APS Data Alignment

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APS Data Alignment

• Dr. Teresa H. Wright, Principal
• Performance At 212!

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School Climate Students2006 2007
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School Climate Parents2006 2007
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Using More Than One Point Of Data
PACT

• Teacher
• Classroom Assessment
• Individual Student Portfolio
• CLASSROOM MANAGEMENT
• Portfolio Assessment
• Observation/Formative/Subjective

MAP Data
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Data Changes Teachers Minds

• Focus on Linking To Appropriate Interventions
• Computer Labs/Software/Freeze Strands
• Differentiated Instruction
• One-on-one tutoring

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Do You Know Enough About Your Children?

• Data Driven Differentiation in the
  Standards-Based Classroom
• Raise The Bar
• Close The Gap
• Accept NO Excuses!!!
• Performance At 212

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2004-2007 PACT ELA Longitudinal Comparisons M.
Pressley
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2004-2007 PACT MATH Longitudinal ComparisonsM
Pressley
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2004-2007 ELA Longitudinal Comparisons D. Fulmore
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2004-2007 PACT MATH Longitudinal ComparisonsD.
Fulmore
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2004-2007 PACT ELA Longitudinal Comparison J.
Carraway
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2004-2007 PACT MATH Longitudinal ComparisonsJ.
Carraway
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2005-2007 PACT ELA Longitudinal Comparisons C.
McFadden
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2005-2007 PACT MATH Longitudinal ComparisonsC
McFadden
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2004-2006 PACT ELA Longitudinal Comparisons L.
McKnight
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2006-2007 PACT MATH Longitudinal ComparisonsL
McKnight
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2007 PACT ELA M Davis
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2007 PACT MATH M Davis
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MAPSetting The Stage
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What is the purpose of assessment?

• What tests do we give?
• Why do we give the tests we do?
• What data do they give us?
• How do we use the data?

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Taking Action

• What planning has to take place?
• How do we get others to own, understand and use
  these data?
• How do we sustain the momentum?

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Instructional Level

• The NWEA test is not a test for determining
  mastery of skills.
• It provides a road map for students toward
  achieving mastery.
• This provides the instructional level of the
  student.

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What Kind of Reports?

• Teacher Report
• Class Report
• Grade Report
• Achievement Status Growth
• Individual Student Report

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Guiding QuestionsWhen Analyzing Data From Class
Reports

• Which student has the highest score?
• Which student has the lowest score?
• Which student has the median score?
• Which goal area has the highest mean?
• Which goal has the lowest standard deviation?

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RIT

• What are typical (not expected) RIT and growth
  scores?

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Let The Data Speak To You!

• Look For..
• Academic Diversity
• Central Tendency (Mean/Median)
• Outliers
• Comparison to the Norm Group

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What Does The Class Breakdown Tell You?

• Illustrates academic diversity of class
• Gives you a picture of a class very visual

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Differentiate Instruction
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What Does The Standard Deviation Tell Us?

• Standard Deviation (Std.Dev.) are indicators of
  the academic diversity of a group of students.

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Larger Standard Deviations Indicate MORE Academic
Diversity

• How might this impact instruction?
• St. Dev. 21

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Smaller Standard Deviations Indicate Students are
MORE alike.

• How might instruction here look different from
  the previous class?

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GOAL Growth For ALL Students

• Goal Performance Descriptors are
• Based on NWEA norms
• Percentiles
• Grade level dependent
• Example Student at 70th percentile means that
  70 of the students in that grade level scored
  lower

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Class SnapshotsGoal Performance

• Identifying relative class strengths and areas of
  concern
• Goal Area Flexible Grouping Chart
• Standard Deviations using Goal Performance Summary

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RIT(Rasch Unit Scale)

• Achievement Level
• Equal Interval
• Used to show growth over time
• Scale has the same meaning regardless of the
  students grade level or items taken
• A RIT is only one piece of the puzzle for making
  important decisions

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• MAP Goal Setting with Students
• Students Name Teacher
• Date
• Conference with each student
• Review performance
• Celebrate success (areas the student scored well
  in)
• Set content goal
• Reading
• Math
• Language Usage
• Set growth goal (RIT growth)
• ______ RIT Points
• Reading
• ______ RIT Points
• Math
• ______ RIT Points
• Language Usage
• Make a Plan

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Williamsburg County School District Reading
Instructional Strategy Plan Year________ Compon
ents Identified Students Instructional
Strategies Implementation Strategies Comments T
his will be completed for READING, MATH, LANGUAGE
USAGE for ALL Students Check your e-mail for
Strategy Plan
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3rd Grade ReadingMAP-PACTPerformance By
Categories
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3rd Grade MATH MAP-PACT Performance By Categories
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3rd Grade Language Usage MAP-PACT Performance By
Categories
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MAP Mean RITReading Over Time
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MAP Mean RIT MATH Over Time
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MAP Mean RIT Language Usage Over Time
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EDUTEST Science PACT Alignment By
CategoriesThird Grade
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EDUTEST Social Studies PACT Alignment By
CategoriesThird Grade
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SML 1st Nine Weeks Cumulative Gains ReportThird
Grade
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SML 1st Nine Weeks Cumulative GainsSecond Grade
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RecordKeepingPer District

• MAP Goal Setting with Students
• Reading Instructional Strategy Plan
• Math Instructional Strategy Plan
• Language Usage Instructional Strategy Plan

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Additional Resources

• E-Mail all documents
• www.nwea.org
• Understanding Teacher Class Reports Pamphlet
• Parent ToolKit
• Training available during grade level meetings
• MAP Brochure
• Parent PowerPoint
• Student PowerPoint
• www.diagnostictestsupports.org

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PBSDiscipline Analysis
Ms. Cora Ravenell Assistant Principal
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Purpose

• To aid in ACADEMIC EXCELLENCE with more active
  supervision which will promote positive behavior.

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Referrals/Discipline By Grade Teacher

• SAMPLE

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Kinds of Referrals

• 1. Physical Abuse
• 2. Fighting
• 3. Biting

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Who Made The Referrals?

• Teacher A 8- Severe 15 - Minor
• Teacher B 6- Severe 37- Minor
• Teacher C 5- Severe 0- Minor
• Teacher D 3- Severe 0- Minor
• Teacher E 3- Severe 0- Minor

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Review The Process

• Parent Communication
• Minor Offenses
• 5th Offense to Guidance
• Office Referral
• Administration

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Interventions???

• What Can We Do To Help Our Students Succeed?

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Teacher Handbook

• Refer To Page 5

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• BAM! Kick It Up A Notch!

• "Performance At 212!"