progress monitoring for success cao november 13, 2012
TRANSCRIPT
PROGRESS MONITORING FOR SUCCESS
CAONovember 13, 2012
Coming together is a beginning; keeping together is progress; working together is success. Henry Ford
The Destination
• Thirty five years ago, only 12% of U.S. jobs required some postsecondary training• 16% required a Bachelor’s
degree or higher
Source: Achieve, American Diploma Project
The Destination
• 8 in 10 U.S. jobs in the next decade will require postsecondary education or training
Source: Achieve, American Diploma Project
22%
45%
33%
Low Skill Middle Skill High Skill
The Destination
• PARCC – College and Career Ready Determination– The policy specifically states students earn a CCRD
by performing at level 4 of 5:• in ELA/literacy and enroll in College English Composition,
Literature, and technical courses requiring college-level reading and writing• Mathematics and enroll in College Algebra, Introductory
College Statistics, and technical courses requiring an equivalent level of mathematics
Source: PARCC
The CCSS and PARCC build a pathway to the knowledge and skills needed to prepare all students for college and career readiness.
The Destination
“If you don't know where you are going, any road will get you there.”
Lewis Carroll
Agenda
Where Are We Now?College and Career ReadinessFCAT 2.0 Proficiency Rates
How Do We Get There?Comprehensive Assessment SystemBaseline DataInterim AssessmentsProgress Monitoring
FY2008-FY2012: AP Participation
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 0.36 0.378000000000001
0.536 0.527 0.506
Black 0.151 0.164 0.29 0.299 0.249
Hispanic 0.346000000000001
0.380000000000001
0.553 0.487 0.467
White 0.44 0.453 0.591 0.631000000000002
0.616000000000002
13%
38%
63%
88%
SDPBC Black Hispanic White DREA
FY2008-FY2012: AP Performance
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 0.515 0.526 0.481 0.508 0.55
Black 0.26 0.267 0.19 0.228 0.288
Hispanic 0.52 0.507 0.467 0.48 0.515
White 0.552 0.581 0.561 0.584 0.616000000000002
13%
38%
63%
88%
SDPBC Black Hispanic White DREA
FY2008-FY2012: SAT Participation
DREA
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 0.54 0.46 0.53 0.89 0.690000000000001
Black 0.34 0.310000000000001
0.34 0.68 0.59
Hispanic 0.47 0.42 0.46 0.8 0.620000000000001
White 0.610000000000001
0.53 0.620000000000001
0.850000000000001
0.720000000000001
13%
38%
63%
88%
SDPBC Black Hispanic White
FY2008-FY2012: SAT Critical Reading Performance
DREA
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 501 501 491 445 478
Black 440 438 427 390 405
Hispanic 484 489 481 434 469
White 525 526 520 500 524
300
500
700
SDPBC Black Hispanic White
FY2008-FY2012: SAT Math Performance
DREA
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 506 507 498 452 484
Black 434 435 424 392 405
Hispanic 488 490 480 441 472
White 533 535 530 508 531
300
500
700
SDPBC Black Hispanic White
FY2008-FY2012: SAT Writing Performance
DREA
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 484 484 474 433 463
Black 423 423 409 381 389
Hispanic 467 472 462 424 453
White 508 507 504 487 509
300
500
700
SDPBC Black Hispanic White
FY2008-FY2012: ACT Participation
DREA
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 0.47 0.57 0.600000000000001
0.56 0.620000000000001
Black 0.55 0.650000000000002
0.650000000000002
0.630000000000001
0.720000000000001
Hispanic 0.42 0.49 0.5 0.43 0.610000000000001
White 0.42 0.45 0.4 0.380000000000001
0.5
13%
38%
63%
88%
SDPBC Black Hispanic White
FY2008-FY2012: ACT Reading Performance
DREA
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 61.4 56.4 53.7 59 59.6
Black 34.3 31.4 33.9 41 42.8
Hispanic 51.4 47.2 48.9 54.8 54.1
White 82.7 80.5 77.8 82.5 80.8
12.5
37.5
62.5
87.5
SDPBC Black Hispanic White
FY2008-FY2012: ACT Math Performance
DREA
FY2008 FY2009 FY2010 FY2011 FY2012
SDPBC 54.5 48.2 41.8 45.1 45.7
Black 22.8 19.9 19.2 22.1 21.2
