Using Data to Improve Student Achievement

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Using Data to Improve Student Achievement to
Close the Achievement Gap

• Tips Tools for Data Analysis
• Spring 2007

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Making Use of Data to Improve Student Performance

• Identify 1 effective strategy your district uses
  to make use of data.
• Move to a small group and share strategies.
• List ideas from others in small group that you
  can use in your district.
• Identify 1 strategy from small group to share
  with large group.
• List ideas from large group that you can use in
  your district.

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Looking at the BIG Picture
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Multiple Measures

• Demographics
• Enrollment, attendance, drop-out rate, ethnicity,
  gender, grade level
• Perceptions
• Perceptions of learning environment, values
  beliefs, attitudes, observations
• Student Learning
• Standardized tests (NRT/CRT), teacher
  observations of abilities, authentic assessments
• School Processes
• Description of school programs processes

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Criterion-Referenced Data

• Whats required?
• Proficiency percentages for combined pop.
  identifiable subgroups by
• Test
• Year (for latest 3 years)
• Analysis of test by
• Passage type type of response for literacy
• Writing domain multiple choice for literacy
• Strand type of response for math
• in order to identify trends and draw conclusions
  based on results over 3 year period

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Norm-Referenced Data

• Whats required?
• National percentile rank standard score for
  combined population identifiable subgroups by
• Test
• Year
• Analysis of test by
• Content subskill skill cluster
• in order to identify trends, measure growth, and
  draw conclusions based on results over 2 year
  period

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Disaggregated Data Tools

• CRT
• ACSIP Template and of students
  non-proficient/proficient for combined and
  subgroup populations
• ACSIP Strand Performance Report combined and
  subgroup performance averages by test, passage
  type/domain/strand, type of response
• Data Analysis Set cwatts_at_afsc.k12.ar.us

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Disaggregated Data Tools

• NRT
• ITBS ACSIP Report of students performing
  above the 50th percentile on each test and
  content subskill for combined subgroup
  populations
• Performance Profile standard score NPR on
  each test and content subskill for combined
  population
• School Coded Summary standard score NPR on
  each test for subgroup populations
• Data Analysis Set cwatts_at_afsc.k12.ar.us

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Digging Deeper

• CRT Item Analysis
• Content Standard
• Language of Question
• Level of Questioning
• Distracters

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Content Standard

• What is it that the student must know or be able
  to do?
• When is this introduced in the curriculum?
• How is it paced?
• Is it a power standard?
• What instructional strategies are used to help
  students master this standard?
• Have I given students the tools (e.g.
  calculator skills, writing tips, test taking
  skills, etc.) necessary to respond appropriately?
• Can this standard easily be integrated into other
  curricular areas?

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Language of Question

• How is the question worded on the test?
• Are there vocabulary words used that may hinder
  comprehension?
• Do I teach and test using the same language?
• Do I have word/learning walls in my content area
  to support this standard and related vocabulary?

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Level of Questioning

• According to Blooms, what is the level of
  questioning used to measure mastery of the
  standard?
• Highlight the verb(s) in the question. Do I use
  those same verbs in my teaching and testing?
• Have I taught key or clue words that will
  help students to understand what is being asked
  of them?
• Is the question multi-layered?

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Distracters

• Are there items that distract the student from
  identifying what is being asked, or are there
  items that may confuse the student as he/she
  makes an answer choice?
• Labels
• Additional information
• Multi-layered tasks
• Conversions
• Not

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Digging Deeper

• NRT Item Analysis
• Building Item Analysis
• Identify items that have a negative value of 10
  or more as indicated by the bar falling to the
  left of the 0 mark
• Analyze results of all related items

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Peeling the Data Levels of Looking at Data

• District
• K-12 Feeder Patterns
• School Levels
• Grade Level
• Programs Tracks
• Classroom-teacher
• Student

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Peeling the Data Questions to Ask

• Are there any patterns by racial/ethnic groups?
  by gender? by other identifiers?
• What groups are doing well?
• What groups are behind? What groups are on
  target? Ahead?
• What access and equity issues are raised?
• Do the data surprise you, or do they confirm your
  perceptions?
• How might some school or classroom practices
  contribute to successes and failures? For which
  groups of students?
• How do we continue doing whats working and
  address whats not working for students?

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Peeling the Data Dialogue to Have

• How is student performance described? (by
  medians, quartiles, levels of proficiency, etc.)
• How are different groups performing? Which
  groups are meeting the targeted goals?
• What dont the data tell you?
• What other data do you need?
• What groups might we need to talk to? (students,
  teachers)
• What are the implications for?
• Developing or revising policies
• Revising practices and strategies
• Reading literature
• Visiting other schools
• Revising, eliminating, adding programs
• Dialogues with experts
• Professional development goal setting and
  monitoring progress
• How do we share and present the data to various
  audiences?

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Sample Questions from a Schools Data Team

• Are there patterns of achievement based on
  Benchmark scores within subgroups?
• Are there patterns of placement for special
  programs by ethnicity, gender, etc.?
• What trends do we see with students who have
  entered our school early in their education vs.
  later? Is there a relationship between number of
  years at our school and our Benchmark scores?

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Sample Questions from a Schools Data Team

• Is there a relationship between
  attendance/tardiness and achievement?
• How do students who have been retained do later?
• How do our elementary students do in middle
  school?
• Do findings in our NRT results support findings
  in our CRT results?
• Can our findings be directly linked to
  curriculum? instruction? assessment?
• What are our next steps?

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KNOW HOW
TIME
WANT TO
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Candie Wattscwatts_at_afsc.k12.ar.us

• Arch Ford Education Service Cooperative
• http//af1.afsc.k12.ar.us