1. What Can Test Scores Tell You about the State of Your School?  CRCT  DIBELS Dr.Michael McKenna Georgia Southern University

2. AYP Benchmarks Subject04 05 06 07 08 09 10 11 12 13 14 Rdg/Eng 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100 Math 50 58.3 58.3 58.3 66.7 66.7 66.7 75 83.3 91.7 100

3. AYP Benchmarks Subject04 05 06 07 08 09 10 11 12 13 14 Rdg/Eng 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100 Math 50 58.3 58.3 58.3 66.7 66.7 66.7 75 83.3 91.7 100 Kashinkerry 78 80.2 82.4 84.6 86.8 89.0 91.2 93.4 95.6 97.8 100

4. AYP Benchmarks Subject04 05 06 07 08 09 10 11 12 13 14 Rdg/Eng 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100 Math 50 58.3 58.3 58.3 66.7 66.7 66.7 75 83.3 91.7 100 Kashinkerry 78 80.2 82.4 84.6 86.8 89.0 91.2 93.4 95.6 97.8 100

5. AYP Benchmarks Subject04 05 06 07 08 09 10 11 12 13 14 Rdg/Eng 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100 Math 50 58.3 58.3 58.3 66.7 66.7 66.7 75 83.3 91.7 100 Kashinkerry 78 80.2 82.4 84.6 86.8 89.0 91.2 93.4 95.6 97.8 100 100 - 78 = 22

6. AYP Benchmarks Subject04 05 06 07 08 09 10 11 12 13 14 Rdg/Eng 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100 Math 50 58.3 58.3 58.3 66.7 66.7 66.7 75 83.3 91.7 100 Kashinkerry 78 80.2 82.4 84.6 86.8 89.0 91.2 93.4 95.6 97.8 100 100 - 78 = 22 22  10 = 2.2

7. AYP Benchmarks Subject04 05 06 07 08 09 10 11 12 13 14 Rdg/Eng 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100 Math 50 58.3 58.3 58.3 66.7 66.7 66.7 75 83.3 91.7 100 Kashinkerry 78 80.2 82.4 84.6 86.8 89.0 91.2 93.4 95.6 97.8 100 100 - 78 = 22 22  10 = 2.2

8. AYP Benchmarks Subject04 05 06 07 08 09 10 11 12 13 14 Rdg/Eng 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100 Math 50 58.3 58.3 58.3 66.7 66.7 66.7 75 83.3 91.7 100 Kashinkerry 78 80.2 82.4 84.6 86.8 89.0 91.2 93.4 95.6 97.8 100 100 - 78 = 22 22  10 = 2.2

9. Looking Back

10. Grade 2001 2002 2003 2004 160 70 2 65 68 71 3 61 76 4 74 70 75 80 5 69 78 Four-Year CRCT Results

11. Grade 2001 2002 2003 2004 160 70 2 65 68 71 3 61 76 4 74 70 75 80 5 69 78 Four-Year CRCT Results

12. CRCT Cautions  Same-Grade Comparisons  Vertical Scaling  Year-to-Year Continuity

13. Looking Ahead

14. An Action Plan for the CRCT 1. Make a table for the past three years. 2. Contrast same-grade with cohort comparisons. 3. Consider disaggregated scores for key subgroups (special education categories, ethnicity, gender, LEP). 4. Compute equal increases through 2014. 5. Communicate these goals to teachers at each grade level, and discuss steps that might help attain them.

15. What about DIBELS?

16. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

17. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

18. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

19. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

20. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

21. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

22. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

23. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

24. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

25. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

26. An Action Plan for DIBELS 1. Make a table for fall, including results at the three levels of risk, for each grade and test. 2. Identify points where large numbers of children are at high and moderate risk. 3. Discuss the “big picture” with teachers in grade groups. 4. Make clear to everyone that a central goal is to move all children into the low risk category. 5. Meet with individual teachers to plan for intervention and progress monitoring.