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Getting Data Off the Shelf. Michigan Department of Education Office of Educational Assessment & Accountability Fall Conference 2004. Getting Data Off The Shelf. Presented by Jim Griffiths Test Administration & Reporting Coordinator Michigan Educational Assessment Program

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getting data off the shelf

Getting DataOff the Shelf

Michigan Department of Education

Office of Educational Assessment & Accountability

Fall Conference 2004

getting data off the shelf1
Getting DataOff The Shelf

Presented by Jim Griffiths

Test Administration & Reporting Coordinator

Michigan Educational Assessment Program

Email: GriffithsJ@michigan.gov

Phone: 517-373-4332

in the beginning
In the beginning…
  • The MEAP intended to provide an assessment that would aid the improvement of instruction
  • Reporting at the classroom level
  • Item analysis reports were a key element
what happened
What happened?
  • Increasingly, high stakes testing dominated the scene
    • Endorsed Diplomas
    • MERIT Awards
    • Michigan School Report Card
    • No Child Left Behind
impediments to use of data
Impedimentsto use of data
  • Need to carry over test items
  • Increased test security
    • Veiled item analysis
    • No more “debriefing”
  • Delayed reports
good news ahead
Good news ahead
  • Annual replacement of core test items
  • Immediate release of items
  • Detailed item analysis reports
  • Improved parent reports
  • Class group reports for the current year
  • Faster release of results
  • Availability of longitudinal data
in the meantime
In the meantime…
  • Many schools have found ways to use MEAP data as an aid to the improvement of instruction
  • For the next few minutes
    • We’ll hear what some districts are doing
    • We’ll look at some examples
a call to action
A call to action…

Our MEAP writing scores were significantly lower this year, and quite frankly, cause for alarm.

Our reading scores were high, which indicated that students comprehended the test material, but were largely unable to respond satisfactorily to the written portion of the MEAP.

slide9
Looking at the data, we discovered that 40 of 149 seventh graders missed a Level 1 or 2 score on the writing portion of the MEAP by one point! Further, examining the comment codes, the majority of those 40 students received comment code number three, which is, "Needs details and examples to adequately develop the ideas and content".

The elementary schools had similar results, so we knew we needed to take a look at writing instruction, with emphasis on satisfying a given rubric.

slide10
We hired, on a consultant basis for 60 days of the school year, a recently retired highly competent sixth grade teacher who has instant credibility both with students and staff.

She is working with all elementary and middle school teachers primarily to define a consistent vocabulary used in writing, and to provide instruction and practice in written responses to various reading selections

slide11
We hope that our focus on writing will make a difference in our MEAP writing scores for this and future years.

Jane Hornick

Assistant Superintendent

Parchment School District

re rostering
Re-rostering

The re-rostering of student data is a district-wide service offered to all of our schools.

Re-rostering takes static data and makes it dynamic by reorgainizing it in such a way as to reflect the current students enrolled in a school or individual class room.

Teachers can receive reports in alpha order, rank order, review individual data or data for an entire class.

slide13
These data are refreshed on a regular basis and reflect actual student enrollments. One very exciting addition to this service is a new report for this year.

We are able to give teachers information on the number and percent of students who received a particular comment code for the MEAP reading and writing tests.

slide14
This is an additional tool that is used to inform the instructional process.

