ V4 - Gr 7-Literary Texts 10/1/2008 NWEA Winter Reading Survey 6+ V4 - Gr 7- Literary Texts 2/1/2009 LITERARY TEXT NWEA Fall Reading Survey 6+ V4 - Gr 7- Informational Texts 10/1/2008 NWEA Winter Reading Survey 6+ V4 - Gr 7- Informational Texts 2/1/2009 INFORMATIONAL TEXT NWEA Fall Reading Survey 6+ V4 - Gr 7- Comprehensi on Strategies 10/1/2008 NWEA Winter Reading Survey 6+ V4 - Gr 7- Comprehensio n Strategies 2/1/2009 COMPREHENSION STRATEGIES

Comparative Reports – Standards (content strand data) 29

30

Title I Schools DIBELS Data 31

DIBELS (student level data) 32

BAM/BAR Benchmark assessments in math & reading Developed in conjunction with Measured Progress Administered 5 times during grades

BAM/BAR 34 Form 1 Start of Grade 9Grade 7 GLEs Form 2 End of 1st Semester (9)Grade 8 GLEs Form 3 End of Grade 9Grade 8 GLEs Form 4 End 1st Semester (10)Gr GSEs Form 5 End of Grade 10Gr GSEs

NSD-Measured Progress Partnership Assessment Decisions (grade level targets, test matrices, assessment intervals, assessment items) Assessment Scoring (rubrics, anchor papers, PD, qualifying process) Assessment Literacy PD (CIA teams, head teachers and classroom teachers, capacity building, CIA teams helped in data analysis) 35

36 North BAM 1: Proficiency Level Results L4 = 46+/50 = % (1.9%) L3 = 35-45/50 = 68-90% (18.0%) L2 = 18-34/50 = 34-67% (50.5%) L1 = 0-17/50 = 0-33% (29.6%)

37 North BAM 1: NECAP-BAM Comparisons 37

38 Based on the BAM Form 1 results and your knowledge of HS math programs… Predict what you think the Form 2 results might look like compared to the Form 1 results. Remember that the Form 2 is a full grade-level higher BUT the majority of grade 9 students are in a 2-credit, every day math course for one semester before the BAM Form 2.

39 North BAM 1-2 Comparison: Proficiency Levels 39

40 North BAM 1 Strand Analysis 40

41 North BAM 2: Strand Analysis 41

South BAM 1-BAR 1 Comparison 42

43 Based on the BAR Form 1 results, the BAM1-BAR 1 comparison and your knowledge of the students, teachers & programs at North… Predict what you think the Form 2 results might look like compared to the Form 1 results. Remember that roughly half the grade 9 students had an English class the 1 st semester, but that literacy strategies should be involved in all classes.

South BAR 1-2 Comparison: Proficiency Levels 44

South BAR 1-2 Comparison: 2 nd Semester English Students 45

South BAR 1-2 Comparison: 1 st Semester English Students 46

47 South BAR 1-2 Comparison: 1 st Semester Extensions English Students

South BAR 1-2 Comparison: 1 st Semester Honors English Students 48

Elements of High Quality Local Assessment Systems (BAM/BAR) 49 EmergingFunctionalStrongExemplary System of Collaboration Committed Leadership Aligned Curriculum Intentional and Multiple Assessments Data Informed Instruction Relevant Professional Development