An Introduction to the 4Sight Benchmarks

1. 1 PDE Benchmark Initiative An Introduction to the 4Sight Benchmarks PA Student Achievement Improvement Targets 1. Reading: At least 54% of all students will be proficient in Reading as measured by PSSA. 2. Math: At least 45% of all students will be proficient in Mathematics as measured by PSSA. 3.Student Participation: At least 95% of eligible students will participate in the state assessments. 4. Student Attendance (K-8): Student attendance will improve continuously to an average of at least 90%. 5. Four-year Graduation Rate (high school): The 4 year graduation rate for high school students will increase consistently to at least 80%. PA Student Achievement Improvement Targets 1. Reading: At least 54% of all students will be proficient in Reading as measured by PSSA. 2. Math: At least 45% of all students will be proficient in Mathematics as measured by PSSA. 3.Student Participation: At least 95% of eligible students will participate in the state assessments. 4. Student Attendance (K-8): Student attendance will improve continuously to an average of at least 90%. 5. Four-year Graduation Rate (high school): The 4 year graduation rate for high school students will increase consistently to at least 80%.

2. � 2005 Success for All Foundation 2 Today�s Objectives: Understand the purpose and design of the 4Sight Reading and Math Benchmark Assessments Prepare to administer 4Sight Benchmarks Administration and Scoring Using the SFA Member Center to Analyze Student Data Use 4Sight Data to Drive Instructional Decision Making

3. � 2005 Success for All Foundation 3 Why do we monitor student progress? What are some of the ways you monitor student progress and achievement in your classroom or school? How do you use the information/data you obtain?

4. � 2005 Success for All Foundation 4 Pennsylvania�s Accountability Plan Performance indicators in PA include: Achievement in reading and mathematics. For 2005-2007, the goal is: _____% proficient in reading _____% proficient in math. Also: _____% test participation. _____% graduation rate or improvement

5. DEQUATE - The proficiency targets begin at a statewide baseline that was derived from the 2002 test scores. The statewide starting point in reading is 45% proficient or above in reading. 45% will be the AYP requirement for 2003 and 2004 as well. It will increase in 2005 to 54%; then in 2008 to 63%; and then annually to 100% in 2004. After ranking all schools in the state based on the percentage of students at the proficient level who are enrolled at the school, the state begins adding up the enrollment of all schools until it reaches the 20th percentile of the state�s total student enrollment. The proficiency targets begin at a statewide baseline that was derived from the 2002 test scores. The statewide starting point in reading is 45% proficient or above in reading. 45% will be the AYP requirement for 2003 and 2004 as well. It will increase in 2005 to 54%; then in 2008 to 63%; and then annually to 100% in 2004. After ranking all schools in the state based on the percentage of students at the proficient level who are enrolled at the school, the state begins adding up the enrollment of all schools until it reaches the 20th percentile of the state�s total student enrollment.

6. DEQUATE - Similarly, 35% is the starting point for all schools and subgroups in math. Again, the target stays at 35% for 2003 and 2004, increases in 2005, increases in 2008, and increases annually to 100% in 2014. Similarly, 35% is the starting point for all schools and subgroups in math. Again, the target stays at 35% for 2003 and 2004, increases in 2005, increases in 2008, and increases annually to 100% in 2014.

7. � 2005 Success for All Foundation 7 Goal of PDE�s Accountability Plan: Close the achievement gap among subgroups Bring every student to proficient or above in reading and math Successful prevention/intervention � via proven practices Goal of PDE�s Accountability Plan: Close the achievement gap among subgroups Bring every student to proficient or above in reading and math Successful prevention/intervention � via proven practices

8. � 2005 Success for All Foundation 8 Using Data to Guide Educational Decision-Making Instruction Professional Development Allocation of Resources Policies and Procedures

9. � 2005 Success for All Foundation 9 Overview of 4Sight Reading and Math Benchmark Assessments What are they? Who takes them? Why are we doing this? What does it mean for me?

10. � 2005 Success for All Foundation 10 What do each of these items have in common? The dip-stick under the hood of a car A blood pressure cuff A weather thermometer 4Sight BenchmarksA Formative Data Tool

11. � 2005 Success for All Foundation 11 4Sight BenchmarksA Formative Data Tool Another tool that can help direct our actions is 4Sight Benchmarks.

