Using Data to Improve Student Achievement Summer 2006 Preschool CSDC

Outcomes Know why we need to look at data Know why we need to look at data Identify two types of tests Identify two types of tests Understand three types of scores Understand three types of scores Understand Summative & Formative Assessments Understand Summative & Formative Assessments Be able to interpret Summative Assessment Reports Be able to interpret Summative Assessment Reports Know how to use data in instructional planning for increased student learning Know how to use data in instructional planning for increased student learning

Why Look at Data? The purpose of data is to give educators INSIGHT!

Types of Tests Norm-Referenced Test (NRT) Criterion-Referenced Test (CRT)

What is a Norm-Referenced Test (NRT)? A standardized assessment in which all students perform under the same conditions. A standardized assessment in which all students perform under the same conditions. It compares the performance of a student or group of students to a national sample of students at the same grade and age, called the norm group. It compares the performance of a student or group of students to a national sample of students at the same grade and age, called the norm group.

What is a Criterion-Referenced Test (CRT)? An assessment comparing one student's performance to a specific learning objective or performance standard and not to the performance of other students. An assessment comparing one student's performance to a specific learning objective or performance standard and not to the performance of other students. It tells us how well students are performing on specific goals or content standards rather than how their performance compares to a national or local norming group. It tells us how well students are performing on specific goals or content standards rather than how their performance compares to a national or local norming group.

Summary NRT and CRT

Physical Education Examples NRT-President’s Challenge Physical Fitness Test NRT-President’s Challenge Physical Fitness Test CRT-Fitnessgram CRT-Fitnessgram

Types of Scores

Raw Score (RS) The number of items a student answers correctly on a test. The number of items a student answers correctly on a test. PE Example: curl-ups=32, push-ups=3, PE Example: curl-ups=32, push-ups=3, mile=7:35, s/r= 26 mile=7:35, s/r= 26 The actual number/time achieved using the correct form on a sub-test of the fitness assessment. The actual number/time achieved using the correct form on a sub-test of the fitness assessment.

Scale Score (SS) Mathematically converted raw scores based on level of difficulty per question. Mathematically converted raw scores based on level of difficulty per question. For FCAT-SSS, a computer program is used to analyze student responses and to compute the scale score. For FCAT-SSS, a computer program is used to analyze student responses and to compute the scale score. Scale Scores reflect a more accurate picture of the student’s achievement level. Scale Scores reflect a more accurate picture of the student’s achievement level.

Gain Scores Commonly referred to as “Learning Gains” The amount of progress a student makes in one school year.

Physical Education Example: Mile Run Mile Run Pre-test= 10:00 Pre-test=10:00 Pre-test= 10:00 Pre-test=10:00 Post-test= 8:00 Post-test=12:00 Post-test= 8:00 Post-test=12:00 Learning Gain= Learning Gain= Reflected in a percentage=20% gain or loss Reflected in a percentage=20% gain or loss Reflected as a number= or +2:00 Reflected as a number= or +2:00 The mile time learning gain is the only sub-test score that shows improvement in a negative number. The mile time learning gain is the only sub-test score that shows improvement in a negative number. If the mile time increases, the score will be recorded as a positive number. If the mile time increases, the score will be recorded as a positive number.

Learning Gains: Who Qualifies?   All students with a pre- and post-test, including all subgroups (ESE, LEP, etc.).   All students with matched, consecutive year (i.e & 2006) FCAT SSS results, grades 4-10, who were enrolled in the same school surveys 2 & 3 (FTE).

Learning Gains: Which Scores? Gains apply in reading and math, not writing or science. Pre-test may be from same school, same district, or anywhere in the state.

Learning Gains: What equals Adequate Yearly Progress (AYP)? A. Improve FCAT Achievement Levels from 2005 to 2006 (e.g. 1-2, 2-3, 3-4, 4-5) OR B. Maintain “satisfactory” Achievement Levels from (e.g. 3-3, 4-4, 5-5) OR C. Demonstrate more than one year’s growth within Level 1 or Level 2 - determined by DSS Cut Points (not applicable for retained students)

Electronic Score Sheet

Developmental Scale Score Gains Table (DSS Cut Points) Students achieving within Level 1 (or within Level 2) for two consecutive years must gain at least one point more than those listed in the table in order to satisfy the “making annual learning gains” component of the school accountability system. Grade Level ChangeReadingMathematics 3 to to to to to to to

Learning Gains: Retainees A retained student can only be counted as making adequate progress if he/she: Moves up one level. (e.g. 1-2, 2-3, 3-4, 4-5) Maintains a level 3, 4, or 5.

Learning Gains: Activity Using the data on the following table, determine:   which age levels made a learning gain in two of the four sub-tests?

