1. HEART Online Large-Scale Assessment Data Management System District-Wide Multiple Assessments

2. HEART District-Wide Multiple Assessments What Other District-Wide Assessments? Import Other Student Information Import Other Test Information Import Other Student Achievement Data

3. HEART District-Wide Multiple Assessments Identify by name and content area other district-wide assessments planned for import into HEART. How many years of data exist for each? Is the data on a data disk, a computer file, or a paper record? Are descriptive materials available for the assessments?

4. HEART District-Wide Multiple Assessments Three New Practices to be Prepared to Use Other District-Wide Multiple Assessments in HEART 1. Import Other Student Information 2. Import Other Test Information (Planned Assessment File) 3. Import Other Student Achievement Data (Student Information File)

5. 1. Import Other Student Information Current Practice A district’s ITBS/ITED bar code file is imported. A district’s data is imported from the ITBS/ITED data disk. The bar code file does not have information about students in grades not taking the ITBS/ITED.

6. 1. Import Other Student Information If multiple assessment data to be imported is for students already in your district’s ITBS/ITED bar code file, no change is necessary. Continue to annually send a copy of your district’s bar code file to Lisa Sines to be imported.

7. 1. Import Other Student Information New/Best Option: Provide for import a K12 file instead of the ITBS/ITED bar code file. This is an extract from your district’s student information system that includes all students, not just those taking the ITBS/ITED. Who does this extract?

8. 1. Import Other Student Information Another Option: Create and provide an Other students file (grades not in the bar code file) Information about the file layout and an Excel template are downloadable from the Iowa Testing Programs website (see next slide)

9. http://www.education.uiowa.edu/itp/index.htm A description of the bar code file layout and an Excel template to create a bar code file can be downloaded from the Iowa Testing Program website.

10. 1. Import Other Student Information Implications of a K12 File: An additional file may need to be created beyond the one sent to Iowa Testing Programs that generates ITBS/ITED bar code labels. More student information needs to be provided, and protected. More student information will need to be checked/cleaned in the HEART Data Cleanup section. Others?

11. 2. Import Other Test Information What district-wide multiple assessments do you intend to import? HEART needs details about the assessments. Planned Assessment File

12. Examples of test names currently used in HEART and how they appear. Planned Assessment File

13. To encourage standardization, Great Prairie AEA will support common multiple assessment naming practices. Examples of likely supported names: ASVAB BRI (Basic Reading Inventory) Explore Reading (ACT) ICAM Comprehending Literature ITP Constructed Response Math Plan Reading (ACT) SCASS Weather Maps Star Reading TIMSS Works Keys (ACT) Planned Assessment File

14. What other content areas will have multiple assessments? Again, standardization of naming will be encouraged (Example: Social Studies) Planned Assessment File

16. TYPES of District-wide Multiple Assessment Scores that can be Imported into HEART (Source: Using Data to Improve Student Achievement, Deborah Wahlstrom) PRKPercentile Rank Percentile ranks express the percentage of scores in the norming group that are less than or equal to the raw score. Percentile scores are the most commonly reported scores and are best used to describe a student’s standing in relation to the norming group at the time of testing. National Percentile Rank is a score that shows how a student performed in relation to a group of students who were tested under the same conditions at the same time of the year during national standardization. If a student received a percentile rank of 68 on a nationally normed test, the student scored at or better than 68 percent of the individuals in the norm group. RSORaw Score (Ordinal) The number of questions or items that a student answers correctly on a test. A score that has not had anything done to it – has not been converted or transformed to any other scoring system. Raw scores are converted to other scoring systems such as percentile rank, scaled scores, and percent correct scores. GEOGrade Equivalent (Ordinal) Grade equivalent scores are used to relate a given student’s test score to the average score of other students who took the test based on grade and month. RITRIT score (NWEA only) The score indicates the current learning level for a student. The level tests also provide a percentile score that compares a student with other students at the same grade across the nation who have taken the tests. RIT scores range from approximately 150-250. (Source: NWEA Parent Guide) NCENormal Curve Equivalent Normal curve equivalent scores are standard scores based on the normal curve. NCE’s have a standard deviation of approximately 21 so that the range of probable scores is 1 – 99. NCE’s are commonly used with the measurement of performance in federal programs such as Title 1. STNStanineA standard score system that represents groupings of percentile ranks into a nine-unit scale. A stanine is one of the steps in this nine-point scale of standard scores.

