Creating Actionable Data for Schools, Part I, Plus

August 26 and 29, 2011Dr. Yuwadee WongbundhitCurriculum and Instruction

TopicsOverview FCAT 2.0/EOC Scores,

School Performance Reports, and Student Data Sources

Monitoring Tool for FCAT 2.0 Content Assessed Benchmarks

Creating Actionable Data for Schools

Using “Pivot Table” to analyze data

Using Vlookup functions to merge files

Assumptions:You...

3

are familiar with FCAT 2.0/EOC assessments, school grade and AYP

are familiar with the District Interim Assessments

have some experience looking at the data and using Microsoft Excel applications

love, love, love data!!!

NORMS

4

Norms

Listen to others

Engage with the

ideas presented

Ask questions

Reflect on relevance

to you

Next, set your

learning into action

5

http://osi.dadeschools.net/actiondata

http://osi.dadeschools.net/actiondata

Monitoring Tool for FCAT 2.0 Content Assessed Benchmark By Reporting Category

http://Curriculum.dadeschools.net

Elementary

Middle School

High School

Reading Grade 3 Grade 4 Grade 5

Mathematics Grade 3 Grade 4 Grade 5

Science Grade 5

Click on a subject/grade button below to go to that specific sheet.

Monitoring Tool for FCAT 2.0 Content AssessedGrades 3-5

Move or Copy Worksheet

Right click on worksheet tab

Select “Move or Copy

Under To Book: Select the designated file

Select (Move to End)

Select Create a copy

Click OK

Overview of FCAT 2.0 Scores

Link to Understanding FCAT 2.0 Reports, Spring 20118

Sample of FCAT 2.0 Reading, Grade 4 Report

9

123456789

2011 FCAT 2.0 Scores

1•FCAT Equivalent Scores

2•Achievement Level

3•Content Area Scores

10

FCAT 1999

FCAT 2001FCAT

2002FCAT 2010

FCAT 2.0

2011

Base scale of FCAT

1996 SSS

Base scale of FCAT 2.0

2007 NGSSS

FCAT 2.0 Equivalent

Scores

FCAT 2.0

2012

2011 FCAT 2.0 Scores

11

New FCAT 2.0 Scale – 2012:In January 2012, the new achievement-level cut scores for the FCAT 2.0 will be created for the FCAT 2.0 in reading (G3-10) and mathematics (G3-8).

Equipercentile Linking Example• The black and green lines

represent scores on two different assessments

• The lines show how the raw score relates to the percentile rank

• A “black” score of 260 and a “green” score of 340 are both at the 50th percentile rank and are “equivalent”

12

RawScore

V

RA

LA

IR

Reading Content Scores

2011 FCAT 2.0 Scores (Reading)Raw Score

Equivalent DSS(86 to 3008)

Equivalent Achievement

Level(1 to 5)

Equivalent Scale Score(100 - 500)

V: VocabularyRA: Reading ApplicationLA: Literary AnalysisIR: Informational Text/Research

Process

13

RawScore

ES

LS

NS

PS

Science Content Scores

2011 FCAT 2.0 Scores (Science)Raw Score

Equivalent Achievement

Level(1 to 5)

Equivalent Scale Score(100 - 500)

ES: Earth and Space ScienceLS: Life ScienceNS: Nature of SciencePS: Physical Science

14

Scale Score vs. Developmental Scale Score

100 500

G4

100 500

G10

86 3008Developmental Scale Scores

100 500

G3

Scale Score

Grade 3 Grade 10

Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

3100-258 259-283 284-331 332-393 394-500

4100-274 275-298 299-338 339-385 386-500

5100-255 256-285 286-330 331-383 384-500

6100-264 265-295 296-338 339-386 387-500

7100-266 267-299 300-343 344-388 389-500

8100-270 271-309 310-349 350-393 394-500

9100-284 285-321 322-353 354-381 382-500

10100-286 287-326 327-354 355-371 372-500

Achievement Levels for the FCAT Reading Equivalent Scale Score

Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

3100-258

(158)259-283

(24)284-331

(47)332-393

(61)394-500

(106)

4100-274

(174)275-298

(23)299-338

(39)339-385

(46)386-500

(114)

5100-255

(155)256-285

(29)286-330

(44)331-383

(53)384-500

(116)

6100-264

(164)265-295

(30)296-338

(42)339-386

(47)387-500

(113)

