LIGHTS, CAMERA …. ACADEMIC DATA at the Elementary Level

LIGHTS, CAMERA ….ACADEMIC DATAat the Elementary Level Cammie Neal and Jennifer Schau Forsyth County Schools

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 Summative vs. Formative

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 one’s aren’t working

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

Data MUSTS • Measurable • Reliable • Valid

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

Pyramid of Interventions Data, data, data, data ! Tier IV Tier III Response to Intervention Tier II Tier I

Universal Screening(Benchmarking) • Measures student skills and progress three times a year • Identifies curriculum vs. class vs. student needs

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”

ACT 1 List YOUR Local Data HAVEs vs. NEEDs

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

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

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

Reading (5 Big Ideas) • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension • Based on Center for the Improvement of Early Reading Achievement (CIERA) & National Reading Panel

Samples for Phonetic Components (Phonemic Awareness & Phonics) *AIMSweb

Sample for Fluency *DIBELS http://dibels.uoregon.edu/

Sample for Vocabulary *DIBELS http://dibels.uoregon.edu/

Samples for ComprehensionAIMSweb 3 minute MAZE Probe *AIMSweb

Math • Basic facts • Computation • Problem Solving

Basic Facts Scored for digits correct *AIMSweb

Sample of Computation • Random numerals within problems • Random placement of problem types on page Improving Student Outcomes through Progress MonitoringNancy Safer,Jacki Bootel,Rebecca Holland Coviello Virginia Department of Education, September 28, 2006 www.studentprogress.org

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

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

Writing • Written Expression • Spelling

Sample of Written ExpressionAIMSweb – 3 minute writing prompts * Scored for : Total Words Written (TWW) Correct Writing Sequences (CWS) Words Spelled Correctly (WSC) *AIMSweb

Sample of Spelling * Scored for - Correct Letter Sequence CLS *AIMSweb

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

Resources – (Low to No Cost Products) • http://ntuaft.com/Departments/Research___Communication/SpecialEd/Training%20Modules/Training%20Modules/CBA%20Training%20Module/NPS%20-%20CBA%20Reading%20Probes/Table%20of%20Contents%20for%20Reading%20Probes.htm (Reading CBM probes - free) • http://www.proedinc.com/customer/productView.aspx?ID=1348 (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@vanderbilt.edu (MAZE orders - $25 per grade level)

Resources (Linked to Intervention) • http://www.whatworks.ed.gov/ • http://www.bestevidence.org/

ACT 2 List YOUR Assessment Resources HAVEs vs. NEEDs

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@langate.gsu.edu • Georgia State University • P.O. Box 3980 • Atlanta, GA 30302 • 404-413-8176

Cammie Nealcneal@forsyth.k12.ga.us • 770 887-2461 x202350 • Jennifer Schaujschau@forsyth.k12.ga.us • 770 887-2461 x202344

LIGHTS, CAMERA …. ACADEMIC DATA at the Elementary Level