17. TYPES of District-wide Multiple Assessment Scores that can be Imported into HEART (Source: Using Data to Improve Student Achievement, Deborah Wahlstrom) STSStandard ScoreA scoring system designed to show student performance on an achievement test. A standard score is expressed as a deviation from a population mean. Standard scores may also be called growth scale values, developmental standard scores, and scaled scores. Each scoring system has its own units to represent the scores. Thus, a scaled score of 388 on one test may not be the same as a scaled score of 388 on another test. Standard scores have equal interval units of measurement, so you can use them to compute averages and gains. Examples of standard score systems include T-scores, Z-scores, stanines, and Normal Curve Equivalents. Standard scores can be used to compare a student’s standing on two or more different tests. GEIGrade Equivalent (Interval) Grade equivalent scores are used to relate a given student’s test score to the average score of other students who took the test based on grade and month. RSIRaw Score Interval The number of questions or items that a student answers correctly on a test. A score that has not had anything done to it – has not been converted or transformed to any other scoring system. Raw scores are converted to other scoring systems such as percentile rank, scaled scores, and percent correct scores. PCTPercentScores that represent the percentage of test items a student answers correctly. Percent correct scores are calculated by dividing the number of questions a student answered correctly by the number of questions he or she could have answered correctly and then multiplying by 100. OrdinalA way of measuring that ranks (puts them in order) on some variable. The difference between the ranks need not be equal. IntervalA scale or measurement that describes variables in such a way that the distance between any two adjacent units of measure (or intervals) is the same, but in which there is no meaningful zero point.

18. PRK Percentile Rank  1-99 (actually >0 and <100)  Ordinal scale – not equal intervals RSORaw Score (ordinal)  Numeric scale 0-??  Ordinal scale – not equal intervals  Rubric scores, other ratings of level GEO Grade Equivalent (ordinal)  Typical for grade equivalents on most tests  Ordinal scale – not equal intervals RIT RIT score (NWEA testing only)  Interval scale special standard score scale used in NWEA tests NCE Normal Curve Equivalent  Interval scale specialized standard score STNStanine  Interval scale specialized standard score STSStandard Score  Interval scale general standard scores  Numeric scale – accepts values greater than 0 GEI Grade Equivalent (interval)  ITBS and ITED grade equivalent scores  Interval scale RSIRaw Score Interval  Raw score from tests  Interval scale, equal intervals PCTPercent  Percent correct is typical  0-100  Interval scale

19. Cut scores ARE NOT a guess, an arbitrary decision, a dart throw, a roll of the dice, or one person’s opinion. Planned Assessment File

20. 2. Import Other Test Information Iowa Tests of Basic Skills Interpretive Guidance: PROFICIENCY For purposes of NCLB, the achievement of Iowa students is described in NPR score ranges as Low, Intermediate, and High. Students with NPRs of 1 to 40 are in the Low level, those with NPRs from 41 to 89 are in the Intermediate level, and those with values from 90 to 99 are in the High level. Each state is required to decide which levels of achievement are considered proficient and less-than-proficient. In Iowa, the Low level as defined above is “Less-than-Proficient” and the Intermediate and High levels together are regarded as “Proficient”. Define proficiency

21. 2. Import Other Test Information EXAMPLE: ITBS 4th Grade Reading Comprehension Achievement Level Descriptors Low: Seldom understands factual information or new words in context. Sometimes is able to make inferences and interpret either non-literal language or information in new contexts. Rarely can determine a selection’s main ideas or analyze its style and structure. Intermediate: Usually understands factual information and new words in context. Often is able to make inferences and interpret either non-literal language or information in new contexts. Usually can determine a selection’s main ideas and analyze its style and structure. High: Understands factual information and new words in context, is able to make inferences, can interpret either non-literal language or information in new contexts, and can determine a selection’s main ideas and analyze its style and structure. Describe proficiency

22. 2. Import Other Test Information EXAMPLE: ITBS 4 th Grade Mathematics (Math Total) Achievement Level Descriptors Low: Sometimes can understand math concepts. Seldom is able to solve word problems, use estimation methods, or interpret data from graphs and tables. Intermediate: Usually can understand math concepts, solve word problems, and interpret data from graphs and tables. Sometimes is able to use estimation methods. High: Understands math concepts, solves word problems, and interprets data from graphs and tables. Usually is able to use estimation methods. Describe proficiency

23. 2. Import Other Test Information MODULES Reading Comprehending Literature (4, 8, and 11) Comprehending Academic Texts Comprehending Functional Texts Literary Elements & Techniques Mathematics Problem-Solving Process & Strategies Number Concepts & Operations (4 and 8) Measurement Geometry Data Analysis, Statistics, & Probability Patterns, Functions and Algebra (11) Solving Work-Related Math Problems ICAM example

24. 2. Import Other Test Information

25. The selection of cut points is a judgmental decision that should be made only after content experts have reviewed the actual items on the test. Descriptions about what students know and can do in relationship to the content standards.