7100-266

(166)267-299

(32)300-343

(43)344-388

(44)389-500

(111)

8100-270

(170)271-309

(38)310-349

(39)350-393

(43)394-500

(106)

9100-284

(184)285-321

(36)322-353

(31)354-381

(27)382-500

(118)

10100-286

(186)287-326

(39)327-354

(27)355-371

(16)372-500

(128)

Achievement Levels for the FCAT Reading Equivalent Scale Score

Grade Ach. Level 1

Ach. Level 2

Ach. Level 3

Ach. Level 4

Ach. Level 5

386-1045 1046-1197 1198-1488 1489-1865 1866-2514

4295-1314 1315-1455 1456-1689 1690-1964 1965-2638

5474-1341 1342-1509 1510-1761 1762-2058 2059-2713

6 539-1449 1450-1621 1622-1859 1860-2125 2126-2758

7671-1541 1542-1714 1715-1944 1945-2180 2181-2767

8886-1695 1696-1881 1882-2072 2073-2281 2282-2790

9772-1771 1772-1971 1972-2145 2146-2297 2298-2943

10844-1851 1852-2067 2068-2218 2219-2310 2311-3008

Achievement Levels for the FCAT Reading Equivalent DSS

Grade Ach. Level 1

Ach. Level 2

Ach. Level 3

Ach. Level 4

Ach. Level 5

386-1045

(959)1046-1197

(151)1198-1488

(290)1489-1865

(376)1866-2514

(648)

4295-1314

(1019)1315-1455

(140)1456-1689

(233)1690-1964

(274)1965-2638

(673)

5474-1341

(867)1342-1509

(167)1510-1761

(251)1762-2058

(296)2059-2713

(654)

6539-1449

(910)1450-1621

(171)1622-1859

(237)1860-2125

(265)2126-2758

(632)

7671-1541

(870)1542-1714

(172)1715-1944

(229)1945-2180

(235)2181-2767

(586)

8886-1695

(809)1696-1881

(185)1882-2072

(190)2073-2281

(208)2282-2790

(508)

9772-1771

(999)1772-1971

(199)1972-214

(173)2146-2297

(151)2298-2943

(645)

10844-1851

(1007)1852-2067

(215)2068-2218

(150)2219-2310

(91)2311-3008

(697)

Achievement Levels for the FCAT Reading Equivalent DSS

GradeAch. Level

1Ach. Level

2Ach. Level

3Ach. Level

4Ach. Level

5

386-1045

(959)1046-1197

(152)1198-1488

(290)1489-1865

(376)1866-2514

(648)

2006Raw

Scores

0-17(0% - 38%)

18 – 23 (40% - 51%)

24 – 34(53% - 76%)

35 – 43(78% - 96%)

44 – 45(98% - 100%)

4295-1314

(1019)1315-1455

(140)1456-1689

(233)1690-1964

(274)1965-2638

(673)

2005Raw

Scores

0-23(0% - 45%)

24 – 29 (47% - 57%)

30 – 38(59% - 75%)

39 – 45(76% - 88%)

46 – 51(90% - 100%)

5474-1341

(867)1342-1509

(167)1510-1761

(251)1762-2058

(296)2059-2713

(654)

2007Raw

Scores

0-15(0% - 33%)

16 – 21 (36% - 47%)

22 – 31(49% - 69%)

32 – 39(71% - 87%)

40 – 45(89% - 100%)

Reading DSS, Achievement Level, and Raw Scores*

GradeAch. Level

1Ach. Level

2Ach. Level

3Ach. Level

4Ach. Level

5

6539-1449

(910)1450-1621

(171)1622-1859

(237)1860-2125

(265)2126-2758

(632)

2007Raw

Scores

0-16(0% - 36%)

17 – 23 (38% - 51%)

24 – 33(53% - 73%)

34 – 40(76% - 89%)

41 – 45(91% - 100%)

7671-1541

(870)1542-1714

(172)1715-1944

(229)1945-2180

(235)2181-2767

(586)

2006Raw

Scores

0-19(0% - 42%)

20 – 28 (44% - 62%)

29 – 37(64% - 82%)

38 – 42(84% - 93%)

43 – 45(96% - 100%)

8886-1695

(809)1696-1881

(185)1882-2072

(190)2073-2281

(208)2282-2790

(508)

2005Raw

Scores

0-24(0% - 47%)

25 – 33 (49% - 65%)

34 – 40(67% - 78%)