12. � 2005 Success for All Foundation 12 4Sight Benchmarks What are they? Reading and Math Assessments Mirror the look and feel of the PSSA Multiple choice items Open response items Aligned to PA Academic Standards and Assessment Anchors Designed by Johns Hopkins for PA. Aligned to PA Expectations!Designed by Johns Hopkins for PA. Aligned to PA Expectations!

13. � 2005 Success for All Foundation 13 Alignment of 4Sight with State Expectations Take a Closer Look How does the 4Sight Reading and Mathematics Benchmark Assessments mirror the look and feel of the PSSA assessments?

14. � 2005 Success for All Foundation 14 Alignment of 4Sight with State Expectations Particularly note: Lengths of passages Types of passages Types of questions (what skill or strategy is being addressed) Types of question stems/or the format of the question

15. � 2005 Success for All Foundation 15 PSSA is the Reading Measure in Pennsylvania Student reports include: a) Scale score b) Performance level: advanced, proficient, basic, & below basic c) Reporting categories: Comprehension and Reading Skills (standards 1.1 and 1.2) Interpretation and Analysis of Fiction and Nonfiction Text (standards 1.1, 1.2, and 1.3)

16. � 2005 Success for All Foundation 16 PSSA Reading Blueprintbeginning 2005

17. � 2005 Success for All Foundation 17 Open-Response Reading Items The 3 point rubric used for PSSA reading is also used with 4Sight. Each open-response item has item specific examples to assist scoring, just as the PSSA. Plan for establishing inter-rater reliability. Transfer open-response item scores to answer sheet. Discuss possible logistics for scoring open ended items. Inter-rater reliability is established when different judges/teachers rate the similar performance or open-ended response items the same way. Inter-rater reliability increases when all raters have been trained in the use of a common rubric. Inter-rater reliability increases when two or more people score each response. At a minimum, teachers should not score their own students if only one rater is used per student test. Need for training and time at the first of the year to establish Inter-Rater Reliability. Participants will get specifics on how to do that at the training, but we are raising it now so that they can allocate time in the school calendar to make this happen. Content: Inter-rater reliability increases when all raters have been trained on the use of a common rubric. Inter-rater reliability increases when two or more people score each response. If only one grader per test can be accommodated, inter-rater reliability can still be increased by teachers not scoring their own classroom�s assessments, but rather switching assessments to score with another teacher. Ask participants to discuss in their teams: How can schools ensure that all raters have had common training? Possible responses could include: Provide training at a staff meeting. Provide training on part of a professional development day. Provide training before or after school, offer incentives such as breakfast, stipends, etc. Use the state rubric and anchor papers from the state to train. Use the state rubric and selected student answers from the 4Sight assessment that have been photocopied for each participant to establish a consensus on scoring. How can schools ensure that each open-response item is rated by at least two people? Have a scoring party to rate responses together after school and serve pizza. Use common planning time to score in groups. Provide group scoring time at a staff meeting. Teachers working together to score student assessments leads to teacher discussion of student work and becomes an instant and powerful professional-development session. Transition: We scored the multiple-choice and open-ended items, and now we are ready to tally the scores. Discuss possible logistics for scoring open ended items. Inter-rater reliability is established when different judges/teachers rate the similar performance or open-ended response items the same way. Inter-rater reliability increases when all raters have been trained in the use of a common rubric. Inter-rater reliability increases when two or more people score each response. At a minimum, teachers should not score their own students if only one rater is used per student test. Need for training and time at the first of the year to establish Inter-Rater Reliability. Participants will get specifics on how to do that at the training, but we are raising it now so that they can allocate time in the school calendar to make this happen. Content: Inter-rater reliability increases when all raters have been trained on the use of a common rubric. Inter-rater reliability increases when two or more people score each response. If only one grader per test can be accommodated, inter-rater reliability can still be increased by teachers not scoring their own classroom�s assessments, but rather switching assessments to score with another teacher. Ask participants to discuss in their teams: How can schools ensure that all raters have had common training? Possible responses could include: Provide training at a staff meeting. Provide training on part of a professional development day. Provide training before or after school, offer incentives such as breakfast, stipends, etc. Use the state rubric and anchor papers from the state to train. Use the state rubric and selected student answers from the 4Sight assessment that have been photocopied for each participant to establish a consensus on scoring. How can schools ensure that each open-response item is rated by at least two people? Have a scoring party to rate responses together after school and serve pizza. Use common planning time to score in groups. Provide group scoring time at a staff meeting. Teachers working together to score student assessments leads to teacher discussion of student work and becomes an instant and powerful professional-development session.

