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WESTEST 2 SCHOOL REPORTS
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WESTEST 2 SCHOOL REPORTS
WESTEST 2 school reports are used to make programmatic level decisions School administrators are encouraged to use other data and information to make programmatic decisions -- not just WESTEST 2 reports Acuity Benchmark reports support programmatic decision making as well as determine areas of weakness by content and objective on a quarterly basis during the year Writing Roadmap 2 assists teachers in determining areas of weakness in writing after each writing session WV is going to provide “automated rostering” beginning with the initial load on August 30. After the initial load, the school rosters will be automatically updated every two weeks based on school input to WVEIS.
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Schedule of Delivery WESTEST 2 schedule of delivery of reports are as follow: July 24, Phase I -- Electronic Reports sent to County Test Coordinator to retrieve on secure FTP site for immediate release to school principals - Confidential Summary Report (CSR) - Confidential Item Analysis Summary (CIAS) - Confidential Roster Report August 6, Phase II -- paper reports sent to County Test Coordinator to immediate release to school principals - Student reports - Individual Right Response Record (IRRR) - Student labels We will looking more closely at the CSR and CIAS reports later in this session. WESTEST 2 REPORTS COMING TWO WEEKS EARLIER. The decision to provide electronic reports was made by an State Advisory Committee. It allows for as many copies as you want of the reports – not just two. WVDE has provided this information and much more about the new assessment program in Monthly Updates of the New Assessment Program which were sent to county superintendents, central office staff and posted on TEACH 21.
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Delivery Model It is recommended that School Leadership Teams and Grade Level/Content Collaborative Teams review and act on summative assessment results. WESTEST 2 reports are confidential data because the reports include all students tested in the school All teachers can view, study and use grade-level data Researchers have consistently found that it is more effective to use systematic methods of data delivery/review with teachers and to develop systematic methods for using data in order to promote increased student achievement and learning (Berhnardt; 2009; Harrison & Bryan, 2008; Means, Padilla, DeBarger, & Bakia, 2009; Walser, 2009; Wohlstetter, Datnow, & Park, 2008; Weinstock, 2009).
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Critical Questions What do we want students to learn?
How will we know if students have learned it? What will we do if they don’t learn? What will we do if they do learn? The first two questions may be answered in a broad sense using summative data. Grade-level/content teams develop a systematic response to the questions using more specific data (common, formative). The teams meet consistently to monitor student progress and adjust instruction according to the most current data.
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We want students to learn CSOs
WESTEST 2 measures each standard per content area, but not each objective R/LA measures 71% of the objectives per grade level Math measures 86% of the objectives per grade level Science measures 78% of the objectives per grade level Social Studies measures 80% of the objectives per grade level There are two forms with different objectives measured on each form. Therefore, it is crucial to teach all of the CSOs - not just the tested information – in order for students to learn the needed skills and content for progression to the next grade level.
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How will we know if students have learned it?
One way schools, the educational community, and the public determine if students have learned the content is through statewide summative assessment data as well as national assessment data. WVDE provides two school reports to the County Test Coordinator for release to school principals Confidential Summary Report (CSR) Confidential Item Analysis Summary (CIAS)
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What do you look for in this WESTEST 2 report?
Confidential Summary Report (1) *Subgroup Performance: Using Grade Level Mastery Data, review subgroup performance: % of students At or Above Mastery by subgroup Which subgroup(s) in this grade level and for this content area need additional time and support? *Repeat for each tested grade level in the school Look at the CSR report and find the column labeled Grade Level Mastery Data, highlight At or Above mastery and the numbers in the % column. These numbers indicate the % of students in each subgroup who performed at or above mastery in that content at that grade level. The All Student Group performance is labeled “School” instead of “All” Circle the subgroups that most likely need additional time and support.
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What do you look for in this WESTEST 2 report?
Confidential Summary Report (2) *Content Standard Performance Review grade level mastery of the content standards: % of students At or Above Mastery by standard Which standards require extra time and attention? *Repeat for each tested grade level in the school Look at the CSR report and find the column labeled Grade Level Mastery of Content Standards, highlight At or Above Mastery Level and the numbers in the % column. These numbers indicate the % of all students who performed at or above mastery in each standard of designated content area at that grade level. Identify the standards with the lowest student performance as targets.
