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CAHSEE Workshop Short

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					CAHSEE DIAGNOSTIC WORKSHOP
                       2




UNDERSTANDING CAHSEE
                                        3




TRIPLE THREAT OF CAHSEE
 Students   have to pass to graduate

 Counts   about 20% of the API

 100%   of the High School AYP
                                                                            4




            CAHSEE Impact Matrix
                      To Graduate             API*                AYP


Applicable
Grade Levels          10, 11, 12 10, 11, 12                        10

Achievement
Level
                          Pass                Pass            Proficient

*For API purposes, Pass or Not Pass counts at 10th grade, but only Pass
counts at 11th and 12th grades (no penalty for Not Pass at those grades).
                                                                                                                5




  CAHSEE ELA Strand Breakdown
                                     #                   # Items on             RS Weight                %
        Strand
                                 Standards*                 Test                 on Test               Weight

Word Analysis                             2                      7                      7               8%
Reading Comprehension                     6                     18                    18               20%
Literary Response                        12                     20                    20               22%
Writing Strategies                        5                     12                    12               13%
Writing Conventions                       3                     15                    15               17%
Writing Applications                      5                      1                    18               20%
         Total                           33                     73                    90               100%
                    *All ELA standards are 9/10th grade except for one 8th Grade standard in Reading
                    Comprehension and one 8th Grade standard in Literary Response
                                 6




400
390             ~69 RS or ~77%
380              Proficient
370
      ~14 Items ELA
360
350              Passing
340             ~55 RS or ~61%
330
                                                                                                                  7


     CAHSEE Math Strand Breakdown
                                                                           # Items on
             Strand                            # Standards*                                            % Weight
                                                                              Test

Number Sense (7th)                                     10                        14                      18%
Statistics, Data Analysis, &
                                                        7                        12                      15%
Probability (6th and 7th)
Algebra & Functions (7th)                              10                        17                      21%
Measurement & Geometry (7th)                            7                        17                      21%

Mathematical Reasoning (7th)                            6                         8                      10%
Algebra I                                              10                        12                      15%
             Total                                     50                        80                     100%

                *All Math standards are 7th grade except for five 6th Grade standards in Statistics,
                Data Analysis, & Probability and the 10 Algebra I standards
                                 8




400
390             ~58 RS or ~73%
380              Proficient
370
      ~15 Items Math
360
351              Passing
340             ~43 RS or ~54%
330
                                                      9




DISCUSSSION QUESTION

As a table, discuss:

What motivation is there for a student to aim to be
 proficient on the CAHSEE as opposed to simply
 passing? What motivation is there for the school
 to push students to be proficient?
EXAMINING CAHSEE DATA
How many students are close to passing or scoring
proficient on CAHSEE?




                                                    10
                                                                                                                    11
                                 Percent of non-passing Students in Riverside
                                County Within 10 Scaled Score Points of Passing
                                     CAHSEE ELA (5 or Fewer Questions)
                          45%

                          40%

                          35%
Percent of All Students




                          30%
                                                                     24.90%                       24.14%
                          25%
                                   22.29%

                          20%

                          15%

                          10%

                          5%

                          0%
                                    2007                                 2008                      2009

                                                                 CAHSEE Year


                                                                                2007     2008              2009
        Number of Students NOT Passing CAHSEE ELA                               24145    22945             23004
        Number of Students Missed Passing by 10 or Fewer Scaled Score           5381     5713              5554
        Percent of Students Missed Passing by 10 or Fewer Scaled Score          22.29%   24.90%            24.14%
                                                                                                            12

                                   Percent of Non-Proficient Students in Riverside County Within
                                    10 Scaled Score Points of Proficient on Census CAHSEE ELA
                                                      (5 or Fewer Questions)
                             45%

                             40%
Percent of Census Students




                             35%

                             30%

                             25%
                                                                 24.60%                23.99%
                                          22.35%

                             20%

                             15%

                             10%

                             5%

                             0%
                                           2007                   2008                   2009