18. � 2005 Success for All Foundation 18 Alignment of 4Sight Math Benchmarks with PSSA The Design: Type and variety of questions from all five PSSA Math Reporting Categories Numbers and Operations Measurement Geometry Algebraic Concepts Data Analysis & Probability Multiple choice items Open-ended items Review Math Answer and Alignment GuideReview Math Answer and Alignment Guide

19. � 2005 Success for All Foundation 19 Alignment of 4Sight Math Assessments with PSSA Aligned to the PSSA Test Blueprint Each item is matched to a PA Assessment Anchor and its corresponding PA Academic Standard Math Administration and Scoring Guide gives helpful information about skills needed for each item. Give participants time to review the 4Sight Test. Alligned to PSSA Blueprints Reporting Category Grade 3 Grade 5 Grades 8 Comprehension and Reading Skills: A.1 Fiction A.2 Non Fiction 75% 70% 50% Interpretation and Analysis of Fiction and Nonfiction Text: B.1 Components within text or components within and across text. B.2 Literary Devices B.3 Concepts and Organization of Fiction and Nonfiction Text 25% 30% 50% Give participants time to review the 4Sight Test. Alligned to PSSA Blueprints Reporting Category Grade 3 Grade 5 Grades 8 Comprehension and Reading Skills: A.1 Fiction A.2 Non Fiction 75% 70% 50% Interpretation and Analysis of Fiction and Nonfiction Text: B.1 Components within text or components within and across text. B.2 Literary Devices B.3 Concepts and Organization of Fiction and Nonfiction Text 25% 30% 50%

20. � 2005 Success for All Foundation 20 PSSA Math Blueprint Use as slide 7 in Initial 4Sight Training for Math. Use as slide 7 in Initial 4Sight Training for Math.

21. � 2005 Success for All Foundation 21 Open-Response Math Items The 4 point rubric used for PSSA Math is also used with 4Sight. Each open-response item has an item specific rubric to assist scoring, just as the PSSA. Plan for establishing inter-rater reliability. Transfer open-response item scores to answer sheet. Discuss possible logistics for scoring open ended items. Inter-rater reliability is established when different judges/teachers rate the similar performance or open-ended response items the same way. Inter-rater reliability increases when all raters have been trained in the use of a common rubric. Inter-rater reliability increases when two or more people score each response. At a minimum, teachers should not score their own students if only one rater is used per student test. Content: Inter-rater reliability increases when all raters have been trained on the use of a common rubric. Inter-rater reliability increases when two or more people score each response. If only one grader per test can be accommodated, inter-rater reliability can still be increased by teachers not scoring their own classroom�s assessments, but rather switching assessments to score with another teacher. Ask participants to discuss in their teams: How can schools ensure that all raters have had common training? Possible responses could include: Provide training at a staff meeting. Provide training on part of a professional development day. Provide training before or after school, offer incentives such as breakfast, stipends, etc. Use the state rubric and anchor papers from the state to train. Use the state rubric and selected student answers from the 4Sight assessment that have been photocopied for each participant to establish a consensus on scoring. How can schools ensure that each open-response item is rated by at least two people? Have a scoring party to rate responses together after school and serve pizza. Use common planning time to score in groups. Provide group scoring time at a staff meeting. Teachers working together to score student assessments leads to teacher discussion of student work and becomes an instant and powerful professional-development session. Transition: We scored the multiple-choice and open-ended items, and now we are ready to tally the scores. Need for training and time at the first of the year to establish Inter-Rater Reliability. Participants will get specifics on how to do that at the training, but we are raising it now so that they can allocate time in the school calendar to make this happen. Discuss possible logistics for scoring open ended items. Inter-rater reliability is established when different judges/teachers rate the similar performance or open-ended response items the same way. Inter-rater reliability increases when all raters have been trained in the use of a common rubric. Inter-rater reliability increases when two or more people score each response. At a minimum, teachers should not score their own students if only one rater is used per student test. Content: Inter-rater reliability increases when all raters have been trained on the use of a common rubric. Inter-rater reliability increases when two or more people score each response. If only one grader per test can be accommodated, inter-rater reliability can still be increased by teachers not scoring their own classroom�s assessments, but rather switching assessments to score with another teacher. Ask participants to discuss in their teams: How can schools ensure that all raters have had common training? Possible responses could include: Provide training at a staff meeting. Provide training on part of a professional development day. Provide training before or after school, offer incentives such as breakfast, stipends, etc. Use the state rubric and anchor papers from the state to train. Use the state rubric and selected student answers from the 4Sight assessment that have been photocopied for each participant to establish a consensus on scoring. How can schools ensure that each open-response item is rated by at least two people? Have a scoring party to rate responses together after school and serve pizza. Use common planning time to score in groups. Provide group scoring time at a staff meeting. Teachers working together to score student assessments leads to teacher discussion of student work and becomes an instant and powerful professional-development session.