41 – 46(80% - 90%)

47 – 51(92% - 100%)

*Approximate Number of Correct Answers/Points Needed for Each Achievement Level

Reading DSS, Achievement Level, and Raw Scores*

GradeAch. Level

1Ach. Level

2Ach. Level

3Ach. Level

4Ach. Level

5

9772-1771

(999)1772-1971

(199)1972-214

(173)2146-2297

(151)2298-2943

(645)

2006Raw

Scores

0-20(0% - 44%)

21 – 30 (47% - 67%)

31 – 37(69% - 82%)

38 – 41(84% - 91%)

42 – 45(93% - 100%)

10844-1851

(1007)1852-2067

(215)2068-2218

(150)2219-2310

(91)2311-3008

(697)

2004Raw

Scores(First-time)

0-29(0% - 57%)

30 – 37 (59% - 73%)

38 – 40(75% - 78%)

41 – 44(80% - 86%)

45 – 51(88% - 100%)

*Approximate Number of Correct Answers/Points Needed for Each Achievement Level

Reading DSS, Achievement Level, and Raw Scores*

Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

3 375-1078 1079-1268 1269-1508 1509-1749 1750-2225

2006Raw

Scores

0-14(0% - 35%)

15 – 20 (38% - 50%)

21 – 29(53% - 73%)

30 – 36(75% - 90%)

37 – 40(93% - 100%)

4 581-1276 1277-1443 1444-1657 1658-1862 1863-2330

2005Raw

Scores

0-14(0% - 35%)

15 – 20 (38% - 50%)

21 – 30(53% - 75%)

31 – 36(78% - 90%)

37 – 40(93% - 100%)

5 569-1451 1452-1631 1632-1768 1769-1956 1957-2456

3-2007Raw

Scores

0-15(0% - 25%)

16 – 25 (27% - 42%)

26 – 35(43% - 58%)

36 – 47(60% - 78%)

48 – 60(80% - 100%)

Math DSS, Achievement Level, and Raw Scores*

*Approximate Number of Correct Answers/Points Needed for Each Achievement Level

Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

6 770-1553 1554-1691 1692-1859 1860-2018 2019-2492

2007Raw Scores

0 - 13(0% - 29%)

14 – 20 (32% - 45%)

21 – 28(48% - 64%)

29 – 36(66% - 82%)

37 – 44(84% - 100%)

7 958-1660 1661-1785 1786-1938 1939-2079 2080-2572

2006Raw Scores

0-14(0% - 32%)

15 – 20 (34% - 45%)

21 – 31(48% - 70%)

32 – 39(73% - 89%)

40 – 44(91% - 100%)

8 1025-1732 1733-1850 1851-1997 1998-2091 2092-2605

2005Raw Scores

0-15(0% - 25%)

16 – 24 (27% - 40%)

25 – 37(42% - 62%)

38 – 46(63% - 77%)

47 – 60(78% - 100%)

Math DSS, Achievement Level, and Raw Scores*

*Approximate Number of Correct Answers/Points Needed for Each Achievement Level

Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

9 1238-1781 1782-1900 1901-2022 2023-2141 2142-2596

2006Raw

Scores

0-11 (0% - 25%)

12 – 18 (27% - 41%)

19 – 28(43% - 64%)

29 – 37(66% - 84%)

38 – 44(86% - 100%)

10 1068-1831 1832-1946 1947-2049 2050-2192 2193-2709

2004Raw

Scores

0-15(0% - 25%)

16 – 24 (27% - 40%)

25 – 34(42% - 57%)

35 – 49(58% - 82%)

50 – 60(83% - 100%)

10 1068-1831 1832-1946 1947-2049 2050-2192 2193-2709

2006 Summer

Raw Scores

0-14(0% - 24%)

15 – 22 (26% - 38%)

23 – 32(40% - 55%)

33 – 47(57% - 81%)

48 – 58(83% - 100%)

Math DSS, Achievement Level, and Raw Scores*

*Approximate Number of Correct Answers/Points Needed for Each Achievement Level

Overview of Algebra 1 EOC Report

26

Raw Score

EOC-Scale Scores(20 to 80)

Achievement Level

(1 to 5)

