2010 sample data book power point (graphs not included)
DESCRIPTION
2010 Sample Data Book Power Point (Graphs not included). Dan Hyson HVED Data Management Coordinator. Guiding Questions. Are all of your students meeting standards or growing at a rate that will make them more likely to meet standards in the future? Summative assessment data - PowerPoint PPT PresentationTRANSCRIPT
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2010 Sample Data Book Power Point (Graphs not included)
Dan Hyson
HVED Data Management Coordinator
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Guiding Questions
1. Are all of your students meeting standards or growing at a rate that will make them more likely to meet standards in the future?
a. Summative assessment data
i. MCA-II Percent Proficientii. MCA-II Percent Making High Growthiii. NWEA MAP Percent Meeting Growth Targets
b. Interim benchmark assessment data
i. AIMSweb Oral Reading Fluency (ORF) Percent on Track for MCA-II Proficiency
ii. NWEA MAP Percent on Track for MCA-II Proficiency
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Guiding Questions (continued)
2. Are all of your students in special population subgroups meeting standards or growing at a rate that will make them more likely to meet standards in the future?
a. MCA-II Percent Proficient
b. MCA-II Percent Making High Growth
c. NWEA MAP Percent Meeting Growth Targets
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Guiding Questions (continued)
3. What specific skill strengths or weaknesses do your students demonstrate based on standardized assessment results?
a. MCA-II Strand Scores Compared to State
b. NWEA MAP Strand Scores Compared to Overall Scores
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Guiding Questions (continued)
4. What are some sources of intervention resources to address these specific skill strengths or weaknesses?
5. How can you provide staff with the time and resources they need to access, interpret and connect data to intervention resources?
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1. Are all of your students meeting standards or growing at a rate that will make them more likely to
meet standards in the future?
a. Summative assessment datai. MCA-II Percent Proficient
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MCA-II Percent Proficient• Percent Proficient graphs below are color-coded according to the percent of students
earning each of 4 MCA-II achievement levels:– RED = does not meet standards– YELLOW = partially meets standards– GREEN = meets standards– BLUE = exceeds standards
• The percent of students “proficient” on the MCA-II is equal to the percent exceeding standards (BLUE) plus the percent meeting standards (GREEN).
• District staff with administrative access to the data warehouse can access the district graphs themselves in Cognos.
– Link to directions: http://www.hved.org/web-content/PDFS/Accessing%20and%20navigating%20Cognos%20interactive%20and%20multi-year%20reports.doc (Choose “MCA-II Proficiency Multi-Year”)
• The graphs comparing the district to the state and HVED districts are pivot charts created from an Excel file available for download from the MDE website.
– Link to page where file can be downloaded: http://education.state.mn.us/MDE/Data/Data_Downloads/Accountability_Data/Assessment_MCA_II/MCA_II_Excel_files/index.html (Choose “MCA-II Results” under “MCA-II Public – Math and Reading”)
• A dark line has been inserted to represent the goal of having Tier I instruction meet the needs of at least 80% of students.
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1. Are all of your students meeting standards or growing at a rate that will make them more likely to
meet standards in the future?
a. Summative assessment dataii. MCA-II Percent Making High Growth
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MCA-II Percent Making High Growth
• To be assured that a student will maintain proficiency or grow toward proficiency on the MCA-II from year to year, he or she must make “high growth.”
• High growth on the MCA-II from 2009 to 2010 is defined as making growth that is at least ½ standard deviation greater than that of students across the state who earned similar 2009 MCA-II scores.
• It is NOT typically a realistic and appropriate goal to expect that 80% of your students will make high growth. Statistically, on average one would expect 30% of students to make high growth.
• The graphs below are pivot charts created from an Excel file available for download from the MDE website.– Link to page where file can be downloaded:
http://education.state.mn.us/MDE/Data/Data_Downloads/Accountability_Data/Growth/index.htm (Choose “Growth Summary - All Schools and District by Grade”)
• A dark line has been inserted to represent the statistical expectation of having 30% of students making high growth.
