Using Data to Improve Student Achievement - PowerPoint PPT Presentation

Loading...

PPT – Using Data to Improve Student Achievement PowerPoint presentation | free to view - id: 1f1bbc-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Using Data to Improve Student Achievement

Description:

Understand how students are placed into High School Intensive Reading courses ... No points are given to the school for Student F because he was retained and ... – PowerPoint PPT presentation

Number of Views:123
Avg rating:3.0/5.0
Slides: 66
Provided by: curriculum
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: 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
Outcomes
  • Understand how students are placed into High
    School Intensive Reading courses
  • Review materials published by Great Source
  • Align assessments included within curriculum to
    drive instruction
  • Develop lesson plans

4
Guide to the Program
  • 1) Plan
  • Lesson Plan Books
  • 2) Teach
  • Teachers Guide
  • Overhead Transparencies
  • Website www.greatsource.com
  • 3) Practice
  • Student Applications Book
  • Independent Practice
  • Website

5
Great Source Material Overview
  • Lesson Plan Book
  • Teachers Guide (all levels)
  • Student Application Book
  • Student Application Book, Teachers Edition
  • Readers Handbook (all levels)
  • Test Book
  • Overhead Transparencies (all levels)
  • Website
  • Sourcebook
  • Sourcebook, Teachers Edition
  • Sourcebook Florida Diagnostic Tests
    (optional/available by site)

6
Lesson Plan Book
  • Gives day-by-day and week-by-week lesson plans
  • Shows how to use Readers Handbook to set-up a
    complete reading curriculum
  • Curriculum plan suggests year-long plan
  • Individual lesson plans outline weekly and daily
    lesson plans

7
Teachers Guide
  • Walks through each lesson in the Readers
    Handbook
  • Highlights what to teach
  • Suggests ways to extend the lesson
  • How to Use a Teachers Guide Lesson
  • Pages 16 20

8
Student Application BookStudent Application
Book, TE
  • Extends the lessons with a new selection for
    students to work through
  • Lessons let students apply the reading strategies
    and tools to a new selection, give them guided
    practice, and help you assess their understanding

9
Readers Handbook
  • HANDBOOK- NOT A TEXTBOOK!
  • What is the purpose?
  • Guides students as they read informational text
  • Students should use this book to
  • Look up information prior to or while reading
  • Develop new strategies to improve reading
  • Get to know different types of text

10
Test Book
  • Contains two types of tests for each topic
  • Assesses students understanding of skills and
    strategies
  • Tests can be used as diagnostic, formative, or
    summative assessments

11
Overhead Transparencies
  • Display key concepts presented in the handbook
  • 48 color transparencies

12
Website
  • www.greatsource.com
  • Great Source Homepage
  • www.greatsource.com/rehand
  • Readers Handbook Website
  • www.greatsource.com/florida
  • Florida Diagnostic Sourcebook provides 9th
    grade SR and ER

13
SourcebookSourcebook TE
  • Incorporates four approaches
  • Comprehensive
  • Strategy Intensive
  • Literature Based
  • Interactive
  • Can be used as a formative assessment tool
  • Each of the 24 selections includes Before,
    During, and After Reading strategies, vocabulary
    and assessments

14
Sourcebook Florida Diagnostic Tests
  • Pretest
  • Interim Test One
  • Interim Test Two
  • Interim Test Three
  • Posttest

15
Why Look at Data?
  • The purpose of data is to
  • give educators
  • INSIGHT!

16
Types of Tests
  • Norm-Referenced Test (NRT)
  • Criterion-Referenced Test (CRT)

17
What is a Norm-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

18
What is a Criterion-Referenced Test (CRT)?
  • An assessment comparing one student's performance
    to a specific learning objective or performance
    standard and 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.

19
Summary NRT and CRT
20
Types of Scores
Developmental Scores
Raw Scores
Scale Scores
Gain Scores
21
Raw Score (RS)
  • The number of items a student answers correctly
    on a test.
  • John took a 20 item mathematics test (where each
    item was worth one point) and correctly answered
    17 items.
  • His raw score for this assessment is 17.