RawScore

C1

C2C3

Algebra Content Scores

Algebra 1 EOC Scores

Algebra End-of-CourseReporting Category

C1

• Functions, Linear Equations, and Inequalities

C2

• Polynomials

C3

• Rationals, Radicals, Quadratics, and Discrete Mathematics

29

Test

For

m

EOC-

Scal

e Sc

ore

Statewide Comparison

Points Earned by Content

Area

1 2 3

T Scores

30

Average Score

2011 Algebra EOC Scale Distribution - Statewide

31

• 210,004 Students tested• Average Scale Score is 49.43; • Average Raw Score is 21 out of 52(41% Correct)

20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 800

1000

2000

3000

4000

5000

6000

7000

8000

9000

2011 Algebra EOC Distribution

EOC Scale Scores

Num

ber o

f Stu

dent

s 32% of Students at the bottom third (MDCPS: 40%)

35% of Students at the top third(MDCPS: 28%)

2011 District Algebra EOC Results of % of Students at Statewide Comparison by Thirds

32

Number of Students TestedState M-DCPS 7 8 9 10 11 12

210,004 28,066* 2,048 6,180 18,286 940 299 263

State MDCPS Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 120

50

100

3240

9 10

51

6558

65

33 3226 31 33

2632

21

3528

6559

159 10 14

Low Middle High

% o

f Stu

dent

s

* Does not include small numbers of students in Grade 6 and Adult Education Programs.

2011 Statewide Algebra EOC: Average % Correct by Grade Level

33

6 7 8 9 10 11 120

50

100

63 6252

3629 30 32

Grade Level

Ave

rage

% C

orre

ct

Number of Students Tested by Grade6 7 8 9 10 11 12

56 12861 56405 114235 18900 5230 2238

34

School Level Data Sources

School Level Data

Sources

Curriculum and

Instruction Website

OADA Website

Report Builder from

Edusoft

Demographics Reports

FLDOEWebsite

Benchmark Analysis

Year at a Glance

Five-Year FCATFive-Year AYP

Interim Assessment by

Subgroups

35

Updated School Performance Report on C & I Website

http://curriculum.dadeschools.net/schoolperformancereports.asp

Average/Mean Score

Average % Correct

Percent Proficient

What is the difference?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

0

200

400

600

800

1000

1200

1400

1600N

umbe

r of S

tude

nts

Raw Score Distribution: Grade 3 Math of Fall IA, 2010-11

Average Score is 17.7 or Average % Correct of 59

67% of Students

36% of Students

P at 70% CutoffProficient at 50% Cutoff

3 7 10 13 17 20 23 27 30 33 37 40 43 47 50 53 57 60 63 67 70 73 77 80 83 87 90 93 97 1000

200

400

600

800

1000

1200

1400

1600

Grade 3

3 5 8 10 13 15 18 20 23 25 28 30 33 35 38 40 43 45 48 50 53 55 58 60 63 65 68 70 73 75 78 80 83 85 88 90 93 95 98 1000

200

400

600

800

1000

1200

Grade 4

39http://Curriculum.dadeschools.net

NGSSS Benchmark Monitoring

Tools

Reasons for Analyzing Student Achievement

Assess the current and future needs of students.

Decide what to change.

Engage in continuous school improvement.

Identify root causes of problems.

Reasons for Analyzing Student Achievement

Determine if goals are being met.

Provide differentiated instruction for students.

Essential Questions for Analyzing Student Achievement

• WHO IS MEETING HIGH STANDARDS?• Reading, math, science,

writingStatus

• WHO IS MAKING ANNUAL LEARNING GAINS?• Reading and math

Growth

State TestsMar./April

Growth

State TestsMar./April

School Year

Interim Assessment1

Oct./Nov.

InterimAssessment2

Jan./Feb.

BaselineAssessmentAug./Sept.

Continuous Instructional Improvement System

Status

Status

District Interim Assessment

District’s Pacing Guides

Instructional Focus

Calendars

The District’s Pacing Guides and Instructional Focus Calendars are aligned with the timing and content of the District Interim Assessment, working together to provide both guidelines for instruction and tools for monitoring student progress throughout the year.

District-wide Instructional Focus

Continuous Assessment

Meaningful actionable dataInstruction

Create meaningful data for administrators, coaches, and teachers….

Continuous Instructional Improvement System

What did you see?

• 1. Who is the targeted students?

• 2. What is the overall performance of the targeted group?

• 3. What is the content category of concerns?

Formulate key questions Obtain data to answer them Find the storyline to bring it all together Determine priority areas for action Share the data with the staff Seek technical assistance if needed Celebrate your achievement results! Use the data to communicate, inform, provoke,

and persuade ... and Improve Your System!