Data Display for FCAT Reading Results Student04/05 Grade Level 05/06 Grade Level Pre-test Achievement Level Pre- test DSS Post-test Achievement Level Post- test DSS Learning Gain Determination A78Level 1Level 2Yes or No Reason: A, B, or C B78Level 4 Yes or No Reason: A, B, or C C78Level 21598Level 21743Yes or No Reason: A, B, or C D88Level 1Level 2Yes or No Reason: A, B, or C E88Level 3 Yes or No Reason: A, B, or C F88Level 11486Level 11653Yes or No Reason: A, B, or C G78Level 5Level 4Yes or No Reason: A, B, or C

Teacher Learning Gains Based on Data Display 5 out of 7 students made learning gains. 71% of this teacher’s students made learning gains and add points towards the school’s grade. No points are given to the school for Student F because he was retained and stayed within level 1 – even though he made significant gains in DSS points. No points are given to Student G because he decreased a level. Total Number of Students with a Pre and Post-test who qualify for learning gain calculations: Reason A Increased 1 or more Achievement Levels Reason B Maintains “satisfactory” levels (3, 4, or 5) Reason C DSS Target Gain (More than a year’s growth) 7221

Class Record Sheet for Learning Gains

Types of Data Results (Summative) Data used to make decisions about student achievement at the end of a period of instruction. Process (Formative) Data gathered at regular intervals during the instructional period; used to provide feedback about student progress and to provide direction for instructional interventions.

A Closer Look at Results Data Examples: President’s Challenge President’s Challenge Fitnessgram Fitnessgram

President’s Challenge Results 05/06

FitnessGram Pilot-HFZ Mile

FitnessGram Pilot-HFZ Push-ups

FitnessGram Pilot-HFZ Sit-n-Reach

FitnessGram Pilot-HFZ Curl-ups

A Closer Look at Formative Data Quizzes Chapter Tests DIBELS District Math Assessments

What tools do we have? FCAT Inquiry (Summative) FCAT Inquiry (Summative) Teacher Tools for Data Collection Teacher Tools for Data Collection (Can be Summative or Formative) Histogram Pareto Chart Run Chart Scatter Diagram Item Analysis

Histogram Bar chart representing a frequency distribution of student scores Heights of the bars represent number of students scoring at same level/score Used to Monitor progress

Histogram: Minutes to Run 1 Mile Time Frequency

Histogram: Score Distribution in 7th Grade Physical Education Push-Ups Frequency

Run Chart Use to: Monitor progress over time Display data in simplest form

Run Chart: Number of Curl-Ups per Week Week Number of words

Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our weekly personal fitness class quizzes. Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math Quizzes Week Percent w/ avg. of at least 80%

Scatter Diagram Scatter Diagram: Quiz Average vs. Test Average Test Average Quiz Average

Scatter Diagram: Hours of Sleep vs Mile Run Times Hours of Sleep Mistakes

Item Analysis Use to: Determine mastered content Determine most common mistakes

CLASSROOM TEST ANALYSIS BENCHMARK ASSESSED ITEM # NUMBER CORRECT NUMBER INCORRECT NUMBER PARTIAL CREDIT NUMBER DISTRACTOR A/1 NUMBER DISTRACTOR B/2 NUMBER DISTRACTOR C/3 NUMBER DISTRACTOR D/4 NUMBER NO ANSWER

ITEM ANALYSIS ACTIVITY

Pareto Chart Use to: Rank issues in order of occurrence Decide which problems need to be addressed first Find the issues that have the greatest impact Monitor impact of changes

Pareto Chart: Types of mistakes in Division Problems Incorrect multiplicationIncorrect subtractionNo decimalOther Mistake Percent Cumulative percentage

Females Age 12: President’s Challenge Pre- to Post- Test Gains Curl ups+3.59 (avg) Curl ups+3.59 (avg) Mile Run-38 sec (avg) Mile Run-38 sec (avg) Push Ups (avg) Push Ups (avg) S/R+1.11 (avg) S/R+1.11 (avg)

Data analysis provides: Insight and Questions

Adapted from Getting Excited About Data, Edie Holcomb What question are we trying to answer? What can we tell from the data? What can we NOT tell from the data? What else might we want to know? What good news is here for us to celebrate? What opportunities for improvement are suggested by the data? Questions to Ponder…

Action Answers! Provides

What information have I gained from my data? What interventions can I put In place? Implement the plan. Analyze the results. Make improvements. Steps to Improvement PLAN DO STUDY ACT

Personal Action Plan What data can I access? What tools can I use to help me monitor progress toward our class goals? What/who else do I need to help me? What is my start date? How will I evaluate the results? P D S A