LIGHTS, CAMERA

1
LIGHTS, CAMERA .ACADEMIC DATA at the
Elementary Level

• Cammie Neal
• and
• Jennifer Schau
• Forsyth County Schools

2
Summative vs. Formative

• Summative Assessment focus is on mastery or a
  culmination of learning. Sometimes pass/fail
• High-stakes tests (e.g., State assessments)
• End of chapter tests
• Final Exams

• Formative Assessment focus is on student
  achievement during instruction. Determines
  effectiveness of instruction
• Pre-test
• Weekly quizzes
• Running record

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Why Data?

• Data tells us exactly how the student is
  performing at any given time
• Data guides the choices teacher make in knowing
  what needs to be taught or re-taught
• Data reveals what teaching and learning
  activities are working and what ones arent
  working

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Why Data? cont.

• Data shows how much a student has learned over
  time even if he/she does not pass high stakes
  testing
• Data provides specific feedback to students and
  parents on academic performance and behavior

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Data MUSTS

• Measurable
• Reliable
• Valid

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Georgia Regulations

• (2) . a specific learning disability .must be
  directly related to a pervasive processing
  deficit and to the childs response to
  scientific, research-based interventions.This is
  clearly documented by the childs response to
  instruction as demonstrated by a review of the
  progress monitoring available in general
  education and Student Support Team intervention
  plans.

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Pyramid of Interventions
Data, data, data, data !
Tier IV
Tier III
Response to Intervention
Tier II
Tier I
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Universal Screening(Benchmarking)

• Measures student skills and progress three times
  a year
• Identifies curriculum vs. class vs. student needs

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Progress Monitoring(measuring improved outcomes)

• Ongoing and systematic
• Frequency is dependent upon the Tier level
• Used to develop instructional goals and make
  instructional change decisions in real time

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ACT 1
List YOUR Local Data HAVEs vs. NEEDs
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Curriculum Based Measurement

• CBM research has been conducted over the past 30
  years
• Research has demonstrated that when teachers use
  CBM for instructional decision making
• Students learn more
• Teachers decision making improves
• Students are more aware of their performance
• Assessments have been proven to be sensitive to
  improvement

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CBM Focus

• CBM tests are brief and easy to administer
• CBM tests assess at the skills level
• CBM scores are graphed for teachers to use to
  make decisions about instructional programs and
  teaching methods for each student

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CBM Basics

• CBM monitors student progress throughout the
  school year
• Students are given probes at regular intervals
• Weekly, bi-weekly, monthly
• Teachers use student data to quantify short- and
  long-term goals that will meet end-of-year goals

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Reading (5 Big Ideas)

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Based on Center for the Improvement of Early
  Reading Achievement (CIERA) National Reading
  Panel

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Samples for Phonetic Components (Phonemic
Awareness Phonics)
AIMSweb
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Sample for Fluency
DIBELS http//dibels.uoregon.edu/
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Sample for Vocabulary
DIBELS http//dibels.uoregon.edu/
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Samples for Comprehension AIMSweb 3 minute MAZE
Probe
AIMSweb
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Math

• Basic facts
• Computation
• Problem Solving

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Basic Facts
Scored for digits correct
AIMSweb
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Sample of Computation

• Random numerals within problems
• Random placement of problem types on page

Improving Student Outcomes through Progress
Monitoring Nancy Safer,Jacki Bootel,Rebecca
Holland Coviello Virginia Department of
Education, September 28, 2006
www.studentprogress.org
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A Correct Digit Is the Right Numeral in the
Right Place
4507
4507
4507
2146
2146
2146
2461
2361
2441
3 correct digits
4 correct digits
2 correct digits

• Improving Student Outcomes through Progress
  Monitoring Nancy Safer,Jacki Bootel,Rebecca
  Holland Coviello
• Virginia Department of Education, September 28,
  2006 www.studentprogress.org

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Problem Solving

• ????
• Possibility Monitoring Basic Skills Progress
  (MBSP blackline masters)

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Writing

• Written Expression
• Spelling

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Sample of Written ExpressionAIMSweb 3 minute
writing prompts

Scored for Total Words Written (TWW)
Correct Writing Sequences (CWS) Words
Spelled Correctly (WSC)
AIMSweb
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Sample of Spelling

Scored for - Correct Letter Sequence CLS
AIMSweb
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Resources (General)

• http//www.studentprogress.org/default.asp
• http//www.interventioncentral.org/
• http//easycbm.com/
• http//aimsweb.com/
• http//www.isteep.com/
• http//ggg.umn.edu/
• http//iris.peabody.vanderbilt.edu/browsebytopic04
  .html

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Resources (Low to No Cost Products)

• http//ntuaft.com/Departments/Research___Communica
  tion/SpecialEd/Training20Modules/Training20Modul
  es/CBA20Training20Module/NPS20-20CBA20Reading
  20Probes/Table20of20Contents20for20Reading20
  Probes.htm (Reading CBM probes - free)
• http//www.proedinc.com/customer/productView.aspx?
  ID1348 (Math blackline masters - 50)
• http//dibels.uoregon.edu/ (Reading - 1 per
  student for data base, but can download free
  materials for data collection)
• Flora.murray_at_vanderbilt.edu (MAZE orders - 25
  per grade level)

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Resources (Linked to Intervention)

• http//www.whatworks.ed.gov/
• http//www.bestevidence.org/

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ACT 2
List YOUR Assessment Resources HAVEs vs. NEEDs
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Discussion and Questions

• What next . . . ???

RTI Toolkit by Jim Wright Chapter 2 Launching
RTI in Your School Gauging School Readiness,
Education Stakeholders and Inventorying
Resources The RTI Guide Developing and
Implementing a Model in Your Schools by John E.
McCook Part III So You Want to Implement an RTI
Model? Dr. Andy Roach - CBAM Stages of Concern
survey Contact information cpsatr_at_langate.gsu.
edu Georgia State University P.O. Box
3980 Atlanta, GA 30302 404-413-8176
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• Cammie Neal cneal_at_forsyth.k12.ga.us
• 770 887-2461 x202350
• Jennifer Schau jschau_at_forsyth.k12.ga.us
• 770 887-2461 x202344