Tips for Analyzing Data

Basic Data Tools

• “disaggregated”• “longitudinal”• “cross-tabulated”

… for digging beneath the averages!

Do you have …

… data?

It would be very easy to get “analysis paralysis” by spending time pulling data together but not spending time using the data.

Data Rich….Analysis Poor!

Which students?

School Grade

AYPInclude only students who are in your school for a full academic year (Oct. FTE and Feb. FTE) and who are NOT the first year LEP students.

School Grade Include only students who are in your school for a full academic yearCriteria for meeting high standards only, include students who are:

Standard curriculumESE:

Speech impaired (F)Gifted (L)Hospital homebound (M)

ELL who have been in an ESOL program for more than two years

FCAT unedited: Include all students tested

AYP

FCAT, ALL TESTED

2007-2011 FCAT and Content Cluster Report

Writing

School Grade

Science

Reading Math

AYP

2010-2011 District Baseline Assessment ResultsSchool Name

Reading - Grade 5

Level of Proficiencyat 70% or

above

2010 AYP Met**

Total # of Students

% of Students

Tested

Overall [44] Vocabulary [7] Reading Application [24]Literary Analysis

Fiction/Nonfiction [8]Informational Text/

Research Process [5]

Average Score

% ProficientAverage

Score% Proficient

Average Score

% ProficientAverage

Score% Proficient

Average Score

% Proficient

All students NO 49 98% (48) 19.9 8% (4) 4.4 27% (14) 11.1 10% (5) 2.9 8% (4) 2.4 24% (11)

FCAT Level 1

  17 94% (16) 12.7 0% (0) 2.2 14% (2) 6.9 0% (0) 1.9 0% (0) 1.6 6% (1)

FCAT Level 2

  6 100% (6) 20.5 0% (0) 4.5 44% (2) 12.4 17% (1) 2.2 0% (0) 2.5 17% (1)

FCAT Level 3

  18 100% (18) 24.9 17% (4) 4.4 49% (7) 14.1 17% (4) 4.5 11% (2) 4.1 44% (8)

FCAT Level 4

  5 100% (5) 29.6 20% (1) 4.8 40% (2) 16.2 20% (1) 5.6 40% (2) 4.0 20% (1)

FCAT Level 5

  NA NA NA NA NA NA NA NA NA NA NA NA

White NA NA NA NA NA NA NA NA NA NA NA NA NA

Black NO 44 100% (44) 19.9 7% (4) 4.5 26% (11) 11.1 9% (4) 2.9 9% (4) 2.5 24% (10)

Hispanic NA 6 84% (5) 19.8 20% (1) 4.2 40% (2) 11.2 20% (1) 4.4 0% (0) 2.0 20% (1)

Asian NA NA NA NA NA NA NA NA NA NA NA NA NA

Am. Indian NA NA NA NA NA NA NA NA NA NA NA NA NA

ED NO 47 100% (47) 19.7 9% (4) 4.4 26% (12) 11.0 11% (5) 2.9 6% (4) 2.4 21% (10)

ELL NA 0 NA NA NA NA NA NA NA NA NA NA NA

SWD NO 14 100% (14) 11.4 0% (0) 1.8 0% (0) 6.5 0% (0) 1.6 0% (0) 1.5 0% (0)

Selection of School Report

http://curriculum.dadeschools.net/schoolperformancereports.asp

ReadingSchool Performance Reports

Benchmark List Description

Grade 6

Grade 6

Grade 7

Grade 7

Grade 8

Grade 8

MathematicsSchool Performance Reports

Benchmark List Description

Grade 6

Grade 6

Grade 7

Grade 7

Grade 8

Grade 8

ScienceN/ASchool Performance Reports

Benchmark List Description N/A

N/A

N/A

Grade 8

Grade 8

Step 2. Click on a subject/grade button below to go to that specific sheet.

Step 1. Select a school from the drop down list below.