                                                              CAHSEE Year


                                                                            2007       2008        2009
Number in Census NOT Scoring Proficient in ELA                              17097     16449        16976
Number in Census who Missed Proficient by 10 or Fewer Scaled Score           3821      4047         4072
Percent in Census who Missed Proficient by 10 or Fewer Scaled Score         22.35%    24.60%       23.99%
13
14
                                                                                                                                 15
                                               Percent of Students in Riverside County Within
                                               10 Scaled Score Points of Passing CAHSEE Math
                                                            (5 or Fewer Questions)
                               45%

                               40%

                               35%
Percent of All Students




                               30%
                                                                                                                29.20%
                                                   27.02%
                                                                                     25.45%
                               25%

                               20%

                               15%

                               10%

                                5%

                                0%
                                                    2007                              2008                       2009

                                                                                 CAHSEE Year


                                                                                              2007     2008              2009
                          Number of Students NOT Passing CAHSEE Math                          25826    24950             24262
                          Number of Students Missed Passing by 10 or Fewer Scaled Score       6977     6349              7085
                          Percent of Students Missed Passing by 10 or Fewer Scaled Score      27.02%   25.45%           29.20%
                                                                                                                 16
                                      Percent of Students in Riverside County Within
                               10 Scaled Score Points of Proficient on Census CAHSEE Math
                                                  (5 or Fewer Questions)

                             45%

                             40%
Percent of Census Students




                             35%

                             30%

                             25%
                                                                      22.14%                   21.94%
                             20%         18.68%


                             15%

                             10%

                             5%

                             0%
                                          2007                         2008                      2009

                                                                  CAHSEE Year

                                                                                2007    2008            2009
         Number in Census NOT Scoring Proficient in Math                        17271   17105           16508
         Number in Census who Missed Proficient by 10 or Fewer Scaled
         Score                                                                  3227    3787            3622
         Percent in Census who Missed Proficient by 10 or Fewer Scaled Score   18.68%   22.14%          21.94%
17
18
                                                           19


    DISCUSSSION QUESTION


With a partner, discuss:

Which would have the best payoff:
- focusing instruction on an area where students
  already do well or an area that they struggle with?

-   focusing on foundational topics, or advanced topics?

-   teaching all of the standards or narrowing the
    focus?
CAHSEE DIAGNOSTIC PROCESS
                                                21




START WITH THE KEY QUESTIONS
   What do we want them to know?

   How will we know if they learned it?
       If they did not learn it, why?


   What will we do if they did not learn it?
                                                   22



WHAT DO WE WANT THEM TO KNOW?
CAHSEE STANDARDS INDICATED ON BLUEPRINTS

    How many questions will be asked of each
     standard?

    What is the weight of each strand/standard?

    What standards are not tested?

    Use Released Test Questions to gauge rigor.
                                          23



             Diagnose
       Use test to determine
            weaknesses


Follow Up                Prescribe
Use CDT or           Create data-driven
 CAHSEE                   lessons


             Treatment
        Teach data-driven
             lessons
                                                        24


HOW WILL WE KNOW IF THEY LEARNED IT?
TWO APPROACHES
   Failure on First CAHSEE Attempt
       INTERVENTION—the students that are already at
        high school level
           Retake Preparation


   CAHSEE Diagnostic
       PREVENTION—preparation for CAHSEE before
        attempting
ELA DIAGNOSTIC

     Assessment          Grades        Strands       # Items       % of
                                                                  CAHSEE

HS Diagnostic 1           8th &      RC & WO            36           37%
                         9th/10th

HS Diagnostic 2          9th/10th    WA & WS            30           21%

HS Diagnostic 3         8th &           LRA             36           22%
                        9th/10th

* Diagnostic accounts for 80% of CAHSEE as it does not include an essay portion.
  MATH DIAGNOSTIC

      Assessment          Grades        Strands         # Items     % of
                                                                   CAHSEE

