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Analyzing and Using ISAT Data - Mathematics

Analyzing and Using ISAT Data - Mathematics. C MATH 2, Inc. Claran Einfeldt Cathy Carter. Agenda. Welcome/Introduction Overview of data sets and how to use the information Creating pivot tables to analyze data Analyze individual data sets for instruction and differentiation.

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Analyzing and Using ISAT Data - Mathematics

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  1. Analyzing and Using ISAT Data - Mathematics C MATH 2, Inc. Claran Einfeldt Cathy Carter

  2. Agenda • Welcome/Introduction • Overview of data sets and how to use the information • Creating pivot tables to analyze data • Analyze individual data sets for instruction and differentiation

  3. TIME is FINITE • Tracking data • Teacher analysis • Action plans • Staff development

  4. Nothing is more terrible than activity without insight. - Thomas Calyle, Scottish essayist and historian

  5. Data Analysis to get RESULTS Over time – what can help schools make decisions to increase student achievement?

  6. Questions – Over Time • How do your school's math scores compare to the district? • How does your school's demographics compare to the district? • What trends do you see as students move up in grade level? • What is the lowest scoring AYP group? • What are the highest content standards for each grade? • What are the lowest content standards for each grade?

  7. Results – Looking at the same class over time

  8. AYP Subgroups IEP populations

  9. Content Strands – Over Time 2006 and 2007 posted Tracking between buildings

  10. Goals Per Grade Level

  11. Analyze individual data sets for instruction and differentiation • Look at the percentages of Exceeds, Meets, Below, Warning • National Percentile Rank – based on first 30 questions in session 1 • Demographics group

  12. Scaled scores – breaking points within 5 points • Exceeds lower level • Meets upper & lower level • Below on the upper & lower levels • Warning upper level

  13. Specific data • Breakdown of MC by goals – correlate to number of items in the set • Breakdown of item type by rubric - Short response and extended response • Breakdown of the Assessment Framework items

  14. Freak Don't Out!

  15. Creating usable pivot tables to analyze - time to work with spreadsheet

  16. “If a child can't learn the way we teach, maybe we should teach the way they learn.” Ignacio Estrada

  17. The real voyage of discovery consists not in seeking new lands, but in seeing with new eyes. - Marcel Proust, French novelist

  18. Building workable pivot tables • Create the data set with one heading row • Delete columns not needed • Click in the data set • Go to Data, Pivot Table and Pivot Chart • Choose your options to create in a new worksheet

  19. Questions

  20. Comparison to local assessment What sources of data do you use to make decisions?

  21. S = Specific M = Measurable A = Attainable R = Results oriented T = Time bound ACTION STEPS WHAT steps/activities will be initiated to achieve this goal? WHAT products will be created? DESIGNEE WHO will be responsible for initiating and sustaining the action steps? TIMELINE WHEN would it be reasonable to expect each action step to be completed? RESULTS EVIDENCE WHAT evidence will be presented to show achievement of each action step? Action Goals the Smart Way

  22. ACTION STEPS • WHAT steps/activities will be initiated to achieve this goal? • WHAT products will be created? • DESIGNEE • WHO will be responsible for initiating and sustaining the action steps? • TIMELINE • WHEN would it be reasonable to expect each action step to be completed? • RESULTS EVIDENCE • WHAT evidence will be presented to show achievement of each action step?

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