26. 3. Import Other Student Achievement Data Student Data File: Demographic and Achievement Data Template

27. 3. Import Other Student Achievement Data This is the current draft of the template. Programming changes to implement it aren't ready yet. This template may also change before it goes into use. First Name

28. 3. Import Other Student Achievement Data FieldRequiredComments Last nameXUse exact spelling as the student import file First nameXUse exact spelling as the student import file Date of birthXUse mm/dd/yyyy or mm/dd/yy GenderXUse F or M GradeXUse K-12 or 00, 01, – 12. Building nameXBuilding name (as spelled in HEART) State student IDXUse state assigned student ID numbers here Ethnic – American Indian XMark only one ethnic code per student by putting a 1 in the correct column. Ethnic – Asian, Pacific Islander Ethnic – African American/Black Ethnic – Hispanic Ethnic - White FAYOUsed for ITP/NCLB: 0 = not FAY building or district, 1 = FAY district, not building, 2 = FAY in both IEPXUse: 1 = special education, blank or 0 for non-special education Free/ReducedXUse: 1 = free/reduced, blank or 0 for non-free/reduced ELLXUse: 1 = ELL, blank or N for non-ELL MigrantXUse: 1 = migrant, blank or 0 for non-migrant District student IDORecommended until transition to State ID is completed Year Tested*XUse: 4 digit year at time of testing (2004) Month Tested*XUse: 1-2 digit month of testing (i.e., 9 = Sept., 12 = Dec.) Refer to these Data Field Definitions when completing the Student Data File

29. 3. Import Other Student Achievement Data FieldRequiredComments Last nameXUse exact spelling as the student import file First nameXUse exact spelling as the student import file Date of birthXUse mm/dd/yyyy or mm/dd/yy GenderXUse F or M GradeXUse K-12 or 00, 01, – 12. Building nameXBuilding name (as spelled in HEART) State student IDXUse state assigned student ID numbers here Ethnic – American Indian XMark only one ethnic code per student by putting a 1 in the correct column. Ethnic – Asian, Pacific Islander Ethnic – African American/Black Ethnic – Hispanic Ethnic - White FAYOUsed for ITP/NCLB: 0 = not FAY building or district, 1 = FAY district, not building, 2 = FAY in both IEPXUse: 1 = special education, blank or 0 for non-special education Free/ReducedXUse: 1 = free/reduced, blank or 0 for non-free/reduced ELLXUse: 1 = ELL, blank or N for non-ELL MigrantXUse: 1 = migrant, blank or 0 for non-migrant District student IDORecommended until transition to State ID is completed Year Tested*XUse: 4 digit year at time of testing (2004) Month Tested*XUse: 1-2 digit month of testing (i.e., 9 = Sept., 12 = Dec.)

30. 3. Import Other Student Achievement Data All student information must be exactly the same as the Student Information imported previously. If not: DATA CLEAN-UP!

31. 3. Import Other Student Achievement Data The Test Name must be exactly the same as the Planned Assessment File Name imported previously. If not: BAD IMPORT!

32. 3. Import Other Student Achievement Data All student scores must be entered as the same type as the Planned Assessment imported previously. If not: BAD IMPORT!

33. 3. Import Other Student Achievement Data Templates for your data are available from Evan, Julie, Lisa or the GPAEA website

34. 3. Import Other Student Achievement Data Good News for ICAM and NWEA Users! This HEART file does NOT need to be created if you can provide your original data disks or data files. They will import directly. A Student Information File still needs to be imported if there is achievement data for students other than those in the ITBS/ITED bar code file. A Planned Assessment File still needs to be imported first.

35. HEART District-Wide Multiple Assessments Three New Practices to be Prepared to Use Other District-Wide Multiple Assessments in HEART 1. Import Other Student Information 2. Import Other Test Information 3. Import Other Student Achievement Data

36. Evan McCormick, HEART Online Coordinator evan.mccormick@gpaea.k12.ia.us 319-753-6561 ext. 1298  District-Wide Student Achievement Data: ITBS/ITED Generating Graphs, Analysis, Use  District-Wide Student Achievement Data: Multiple Measures in HEAR T (ICAM, BRI, local assessments)  HEART assessment data connections: CSIP, IPDM, IDM, SINA  HEART Student Behavior Component  HEART Online Technical Assistance Manual Julie-A. Barwick, HEART Online Technology Manager julie.barwick@gpeae.k12.ia.us 641-682-8591 ext. 5250  User setup  Classroom setup  Student class assignment setup  Students records cleaning  Over-the-phone technology technical assistance/coaching for HEART data management Lisa Sines, HEART Online Data Importer lisa.sines@gpaea.k12.ia.us 641-682-8591 ext. 5230  Maintains list of local school HEART Online contacts: HEART District Coordinators, HEART Managers  Receives school data disks (ITBS & ITED) and student bar code files from LEAs annually to be imported into HEART Online  Returns data disks & student bar code files to schools