  HS Diagnostic 1            7         NS & AF                60      38.75%

  HS Diagnostic 2          6&7       SDAP & MG                60      36.25%


  HS Diagnostic 3         8/Alg I         Alg I               60      15.00%

10% of CAHSEE covers Grade 7 Mathematical Reasoning, which is integrated into
others standards on the test. That 10% is not directly accounted for on INSPECT
Diagnostic assessments.
                                                      27




CAHSEE DIAGNOSTICS
 With EADMS or OARS, you have the ability to
  create individual standards-level formative
  assessments within the intervention classes.
  These may be used as part of the exit criteria or
  for progress monitoring.
 INSPECT has CAHSEE Diagnostics that cover a
  few highly-tested standards each
 INSPECT has full Blueprint Exams which match
  the structure of a full CAHSEE test

    Where to find these in OARS
                                                28


IF THEY DID NOT LEARN IT, WHY?
WHAT WILL WE DO IF THEY DID NOT LEARN IT?
   Results from Diagnostics to determine the
    “WHY”
     Error analysis
     Where to find results from Diagnostics



   CAHSEE Resources by CDE

   CAHSEE Tutorials

   Other district or school resources
                              29




CDE RESOURCES
   Released Test Questions
   CAHSEE Blueprints
   Student Study Guides
   Teacher Guides

See http://hsee.notlong.com
                                                                           30




RELEASED TEST QUESTIONS (RTQS)
   Understanding the format of test questions, discussing testing with
    students, and modeling teacher-created tests after the CAHSEE can
    improve student performance.

   Familiarize students and teachers with the format of CAHSEE
    questions.

   Allow teachers to use real questions as samples to discuss incorrect
    answer elimination, metacognition, etc.

   Not intended to be used as a sample test but may be broken down
    and used for information and familiarization.
                                                     31




CAHSEE TUTORIALS
   Succinct summaries of what students need to
    know for a particular standard.
       Sample problems with solutions worked out.


 Tutorials are intended as support and
  background information to guide teachers in
  their interventions.
 The CAHSEE Tutorials also provide information
  on common student errors which will help
  teachers perform “Wrong Answer Analysis” and
  to vary instruction during re-teaching.
                                                                 32




QUESTIONS ? ? ?
   How could you use error analysis to determine
    intervention strategies?

   How could the blueprints, tutorials, and RTQ’s be used
    to help science, physical education, history, and elective
    teachers support CAHSEE math and ELA standards in
    their courses?
                                                      33


HOPE IS NOT A STRATEGY
YOU MUST HAVE A PLAN


   If you don't know where you are going, you will
    wind up somewhere else. -Yogi Berra
                                                          34

      Question 1: What do we want them to learn?

                CAHSEE Blueprints

    Question 2.0: How will we know if they learned it?

  Diagnose: CAHSEE Diagnostics (CDTs)

         Question 2.1: Why didn’t they learn it?

    Prescribe: Error Analysis from CDT

    Question 3: What do we do if they did not learn it?

Treat: Tutorials and Released Test Questions
                                                                    35


SIMPLE STATISTICS DIAGNOSTIC SAMPLE
 Standards covered:
 Mean, median, mode, and normal distribution

 Directions:
 Take out a pencil or pen, please

 Take about 7 minutes to complete the diagnostic

 When everyone is finished at your table, compile how many people
 chose each option for each of the 5 questions (note: on a real
 diagnostic, OARS will do this for you)
 Example:
 1) A-3 B-0 C-2 D-1
 2) A-5 B-0 C-1 D-0
 ...
 Write it on a scratch sheet of paper and bring it to me.
                                                  36


SIMPLE STATISTICS DIAGNOSTIC DISCUSSION

 Discuss with an elbow partner:

 1) What do you see in this data?

 2) What, specifically was/were the problem(s)?