Hispanic 47.5 39.7 37.2 39.8 44.1
White 76.6 74.3 67.6 72.8 71.6
12.5
37.5
62.5
87.5
SDPBC Black Hispanic White
Graduation RatesProbability by Prior FCAT Score
FY2011 Graduation Probability Using Previous FCAT 2.0 Reading Levels
Level 1 Level 2 Level 3 Level 4 Level 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Gr 3 FY02Gr 4 FY03Gr 5 FY04Gr 6 FY05Gr 7 FY06Gr 8 FY07Gr 9 FY08Gr 10 FY09
FY2011 Graduation Probability Using Previous FCAT 2.0 Math Levels
Level 1 Level 2 Level 3 Level 4 Level 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Gr 3 FY02Gr 4 FY03Gr 5 FY04Gr 6 FY05Gr 7 FY06Gr 8 FY07Gr 9 FY08Gr 10 FY09
College Ready RatesProbability by Prior FCAT Scores
FY2011 College Ready Probability Using Previous FCAT 2.0 Reading Levels
Level 1 Level 2 Level 3 Level 4 Level 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Gr 3 FY02Gr 4 FY03Gr 5 FY04Gr 6 FY05Gr 7 FY06Gr 8 FY07Gr 9 FY08Gr 10 FY09
FY2011 College Ready Probability Using Previous FCAT 2.0 Math Levels
Level 1 Level 2 Level 3 Level 4 Level 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Gr 3 FY02Gr 4 FY03Gr 5 FY04Gr 6 FY05Gr 7 FY06Gr 8 FY07Gr 9 FY08Gr 10 FY09
Progress Monitoring Towards College and Career Readiness
Using a Comprehensive Assessment System to Inform Instruction and
Make Data-Driven Decisions
State: Assessment
District: Benchmark
Assessments
School: Unit Tests
Teacher: Daily Monitoring
State: Assessment
Teacher: Daily Monitoring
Practices of High Performing Schools-Comprehensive and
Balanced Assessment System
Teacher-Created• Quizzes, Chapter Tests
Purchased • ExamView, Gizmo, Think Central, Unit
Tests
Summative Assessments
Baseline and Mid-year Diagnostics
Mini Assessments- AKA (IBMs)
Daily Monitoring, including item banks
Types of Interim Assessments in Palm Beach County
Fall and Winter Diagnostics, FAIR, Palm Beach Writes
FCAT 2.0/FL EOC
IBMsMBAs
Florida AchievesFlorida Ready
High Performing DistrictsSDPBC
MARZANO
• Communicating Clear Learning Goals
• Deliver Effective Instruction
• Track Student Progress
Essential: Rigorous Standards And Effective Instruction
• District: monitor curriculum, instruction, and assessment throughout the system and adjust systematically in response to data
• School: utilize multiple forms of assessments and data to drive instruction
• Classroom: give prompt and specific feedback to students on their data from frequent informal and formal assessments
ASSESS• Baseline
SDPBC Assessment
System
ELEMENTARY
School Change in Reading Percent ProficientFCAT 2.0 to Fall Diagnostic
Elementary: All Students Tested
School Change in Math Percent ProficientFCAT 2.0 to Diagnostic
Elementary: All Students Tested
MIDDLE
School Change in Reading Percent ProficientFCAT 2.0 to Diagnostic
Middle: All Students Tested
School Change in Math Percent ProficientFCAT 2.0 to Diagnostic
Middle: All Students Tested
HIGH
School Change in Reading Percent ProficientFCAT 2.0 to Diagnostic
High: All Students Tested
BASELINE EDW REPORTSProgress Monitoring
Monitoring Reports Status Update
• Monitoring Progress Toward A+ Goals Elementary – RTOOA0380 - includes 800 pts
• Monitoring Progress Toward A+ Goals for Middle Schools – RTOOA0530 - includes 800 pts and Accelerated Participation courses
• Monitoring Progress Toward A+ Goals for High Schools – RTOOA0445 - includes 1600 pts
Summary reports to monitor Fall and Winter Diagnostic Assessments results in Reading, Mathematics, and Science.
Diagnostic Questions
What was the percent tested?
What was the percent proficient in Reading, Math, and Science?
Diagnostic Questions
What was the percent tested?
What was the percent proficient in Reading, Math (including Algebra 1 EOC), and Science?
Was there improvement in the Accelerated Participation and Performance?
Diagnostic Questions
What was the percent tested?
What was the percent proficient in Reading, Algebra 1 EOC?
