Using Data to Improve Student Achievement

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Using Data to Improve Student Achievement

• Summer 2006 Preschool
• CSDC

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Outcomes

• Know why we need to look at data
• Identify two types of tests
• Understand three types of scores
• Understand Summative Formative Assessments
• Be able to interpret Summative Assessment Reports
• Know how to use data in instructional planning
  for increased student learning

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Outcomes

• Understand how students are placed into High
  School Intensive Reading courses
• Review materials published by Great Source
• Align assessments included within curriculum to
  drive instruction
• Develop lesson plans

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Guide to the Program

• 1) Plan
• Lesson Plan Books
• 2) Teach
• Teachers Guide
• Overhead Transparencies
• Website www.greatsource.com
• 3) Practice
• Student Applications Book
• Independent Practice
• Website

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Great Source Material Overview

• Lesson Plan Book
• Teachers Guide (all levels)
• Student Application Book
• Student Application Book, Teachers Edition
• Readers Handbook (all levels)
• Test Book
• Overhead Transparencies (all levels)
• Website
• Sourcebook
• Sourcebook, Teachers Edition
• Sourcebook Florida Diagnostic Tests
  (optional/available by site)

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Lesson Plan Book

• Gives day-by-day and week-by-week lesson plans
• Shows how to use Readers Handbook to set-up a
  complete reading curriculum
• Curriculum plan suggests year-long plan
• Individual lesson plans outline weekly and daily
  lesson plans

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Teachers Guide

• Walks through each lesson in the Readers
  Handbook
• Highlights what to teach
• Suggests ways to extend the lesson

• How to Use a Teachers Guide Lesson
• Pages 16 20

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Student Application BookStudent Application
Book, TE

• Extends the lessons with a new selection for
  students to work through
• Lessons let students apply the reading strategies
  and tools to a new selection, give them guided
  practice, and help you assess their understanding

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Readers Handbook

• HANDBOOK- NOT A TEXTBOOK!
• What is the purpose?
• Guides students as they read informational text
• Students should use this book to
• Look up information prior to or while reading
• Develop new strategies to improve reading
• Get to know different types of text

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Test Book

• Contains two types of tests for each topic
• Assesses students understanding of skills and
  strategies
• Tests can be used as diagnostic, formative, or
  summative assessments

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Overhead Transparencies

• Display key concepts presented in the handbook
• 48 color transparencies

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Website

• www.greatsource.com
• Great Source Homepage
• www.greatsource.com/rehand
• Readers Handbook Website
• www.greatsource.com/florida
• Florida Diagnostic Sourcebook provides 9th
  grade SR and ER

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SourcebookSourcebook TE

• Incorporates four approaches
• Comprehensive
• Strategy Intensive
• Literature Based
• Interactive
• Can be used as a formative assessment tool
• Each of the 24 selections includes Before,
  During, and After Reading strategies, vocabulary
  and assessments

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Sourcebook Florida Diagnostic Tests

• Pretest
• Interim Test One
• Interim Test Two
• Interim Test Three
• Posttest

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Why Look at Data?

• The purpose of data is to
• give educators
• INSIGHT!

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Types of Tests

• Norm-Referenced Test (NRT)
• Criterion-Referenced Test (CRT)

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What is a Norm-Referenced Test (NRT)?

• 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

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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.
• 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.

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Summary NRT and CRT
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Types of Scores
Developmental Scores
Raw Scores
Scale Scores
Gain Scores
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Raw Score (RS)

• 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.
• His raw score for this assessment is 17.

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Scale Score (SS)

• 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
• Scale Scores reflect a more accurate picture of
  the students achievement level

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Developmental Scale Score (DSS)Reading
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High School Intensive Reading Placement
Incoming L1 L2 students on 2006 FCAT
Note Incoming 11th 12th graders who scored
above 1926 will be able to take a 10th grade
fluency assessment to be placed out of the
Intensive Reading requirement..
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Gain Scores

• Commonly referred to as Learning Gains

• The amount of progress a student makes in one
  school year.

