Using Data to Improve Student Achievement

1. Using Data to Improve Student Achievement Summer 2006 Preschool CSDC

2. 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

3. Why Look at Data? The purpose of data is to give educators INSIGHT!

4. Types of Tests • Norm-Referenced Test (NRT) • Criterion-Referenced Test (CRT)

5. What is aNorm-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.

6. What is aCriterion-Referenced Test (CRT)? • An assessment comparing one student's performance to a specific learning objective or performance standardand 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.

7. Summary NRT and CRT

8. Physical Education Examples • NRT-President’s Challenge Physical Fitness Test • CRT-Fitnessgram

9. Types of Scores Raw Scores Scale Scores Gain Scores

10. Raw Score (RS) • The number of items a student answers correctly on a test. • PE Example: curl-ups=32, push-ups=3, mile=7:35, s/r= 26 • The actual number/time achieved using the correct form on a sub-test of the fitness assessment.

11. Scale Score (SS) • Mathematically converted raw scores based on level of difficulty per question. • For FCAT-SSS, acomputer program is used to analyze student responses and to compute the scale score. • Scale Scores reflect a more accurate picture of the student’s achievement level.

12. Commonly referred to as “Learning Gains” The amount of progress a student makes in one school year. Gain Scores

13. Physical Education Example: • Mile Run • Pre-test= 10:00 Pre-test=10:00 • Post-test= 8:00 Post-test=12:00 • Learning Gain= • Reflected in a percentage=20% gain or loss • Reflected as a number= -2.00 or +2:00 • The mile time learning gain is the only sub-test score that shows improvement in a negative number. • If the mile time increases, the score will be recorded as a positive number.

14. 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).

15. 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.

16. 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 year’s growth within Level 1 or Level 2 - determined by DSS Cut Points (not applicable for retained students)

17. Electronic Score Sheet

18. Developmental Scale Score Gains Table (DSS Cut Points)

19. 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”

20. Learning Gains: Activity Using the data on the following table, determine: • which age levels made a learning gain in two of the four sub-tests?

21. Data Display for FCAT Reading Results

22. Teacher Learning Gains Based on Data Display • 5 out of 7 students made learning gains. • 71% of this teacher’s students made learning gains and add points towards the school’s 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.

23. Class Record Sheet for Learning Gains

24. 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. Types of Data

25. A Closer Look at Results Data Examples: • President’s Challenge • Fitnessgram

26. President’s Challenge Results 05/06

27. President’s Challenge Results 05/06

28. President’s Challenge Results 05/06

29. President’s Challenge Results 05/06

30. FitnessGram Pilot-HFZ Mile

31. FitnessGram Pilot-HFZ Push-ups

32. FitnessGram Pilot-HFZ Sit-n-Reach

33. FitnessGram Pilot-HFZ Curl-ups

34. A Closer Look at Formative Data Quizzes Chapter Tests DIBELS District Math Assessments

35. 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

36. 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

37. Histogram: Minutes to Run 1 Mile 16 14 12 10 Frequency 8 6 4 2 0 5-6 7-8 9-10 11-12 13-14 15-16 Time

38. Histogram: Score Distribution in 7th Grade Physical Education 70 60 50 40 Frequency 30 20 10 0 0-1 2-4 5-7 8-10 11-13 14-16 17-19 20-22 23-25 26+ Push-Ups

39. Run Chart Use to: Monitor progress over time Display data in simplest form

40. Run Chart: Number of Curl-Ups per Week 180 175 170 165 Number of words 160 155 150 145 140 1 2 3 4 5 6 7 8 9 Week

41. Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math Quizzes 100 90 80 70 60 Percent w/ avg. of at least 80% 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 Week Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our weekly personal fitness class quizzes.

42. Scatter Diagram: Quiz Average vs. Test Average 100 90 80 Quiz Average 70 60 50 50 60 70 80 90 100 Test Average Scatter Diagram

43. Scatter Diagram: Hours of Sleep vs Mile Run Times 12 10 8 Mistakes 6 4 2 0 0 1 2 3 4 5 6 7 8 9 10 Hours of Sleep

44. Item Analysis Use to: Determine mastered content Determine most common mistakes

45. CLASSROOM TEST ANALYSIS

46. ITEM ANALYSIS ACTIVITY

47. 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

48. Pareto Chart: Types of mistakes in Division Problems 100 100 90 90 80 80 70 70 60 60 Cumulative percentage Percent 50 50 40 40 30 30 20 20 10 10 0 0 Incorrect multiplication Incorrect subtraction No decimal Other Mistake

49. Females Age 12: President’s ChallengePre- to Post- Test Gains • Curl ups+3.59 (avg) • Mile Run-38 sec (avg) • Push Ups -0.47 (avg) • S/R+1.11 (avg)

50. Data analysis provides: Insight and Questions ? ? ? ? ?