Analyze
Assess to Determine Baseline
Data Mining
ASSESS• Baseline
ANALYZE • Student
results
SDPBC Assessment
System
EDW STUDENT LISTING REPORTSProgress Monitoring
Student Listing Reports Status Update
• Reading Profile (Most Recent)-RTSOR0036• Mathematics Profile (Most Recent)-
RTSOM0037• Writing Profile-RTSFW0123• Science Profile-RTSFS0121
Profile reports are student listings of multiple assessment results in Reading, Mathematics, Writing, and Science.
FCAT FAIR DIAG RRR SRI
Analyze students’ scores across all assessments.
FCAT EOC-A EOC-G DIAGDIAGEOC-A
DIAGEOC-G
All Students are included in this report
Compare Writing Scores
Did students improve writing scores?
Were all students assessed in Periods 1, 2, and 3?
FCAT EOC -B DEOC -BSDIAG
Do all students have a Diagnostic score?
Diagnostic Reading and Mathematics Gains Reports
• Diagnostic Reading Gains— RTSDR0095• Diagnostic Math Gains –RTSDM0096
Gains reports are student listings showing comparisons of prior FCAT Reading Level or FCAT Mathematics Level versus current Fall Diagnostics Predicted Levels
Green “” represents improvementin levels
Red “X” represents decline in levels
INFORMING INSTRUCTION
Diagnostic Interactive Reports
• Interactive Diagnostic Roster Report-RTSDA0472• Interactive Diagnostic EOC Roster Report-
RTSDA0479
Interactive reports show results at District, school, and classroom levels on the FCAT Diagnostic Fall assessments. Report shows individual question responses, percent correct, and distractor information.
School ViewSchool Diagnostic Results and District Results
Class ViewClass roster with individual student results
EOC School and District ViewAlgebra 1, Geometry, or Biology 1
School and District Results
Diagnostic Interactive Reports
• Individual Interactive Roster Reports-RTSDA0527
Individual student view shows a single student’s question responses, percent correct, and distractor information.
Individual Student ViewNEW
Student Answers to Questions
Diagnostic Diamond Report
• Diagnostic Diamond Report-RTODA0173
Diagnostic Diamond report compares the school benchmark performance against District benchmark performance and compares previous year results of same questions.NEW: compare all sections of same teacher compare all teachers of same course
Opportunity to Learn
• Articulates a rigorous standards– (Know the targets)
• Monitors extent teachers cover the standards– (Know the teachers)
• Utilizes assessments based on the standards– (Know the students)
Guiding StepsStep 1: Sort by benchmark
A. Look at diff columnB. Look at questions most negatively different from
the districtI. Is it easy (>=75%), hard (<=25%) or in between for
DistrictII. Ask: Has it been taught?
C. Look for patterns byI. BenchmarkII. FocusIII. QuestionIV. Ask: Has it been taught?
Administrator is able to compare teacher-class- sections
Enhanced Diamond Report in New EDW
Administrator is able to review class results by teachers
Enhanced Diamond Report in New EDW
Enhanced Diamond Report in EDW for Teachers
Teacher is able to review class results by sections
Palm Beach Writes Reports
• Individual Interactive Roster Reports-RTSDA0527
Summary report shows school, grade level, the number of students assigned to the school, PBW test type, the number of students taking the test, the participation rate and the Score 3 plus and 4 plus Counts and percents for the Assessment Period selected.
School 1
School 2
School 3School 4
School 5
School 10School 9School 8School 7
School 6
School 11 School 12
School 13School 14School 15
School 16
Palm Beach Writes
Palm Beach Writes report is a student listingshowing current year Palm Beach Writes dates,scores and test types.
•Palm Beach Writes - RTSCW0146
Do students have a current assessment period score?
Are students improving over time?