22
Scale Score (SS)
  • Mathematically converted raw scores based on
    level of difficulty per question
  • For FCAT-SSS, a computer program is used to
    analyze student responses and to compute the
    scale score
  • Scale Scores reflect a more accurate picture of
    the students achievement level

23
Developmental Scale Score (DSS)Reading
24
(No Transcript)
25
High School Intensive Reading Placement
Incoming L1 L2 students on 2006 FCAT
Note Incoming 11th 12th graders who scored
above 1926 will be able to take a 10th grade
fluency assessment to be placed out of the
Intensive Reading requirement..
26
Gain Scores
  • Commonly referred to as Learning Gains
  • The amount of progress a student makes in one
    school year.

27
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).

28
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.

29
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 years growth within Level 1 or Level 2
- determined by DSS Cut Points (not applicable
for retained students)
30
Developmental Scale Score Gains Table (DSS Cut
Points)
31
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
32
Learning Gains Activity
  • Using the data on the following table, determine
  • which students made a learning gain
  • what percentage of the teachers students made a
    learning gain

33
Data Display for FCAT Reading Results
34
Teacher Learning Gains Based on Data Display
  • 5 out of 7 students made learning gains.
  • 71 of this teachers students made learning
    gains and add points towards the schools 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.

35
Class Record Sheet for Learning Gains
36
Types of Data
  • 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.

37
Summative DataContinued
  • FCAT
  • Great Source
  • Florida Diagnostic Tests (Sourcebook)
  • Post Test
  • Readers Handbook Test Book
  • Multiple Choice/Short Answer test pages for each
    topic.
  • Multiple topic tests can be combined in order to
    create a semester exam.
  • Teachers Guide Source Book
  • Fourth black-line master page of each story.

38
A Closer Look at Results Data
  • Examples

FCAT
SAT 10
39
FCAT Parent Report
40
Group Activity
  • How do parents get these reports?
  • Did this student pass the 10th grade test?
  • In what grade did this student first achieve
    grade level mastery?
  • Which content area had the most questions?
  • Using the bar graph, how does this students
    achievement compare to grade level?

41
A Closer Look at Formative Data
  • Quizzes
  • Chapter Tests
  • DIBELS
  • District Math Assessments

42
Formative Data ExamplesGreat Source
  • Definition Data gathered at regular intervals
    during the instructional period used to provide
    feedback about student progress and to provide
    direction for instructional interventions.
  • Florida Diagnostic Tests (Sourcebook)
  • Interim Tests
  • Readers Handbook
  • Student Application Book
  • Lesson Plan Book
  • Sourcebook
  • Teachers Guide
  • Student Text

43
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

44
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

45
(No Transcript)
46
Using Data Inquiry to Determine Mastery
  • FCAT Data Inquiry

47
(No Transcript)
48
Run Chart
Use to
  • Monitor progress over time
  • Display data in simplest form

49
(No Transcript)
50
Class Goal By the end of 9 weeks, 100 of our
class will have an average of at least 75 on our
weekly benchmark reading passages.
Class Run Chart Percent of Students Averaging
at Least 75
51
Scatter Diagram
52
(No Transcript)
53
180
54
Item Analysis
Use to
  • Determine mastered content
  • Determine most common mistakes

55
Classroom Test Analysis
56
Additional Item Analysis Checklist
  • Item Analysis Checklist

57
Item Analysis Activity
58
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
59
(No Transcript)
60
Data analysis provides
Insight
and
Questions
?
?
?
?
?
61
Questions to Ponder
  • What question are we trying to answer?
  • What can we tell from the data?
  • What can we NOT tell from the data? What else
    might we want to know?
  • What good news is here for us to celebrate?
  • What opportunities for improvement are suggested
    by the data?

Adapted from Getting Excited About Data, Edie
Holcomb www.corwinpress.com
62
Action
Thinking Maps
Learning Modalities
Provides
Marzano Strategies
Peer Tutor
Answers!
CRISS Strategies
Cloze activities
Cooperative Learning
63
Steps to Improvement
ACT
Make improvements.
STUDY
Analyze the results.
DO
Implement the plan.
What information have I gained from my data?
What interventions can I put In place?
PLAN
64
Personal Action Plan
What data can I access? What tools can I use to
help me monitor progress toward our class
goals? What/who else do I need to help me? What
is my start date? How will I evaluate the results?
65
Lesson Planning
  • 2 approaches can be used when planning your Great
    Source Readers Handbook lessons. You can
    organize your year by using
  • The Teachers Guide and Lesson Plan book
  • Sunshine State Standards Benchmarks
About PowerShow.com