Academic Data for Instructional Decisions: Secondary Level

1. Academic Data for Instructional Decisions: Secondary Level Dr. Amy Lingo Regina Hirn Project ABRI University of Louisville Project ABRI 2009

2. ABRI Defined • ABRI: Academic and Behavior Response to Intervention • Pilot program involving 3 districts and representing elementary, middle and high school levels • In partnership with the Kentucky Department of Education • To promote both academic and behavior responses in schools Project ABRI 2009

3. ABRI Process Project ABRI 2009

4. Where can I find academic data at the secondary school level? • State wide assessment results • Screening results • District administered standardized assessment • Teacher administered formative assessment • Teacher administered summative assessment Project ABRI 2009

5. Data Examples within a Multi-tiered Intervention Model Project ABRI 2009

6. Critical to the ABRI Process Project ABRI 2009

7. Academic DataReading/Language Arts/English Project ABRI 2009

8. Reading/Language Arts/English • Collection • Year in Review • Screening results • Compilation • Reformat/export for interpretation • Charts • Graphs • Questioning of results Project ABRI 2009

9. Common Assessments (examples) • Informal Reading Inventory • Reading Assessments • PAS • MAP • GRADE • ACT • Explore/Plan

10. Eckwall/Shanker Reading Inventory(Can be used through Grade 9) Subtests • Phonemic Awareness • Skill(s) measured: Phonemic awareness • Sight Vocabulary; Word List • Skill(s) measured: Word recognition • Phonics; Structural Analysis • Skill(s) measured: Phonics • Oral and Silent Reading • Skill(s) measured: Reading connected text • Listening and Reading Comprehension • Skill(s) measured: Understanding connected text

11. Qualitative Reading Inventory • Word List • Skill(s) measured: Word recognition • Oral and Silent Reading • Skill(s) measured: Reading connected text • Listening and Reading Comprehension • Skill(s) measured: Understanding connected text

12. Students who Score Below Benchmark • In phonemic awareness • practice with rhyming, discriminating, blending, and segmenting • In phonics or word recognition • practice with letter/sound correspondence, blending, word families, and multisyllabic words • In reading fluency or reading connected text • practice with letter recognition, letter/sound correspondence, high frequency words, oral reading • In comprehension • practice with preparation, organization, elaboration, metacognition, and text structures,

13. Forming Groups Based on Assessment Data • Review data sources • Standardized measures • Curriculum-based measures • Progress monitoring • Informal information (classroom data, observations) • Identify at-risk students using data • Determine targeted areas for instruction • Students may have multiple areas of need • Consider course offerings or electives

14. Grade 8 Reading/Language Arts n=48 Project ABRI 2009

15. High School Year in Review Project ABRI 2009

16. High School Year in Review Project ABRI 2009

17. High School Year in Review Project ABRI 2009

18. Grade 11 KPR Results Project ABRI 2009

19. ACT Scores in English and Reading Project ABRI 2009

20. Academic DataMathematics/Algebra/Geometry Project ABRI 2009

21. Mathematics • Collection • Year in Review • Overall Results • Compilation • Reformatting • Charts • Graphs • Questioning Project ABRI 2009

22. Common Assessments • Fluency Assessments – One Minute Timings • Diagnostic Interviews • Error Analysis of student work • Benchmarking software programs • Course assessments • Credit recovery systems

23. Fluency Assessments • One minute timings of basic math facts • Screening tool • 40 digits correct per minute ages 9 to adult • Addition/subtraction • Multiplication/division Project ABRI 2009

24. Diagnostic Interviews in Mathematics • Diagnostic interviews are a means of getting in-depth information about an individual student’s knowledge and mental strategies about the concept under investigation. A student is given a problem and asked to verbalize his or her thinking at points in the process for solving the problem. Project ABRI 2009

25. Error Analysis of Student Work • Problem completion analysis • Think Aloud with error analysis • Conceptual vs. procedural error analysis • Steps/procedures • Prior knowledge • Connections to work, technology, science, everyday life activities Project ABRI 2009

26. Software Programs • Computer software programs that identify specific goals based on student responses • Example: • Determines student performance on a variety of problems identified as easy, medium and hard • Reveals student accuracy with problem types • Course programs • Programs designed to provide practice Project ABRI 2009

27. Students who Score Below Benchmark • In mathematics fluency • In conceptual understanding • In mathematics procedures within word problems • In application of authentic problems

28. Grade 8 Mathematics n=50 Project ABRI 2009

29. Grade 10 Mathematics Results Project ABRI 2009

30. ACT Scores in Mathematics Project ABRI 2009

31. Year in Review Project ABRI 2009

32. Sample Fluency Intervention Great Leaps Math • 2 days per week 4/28 Probe 10 4/4 met benchmark 100% • 3 days per week 7/28 Probe 10 6/7 met benchmark 86% Project ABRI 2009

33. ABRI Process Decision making Project ABRI 2009