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

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. John took a 20 item mathematics test (where each item was worth one point) and correctly answered 17 items. John took a 20 item mathematics test (where each item was worth one point) and correctly answered 17 items. His raw score for this assessment is 17. His raw score for this assessment is 17.

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.

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)

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 students made a learning gain   what percentage of the teacher’s students made a learning gain

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

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:

FCAT Parent Report

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: Grade Distribution in 8th Grade English Grade Frequency

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

Run Chart: Number of Words Spelled Correctly on Weekly Quiz Week Number of words

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

Scatter Diagram: Hours of Sleep vs Mistakes on Test 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

Specific Examples District math assessments District math assessments Writing prompts Writing prompts DIBELS DIBELS Classroom Assessments Classroom Assessments

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