Data: What Does it Tell Us?

Presented byKathleen Lauzé, Director of Teaching, Learning and Curriculum

Beth Chamberland, Principal, Bryn Mawr SchoolBeth Chase, Principal, Mary D. Stone School

Deb Kozik, Principal, Pakachoag SchoolSusan Lopez, Principal, Julia Bancroft School Joe Gagnon, Principal, Auburn Middle School

Casey Handfield, Principal, Auburn High School

Data: What is it?

“Factual information, especially information organized for analysis or used to reason or make decisions.”

-The American Heritage Dictionary

Why use data?

“You can answer almost any question about the effectiveness of a school by gathering, intersecting, and analyzing four kinds of data.”

Victoria Bernhardt (2003) No Schools Left Behind. Educational Leadership.p.1

Four Types� Demographic – describes the students, staff,

school and surrounding community

� Perceptions- gathered through questionnaires, interviews, and observations

� School Processes – school’s programs, instructional strategies, assessment strategies and classroom practices

� Student Learning – norm-referenced tests, criterion-referenced tests, standards assessments, teacher assigned grades, and authentic assessments

Developmental Reading Assessment-Second Edition

DRA 2

DRA 2

� Gives the teachers the tools needed to assess reading accuracy, reading fluency, and reading comprehension

� Identifies the student’s reading achievement and assigns a level

� Documents student progress throughout the current school year and beyond

DRA2 Expected Benchmark Level

� End of Kindergarten Level 4

� End of Grade One Level 18

� End of Grade Two Level 34

� End of Grade Three Level 40

� *Any student who does not achieve level 40 by the end of grade 3 is monitored and supported in subsequent grades.

Samples of Each Reading Level

Samples of Each Reading Level

Samples of Each Reading Level

Samples of Each Reading Level

What do we do with this information?

� Data Teams meet three times each year to review progress

� Reading level is used to determine guided reading groupings

� Reading level is used to determine intervention activities focused on either fluency, comprehension, or summarization

DIBELSDynamic Indicators of Basic Early Literacy Skills

DIBELS

� Administered 3 times/year

� Kindergarten – Grade 5

� Quick, efficient indicators of literacy development

� Benchmarks for each measure

DIBELS

Based on the “Big Five” areas of reading as identified by the National Reading Panel:

� Phonemic Awareness

� Phonics

� Fluency

�Vocabulary

�Comprehension

DIBELS

� Phonemic Awareness

� Phonics

� Fluency & Accuracy

Initial Sound Fluency (K)Phoneme Segmentation(K, 1st)

Letter Naming Fluency (K)Nonsense Word Fluency(K, 1st, 2nd)

Oral Reading Fluency(1st- 5th)

Data Analysis� Review results by school & grade level –class by class ~~ student by student

� Diagnose skill deficits

� Create skills groups

� Design interventions- focused instruction

� Create Progress Monitoring plan

� Review trends by grade levels

Benchmarks

�No Risk

�Some Risk

�At Risk

Progress Monitoring

� Weekly for At-Risk students

� Bi-weekly for Some Risk students

� Administer similar assessments to ensure adequate growth:

Ambitious

Typical/Realistic

Less than Typical

DIVS

Dynamic Indicators of Vocabulary Skills

�Administered to 4 year old students in the Auburn Preschool 3 times/year

DIVS� 2 Assessments:

Picture Naming Fluency

Reverse Definition

Fluency

�Students are coded as:

Established

Emerging

Deficit

OPEN RESPONSE QUESTIONS

A look at ORQs from the state reporting level to the student

work product.

MCAS Open Response Questions are scored on 0 to 4 point rubrics created specifically for the question being posed.

Auburn - GRADE 05 SCIENCE AND TECHNOLOGY

AVERAGE ITEM SCORE

ITEM TYPE REPORTING STANDARD AUBURN STATE

CATEGORY

08 OR LS 9 2.79 2.51

2011 Spring Release, Science and Technology/Enginee ring - Grade 5Question 8: Open-ResponseReporting Category: Life Science

Standard: 9 - Recognize plant behaviors, such as the way seedlings' stems grow toward light and their roots grow downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate, and other animals migrate.

Massachusetts is home to many plants and animals, including the organisms in the list below.

maple treemonarch butterflyrobinsquirrel

Each of these organisms responds to seasonal changes with specific behaviors.*Identify one organism from the list that migrates.*Describe one seasonal change that causes organisms to migrate.*Describe two behaviors that allow organisms that stay in Massachusetts all year to survive seasonal changes.

Scoring Guide and Sample Student Work

Score Description

� 4 The response demonstrates a thorough understanding that many plants and animals can survive harsh environments because of seasonal behaviors. The response correctly identifiesone organism that migrates and clearly describes one seasonal change that causes migration. The response clearly describes twobehaviors that allow organisms to survive seasonal changes.

� 3 The response demonstrates a general understanding that many plants and animals can survive harsh environments because of seasonal behaviors.