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1. Are all of your students meeting standards or growing at a rate that will make them more likely to
meet standards in the future?
a. Summative assessment dataiii. NWEA MAP Percent Meeting Growth Targets
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NWEA MAP Percent Meeting Growth Targets
• The stacked bar graphs below display in GREEN the percent of students meeting growth targets and in RED the percent of students NOT meeting growth targets.
• NWEA MAP Spring-Spring growth targets are based upon the average Spring-Spring growth achieved by students in the NWEA normative sample with the same previous Spring RIT score.
• It is NOT typically a realistic and appropriate goal to expect that 80% of your students will meet their growth targets.
• Instead, see Tables 11 through 19 on pages 24 through 41 of the NWEA School Growth Study linked below, which provide you with your national percentile rank based on the proportion of students at each grade who met growth targets on each of the NWEA MAP tests:
– http://www.hved.org/web-content/PDFS/NWEA%20MAP%20School%20Growth%20Norm%20Study.pdf
• District staff with administrative access to the data warehouse can access the graphs below themselves in Cognos.
– Link to directions: http://www.hved.org/web-content/PDFS/Accessing%20and%20navigating%20Cognos%20interactive%20and%20multi-year%20reports.doc (Choose “MAP Growth Multi-Year” or “MAP Growth Multi-Year by Grade”)
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1. Are all of your students meeting standards or growing at a rate that will make them more likely
to meet standards in the future?
b. Interim benchmark assessment datai. AIMSweb Oral Reading Fluency (ORF) Percent
on Track for MCA-II Proficiency
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AIMSweb Oral Reading Fluency (ORF) Percent on Track for MCA-II Proficiency
• The slides below are based upon targets established through research conducted by the St. Croix River Education District (SCRED).
• The targets were calculated using the correlation between AIMSweb ORF and the MCA-II Reading test (approximately .5 to .7).
• Graphs are color-coded as follows:– RED = < 25% predicted chance of proficiency on MCA-II based on AIMSweb
ORF score– YELLOW = 25% to 75% chance of proficiency– GREEN = Greater than 75% chance of proficiency– BLUE = Theoretically greater than 75% chance of proficiency on next grade
level MCA-II• District staff with administrative access to the data warehouse can access
the graphs below themselves in Cognos.– Link to directions:
http://www.hved.org/web-content/PDFS/Accessing%20and%20navigating%20Cognos%20interactive%20and%20multi-year%20reports.doc (Choose “AIMSweb/MAP Proficiency”)
• A dark line has been inserted to represent the goal of having Tier I instruction meet the needs of at least 80% of students.
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1. Are all of your students meeting standards or growing at a rate that will make them more likely
to meet standards in the future ?
b. Interim benchmark assessment dataii. NWEA MAP Percent on Track for MCA-II
Proficiency
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NWEA MAP Percent on Track for MCA-II Proficiency
• The slides below are based upon targets established through research conducted by the St. Croix River Education District (SCRED).
• The targets were calculated using the correlation between NWEA MAP Reading and Math tests and the MCA-II Reading and Math tests (approximately .8).
• Graphs are color-coded as follows:– RED = < 25% predicted chance of proficiency on MCA-II based on AIMSweb
ORF score– YELLOW = 25% to 75% chance of proficiency– GREEN = Greater than 75% chance of proficiency– BLUE = Theoretically greater than 75% chance of proficiency on next grade
level MCA-II• District staff with administrative access to the data warehouse can access
the graphs below themselves in Cognos.– Link to directions:
http://www.hved.org/web-content/PDFS/Accessing%20and%20navigating%20Cognos%20interactive%20and%20multi-year%20reports.doc (Choose “AIMSweb/MAP Proficiency”)
• A dark line has been inserted to represent the goal of having Tier I instruction meet the needs of at least 80% of students.
