LIGHTS, CAMERA …. ACADEMIC DATA at the Elementary Level Cammie Neal and Jennifer Schau Forsyth County Schools

Summative vs. Formative Summative Assessment: focus is on mastery or a culmination of learning. Sometimes pass/fail High-stakes tests (e.g., State assessments) End of chapter tests Final Exams Formative Assessment: focus is on student achievement during instruction. Determines effectiveness of instruction Pre-test Weekly quizzes Running record

Why Data? Data tells us exactly how the student is performing at any given time Data tells us exactly how the student is performing at any given time Data guides the choices teacher make in knowing what needs to be taught or re-taught Data guides the choices teacher make in knowing what needs to be taught or re-taught Data reveals what teaching and learning activities are working and what one’s aren’t working Data reveals what teaching and learning activities are working and what one’s aren’t working

Why Data? cont. Data shows how much a student has learned over time even if he/she does not pass high stakes testing Data shows how much a student has learned over time even if he/she does not pass high stakes testing Data provides specific feedback to students and parents on academic performance and behavior Data provides specific feedback to students and parents on academic performance and behavior

Data MUSTS Measurable Measurable Reliable Reliable Valid Valid

Georgia Regulations (2) …. a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s response to scientific, research-based interventions….This is clearly documented by the child’s response to instruction as demonstrated by a review of the progress monitoring available in general education and Student Support Team intervention plans…. (2) …. a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s response to scientific, research-based interventions….This is clearly documented by the child’s response to instruction as demonstrated by a review of the progress monitoring available in general education and Student Support Team intervention plans….

Tier I Tier II Tier III Tier IV Pyramid of Interventions Response to Intervention Data, data, data, data !

Universal Screening (Benchmarking) Measures student skills and progress three times a year Measures student skills and progress three times a year Identifies curriculum vs. class vs. student needs Identifies curriculum vs. class vs. student needs

Progress Monitoring (measuring improved outcomes) Ongoing and systematic Ongoing and systematic Frequency is dependent upon the Tier level Frequency is dependent upon the Tier level Used to develop instructional goals and make instructional change decisions in “real time” Used to develop instructional goals and make instructional change decisions in “real time”

ACT 1 ACT 1 List YOUR Local Data HAVEs vs. NEEDs

Curriculum Based Measurement CBM research has been conducted over the past 30 years CBM research has been conducted over the past 30 years Research has demonstrated that when teachers use CBM for instructional decision making: Research has demonstrated that when teachers use CBM for instructional decision making: Students learn more Students learn more Teachers decision making improves Teachers decision making improves Students are more aware of their performance Students are more aware of their performance Assessments have been proven to be sensitive to improvement Assessments have been proven to be sensitive to improvement

CBM Focus CBM tests are brief and easy to administer CBM tests are brief and easy to administer CBM tests assess at the skills level CBM tests assess at the skills level CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student

CBM Basics CBM monitors student progress throughout the school year CBM monitors student progress throughout the school year Students are given probes at regular intervals Students are given probes at regular intervals Weekly, bi-weekly, monthly Weekly, bi-weekly, monthly Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals

Reading (5 Big Ideas) Phonemic awareness Phonemic awareness Phonics Phonics Fluency Fluency Vocabulary Vocabulary Comprehension Comprehension Based on Center for the Improvement of Early Reading Achievement (CIERA) & National Reading Panel Based on Center for the Improvement of Early Reading Achievement (CIERA) & National Reading Panel

Samples for Phonetic Components (Phonemic Awareness & Phonics) * AIMSweb

Sample for Fluency *DIBELS

Sample for Vocabulary *DIBELS

Samples for Comprehension AIMSweb 3 minute MAZE Probe * AIMSweb

Math Basic facts Basic facts Computation Computation Problem Solving Problem Solving

Basic Facts * AIMSweb Scored for digits correct

Random numerals within problems Random placement of problem types on page Improving Student Outcomes through Progress Monitoring Nancy Safer,Jacki Bootel,Rebecca Holland Coviello Virginia Department of Education, September 28, Sample of Computation

A “Correct Digit” Is the Right Numeral in the Right Place correct digits 3 correct digits 2 correct digits Improving Student Outcomes through Progress Monitoring Nancy Safer,Jacki Bootel,Rebecca Holland Coviello Virginia Department of Education, September 28,

Problem Solving ???? ???? Possibility – Monitoring Basic Skills Progress (MBSP blackline masters) Possibility – Monitoring Basic Skills Progress (MBSP blackline masters)

Writing Written Expression Written Expression Spelling Spelling

Sample of Written Expression AIMSweb – 3 minute writing prompts * * AIMSweb Scored for : Total Words Written (TWW) Correct Writing Sequences (CWS) Words Spelled Correctly (WSC)

Sample of Spelling * * AIMSweb Scored for - Correct Letter Sequence CLS

Resources (General) html 04.html 04.html 04.html

Resources – (Low to No Cost Products) Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm (Reading CBM probes - free) Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm (Reading CBM probes - free) Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm (Math blackline masters - $50) (Math blackline masters - $50) $1 per student for data base, but can download free materials for data collection) - $1 per student for data base, but can download free materials for data collection) (MAZE orders - $25 per grade level) (MAZE orders - $25 per grade level)

Resources (Linked to Intervention)

ACT 2 ACT 2 List YOUR Assessment Resources HAVEs vs. NEEDs

Discussion and Questions What next... ??? What next... ??? RTI Toolkit by Jim Wright Chapter 2 Launching RTI in Your School: Gauging School Readiness, Education Stakeholders and Inventorying Resources The RTI Guide: Developing and Implementing a Model in Your Schools by John E. McCook Part III So You Want to Implement an RTI Model? Dr. Andy Roach - CBAM Stages of Concern survey Contact information: Georgia State University P.O. Box 3980 Atlanta, GA

Cammie Neal Cammie Neal x x Jennifer Schau Jennifer Schau x x202344