22. � 2005 Success for All Foundation 22 4Sight Math Math Tools For Each Student: A ruler that shows sixteenth inches - use same rulers for consistency. (PSSA punchout rulers are usable, if available) Grade-level appropriate calculators. Calculators are not permitted on the first five questions of the test - they are permitted on rest of the test. Word-to-word dictionaries for LEP students. Review Math Answer and Alignment GuideReview Math Answer and Alignment Guide

23. � 2005 Success for All Foundation 23 Data Provided by 4Sight Estimate of student performance on the PSSA Diagnostic data for each Subscale - by Assessment Anchors and PA Academic Standards.

24. � 2005 Success for All Foundation 24

25. � 2005 Success for All Foundation 25 Subscale Data Subscale Information Provided on 4Sight: Comprehension and Reading Skills Interpretation and Analysis of Fiction and Nonfiction Text 1.1 Reading Independently 1.2 Reading Critically in All Content Areas 1.3 Reading Analyzing and Interpreting Literature Open-Response Items

26. � 2005 Success for All Foundation 26 Subscale Data - Math Subscale Information Provided on 4Sight: Numbers and Operations (2.1 and 2.2) Measurement (2.3) Geometry (2.9 and 2.10) Algebraic Concepts (2.8) Data Analysis & Probability (2.6 and 2.7)) Open-Response Items


28. � 2005 Success for All Foundation 28 Administering 4Sight Benchmarks Who takes 4Sight Benchmarks? Students in grades 3�8 take an on-grade-level assessment. Use the same modifications/exemptions that are used for the PSSA.

29. � 2005 Success for All Foundation 29 Administering 4Sight Benchmarks When, Where, How Long Baseline and then quarterly 60-minute testing period Homeroom or other grade-level groups School sets common date and time(s) Directions in Administration and Scoring Guide

30. � 2005 Success for All Foundation 30 Administering 4Sight Benchmarks Preparing Staff to Administer 4Sight Overview: What is it? Why are we doing it? Who takes it? What does it mean for me? Schoolwide testing and scoring plan Materials: test booklets, answer sheets/teacher score sheets, scoring masks, administration and scoring guide

31. � 2005 Success for All Foundation 31 Administering 4Sight Benchmarks Developing Your School�s 4SightAdministration Plan

32. � 2005 Success for All Foundation 32 Scoring the 4Sight Benchmarks Multiple-Choice Items Grade 3: transfer student answers from the test book to a Teacher Score Sheet. Align scoring mask over the answer sheet. Mark items correct or incorrect in each of the item�s subscales that are highlighted in that row.

33. � 2005 Success for All Foundation 33 Scoring the 4Sight Benchmarks Open-Response Items The 3-point rubric used for PSSA reading is also used with 4Sight. Each open-response item has item-specific examples to assist scoring, just as the PSSA. Plan for establishing inter-rater reliability. Transfer open-response item scores to answer sheet.

34. � 2005 Success for All Foundation 34 Inter-Rater Reliability Inter-rater reliability is established when different judges/teachers rate the similar performance or open-ended response items the same way.

35. � 2005 Success for All Foundation 35 Establishing Inter-Rater Reliability Inter-rater reliability increases when all raters have been trained in the use of a common rubric. Inter-rater reliability increases when two or more people score each response. At a minimum, teachers should not score their own students if only one rater is used per student test.

36. � 2005 Success for All Foundation 36 Scoring the 4Sight Benchmarks Completing the Scoring Total the items correct in each column on the answer sheet for an overall total and the number of items correct in each subscale. Return answer sheets/data to the school�s 4Sight point person. Enter scores into Member Center OR scan completed answer sheets into scanner and upload into the Member Center.

37. � 2005 Success for All Foundation 37 Developing a Scoring Plan Who will score the test items? Multiple choice/multiple mark Open-response (Is training needed? Will scoring be done in teams? Etc.) Timeline Who will collect, organize, enter, or upload the data?

38. � 2005 Success for All Foundation 38 Member Center Allows schools to: sort and analyze data by: whole school grade level homeroom reading group individual student track data over time to assess progress.

