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Using DATA To Travel Forward

Using DATA To Travel Forward. TESTS ARE US!. Triangle Coalition for Science and Technology Education Bulletin (August 26, 2010). STEM (Science Technology Engineering Math) U.S. A. ranks 35 th in math and 29 th in science worldwide Perception GAP among U.S. kids revealed.

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Using DATA To Travel Forward

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  1. Using DATA To Travel Forward

  2. TESTS ARE US!

  3. Triangle Coalition for Science and TechnologyEducationBulletin(August 26, 2010) • STEM (Science Technology Engineering Math) • U.S. A. ranks 35th in math and 29th in science worldwide • Perception GAP among U.S. kids revealed

  4. CAMM (Connect a Million Minds) • The goal of CAMM is to put a human face on our sobering rank in math & science • Youth from outside the U.S. take it as a given that if they want to be successful in life, they have to do well in math and science. • Outside the U.S., young people were more aware that they will compete in a global marketplace. • There is less of social stigma attached to being smart and doing well in other countries.

  5. Is Minnesota and the Rest of our Country Falling Behind? • Recent Headlines: • Seniors can get help in retaking state reading test (June 2010) • Thousands might not graduate (May 2010) • State Science Scores Fall Flat (August 2011) • Math Scores Disappointing (September 2011) • SAT reading scores are lowest on record; diversity cited as a reason (September 2011) • State wants waiver from ‘No Child’ (October 2011) • Nearly half of state’s schools don’t make the grade (October 2011) • State students ‘deeply stuck’ (November 2011)

  6. Do we want to emulate a system like China’s? • If so, at what cost? • Restricted initiative and independence • Strict structure (uniforms, obedience) • Secondary students taught six days a week • Long days • 11 months a year • Star Tribune (November 18, 2011)

  7. 2007 TIMSS Overview • Trends in International Math and Science Study • Math and Science Tested at grades 4 and 8 (“finishing grade” tested in some years) • Participants must guarantee a representative sample of all students; selection reviewed • The study includes surveys of students and staff, comparison of curriculum and standards, video of classroom instruction in some years

  8. 2007 TIMSS Overview • MN Participates as a mini-nation • 99 MN schools and close to 4000 students sampled • Allows MN student performance to be compared to other nations and our 1995 results • Participation and analysis fees paid by business partners, MDE; SciMathMN, Michigan State University with Dr. William Schmidt performing analysis • Why TIMSS?? • Because our students compete in a global economy…

  9. TIMSS test(Trends in International Math and Science Study) It is one of the most reputable international tests and Minnesota participated as a -“mini-nation” – meaning that we paid the fee and sampled more than (4000) students to participate as if Minnesota was a nation and would be ranked or compared to all other participating nations.

  10. Grade 4 Mathematics: 1995 & 2007

  11. Grade 8 Mathematics: 1995 & 2007

  12. http://education.state.mn.us • Accountability programs • Assessment & Testing • MCA MCA item samplers / test specifications / MCA reports for schools • Academic Excellence • School Report cards • Alpha by district or school name

  13. DO WE LET GRADING INTERFERE WITH LEARNING? • Do some students receive good grades while learning little, while other learn much and get poor grades? • Is there a disconnect between learning and grading? • Should nonacademic factors weigh in? Should they be separated out? • Which weighs more, a students effort or his/her learning? • Does a deadline mean anything? • Does extra credit promote the learning?

  14. Minnetonka Public Schools Policy #626 (Assessment & Grading) • Contain meaningful feedback. • Be honest, fair, transparent, credible, useful and user friendly. • Be criterion referenced. • Align with curriculum. • Consistency within and among courses, grade levels, departments, and/or schools. • Communicate in a clear and timely manner. • Have high expectations. • Reflect academic achievement. • Developmentally appropriate.

  15. Standardized Tests • Do they assess standards? • Measure Progress? • Diagnose strengths and weaknesses? • Placement Evidence? • Help Plan for Improvement? • Accountability? • High Stakes? For Whom?

  16. Terminology Confusion? • Norm vs Criterion Referenced (group or established criteria comparison) • Summative vs Formative (final/for) • Modification vs Accommodation (change/rearrange) • Validity vs Reliability

  17. MCA-II Levels (D) Does Not Meet the Standards (0 Index Pt.) (P) Partially Meets the Standards (.5 Index Pt.) (M) Meets the Standards ( 1 Index Pt.) (E) Exceeds the Standards ( 1 Index Pt.)

  18. MCA-II Scoring 1 point is awarded for students who score at or above x50, (x representing grade level). 0.5 point is awarded for students who score between x40 and x49 or in the “Partially Meets the Standards” level. 0 points for students whose score is x39 and below or in the “Does Not Meet the Standards” level.

  19. The problem with doing nothing, is that you never know when you are done!

  20. If the purpose of school is truly to ensure high levels of learning for all students, schools will: • Clarify what each student is expected to learn. • Monitor each student’s learning on a timely basis. • Create systems to ensure students receive additional time and support if they are not learning.

  21. Knowing the Why!

  22. Key to Successful Teaching • COMMUNICATING! Early and Often • Using triangulation ownership Student – Parents - School

  23. UBUNTU! • African word - Ubuntu (Ooh-Boon-Too) • Meaning a philosophy of life , “I am because we are”. • Coach Rivers from the Boston Celtics used it to inspire his championship team. • “We are a team, we are one with each other”.

  24. Communicating

  25. Examples of purposeful data to share with parents • Report Card Grades • State Norm Data – MCA II (NCLB) • National Norm Data – MAP measure of academic progress (NWEA) • Common Assessments (comparing same curriculum

  26. Parent Conference Strategies • Be familiar with data you are sharing (I like sharing with the student first) • Put data in context with overall performance • Talk “with” not “at” using a team approach sharing ownership. • Basic easy to understand language using % or quartiles. • Use approximate ranges addressing strengths and weaknesses. Highlighting growth!

  27. Example: Data Warehouse • View Point Demo Site • https://dw.erdc.k12.mn.us/vpdemomn0910

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