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2. Are all of your students in special population subgroups meeting standards or growing at a rate that will make them more likely to meet standards
in the future?
a. MCA-II Percent Proficient
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MCA-II Percent Proficient• Percent Proficient graphs below are color-coded according to the percent of students
earning each of 4 MCA-II achievement levels:– RED = does not meet standards– YELLOW = partially meets standards– GREEN = meets standards– BLUE = exceeds standards
• The percent of students “proficient” on the MCA-II is equal to the percent exceeding standards (BLUE) plus the percent meeting standards (GREEN).
• Within the Special Education graph,– “Yes” = students who ARE receiving special education services– “No” = students who are NOT receiving special education services
• Within the Free & Reduced Lunch (F/RL) graph,– “Not eligible, has access” = students who are NOT receiving F/RL– “Eligible for reduced, has access” = students who ARE receiving REDUCED PRICE lunch– “Eligible for free, has access” = students who ARE receiving FREE lunch
• District staff with administrative access to the data warehouse can access the graphs below themselves in Cognos.
– Link to directions: http://www.hved.org/web-content/PDFS/Accessing%20and%20navigating%20Cognos%20interactive%20and%20multi-year%20reports.doc (Choose “AIMSweb/MAP/MCA-II Proficiency by Special Population”)
• A dark line has been inserted to represent the goal of having Tier I instruction meet the needs of at least 80% of students.
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2. Are all of your students in special population subgroups meeting standards or growing at a rate that will make them more likely to meet standards
in the future?
b. MCA-II Percent Making High Growth
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MCA-II Percent Making High Growth
• To be assured that a student will maintain proficiency or grow toward proficiency on the MCA-II from year to year, he or she must make “high growth.”
• High growth on the MCA-II from 2009 to 2010 is defined as making growth that is at least ½ standard deviation greater than that of students across the state who earned similar 2009 MCA-II scores.
• It is NOT typically a realistic and appropriate goal to expect that 80% of your students will make high growth. Statistically, on average one would expect 30% of students to make high growth.
• The graphs below compare the district with the state and other HVED districts with respect to the percent of students receiving Special Education services or Free/Reduced Price Lunch (F/RL) making high growth from 2009 to 2010.
• The graphs are pivot charts created from an Excel file available for download from the MDE website.
– Link to page where file can be downloaded: http://education.state.mn.us/MDE/Data/Data_Downloads/Accountability_Data/Growth/index.htm (Choose “Growth Summary - All Schools and Districts by Grade and Category”)
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2. Are all of your students in special population subgroups meeting standards or growing at a rate that will make them more likely to meet standards
in the future?
c. NWEA MAP Percent Meeting Growth Targets
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NWEA MAP Percent Meeting Growth Targets
• The stacked bar graphs below display in GREEN the percent of students meeting growth targets and in RED the percent of students NOT meeting growth targets.
• NWEA MAP Spring-Spring growth targets are based upon the average Spring-Spring growth achieved by students in the NWEA normative sample with the same previous Spring RIT score.
• It is NOT typically a realistic and appropriate goal to expect that 80% of your students will meet their growth targets.
• Instead, see Tables 11 through 19 on pages 24 through 41 of the NWEA School Growth Study linked below, which provide you with your national percentile rank based on the percent of students at each grade who met growth targets on each of the NWEA MAP tests:
– http://www.hved.org/web-content/PDFS/NWEA%20MAP%20School%20Growth%20Norm%20Study.pdf
• Within the Special Education graph,– “Yes” = students who ARE receiving special education services– “No” = students who are NOT receiving special education services
• Within the Free & Reduced Lunch graph,– “Not eligible, has access” = students who are NOT receiving F/RL– “Eligible for reduced, has access” = students who ARE receiving REDUCED PRICE
lunch– “Eligible for free, has access” = students who ARE receiving FREE lunch
• District staff with administrative access to the data warehouse can access the graphs below themselves in Cognos.
– Link to directions: http://www.hved.org/web-content/PDFS/Accessing%20and%20navigating%20Cognos%20interactive%20and%20multi-year%20reports.doc (Choose “MAP Growth by Special Population”)
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3. What specific skill strengths or weaknesses do your students demonstrate based on
standardized assessment results?
a. MCA-II Strand Scores Compared to State Averages
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MCA-II Strand Scores Compared to State Averages
• The graphs below are Power Point graphs created using standardized “difference scores” from the “MCA-II strand compared to state” report available in Cognos to staff with administrative access to the data warehouse.