39. � 2005 Success for All Foundation 39 Member Center web address: https://members.successforall.net Help Line: (800) 548-4998, ext. 2563 Setting Up Your School in the Member Center


41. � 2005 Success for All Foundation 41 Purpose of Benchmarks �Benchmarks allow you to take a pulse and not an autopsy.� Robert Slavin

42. � 2005 Success for All Foundation 42 Proficiency Reports Subscale Reports Scaled Scores Let�s Look� Sample Reports Available on the Member Center Key Point: Member Center web address and help line number Content: The Member Center is a web-based database that allows you to look at 4Sight data through a variety of filters. Log onto the Internet and open https://members.successforall.net. Microsoft Explorer works best if you are using a Windows-based computer. If you are using a Macintosh computer, you must use Netscape. To be set up in the Member Center and issued a user ID and password, call the help line. The help line will need to know some basic school information, as well as the principal�s name and email address. The user ID and password will be e-mailed to the principal. Since we cannot learn all about the Member Center today, nor do we expect you to remember everything we quickly cover today, keep the help line number easily accessible. When you are ready to take the next step with the Member Center, use your Understanding Student Progress Using 4Sight booklet and/or call the help line and let them walk you through the next steps. Note: At this point in the training, if the trainer is able to be online he or she may demonstrate the Member Center to the participants live rather than using slides 24 through 54. If participants are able to be online, the trainer may log each computer on to a demonstration site and have participants walk through the steps of generating reports as the trainer explains them. Transition: When you log onto the Member Center, the first screen you will see is� Key Point: Member Center web address and help line number Content: The Member Center is a web-based database that allows you to look at 4Sight data through a variety of filters. Log onto the Internet and open https://members.successforall.net. Microsoft Explorer works best if you are using a Windows-based computer. If you are using a Macintosh computer, you must use Netscape. To be set up in the Member Center and issued a user ID and password, call the help line. The help line will need to know some basic school information, as well as the principal�s name and email address. The user ID and password will be e-mailed to the principal. Since we cannot learn all about the Member Center today, nor do we expect you to remember everything we quickly cover today, keep the help line number easily accessible. When you are ready to take the next step with the Member Center, use your Understanding Student Progress Using 4Sight booklet and/or call the help line and let them walk you through the next steps. Note: At this point in the training, if the trainer is able to be online he or she may demonstrate the Member Center to the participants live rather than using slides 24 through 54. If participants are able to be online, the trainer may log each computer on to a demonstration site and have participants walk through the steps of generating reports as the trainer explains them. Transition: When you log onto the Member Center, the first screen you will see is�

43. � 2005 Success for All Foundation 43 Key Point: Proficiency reports present information in two forms: table and graph. Content: At the top of the report, it will list which filters you used to generate the report. In this example, you can see that it is a proficiency-level report for grade 5 students that are AYP eligible. (AYP eligible means the students were enrolled in the school on October 1 and are still enrolled in the school.) The table on the proficiency report tells you the different proficiency levels as well as the number of students who scored at each proficiency level. The graph at the bottom of the report tells you the percentage of students at each level of proficiency. Note the different colors of bars on the graph reflect the different quarters in the school year. Key Point: Proficiency reports present information in two forms: table and graph. Content: At the top of the report, it will list which filters you used to generate the report. In this example, you can see that it is a proficiency-level report for grade 5 students that are AYP eligible. (AYP eligible means the students were enrolled in the school on October 1 and are still enrolled in the school.) The table on the proficiency report tells you the different proficiency levels as well as the number of students who scored at each proficiency level. The graph at the bottom of the report tells you the percentage of students at each level of proficiency. Note the different colors of bars on the graph reflect the different quarters in the school year.

44. � 2005 Success for All Foundation 44 Slides 43 and 44: Finding the Students Behind the Proficiency Numbers Key Point: You can drill down in a proficiency report to find out the names of the students behind the numbers. Content: When you look at the table on a proficiency report, you see the number of students at each proficiency level. However, you will want to know who are the students behind these numbers. In the example, I see three students at the high basic level. I want to know who these students are because they are close to achieving proficiency, and with just a little additional nudging I can probably push them over into the proficiency range. If I take my curser and click on the red three in that cell, I will get a report listing those three students. Slides 43 and 44: Finding the Students Behind the Proficiency Numbers Key Point: You can drill down in a proficiency report to find out the names of the students behind the numbers. Content: When you look at the table on a proficiency report, you see the number of students at each proficiency level. However, you will want to know who are the students behind these numbers. In the example, I see three students at the high basic level. I want to know who these students are because they are close to achieving proficiency, and with just a little additional nudging I can probably push them over into the proficiency range. If I take my curser and click on the red three in that cell, I will get a report listing those three students.