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Reflection Here’s What… So What?... Now What?...
What do the data appear to be telling you? What patterns do you see? So What?... What are the possible reasons or explanations for the data? Now What?... How will your leadership team use these findings to establish school SMART Goals? (StrategicMeasurableAttainableResults orientedTime-bound) Discuss the first two questions in preparation for developing schools Smart goals in the next activity.
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School SMART Goals Directions:
Working in pairs, discuss the data from the CSR reports using the reflection questions as your guide. Develop SMART goals for “your” school. Provide hard copy of smart goal worksheet - display the next slide as an example. (StrategicMeasurableAttainableResults orientedTime-bound)
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Grade Level Tested / % At or Above Mastery
School SMART Goals School: All Students Content Area: Mathematics Current Data Source: WESTEST Confidential Summary Report Standards Grade Level Tested / % At or Above Mastery 6 7 8 Numbers & Operations Algebra 50 Geometry 49 52 53 Measurement 55 58 Data Analysis & Probability SMART Goal (s): (StrategicMeasurableAttainableResults orientedTime-bound) At least 60% of all students will perform at or above mastery on the standards of geometry and measurement and show improvement on the other three standards in mathematics as measured by WESTEST 2, 2010. Which subgroup(s)* need additional time and support? Students with Disabilities and Econ. Disadvantaged *For more in-depth information about subgroup performance on content standards, see the Confidential Item Analysis Summary Report. Explain reasons for targeting geometry and measurement – school-wide need and the standards with the lowest performance. Go over process for establishing SMART Goals.
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What do you look for in this WESTEST 2 report?
Confidential Item Analysis Summary (CIAS): Subgroup Performance on Content Standards (Grade level and/or content collaborative teams use this report to gather more specific data for each subgroup.) For subgroups identified on the CSR as needing additional time and support, compare School and County Mean Percent Correct for each standard. Identify the standards that fall below the County Mean Percent Correct as target areas for identified subgroup(s).
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How do you use the information ?
Confidential Item Analysis Summary (CIAS): Subgroup Performance on Content Standards (Grade level and/or content collaborative teams use this report to gather more specific data for each subgroup.) - Collaborative teams review the complete set of objectives for the identified standards - Plan their instructional cycle to include extra time and support for identified subgroup(s). West Virginia CSOs may be found on the *TEACH 21 site - Teams monitor progress toward school SMART Goals using periodic school-based and district-wide benchmark assessments. *Teach 21
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Reflection Here’s What… So What?... Now What?...
What do the data appear to be telling you? What patterns have emerged among subgroups? So What?... What are the possible reasons or explanations for subgroup performance on a particular standard? Now What?... How will the collaborative teams use these and other data to establish grade level/content course SMART Goals? (StrategicMeasurableAttainableResults orientedTime-bound)
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Data Based Decisions District SMART Goals School SMART Goals
Impact What Happens in Schools School SMART Goals Impact What Happens in Grade Levels and Content Courses Summative Assessment Data are used to make district level decisions Summative/Periodic Benchmark Data are used to make school level decisions Team SMART Goals Impact What Happens in an Individual Teacher’s Classroom Benchmark/Common Assessment Data are used to make team level decisions
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Where do we go next? Leadership Team uses summative data to set school-level goals by content area Bring School SMART goals to collaborative teams in September of each year for implementation Build into strategic plan Collaborative Teams use data to establish grade level/content SMART goals to align with School SMART goals Monitor progress toward goals using current assessment data and adjust focus as students progress Avoid “drill and kill” for the next year on the weaknesses targeted on WESTEST 2 results – use all data sets available to you throughout the year to improve instruction.
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Roster Report Student Label Student Reports Other WESTEST 2 Reports
- Provides students scores by grade level Student Label - Label for permanent record cards Student Reports - Provides individual student data
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Questions Office of Assessment, Accountability and Research Addresses: Special Assignment Assistant Director Math Coordinator Science Coordinator Social Studies Coordinator R/LA Coordinator Online Writing Coordinator Office of District Leadership Development Address: CAG Coordinator CAG Coordinator
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