� 2 The response demonstrates a limited understanding that many plants and animals can survive harsh environments because of seasonal behaviors.

� 1 The response demonstrates a minimal understanding that many plants and animals can survive harsh environments because of seasonal behaviors.

� 0 The response is incorrect or contains some correct work that isirrelevant to the skill or concept being measured.

2011 MCASGrade 5 Science and Technology/Engineering Question 8 - Score Point 4

GRADE 3

Auburn - GRADE 03 READING

ITEM TYPE CATEGORY STANDARD AUBURN STATE

11 OR LT 3.12 2.45 2.22

2011 Spring Release, English Language Arts - Grade 3Question 11: Open-ResponseReporting Category: Reading and LiteratureTopic: 12 - Fiction

View Reading Selection

� Based on the story, explain how the big orange splot causes the neighborhood to change. Support your answer with important details from the story.

Scoring Guide and Sample Student Work

Score Description

� 4 The response is a clear, complete, and accurate explanation of how the big orange splot causes the neighborhood to change. The response includes important details from the story.

� 3 The response is a mostly clear, complete, and accurate explanation of how the big orange splot causes the neighborhood to change. The response includes relevant but often general details from the story.

� 2 The response is a partial explanation of how the big orange splot causes the neighborhood to change. The response includes limiteddetails from the story and may include misinterpretations.

� 1 The response is a minimal explanation of how the big orange splot causes the neighborhood to change. The response includes few or no details from the story and may include misinterpretations. OR The response relates minimally to the task.

� 0 The response is incorrect or irrelevant or contains insufficient information to demonstrate comprehension.

This response is a clear, complete, and accurate explanation of how the big orange splot causes the neighborhood to change. It explains that Mr. Plumbean decides to “make his house like his dream.” His neighbors are upset until they go to speak with him and then decide to make their own houses look like their dreams also. The closing sentence of this response simply restates the question and does not add any additional information to support understanding. Important details are included in the explanation. Score Point 4

This response is a partial explanation of how the big orange splot causes the neighborhood to change. It mentions that Mr. Plumbean convinces his neighbors to make their houses look like their dreams, but it is not clear exactly how the houses change, or what effect the orange splot has. Details from the story are limited. SCORE 2

2011 Spring Release, English Language Arts - Grade 5Question 11: Open-ResponseReporting Category: Reading and LiteratureTopic: 13 - Nonfiction

View Reading Selection

� Based on the selection, describe the difficulties the Warsaw girls’basketball team overcame to win the state championship. Support your answer with important details from the selection.

Math DataAnalysis and Application

� Benchmarking

� Comparative and Cumulative

� Everyday Math

� Informed Decision Making

� Student Specific Instruction

Student Item Analysis January

Score Addition SubtractionEstimation - Mult iplication Division Decimal/sub Decimal/mult Variables Place value

Order of operat ions Mean Divisibility Factoring Exponents

1 2 3 4 5 6 7 8 9 10 11 12 13

88% X

51% X X X X X

59% X X X

63% X X

73% X X

80% X X

41% X X X X X

64% X X X X X

63% X X

68% X

54% X X X X X X X

Sample Data Analysis

Math Benchmark Mid-Year Assessment

Data Analysis by GradeMid-Year Exam

Number of students achieving a raw score < 19:

15 of 82 18%

Number of students achieving a raw score 20 - 29:

46 of 82 56%

Number of students achieving a raw score 30 to 40:

21 of 82 26%

Grade 4 Number of students achieving a score < 39:

9 of 83 11%

Number of students achieving a score 40 to 69:

54 of 83 65%

Number of students achieving a raw score 70 or above:

20 of 83 24%

Grade 5 Number of students achieving a score < 39:

12 of 88 14%

Number of students achieving a score 40 to 69:

54 of 88 61%

Number of students achieving a raw score 70 or above:

22 of 88 25%

Grade 3

Everyday Math Unit __6____ Teacher’s Name__Jane Doe__ # of Students__22__ Secure Students

__Sally, Angie, Mark, Jill, Tom, Mary, Brian, Jane, Joe_Reteach Skills Intervention small group_________

Differentiated Instruction

Skill-___Parallel Lines__________________EmilyJimmy

Skill-___Intersecting Lines__________________Emily Jimmy Tabby

Skill-_Shapes - Identifying____________________IssyAmeliaNikki

Skill-_____.4 vs. .04_______________Tammy AmyTati FrancieSueJohn

Skill-___Faces Bases Edges__________________SydneyIssyEmilyJohn Anthony

Skill-______Right Angles______________NikkiRich Deb

Interventions

� Title One/Math Paraprofessionals

� Homogeneous groupings

� Small group skill work

� Technology integration

� Re-assess

Auburn Middle School

Benchmark Data

Action Plan

Benchmark Tests

� ELA 6-7-8

� Math 6-7-8

� Science 6-7-8

� Social Studies 6-7-8

� Reading 6 only

October – March

October – March

October – March

October – March

September-June

� Pre Post

Grade 7 2011/2012 Formative DataDecember Math Benchmark Test ~ ASSISTment Problem Set 37100