45. � 2005 Success for All Foundation 45 Slides 43 and 44: Finding the Students Behind the Proficiency Numbers Key Point: You can drill down in a proficiency report to find out the names of the students behind the numbers. Content: When you look at the table on a proficiency report, you see the number of students at each proficiency level. However, you will want to know who are the students behind these numbers. In the example, I see three students at the high basic level. I want to know who these students are because they are close to achieving proficiency, and with just a little additional nudging I can probably push them over into the proficiency range. If I take my curser and click on the red three in that cell, I will get a report listing those three students. Slides 43 and 44: Finding the Students Behind the Proficiency Numbers Key Point: You can drill down in a proficiency report to find out the names of the students behind the numbers. Content: When you look at the table on a proficiency report, you see the number of students at each proficiency level. However, you will want to know who are the students behind these numbers. In the example, I see three students at the high basic level. I want to know who these students are because they are close to achieving proficiency, and with just a little additional nudging I can probably push them over into the proficiency range. If I take my curser and click on the red three in that cell, I will get a report listing those three students.

46. � 2005 Success for All Foundation 46 Key Point: Subscale reports provide information on how students are performing on the reporting categories for the PSSA as well as the PA standards. Content: Subscale reports are generated by selecting By Subscale for the Results filter Leaving blank the Evaluation Type filter Averages for the Values Are filter Whatever other filters you want to use to look at specific groups of students Once you have selected all the filters you wish to use, click the Generate Report button. Key Point: Subscale reports provide information on how students are performing on the reporting categories for the PSSA as well as the PA standards. Content: Subscale reports are generated by selecting By Subscale for the Results filter Leaving blank the Evaluation Type filter Averages for the Values Are filter Whatever other filters you want to use to look at specific groups of students Once you have selected all the filters you wish to use, click the Generate Report button.

47. � 2005 Success for All Foundation 47 Key Point: Subscale Reports present information in two forms: table and graph. Content: At the top of the report, it will list which filters you used to generate the report. In this example, you can see that it is a proficiency-level report for all students. The table on the subscale report tells you the different subscales as well as the average score in each of the subscale areas for the students included in the report. Note the subscale areas are the reporting areas on the PSSA: Comprehension and Reading Skill Interpretation and Analysis of Fiction and Nonfiction Text As well as the PA standards 1.1, 1.2, and 1.3: Learning to Reading Independently Reading Critically in All Content Areas Reading, Analyzing, and Interpreting Literature Also, we have subscale information on how students performed on the open-response items. The graph at the bottom of the report tells you the average score of students included in the subscale report. Note that the different colors of bars on the graph reflect the different quarters in the school year.Key Point: Subscale Reports present information in two forms: table and graph. Content: At the top of the report, it will list which filters you used to generate the report. In this example, you can see that it is a proficiency-level report for all students. The table on the subscale report tells you the different subscales as well as the average score in each of the subscale areas for the students included in the report. Note the subscale areas are the reporting areas on the PSSA: Comprehension and Reading Skill Interpretation and Analysis of Fiction and Nonfiction Text As well as the PA standards 1.1, 1.2, and 1.3: Learning to Reading Independently Reading Critically in All Content Areas Reading, Analyzing, and Interpreting Literature Also, we have subscale information on how students performed on the open-response items. The graph at the bottom of the report tells you the average score of students included in the subscale report. Note that the different colors of bars on the graph reflect the different quarters in the school year.