• Standardized difference scores, instead of raw scores or percent of items correct, are used in the graphs below because MCA-II strands differ in both number of items and relative difficulty.
• Difference scores are calculated using the following equation:
Difference score = (District average strand score – state average strand score) / state strand score standard deviation
• Below are basic guidelines for interpreting the meaning of difference scores:
– Positive difference scores indicate that the district average is higher than the state average.– Negative difference scores indicate that the district average is lower than the state average– A difference score of 0 indicates that the district average is the same as the state average
– Difference scores of < -.5 or > .5 should be interpreted as statistically significant on their own
– Difference scores of -.3 to -.5 or .3 to .5 should be interpreted as trends. They are not significant on their own. Districts should determine if these differences are consistent with other information before interpreting them as meaningful.
– Difference scores of -.3 to .3 are statistically equivalent to difference scores of 0 and should NOT be interpreted as meaningful differences.
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3. What specific skill strengths or weaknesses do your students demonstrate based on standardized assessment results?
b. NWEA MAP Strand Scores Compared to Overall Scores
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NWEA MAP Strand Scores Compared to Overall Scores
• The graphs below show overall and strand standardized RIT scores by grade for the Spring 2009 and Spring 2010 NWEA MAP Reading Math tests.
• The standard error of measurement for RIT scores is approximately 3 RIT points. This means that a difference of fewer than 3 RIT points should not be interpreted as meaningful.
• NOTE: Because the strands of the NWEA MAP Math test changed from 2009 to 2010, separate graphs were created for each year. The NWEA MAP Reading test strands remained the same from 2009 to 2010.
• Below is a link to a document that describes the alignment between the NWEA MAP strands and Minnesota state standards.– http://www.hved.org/web-content/PDFS/Minnesota%20Math,
%20Reading,%20Language%20Goal%20Structure%20Chart%20V5.pdf
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4. What are some sources of intervention resources to address these specific skill strengths
and weaknesses?• South Washington County Schools websites with games, activities
and assessments tailored to NWEA MAP strand scores– Reading:
http://www.sowashco.k12.mn.us/ro/Pages/studentlinks/map/reading.htm– Math:
http://www.sowashco.k12.mn.us/ro/Pages/studentlinks/map/• Pearson Perspective website with games, activities and
assessments tailored to MCA-II strand scores: http://perspective.pearsonaccess.com/perspective/appmanager/mn/educator
• Links to websites and databases with information regarding research-based intervention curricula and strategies: http://www.hved.org/web-content/site_pages/resources_pg.html (click on “Intervention Resources”)
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5. How can you provide staff with the time and resources they need to access, interpret and
connect data to intervention resources?• Data teams should meet at least 3 times/year following each benchmark
screening assessment to:– Determine whether Tier 1 instruction meeting needs of 80-90% of students– Identify which students appear in need of Tier 2 or Tier 3 support– Review data on which specific skills appear to be relative strengths or
weaknesses– See link below to article on data teaming process:
http://www.hved.org/web-content/PDFS/RTI%20Action%20Network%20-%20Data%20Analysis%20Teaming%20Process.htm
• Grade level teams, including both general ed and special ed staff, should be examining progress monitoring data more frequently to:
– Evaluate the response of students already receiving Tier 2 or Tier 3 support and determine whether their support should be intensified, diminished or discontinued
• If possible, meetings should take place during the school day to stress commitment to data-driven decision-making
– Links to documents illustrating potential ways to make time for focused collaboration during the school day:
• All age levels - http://www.allthingsplc.info/pdf/articles/MakingTimeforCollaboration.pdf• Especially at middle and high school levels -
http://www.hved.org/web-content/PDFS/MDE%20Middle%20and%20High%20School%20Intervention%20Scheduling%20Power%20Point.ppt