Analyze
Act
Assess to Determine Baseline
Instructional Strategies and Feedback
Data Mining
ASSESS• Baseline
ANALYZE • Student
results
ACT• Instructio
n
SDPBC Assessment
System
Analyze
Act
Assess, Analyze, and Act
Assess to Determine Baseline
Florida Continuous Improvement Model
Instructional Strategies and Feedback
Data Mining
ASSESS• Minute-by-
minute• Daily• Weekly• Unit/Chapter• Interim
Benchmarks• Diagnostics
ANALYZE • Student
results
ACT• Instructio
n• Give
feedback• Review• Reteach • Enrich SDPBC
Assessment System
InstructionInstruction Minute-by-minute Monitoring
Minute-by-minute Monitoring
Provide feedbackProvide feedback
Provide feedbackProvide feedback Daily MonitoringDaily Monitoring
InstructionInstruction Unit/Chapter Monitoring
Unit/Chapter Monitoring
InstructionInstruction Interim Benchmark Monitoring
Interim Benchmark Monitoring
SDPBC Classroom Assessment Cycle
InstructionInstruction
Provide feedbackProvide feedback
Provide feedbackProvide feedback
InstructionInstruction DiagnosticsDiagnosticsProvide feedbackProvide feedback
RememberFormative Assessments
•Marzano recommends using a formative assessment approach to tracking student progress.• Formative assessments are:– administered while students are learning new
information and skills– used to make adjustments and plan further
learning experiences
Consistent Monitoring
Who is monitored?
Whymonitor?
Who benefits from
monitoring?
How are the results used?
allstudents
determine acquired
knowledge
teachers,students,parents
•plan/revise/guide /enrichinstruction
•set goals•monitor progress
•group for instruction
Determining what students know and are able to do
Consistent Monitoring
Who is monitored?
Whymonitor?
Who benefits from
monitoring?
How are the results used?
allstudents
determine acquired
knowledge
teachers,students,parents
•plan/revise/guide /enrichinstruction
•set goals•monitor progress
•group for instruction
Determining what students know and are able to do
Tracking student progress using formative assessments provide a
view of students’ learning over time.
Purpose of Interim Assessments
• Help to monitor the established learning goals
• Track student progress towards learning goals using a formative approach
• Provides a platform for targeted instruction
• Variety of forms
Teacher-Created• Quizzes, Chapter Tests
Purchased • ExamView, Gizmo, Think Central, Unit
Tests
Summative Assessments
Baseline and Mid-year Diagnostics
Mini Assessments- AKA (IBMs)
Daily Monitoring, including item banks
Types of Interim Assessments in Palm Beach County
Fall and Winter Diagnostics FAIR, Palm Beach Writes
FCAT 2.0/FL EOC
IBMsMBAs
Florida AchievesFlorida Ready
High Performing DistrictsSDPBC
CORE
K12
• CORE K12 • Can be used at each level of the
formative assessment process– Teacher created– IBMs–MBAs–Diagnostics
Data that Impacts Instruction
• Access to reports that are immediate and actionable for:–Students–Teachers
Data that Impacts Instruction
• Assessment Results Report– form instructional
groups based on common weaknesses
Data that Impacts Instruction
• Aggregate Item Performance Report–All classes for a single report identify grade
level themes for weaknesses
Data that Impacts Instruction
• Item Performance Report– Target misconceptions within a class or for
an individual student
Data that Impacts Instruction
• Performance Band Report–Compare
students’ results by class to identify effective teaching strategies
Data that Impacts Instruction
Data that Impacts Instruction
FAIR• PMRN • Student Details Report• 3 Parts
1. Reading Comprehension
2. Maze3. Word Analysis
Data that Impacts InstructionFAIR – Section 1• Reading Comprehension– Text Complexity–Comprehension Skills
Data that Impacts Instruction
FAIR – Section 2• Maze– Fluency Analysis– Sentence Structure
Issues
Data that Impacts Instruction
FAIR – Section 3• Word Analysis –Decoding Issues
Analyze
Act
Assess, Analyze, and Act
Graduation
Assess to Determine Baseline
FCAT, FCAT 2.0, EOCs
Florida Continuous Improvement Model
Instructional Strategies and Feedback
Data Mining
Analyze
Act
Assess, Analyze, and Act
Graduation
College and Career Ready
Measures
Assess to Determine Baseline
AP, SAT, ACT, P.E.R.T.
FCAT, FCAT 2.0, EOCs
Florida Continuous Improvement Model
Instructional Strategies and Feedback
Data Mining
Analyze
Act
Assess, Analyze, and Act
Graduation
College and Career Ready
Measures
Success in Global
Economy
Assess to Determine Baseline
Driving Force
AP, SAT, ACT, P.E.R.T.
FCAT, FCAT 2.0, EOCs
Florida Continuous Improvement Model
Instructional Strategies and Feedback
Data Mining
Contact Information
Division of Quality Assurance
Progress Monitoring: Dr. Frank RodriguezCollege Readiness:Mr. Mark HowardEDW Reports: Mrs. Diane Conley
Dr. Sandra Raymond Roberts
CORE K12: Dr. Carla P. Kendall