48. � 2005 Success for All Foundation 48 Key Point: Subscale Reports present information in two forms: table and graph. Content: At the top of the report, it will list which filters you used to generate the report. In this example, you can see that it is a proficiency-level report for all students. The table on the subscale report tells you the different subscales as well as the average score in each of the subscale areas for the students included in the report. Note the subscale areas are the reporting areas on the PSSA: Comprehension and Reading Skill Interpretation and Analysis of Fiction and Nonfiction Text As well as the PA standards 1.1, 1.2, and 1.3: Learning to Reading Independently Reading Critically in All Content Areas Reading, Analyzing, and Interpreting Literature Also, we have subscale information on how students performed on the open-response items. The graph at the bottom of the report tells you the average score of students included in the subscale report. Note that the different colors of bars on the graph reflect the different quarters in the school year.Key Point: Subscale Reports present information in two forms: table and graph. Content: At the top of the report, it will list which filters you used to generate the report. In this example, you can see that it is a proficiency-level report for all students. The table on the subscale report tells you the different subscales as well as the average score in each of the subscale areas for the students included in the report. Note the subscale areas are the reporting areas on the PSSA: Comprehension and Reading Skill Interpretation and Analysis of Fiction and Nonfiction Text As well as the PA standards 1.1, 1.2, and 1.3: Learning to Reading Independently Reading Critically in All Content Areas Reading, Analyzing, and Interpreting Literature Also, we have subscale information on how students performed on the open-response items. The graph at the bottom of the report tells you the average score of students included in the subscale report. Note that the different colors of bars on the graph reflect the different quarters in the school year.

49. � 2005 Success for All Foundation 49 Key Point: You can drill down in a subscale report to find out the names of the students behind the numbers. Content: When you look at the table on a subscale report, you see the average scores of the students on each of the subscales. However, you will want to know who are the students behind these numbers. In the example, I see that Reading, Analyzing, and Interpreting is the lowest area. I want to know who the students are behind this number and what their individual scores are, so I know who is truly struggling and who isn�t having too many problems in this area since the score on the chart is the average of all student scores. This way I can provide instruction to the entire group in this subscale area, but when providing this instruction I can be especially alert to the students that are struggling the most in this area. If I take my curser and click on the red 35.67 in that cell, I will get a report that lists who these students are and what their score was in this particular subscale. Then, if I click on the Score heading on the list of students, the list o Key Point: You can drill down in a subscale report to find out the names of the students behind the numbers. Content: When you look at the table on a subscale report, you see the average scores of the students on each of the subscales. However, you will want to know who are the students behind these numbers. In the example, I see that Reading, Analyzing, and Interpreting is the lowest area. I want to know who the students are behind this number and what their individual scores are, so I know who is truly struggling and who isn�t having too many problems in this area since the score on the chart is the average of all student scores. This way I can provide instruction to the entire group in this subscale area, but when providing this instruction I can be especially alert to the students that are struggling the most in this area. If I take my curser and click on the red 35.67 in that cell, I will get a report that lists who these students are and what their score was in this particular subscale. Then, if I click on the Score heading on the list of students, the list o

50. � 2005 Success for All Foundation 50 Key Point: You can drill down in a subscale report to find out the names of the students behind the numbers. Content: When you look at the table on a subscale report, you see the average scores of the students on each of the subscales. However, you will want to know who are the students behind these numbers. In the example, I see that Reading, Analyzing, and Interpreting is the lowest area. I want to know who the students are behind this number and what their individual scores are, so I know who is truly struggling and who isn�t having too many problems in this area since the score on the chart is the average of all student scores. This way I can provide instruction to the entire group in this subscale area, but when providing this instruction I can be especially alert to the students that are struggling the most in this area. If I take my curser and click on the red 35.67 in that cell, I will get a report that lists who these students are and what their score was in this particular subscale. Then, if I click on the Score heading on the list of students, the list o Key Point: You can drill down in a subscale report to find out the names of the students behind the numbers. Content: When you look at the table on a subscale report, you see the average scores of the students on each of the subscales. However, you will want to know who are the students behind these numbers. In the example, I see that Reading, Analyzing, and Interpreting is the lowest area. I want to know who the students are behind this number and what their individual scores are, so I know who is truly struggling and who isn�t having too many problems in this area since the score on the chart is the average of all student scores. This way I can provide instruction to the entire group in this subscale area, but when providing this instruction I can be especially alert to the students that are struggling the most in this area. If I take my curser and click on the red 35.67 in that cell, I will get a report that lists who these students are and what their score was in this particular subscale. Then, if I click on the Score heading on the list of students, the list o

51. � 2005 Success for All Foundation 51 Slides 51, 52, and 53: Generating Individual Student Reports Key Point: Looking at individual student subscale information can be helpful. Content: Using the filter page, you can select an individual student by name to generate a report for that single student. After selecting Subscale and the individual student�s name, click on Generate Report. You then get a subscale report with the table that gives the student�s percent correct in each subscale as well as a graph that shows the percent correct in each subscale. These reports can be helpful when developing student learning plans for tutoring, etc. and when conferencing with parents on student progress. Slides 51, 52, and 53: Generating Individual Student Reports Key Point: Looking at individual student subscale information can be helpful. Content: Using the filter page, you can select an individual student by name to generate a report for that single student. After selecting Subscale and the individual student�s name, click on Generate Report. You then get a subscale report with the table that gives the student�s percent correct in each subscale as well as a graph that shows the percent correct in each subscale. These reports can be helpful when developing student learning plans for tutoring, etc. and when conferencing with parents on student progress.