Math Skill Tested Ruby EmeraldMA Math Framework

Strand ASSISTment Problem #

Absolute Value 71% 65% 7N4 226960 226961 226962

Addition and Subtraction Integers 42% 39% 7N7 226965 226963 226968

Addition and Subtraction Fractions 59% 53% 7N6, 7N7, 7N9 226957 226976 226956

Picking Equation and Expression From Choices, Substitution

57% 52%7P2

226969 226971 226967

Point Plotting 73% 79% 7G4 161234 226977

Multiplication and Division Integers 77% 72% 7N7 226964 226966

Addition and Subtraction Positive Decimals 91% 100% 7N7 226954

Order of Operations All 83% 88% 7N5 226969

Multiplication and Division Positive Decimals 70% 72% 7N7 226955

Multiplication Fractions 58% 64% 7N7, 7N9 226959

Data Collection Exemplar

Math Class (Bastien/Moran) Continue with “Mastery Learning” through ASSISTments to reassess and relearn fraction and integer operationsIncorporate fractions and integers into current math work. For example, during the geometry unit, incorporate fractions into dimensions.Re-teach fractions and integers during Problem of the DayRevisit fractions and integers using Problem of the Week (MCAS ORQ)Reassess fractions addition, subtraction, multiplication and division on March Benchmark TestReassess integer addition and subtraction on March Benchmark Test

Math II Class (Robbins/Sebring)Re-teach and practice all four operations with fractions and integersIncorporate “hands-on” activities that promote deeper comprehension of fractions and integersPeriodically allow time for students to work on “Mastery Learning,” through ASSISTments (John & Kim can provide ASSISTments reports that identify any Mastery Learning that is past due)Assist students with Problem of the Week assigned in regular math class

Action Plan

Parent/TeamIEP/504

Grade LevelMeetings

Parent/TeamIEP/504

Department Curriculum

Counterpart

Department Curriculum

Counterpart

Best Practices

Benchmark Tests

Interdisciplinary Units

Field Trips

Positive Student Motivation PBIS

Projects Community Service Learning

Guidance Concerns

Professional Learning Communities

TEAM TIME (45 MINUTES)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pacing GuidesData Review

Progress Monitoring

Pacing GuidesData Review

Progress Monitoring

Positive Student Motivation PBIS

Projects Community Service Learning

Guidance Concerns

“Safety Nets ”

� Math II

� ELA II

� After school tutoring

� After school teacher led study sections

� Specialized instruction, IEP, 504

� “Do Over” Rick Wormeli philosophy

� “Do it over until you get it right.”

Acad

emic

Social

Emo

tio

nal

Auburn High SchoolAuburn High School

Baseline Testing

(Pre-test)

Midpoint Measure

(Adjustments)

Final Measurement

(Post-test)

Final Measurement

(Post-test)

Informal Assessment Informal Assessment

Content, Skills, Focus on ORQ, DBQ, CRITICAL READING/WRITING

Pre – Post TestingPre – Post Testing

� Analysis of previous year’s results

� Students in danger of not achieving

success based on Grade 8

achievement

� Longitudinal comparison – are we

missing something (ORQ)?

� Pre-Remediation / Remediation

Program

MCAS / 632 GrantMCAS / 632 Grant

10th and 11th graders take

PSAT at AHS.

Individualized information

for improvement.

Target students for AP via

AP POTENTIAL.

11th and 12th SAT

Critical Reading/Writing

Targeted areas across

Curriculum.

Students who experience at least ONE AP

course:

TREND HIGHER in areas of

successful completion of

freshman year of college and

completing 4-year degree.

AP Potential shows us

candidates.

87 students to over 200

next year in 12 offerings.

PSAT/ SAT AP

PSAT/SAT/APPSAT/SAT/AP

AUBURN HIGH SCHOOL

Social and Civic Expectations Report

2011-2012

Name: ____________ Grade : ___________ Code Description

4 Always

3 Usually

2 Sometimes

1 Rarely

Responds open-mindedly to different ideas, cultures, values, and traditions.

Collaborates effectively and respectfully with diverse teams.

Prioritizes, plans, and manages responsibilities to achieve realistic and evolving goals.

Demonstrates respect for self, others, and the school community through ethical

behavior.

Social and Civic Expectations

• Student interaction within school community

• Student interaction with peers

• Student interaction with faculty/staff

Youth Risk Behavior SurveyYouth Risk Behavior Survey

Boston College Anti-Bullying Initiative

Acad

emic

Social

Emo

tio

nal

Auburn High School Auburn High School

In the end…

“Gathering data for its own sake is counterproductive and often results in analysis paralysis. The goal of using data to improve learning for all students should always be paramount.”

-Victoria Bernhardt