analyzing and using isat data - mathematics c math 2, inc. claran einfeldt cathy carter
TRANSCRIPT
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Analyzing and Using Analyzing and Using ISAT Data - ISAT Data - MathematicsMathematics
C MATH 2, Inc.C MATH 2, Inc.
Claran EinfeldtClaran Einfeldt
Cathy CarterCathy Carter
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AgendaAgenda
Welcome/IntroductionWelcome/Introduction Overview of data sets and how to use Overview of data sets and how to use
the informationthe information Creating pivot tables to analyze dataCreating pivot tables to analyze data Analyze individual data sets for Analyze individual data sets for
instruction and differentiationinstruction and differentiation
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TIME is FINITETIME is FINITE
Tracking dataTracking data Teacher analysisTeacher analysis Action plansAction plans Staff developmentStaff development
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Curriculum & Assessment
Data DrivenDecision Making
Staff Development
Teacher involvement
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Nothing is more terrible Nothing is more terrible than activity without than activity without
insight. -insight. -Thomas Calyle, Thomas Calyle,
Scottish essayist and historianScottish essayist and historian
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Data Analysis to get Data Analysis to get RESULTSRESULTS
Over time – what can help Over time – what can help schools make decisions to schools make decisions to
increase student increase student achievement?achievement?
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Questions – Over TimeQuestions – Over Time How do your school's math scores How do your school's math scores
compare to the district?compare to the district? How does your school's demographics How does your school's demographics
compare to the district?compare to the district? What trends do you see as students move What trends do you see as students move
up in grade level?up in grade level? What is the lowest scoring AYP group?What is the lowest scoring AYP group? What are the highest content standards for What are the highest content standards for
each grade?each grade? What are the lowest content standards for What are the lowest content standards for
each grade?each grade?
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8th Grade Math Compared with State
42.00 44.00
53.0049.00
74.10 72.50
90.08 92.20
52.00 54.3054.40
54.4053.10
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
1999 2000 2001 2002 2003 2004 2005 2006 2007
% o
f S
tud
ents
SchoolExceeds &Meets
State AverageExceeds &Meets
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Breakdown of 8th Grade Math
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
1999 2000 2001 2002 2003 2004 2005 2006 2007
% o
f S
tud
ents Exceed
Meets
Below
Academic Below
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Breakdown of 3rd Grade Math
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
% o
f Stu
den
ts
Exceed 27.00 33.00 49.00 50.00 61.90 52.50 53.50 54.29 38.40
Meets 52.00 56.00 41.00 41.00 32.10 40.00 40.60 42.86 52.90
Below 17.00 10.00 7.00 7.00 3.70 6.70 4.50 2.86 5.80
Academic Below 5.00 1.00 2.00 2.00 2.20 0.80 1.30 0.00 1.70
1999 2000 2001 2002 2003 2004 2005 2006 2007
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Results – Looking at the Results – Looking at the same class over timesame class over time
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0
10
20
30
40
50
60
70
80
90
100
MATH CHORT COMPARISON
2006 95 91 91 86 83 94 75 85
2007 90 86 93 77 98 76 87 79
W - 3RD-4TH
W - 4TH-5TH
R - 3RD-4TH-
R - 4TH-5TH-
S - 3RD-5TH
S - 4TH-5TH
J - 3RD-4TH-
J - 4TH-5TH
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AYP SubgroupsAYP Subgroups
IEP populationsIEP populations
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Content Strands – Over Content Strands – Over TimeTime
2006 and 2007 posted2006 and 2007 posted
Tracking between buildingsTracking between buildings
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0
20
40
60
80
NS MS AL GE DSP
Math Comparison
2006-6th 2007 - 6th 2008 - 6th
2006-7th 2007 - 7th 2008 - 7th2006-8th 2007 - 8th 2008 - 8th
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05
101520253035404550556065
NS MS AL GE DSP
2006-8th 2007 - 8th 2008 - 8th
Goals Per Grade LevelGoals Per Grade Level
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Analyze individual data sets for Analyze individual data sets for instruction and differentiationinstruction and differentiation
Look at the percentages of Look at the percentages of Exceeds, Meets, Below, WarningExceeds, Meets, Below, Warning
National Percentile Rank – based National Percentile Rank – based on first 30 questions in session 1on first 30 questions in session 1
Demographics groupDemographics group
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Scaled scores – breaking Scaled scores – breaking points within 5 pointspoints within 5 points•Exceeds lower levelExceeds lower level•Meets upper & lower levelMeets upper & lower level•Below on the upper & lower Below on the upper & lower
levelslevels•Warning upper levelWarning upper level
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Specific dataSpecific data
Breakdown of MC by goals – Breakdown of MC by goals – correlate to number of items in correlate to number of items in the setthe set
Breakdown of item type by Breakdown of item type by rubric - Short response and rubric - Short response and extended responseextended response
Breakdown of the Assessment Breakdown of the Assessment Framework itemsFramework items
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Creating usable pivot Creating usable pivot tables to analyze - time tables to analyze - time
to work with spreadsheetto work with spreadsheet
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““If a child can't learn If a child can't learn the way we teach, the way we teach, maybe we should maybe we should
teach the way they teach the way they learn.”learn.”
Ignacio EstradaIgnacio Estrada
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The real voyage of The real voyage of discovery consists not in discovery consists not in
seeking new lands, but in seeking new lands, but in seeing with new eyes. seeing with new eyes. - Marcel Proust, French novelist - Marcel Proust, French novelist
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Building workable pivot tablesBuilding workable pivot tables
Create the data set with one Create the data set with one heading rowheading row
Delete columns not neededDelete columns not needed Click in the data setClick in the data set Go to Data, Pivot Table and Pivot Go to Data, Pivot Table and Pivot
ChartChart Choose your options to create in Choose your options to create in
a new worksheeta new worksheet
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QuestionsQuestions
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Comparison to local Comparison to local assessmentassessment
What sources of data What sources of data do you use to make do you use to make
decisions?decisions?
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Action Goals the Smart WayAction Goals the Smart Way
S = SpecificS = SpecificM = MeasurableM = MeasurableA = AttainableA = AttainableR = Results R = Results
orientedorientedT = Time boundT = Time bound
ACTION STEPS ACTION STEPS • WHAT steps/activities will be WHAT steps/activities will be
initiated to achieve this goal?initiated to achieve this goal?• WHAT products will be WHAT products will be
created?created? DESIGNEEDESIGNEE
• WHO will be responsible for WHO will be responsible for initiating and sustaining the initiating and sustaining the action steps?action steps?
TIMELINETIMELINE• WHEN would it be reasonable WHEN would it be reasonable
to expect each action step to to expect each action step to be completed?be completed?
RESULTS EVIDENCERESULTS EVIDENCE• WHAT evidence will be WHAT evidence will be
presented to show presented to show achievement of each action achievement of each action step?step?
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ACTION STEPS ACTION STEPS • WHAT steps/activities will be initiated to WHAT steps/activities will be initiated to
achieve this goal?achieve this goal?• WHAT products will be created?WHAT products will be created?
DESIGNEEDESIGNEE• WHO will be responsible for initiating and WHO will be responsible for initiating and
sustaining the action steps?sustaining the action steps? TIMELINETIMELINE
• WHEN would it be reasonable to expect each WHEN would it be reasonable to expect each action step to be completed?action step to be completed?
RESULTS EVIDENCERESULTS EVIDENCE• WHAT evidence will be presented to show WHAT evidence will be presented to show
achievement of each action step?achievement of each action step?