School and Subject Selection

53

List of Schools

School Accountability

• Meeting High Standards• Learning Gains

School Grade

• Meeting High Standards• Total and SubgroupsAYP

School Grading Point Criteria Grade Points

A525-800

B495-524

C435-494

D395-434

F0-394

Meeting high standards (400 points)

Reading: %L3-5

Math: %L3-5

Science: %L3-5

Writing: %L4-6

Making learning gains(400 points)

Reading• % Making learning

gains for all

• % Making learning gains for Low25%

Math• % Making learning

gains for all

• % Making learning gains for Low25%

EDISON PARK ELEMENTARY* WILLIAM J. BRYAN ELEMENTARY* FLORIDA CITY ELEMENTARY* WILLIAM H. TURNER TECHNICAL ARTS*

56

Group

Participation Met(Tested 95%) Proficiency Met

Reading Math Reading Math

TOTAL 1 1 1 1

WHITE 2 2 2 2

BLACK 3 3 3 3

HISP. 4 4 4 4

ASIAN 5 5 5 5

Am. Ind.

6 6 6 6

ED 7 7 7 7

ELL 8 8 8 8

SWD 9 9 9 9

School Grade

Total Group

GraduationTotal Group

WritingTotal Group

Other AYP Criteria

AYP Point Criteria 39 Components Criteria (NA, No, Yes)

Adequate Yearly Progress (AYP) Benchmark

Year%Proficiency Targets

Reading Math

2008-09 65 68

2009-10 72 74

2010-11 79 80

2011-12 86 86

2012-13 93 93

2013-14 100 100

Do you know what your students should know and be able to do each year in

math/reading/science/writing?

Can you identify the gap between where students are right now in relation to high

standards?

What instructional strategies can you use to accelerate students to attain high

standards?

Essential Questions

How prepared are you to effectively use assessment to determine ways to alter

instruction to meet high standards?

Do you have effective classroom-level assessments to help you clearly determine

whether students are meeting high standards?

Essential Questions

The secret of data analysis is

pattern recognition.

Peter Holly(Personal communication, Ames, Iowa, 1992)

Dig Deeper into Data

Reporting Categories

Benchmark Analysis

Content Focus

Item Analysis

Student Response Analysis

Content Cluster

Benchmark 1

Content Focus 1

Items

Content Focus 2

Items

Benchmark 2

Content Focus 1

Items

Content Focus 2

Items

Digging into Data Through Edusoft

Content Cluster Analysis

Benchmark Analysis

Item Analysis

Identified Students

Digging into Data

Vocabulary (45%)

LA.5.1.6.7(49%)

Base Words

Items: 2, 5, 655%, 20%,

45%

Root

Items: 4, 1070%, 40%

LA.A.5.1.6.3(48%)

LA.5.1.6.8(41%)

Antonyms

Items: 2, 7, 8, 11

Synonyms

Item 2415%

Content Categories Analysis

Benchmark Analysis

Item Analysis

Identified Students

Content Focus

Edusoft Reports• Overall performance and %

proficient• Benchmark analysis• Content cluster analysis and %

of proficient

Performance Band Reports

• Performance by item• Distractor Analysis

Item Analysis Reports

• Item Response Pattern by students

Item Response Reports

Protocols for Baseline/Interim AssessmentBased on the Performance Band Report, what patterns of strengths and weaknesses emerge from the report?

Based on Item Analysis Report, which concept or content should the department/ grade level /teacher focus on?

How will you group or regroup students based on Item Response Report?

Identify students needing intervention after conducting Item Analysis and Item Response Reports.

How will you instruct to get different results?

What is the next learning target(s); which benchmarks?

How will you monitor and measure results?

2010-2012 Ideal Data File

66

2010-2012

Data File

2012 Demographics

Information

2011 FCAT Scores

2012 Interim Assessments,

FAIR

2012 FCAT2.0 and EOC Scores

2012 Student Academic

2011 & 2012 Student

Accountability Information

67

Student Database

Student Database

Demographics Information

Course Enrollments

FCAT, FCAT2.0, EOC scores

Accountability Information

Interim Assessments,

FAIR

68

Student Data Sources

Student Data

Sources

Student Performance

Indicators (SPI)

