Using Data to Improve Student Achievement

1. Using Data to Improve Student Achievement Secondary MathematicsPreschool Inservice 2006

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. Why Look at Data? The purpose of data is to giveeducators: INSIGHT DIRECTION FEEDBACK

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

5. What is a Norm-Referenced Test (NRT)? • A standardized assessment in which all students perform under the same conditions. • Compares the performance of a student to other students nationally. Norm groups are students in the same grade and age. • Example: FCAT NRT

6. 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. • For example: FCAT SSS (Sunshine State Standards)

8. Types of Scores Raw Scores Scale Scores Gain Scores

9. 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.

10. 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 student’s achievement level.

11. Scale Score (SS) • Higher scale scores indicate higher proficiency. • On a continuous, vertical scale across grade levels you can track a student's progress from lower to upper grade levels on one scale. Growth in scale score units indicates growth in proficiency. • For FCAT-SSS, the Developmental Scale Score is used to determine a student’s annual progress from grade to grade.

12. Commonly referred to as “Learning Gains” The amount of progress a student makes in one school year. Gain Scores

13. Learning Gains: Who Qualifies? Students from all subgroups (all students, ESE, LEP, etc.) with matched, consecutive year (i.e. 2005 & 2006) FCAT SSS results (a pre- and post-test) in grades 4-10, who were enrolled in the same school during the October & February FTE Count.

14. Learning Gains: Which Scores? • Gains apply in reading and math, not writing or science. • Pre-tests may be from same school, same district, or anywhere in the state.

15. Learning Gains: What equals Adequate Yearly Progress (AYP)? • 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 year’s • growth within Level 1 or Level 2 - • determined by DSS Cut Points (not • applicable for retained students)

16. FCAT SSS Developmental Scale

18. 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”

19. Developmental Scale Score Gains Table (DSS Cut Points)

20. Learning Gains: Activity Using the data on the following table, determine: • Which students made a learning gain? • What percentage of the teacher’s students made a learning gain?

21. Data Display for FCAT Mathematics Results

22. Teacher Learning Gains Based on Data Display • 5 out of 7 students made learning gains. • 71% of this teacher’s students made learning gains and add points towards the school’s 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.

23. Spring 2005 Florida Comprehensive Assessment Test (FCAT) SSS Mathematics Student and Parent Report Grade 10 FCAT Parent Report Your 2005 Math Results You have passed the grade 10 FCAT Mathematics test and your score is on grade level. You answered many of the questions on FCAT correctly. Aprobaste el examen de Lectura del FCAT para el grado 10 y tu calificaciónestá al nivel. Respondiste a muchas de las preguntas del FCAST correctamente. Ou pase eqzamen Leketi FCAT yo bay Klas 10yèm nan epi ou fè yon nòt ki nan nivo klas la. Ou reponn anpil nan kesvon FCAT yo san fot.

24. Results (Summative) Data used to make decisions about student achievement at the end of a period of instruction. TypesofData 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.

25. A Closer Look at Results Data SAT Examples: FCAT PSAT ACT

26. 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

27. 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

28. Histogram: Pre-Algebra Midterm Test Number of Students Percentage Correct

32. 70 60 50 40 30 20 10 0 0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100 Grade Histogram: Grade Distribution in 8th Grade Math Frequency

33. Activity

34. Activity Answer

35. 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

36. Pareto Chart: Types of mistakes in Division Problems 100 100 90 90 80 80 70 70 60 60 Percent Cumulative percentage 50 50 40 40 30 30 20 20 10 10 0 0 Incorrect multiplication Incorrect subtraction No decimal Other Mistake

37. Pareto Chart Data

38. Megan Smith - Grade 9 - FCAT Subtest Scores

39. 2005/2006 - 9th Grade - Lee County FCAT Errors by Subtest

40. FCAT Scores for One Teacher  Computation Number Sense Measurement Geometry  Statistics & Probability Number Facts  Whole Number Concepts Patterns Problem Solving Fractions & Decimals  Computation in Context Where are the errors (or improvements)?

41. RunChart Run Chart: Percent of Students Scoring at Least 80% on Weekly Math Quiz Percent Number of Students Use to: • Monitor progress over time • Display data in simplest form

42. Student Run Charts The place to start is with students graphing their own progress.

43. Run Chart: Number of Math Vocabulary Words 180 175 170 165 160 Number of Words Correct 155 150 145 140 1 2 3 4 5 6 7 8 9 Week

44. Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our weekly math quizzes. Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math Quizzes 100 90 80 70 60 Percent w/ avg. of at least 80% 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 Week

45. Scatter Diagram Scatter Diagram: Teacher Salary vs. FCAT Test Scores 5 4 3 FCAT Test Scores 2 1 0 20 40 60 80 100 0 Teacher Salary

46. Scatter Diagram: Number of Siblings vs Grade Point Average 4.5 4.0 3.5 3.0 2.5 Grade Point Average 2.0 1.5 1.0 0.5 0.0 1 2 3 4 5 6 0 Number of Siblings

47. Scatter Diagram: Hours of Sleep vs. Mistakes on Test 12 10 8 Mistakes 6 4 2 0 0 1 2 3 4 5 6 7 8 9 10 Hours of Sleep

48. ACTIVITY

50. Radar Chart