54. � 2005 Success for All Foundation 54 Slide 54, 55, and 56: Reports: Scaled Test Results Key Point: Scaled test results reports give a list of students and their total and subscale scores. Content: On the Member Center menu select Reports. Then activate the radio button for the Scaled Test Results and click on Get Report. This will give you a filter screen that allows you to select the criteria for your report. You must at least select choices in those fields marked with the asterisks. Be careful. The report defaults to sorting by SFA teacher. If you are not an SFA school and have not entered SFA teachers for students, you will get a blank report. Be sure to ask the report to filter by Homeroom Teacher. Now click the Run Report button. This will give you a report of students listed by teacher. Included on this report are the students� total score (number correct and percent correct) as well as their scores in each of the subscales. Slide 54, 55, and 56: Reports: Scaled Test Results Key Point: Scaled test results reports give a list of students and their total and subscale scores. Content: On the Member Center menu select Reports. Then activate the radio button for the Scaled Test Results and click on Get Report. This will give you a filter screen that allows you to select the criteria for your report. You must at least select choices in those fields marked with the asterisks. Be careful. The report defaults to sorting by SFA teacher. If you are not an SFA school and have not entered SFA teachers for students, you will get a blank report. Be sure to ask the report to filter by Homeroom Teacher. Now click the Run Report button. This will give you a report of students listed by teacher. Included on this report are the students� total score (number correct and percent correct) as well as their scores in each of the subscales.



57. � 2005 Success for All Foundation 57 Analyzing Proficiency Reports How many students in this subgroup are proficient? How many students do you need in that subgroup to make AYP? How many more quarters until the PSSA is given? Who are the students just below proficiency? How many points do these students need to move up to be proficient? How many points per quarter?

58. � 2005 Success for All Foundation 58 Estimates of Proficiency Correlation data allows you to put students in groups. The group in which you place students allows you to decide if they are secure in hitting the target or if interventions are needed and, if so, at what level of intensity.

59. � 2005 Success for All Foundation 59 Analyzing Subscale Data Using the subscales on 4Sight allows us to identify strengths and areas for improvement.

60. � 2005 Success for All Foundation 60 Analyzing Subscale Data What are the strengths identified on the graph? What are the areas for concern? If the graph is flat, are the students proficient readers or close to nonreaders?

61. � 2005 Success for All Foundation 61 Analyzing 4Sight Data to Inform Instruction Identify what students already know Identify what students need to learn Identify the effectiveness of instruction Identify differentiated student needs

62. � 2005 Success for All Foundation 62 Analyzing Subscale Data to Inform Instruction What does the data tell you about: Instruction provided to date? Areas for maintenance-only status? What do students need to learn? How to prioritize areas of need? Other areas for concern?

63. � 2005 Success for All Foundation 63 Analyzing and Interpreting 4Sight Data Who owns the 4Sight data? Who owns the challenge of addressing the areas for improvement?

64. � 2005 Success for All Foundation 64 Analyzing and Interpreting 4Sight Data How do we involve the entire staff in the data analysis? How do we develop mutual accountability? Where do we find the time? Who makes it happen?

65. � 2005 Success for All Foundation 65 Pause and Reflect:Using 4Sight Benchmarks� May help me to� May help my students by� Will give me information on� Will help my grade level team to� Will benefit our building by�

An Introduction to the 4Sight Benchmarks

An Introduction to the 4Sight Benchmarks

Presentation Transcript

An Introduction to the

An Intro. to Database Benchmarks

An Introduction to the

An introduction to the

An Introduction To The…

4Sight Results

An Introduction to the Odyssey

An Introduction to the Introduction

Introduction to the Benchmarks of Quality (BoQ)

Introduction to the Alberta K-12 ESL Proficiency Benchmarks

An Introduction to the

An Introduction to the

Introduction to the Alberta K-12 ESL Proficiency Benchmarks

An Introduction to the

AN INTRODUCTION TO THE

An Introduction to the…

An Introduction to the

4Sight Assessments members.successforall

Using 4Sight Data to Drive Instruction

An Introduction to the Microscope

An Introduction to the Frames

An Introduction to the Odyssey