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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