LIGHTS, CAMERA ….

ACADEMIC DATA

at the Elementary Level Cammie Neal and Jennifer Schau Forsyth County Schools

Summative vs. Formative



Sum mative 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 

Form ative Assessment: focus is on student achievement during instruction. Determines effectiveness of instruction

  Pre-test Weekly quizzes  Running record

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

 Measurable

Data MUSTS

 Reliable  Valid

Georgia Regulations

 (2) …. a specific learning disability ….must be directly related to a pervasive processing deficit and to the interventions ….

demonstrated by a child’s response to scientific, research-based This is clearly documented by the child’s response to instruction as review of the progress monitoring plans….

available in general education and Student Support Team intervention

Pyramid of Interventions Tier IV Tier III 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

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

*DIBELS http://dibels.uoregon.edu/

Sample for Fluency

Sample for Vocabulary

* AIMSweb Samples for Comprehension AIMSweb 3 minute MAZE Probe

 Basic facts  Computation  Problem Solving

Math

Basic Facts

* AIMSweb Scored for digits correct

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

A “Correct Digit” Is the Right Numeral in the Right Place

4507 2146

2361 4 correct digits

4507 2146

2

4

61 3 correct digits

4507 2146

2

44

1 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

Problem Solving

 ????

 Possibility – Monitoring Basic Skills Progress (MBSP blackline masters)

Writing

 Written Expression  Spelling

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

Sample of Spelling

* * AIMSweb Scored for - Correct Letter Sequence CLS

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/browsebytopic 04.html

Resources – (Low to No Cost Products)     http://ntuaft.com/Departments/Research___Communication/Special Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/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) [email protected]

(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: [email protected]

Georgia State University P.O. Box 3980 Atlanta, GA 30302 404-413-8176

 Cammie Neal [email protected]

 770 887-2461 x202350  Jennifer Schau [email protected]

 770 887-2461 x202344