Preschool PowerPoint - Secondary Language Arts Learning Gains by haiSU1

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									         2006
      HURRICANE
        NAMES
                         Looks Like
Analyze     In-service    Another
Basal       J-Curve      Challenging
CRISS       Kagan           Year
DIBELS      Lee
Educate     Marzano
FCAT        Norm
Gains       Order
Histogram   Pareto
             Learning Gains
Outcomes:
 Understand what constitutes a learning gain.

 Understand why “learning” is the focus of data.

 Assist teachers in identifying needs.

 Improve student achievement.

 Increase instructional effectiveness.
                   No Clear Aim
   One reason why the              What do you believe is
    proverbial “report card          the aim in your own
    committee” poses such            classroom?
    difficulty is that we have
    not agreed upon the aim
    of the reporting system.
   What is the aim of
    history instruction?
                           AIM

   The primary aim of a       A clear aim unifies
    school system is to         people and practices.
    increase success and
    decrease failure.
                               What unifies your
                                school? Classroom?
According to Piaget, children are most like
 adults in their feelings and least like adults
 in their thinking.

It is not the responsibility of educators to motivate
   students, but to determine what is causing them
   to lose their motivation and stop such practices.
        Wrong Definition of “Fair”

 Fair is not everyone using the
  same method.
 Fair is everyone meeting the
  same standards.

   If the pieces don’t fit, don’t force them.
Change, But No Improvement
   Most often we
    experience change
    without the foggiest
    notion whether or not
    improvement occurred.
   Sometimes, change is like
    a rocking horse;
    movement occurs, but
    when all is said and done,
    we’ve gone nowhere.
              Gain Scores
   Commonly          The amount of
    referred to        progress a student
    as “Learning       makes in one school
    Gains”             year.
       Learning Gains: Who Qualifies?

   All students with a pre- and post-test,
    including all subgroups (ESE, LEP, etc.).

   All students with matched, consecutive year
    (i.e. 2005 & 2006) FCAT SSS results, grades
    4-10, who were enrolled in the same school
    surveys 2 & 3 (FTE).
     Learning Gains: Which Scores?

   Gains apply in reading
    and math, not writing
    or science.

   Pre-test may be from
    same school, same
    district, or anywhere in
    the state.
Learning Gains:
What equals Adequate Yearly Progress (AYP)?

A. Improve FCAT Achievement Levels from 2005 to
2006 (e.g. 1-2, 2-3, 3-4, 4-5)

                        OR

B. Maintain “satisfactory” Achievement Levels from
2005-2006 (e.g. 3-3, 4-4, 5-5)

                        OR

C. Demonstrate more than one year’s growth within
Level 1 or Level 2 - determined by DSS Cut Points
(not applicable for retained students)
       Learning Gains: Retainees

  A retained student can only be counted as
     making adequate progress if he/she:


Moves up one level.    (e.g. 1-2, 2-3, 3-4, 4-5)


Maintains a level 3, 4, or 5.
          Developmental Scale Score
         Gains Table (DSS Cut Points)
Students achieving within Level 1 (or within Level 2) for two consecutive years must
gain at least one point more than those listed in the table in order to satisfy the “making
annual learning gains” component of the school accountability system.


  Grade Level Change                    Reading                      Mathematics

           3 to 4                          230                             162
           4 to 5                           166                            119
           5 to 6                           133                            95
           6 to 7                           110                            78
           7 to 8                           92                             64
           8 to 9                           77                             54
          9 to 10                           77                             48
         Learning Gains: Activity

Using the data on the
 following table, determine:
   which students made a
    learning gain
   what percentage of the
    students made a learning
    gain
 Data Display for FCAT Reading Results
Student   04/05   05/06   Pre-test      Pre-   Post-test     Post-      Learning Gain
          Grade   Grade   Achievement   test   Achievement   test DSS   Determination
          Level   Level   Level         DSS    Level

    A        7       8       Level 1              Level 2               Yes or No
                                                                        Reason: A, B, or C
    B        7       8       Level 4              Level 4               Yes or No
                                                                        Reason: A, B, or C
    C        7       8       Level 2    1598      Level 2    1743       Yes or No
                                                                        Reason: A, B, or C
    D        8       8       Level 1              Level 2               Yes or No
                                                                        Reason: A, B, or C
    E        8       8       Level 3              Level 3               Yes or No
                                                                        Reason: A, B, or C
    F        8       8       Level 1    1486      Level 1    1653       Yes or No
                                                                        Reason: A, B, or C
    G        7       8       Level 5              Level 4               Yes or No
                                                                        Reason: A, B, or C
      Teacher Learning Gains Based on
               Data Display
    Total Number of     Reason A           Reason B              Reason C
    Students with a     Increased 1 or     Maintains             DSS Target Gain
    Pre and Post-test   more Achievement   “satisfactory”        (More than a
    who qualify for     Levels             levels (3, 4, or 5)   year’s growth)
    learning gain
    calculations:



            7                  2                     2                  1
    5 out of 7 students made learning gains.
    71% of this teacher’s students made learning gains and add points
     towards the school’s grade.
    No points are given to the school for Student F because he was retained
     and stayed within level 1 – even though he made significant gains in
     DSS points.
    No points are given to Student G because he decreased a level.
Class Record Sheet
        for
   Learning Gains


FCAT Data Inquiry website:
   http://is-web/fcat/
Learning is the Constant
               We say “you can lead a
                horse to water, but
                cannot make him drink,”
                which means I teach but
                have little impact upon
                learning.
               Teaching is the constant
                in classrooms; learning is
                the variable.
               Learning should be the
                constant; teaching the
                variable.
     Learning Sequence

How would you use data to
 drive your learning
 environment?
              Learning Sequence

         Utilize on PDP
        Assess individual students’ learning gains

      Allow insight to drive instruction

     Generate Hypothesis using Insight

   Analyze Data

 Graph Data

Gather Data
                    Conclusion
   Utilizing and analyzing data allows educators to
    do a fair job of leading the vast majority of
    students to meet grade-level standards.
   The key is using the statistical tools to create
    teams (teacher & students, teachers and
    principals, site staff and district office staff) that
    are working together to create all-time-bests in
    every aspect of schooling.
                  References
   Bernhardt, Victoria L. Data Analysis for
    Comprehensive School Improvement, Eye on
    Education, Inc., 1998.
   Wahlstrom, D. Using Data to Improve Student
    Achievement, Successline: Virginia Beach, 1999.

								
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