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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.
  2005 2006) FCAT SSS results, grades 4-10, who
  were enrolled in the same school surveys 2 3
  (FTE).

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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.

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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 2005-2006
(e.g. 3-3, 4-4, 5-5) OR C. Demonstrate more
than one years growth within Level 1 or Level 2
- determined by DSS Cut Points (not applicable
for retained students)
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Developmental Scale Score Gains Table (DSS Cut
Points)
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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.

REASON A
REASON B
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Learning Gains Activity

• Using the data on the following table, determine
  
• which students made a learning gain
• what percentage of the teachers students made a
  learning gain

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Data Display for FCAT Reading Results
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Teacher Learning Gains Based on Data Display

• 5 out of 7 students made learning gains.
• 71 of this teachers students made learning
  gains and add points towards the schools grade.
• No points are given to the school for Student F
  because he was retained and stayed within level 1
  even though he made significant gains in DSS
  points.
• No points are given to Student G because he
  decreased a level.

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Class Record Sheet for Learning Gains
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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.

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Summative DataContinued

• FCAT
• Great Source
• Florida Diagnostic Tests (Sourcebook)
• Post Test
• Readers Handbook Test Book
• Multiple Choice/Short Answer test pages for each
  topic.
• Multiple topic tests can be combined in order to
  create a semester exam.
• Teachers Guide Source Book
• Fourth black-line master page of each story.

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A Closer Look at Results Data

• Examples

FCAT
SAT 10
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FCAT Parent Report
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Group Activity

• How do parents get these reports?
• Did this student pass the 10th grade test?
• In what grade did this student first achieve
  grade level mastery?
• Which content area had the most questions?
• Using the bar graph, how does this students
  achievement compare to grade level?

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A Closer Look at Formative Data

• Quizzes
• Chapter Tests
• DIBELS
• District Math Assessments

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Formative Data ExamplesGreat Source

• Definition Data gathered at regular intervals
  during the instructional period used to provide
  feedback about student progress and to provide
  direction for instructional interventions.
• Florida Diagnostic Tests (Sourcebook)
• Interim Tests
• Readers Handbook
• Student Application Book
• Lesson Plan Book
• Sourcebook
• Teachers Guide
• Student Text

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What tools do we have?

• FCAT Inquiry (Summative)
• Teacher Tools for Data Collection
• (Can be Summative or Formative)

• Histogram
• Pareto Chart
• Run Chart
• Scatter Diagram
• Item Analysis

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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

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Using Data Inquiry to Determine Mastery

• FCAT Data Inquiry

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Run Chart
Use to

• Monitor progress over time

• Display data in simplest form

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Class Goal By the end of 9 weeks, 100 of our
class will have an average of at least 75 on our
weekly benchmark reading passages.
Class Run Chart Percent of Students Averaging
at Least 75
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Scatter Diagram
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180
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Item Analysis
Use to

• Determine mastered content
• Determine most common mistakes

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Classroom Test Analysis
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Additional Item Analysis Checklist

• Item Analysis Checklist

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Item Analysis Activity
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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
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Data analysis provides
Insight
and
Questions
?
?
?
?
?
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Questions to Ponder

• 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?

Adapted from Getting Excited About Data, Edie
Holcomb www.corwinpress.com
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Action
Thinking Maps
Learning Modalities
Provides
Marzano Strategies
Peer Tutor
Answers!
CRISS Strategies
Cloze activities
Cooperative Learning
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Steps to Improvement
ACT
Make improvements.
STUDY
Analyze the results.
DO
Implement the plan.
What information have I gained from my data?
What interventions can I put In place?
PLAN
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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?
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Lesson Planning

• 2 approaches can be used when planning your Great
  Source Readers Handbook lessons. You can
  organize your year by using
• The Teachers Guide and Lesson Plan book
• Sunshine State Standards Benchmarks