Karen Ridgeway

Director of Assessment

Detroit Public Schools

rerostered assessment results

Rerostered Assessment Results

Detroit Public Schools

Current Assessment Data For Use the First Day of School

2004/2005

what are rerostered reports
What are Rerostered Reports?
  • A reorganization of assessment results in such a way that they reflect the current configuration of the students and teachers assigned to a school or class
what are the advantages of using rerostered reports
What are the Advantages of Using Rerostered Reports?
  • Information about the students in each of your current classrooms is available and will be refreshed on a regular basis
  • As students enroll in class or class configurations change, so will the reports
what are the advantages of using rerostered reports1
What are the Advantages of Using Rerostered Reports?
  • There is no need to start the school year by administering a pre-test
  • Instruction can begin the very first day of school
what are the available rerostered reports
What are the Available Rerostered Reports?
  • MEAP Winter and Spring 2004 (Alpha) Class Report
  • MEAP Winter and Spring 2004 Rank Order Report
  • MIP Reading Spring 2004 (Alpha) Class Report
  • MIP Reading Spring 2004 Rank Order Report
  • MIP Mathematics Spring 2004 (Alpha) Class Report
  • MIP Mathematics Spring 2004 Rank Order Report
  • TerraNova Spring 2004 (Alpha) Class Report
  • TerraNova Spring 2004 Rank Order Report
are there new rerostered reports this year
Are there New Rerostered Reports this Year?
  • Michigan Educational Assessment Program Reading Selection Comment Code Report
  • Michigan Educational Assessment Program Writing Selection Comment Code Report

Identifies the percent of students receiving each comment code

how should these reports be used
How Should these Reports be Used?
  • Informing the Instructional Process
  • Individual Student Performance
  • Group Performance
  • Group Identification for Specific Program Interventions (Algebraic Thinking, Before/After School Programs)
how will schools access these reports
How will Schools Access these Reports?
  • Electronic Delivery-Cognos Website Access
  • Includes a Tutorial
  • Secure User ID and Password required
  • Available to DPS principals only
slide23

What can Schools do

the Ensure Accurate

and Timely Delivery of

Rerostered Reports?

All the pieces must fit!

Master

Schedule

Data

IT

your assistance is required
Your Assistance is Required!
  • These reports are built on the framework of your master schedules
  • Useable data is only available if you have entered your master schedules on the system
questions comments concerns
Questions, Comments Concerns

Office of Research, Evaluation and Assessment

7430 Second Avenue, Suite 100

Telephone: 873 - 6601

Fax Line: 873 - 6446

Have a Wonderful and Productive School Year Using Data Toward a Laser-like Focus on Student Learning!

using a model
Using a model

We are using the Michigan Association of School Boards (MASB) Data 2 Results model for incorporating our MEAP data into our curriculum planning.

We do the following:

  • Use TestWiz to pull aggregated and disaggregated information regarding test results for specific school populations and share this information with staff
  • Graph our performance data and present this information to staff
slide27
In addition, we provide all core teachers with a detailed gap analysis report complete with all benchmarks where our district fell below the state average.

The analysis also provides instructional examples, assessment examples, resources and key concepts from the MICLiMB project and Michigan Teacher Network. Curriculum materials are analyzed and adjustments are made as needed.

Laurie Kinney

Technology and Data Coordinator

Cadillac Area Public Schools

bridging the gap
Bridging the gap

We utilized a very effective program for gathering and disseminating data to the teachers so that they would be able to bridge the gap in what is being taught and what each individual student is lacking regarding the benchmarks in the area of math.

The first step is to align the school math program (Saxon) for each grade level with the grade level content standards.

plugging the gaps
Plugging the Gaps
  • Linden has been using testing results to determine the benchmarks that students have difficulty with.
slide32
The third step is to teach the skills that have been identified in the gap analysis process.

Kathy Russell

Linden Charter Academy

prioritizing math goals
Prioritizing Math Goals
  • Analyzing test results for specific content areas that are immediately attainable, Linden will be able to focus education resources appropriately.
  • By categorizing the benchmarks, Linden will be able to set short term, long term, and mid-range plans for meeting our Math goal of 100% proficiency.
  • This will allow for the fastest achievement gains for our students.
  • This will provide the quickest performance gains on state testing for Linden.

STG

MRG

LTG

take the first steps
Take the first steps…
  • Review what other schools and districts are doing
  • Consider how similar programs might work for your school
  • Don’t be afraid to build on the success of others
getting data off the shelf2
Getting DataOff The Shelf

Presented by Jim Griffiths

Test Administration & Reporting Coordinator

Michigan Educational Assessment Program

Email: GriffithsJ@michigan.gov

Phone: 517-373-4332

Copies of this presentation: FeldpauschT@michigan.gov