 3) What would you do about it?
                                                         37




SIMPLE STATISTICS DIAGNOSTIC RESULTS
   Most know mean          Mean = Average

   Some missed median      Median = Middle
                               Sort data and find the
                                middle
                             2, 4, 4, 6, 7, 9, 10
                              The median is in the
                                middle of the street


   Some missed mode        Mode = Most
                             2, 4, 4, 6, 7, 9, 10


   Most missed normal      Work on normal
    distribution             distribution
                                                              38




NORMAL DISTRIBUTION
   Mean is 50th percentile
   68% fall within 1 Standard Deviation from mean
   95% fall within 2 Standard Deviations from mean
   99.9% fall within 3 Standard Deviations from mean


                                    34%   34%




                              14%               14%
             68%         2%
                                                95%2%
                   .1%                                  .1%
                                                                                                      39

Q 6: An IQ test typically has a normal distribution, with a mean of 100 and a standard deviation of
15, what percent of test takers would have an IQ not exceeding 115?
A 55 B 68 C 84 D 98



   115 is 1 SD above the mean
        100 + 15 = 115
   Count everything up to 1 SD
    above mean
     .1 + 2 + 14 + 34 + 34 = 84
                                                                40




Q 7: The length of elephant pregnancies varies according to a
distribution that is approximately normal, with a mean of 525
days and standard deviation of 32 days. What percentage of
elephants have pregnancies that last less than 590 days?

A 16   B 50   C 84   D 98
Q 7: The length of elephant pregnancies varies according to a distribution that is approximately
normal, with a mean of 525 days and standard deviation of 32 days. What percentage of elephants
have pregnancies that last less than 590 days?
A 16 B 50 C 84 D 98


   590 is about 2 SD above mean
       525 + 32 + 32 = 589
   2 SD = 98th percentile
    .1 + 2 + 14 + 34 + 34 + 14 = 98


                                                   34%               34%




                                           14%                               14%
                                      2%                                           2%     .1%
                               .1%




                                                           525      557      589
                                                      42



NORMAL DISTRIBUTION
PRACTICE QUESTIONS
   Why are incorrect answer choices wrong?

   How could you change the stem to make each
    incorrect response correct?

   Write a new question and justify your incorrect
    answer choices.
                                                                                                  43

                     Simple Statics Assessment Review

                   Question 1: What do we want them to learn?

                    Simple Statistics: Mean, median, mode, normal distribution




               Question 2.0: How will we know if they learned it?

                           Diagnose: Simple Statistics Diagnostics




                      Question 2.1: Why didn’t they learn it?

          Prescribe: Did not know normal distribution, standard deviation cut points




               Question 3: What do we do if they did not learn it?
Treatment: Create a strategic and targeted plan to teach normal distribution standard deviation
                                          cut points
                                                                                     44



SIMPLE STATISTICS STRATEGIC PLAN

            • Administer Simple Statistics Diagnostic Test
Diagnose



            • Use data from diagnostic to identify problems in mastery of simple
Prescribe
              statistics. Determined error was mainly with normal distribution


            • Go over basics of normal distribution. Go over test items from
              diagnostic for reteaching. Give practice questions and have students
Treatment     work with partners to complete the practice question


            • Administer Simple Statistics Follow Up Test
Follow Up
                                                                                    45

              Question 1: What do we want them to learn?
                                 CAHSEE Blueprints




           Question 2.0: How will we know if they learned it?
                              CAHSEE Diagnostics




                 Question 2.1: Why didn’t they learn it?
              Analysis of CDT Results: Error/Wrong Answer Analysis




           Question 3: What do we do if they did not learn it?
Create a strategic and targeted plan and use CAHSEE Tutorials and CAHSEE Released
                                         Items
                                                                               46
                    What do we want them to
                            learn?




                                                                How will we
                                                                know if they
                                                                 learned it?

 What will we
do if they didn’t
    learn it?




                                              Why didn’t they
                                                learn it?
QUESTIONS?
Shannon Wells
Shannon@KeyDataSys.com
Adapted and presented by:
Mike Horton
mhorton@rcoe.us

				
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