Accountability Reports on

Principal Portal

Edusoft andPMRN

File Download Manager

PMRN – Progress Monitoring Reporting Network

69

Accountability Reports on Principal Portal

Accountability Reports on Principal Portal

Bubble

Reading

Math

Gains

Reading

Math

Regress

Reading

Math

Lowest 25, 35, 45

Reading

Math

Accountability Report Data Elements

No. Variable Name

1 Student_ID

2 Name

3 Gain

4 Bubble

5 Regress

6 Sur2_Schl (October FTE)

7 Sur3_Schl (February FTE)

8 Rank (Based on DSS)

9 Most_Recent_FCAT_Grade

10 Most_Recent_FCAT_Level

11 Most_Recent_FCAT_Scale_Score

No. Variable Name

12 Most_Recent_FCAT_DSS_Score

13 Prior_FCAT_Grade

14 Prior_FCAT_Level

15 Prior_FCAT_Scale_Score

16 Prior_FCAT_DSS_Score

17 AYP_Ethnic

18 LEP_code

19 LF___2_YR

20 LEP_Entry_Date

21 SPED_EXCP

22 Lunch_Code

Interim Assessments

Reading

Math

FCAT 1 2Missing Intensive

Course

Reading

Math

Others

Graduation

Dual Enrollment

Top 45 for Grade 11 Science

Other Reports on Principal Portal

73

Accountability Reports on Principal Portal

Gain(Annual Learning

Gains)

Y

N

Bubble

PPossibility to be at

the next level

NNeutral

RRisk to decline the

level

• Improve achievement Levels

• Maintain high standards

• Demonstrate more than one year’s growth (using the developmental scale score gains) when remaining in achievement level 1 or 2 for both years.

Criteria for Making Annual Learning Gains

5 4 3 2 1

1 2 3 4 5

2010 Achievement Level

2011

Ach

ieve

men

t L

evel

Grade Reading Math

3 to 4 231 163

4 to 5 167 120

5 to 6 134 96

6 to 7 111 79

7 to 8 93 65

8 to 9 78 NA

9 to 10 78 49

Annual Learning

Gains for FCAT

Achievement

Levels 1 and 2 (Do

not use for retained students)

and Reading

Mathematics FCAT Worksheet

Student

Student Grade

Achievement Level

Developmental Scale Scores (DSS)

2010-11 Meeting High Standards for School

Grade

2010-11 Making Annual Learning

Gains

2010-11 Meeting AYP Standards

2009-10 2010-11 2009-10 2010-11 2009-10 2010-11 Change Yes/No Yes/No Yes/No

1 6 7 2 2 1661 1676 15

2 6 7 4 3 1919 1926 7

3 6 7 1 1 1265 1502 237

4 6 7 1 3 1295 1853 558

5 7 7 1 1 1382 1502 120

6 6 7 3 2 1717 1748 31

7 6 7 1 1 1269 1382 113

8 7 7 2 2 1676 1748 72

9 6 7 4 4 1902 1939 37

10 6 7 1 1 1256 958 -298

11 6 7 2 3 1687 1930 243

12 6 7 3 3 1751 1870 119

13   7   2   1676 NA

14 6 7 2 1 1635 1644 9

15 6 7 3   1786   NA

Mathematics FCAT Worksheet - Answer

Student

Student Grade

Achievement Level

Developmental Scale Scores (DSS)

2010-11 Meeting High Standards for School

Grade

2010-11 Making Annual Learning

Gains

2010-11 Meeting AYP Standards

2009-10 2010-11 2009-10 2010-11 2009-10 2010-11 Change Yes/No Yes/No Yes/No

1 6 7 2 2 1661 1676 15 No No No2 6 7 4 3 1919 1926 7 Yes No Yes3 6 7 1 1 1265 1502 237 No Yes No4 6 7 1 3 1295 1853 558 Yes Yes Yes5 7 7 1 1 1382 1502 120 No No No6 6 7 3 2 1717 1748 31 No No No7 6 7 1 1 1269 1382 113 No Yes No8 7 7 2 2 1676 1748 72 No No No9 6 7 4 4 1902 1939 37 Yes Yes Yes

10 6 7 1 1 1256 958 -298 No No No11 6 7 2 3 1687 1930 243 Yes Yes Yes12 6 7 3 3 1751 1870 119 Yes Yes Yes13   7   2   1676 NA No NA No14 6 7 2 1 1635 1644 9 No No No15 6 7 3   1786   NA NA NA NA

Gain(Annual Learning

Gains)

Y

N

Bubble

PPossibility to be at

the next level

NNeutral

RRisk to decline the

level

Ranking: Percentile Ranking based on DSS

0-25 26-35 36-45 45-100

Accountability Report Data Elements

No. Variable Name

1 Student_ID

2 Name

3 Gain

4 Bubble

5 Regress

6 Sur2_Schl (October FTE)

7 Sur3_Schl (February FTE)

8 Rank (Based on DSS)

9 Most_Recent_FCAT_Grade

10 Most_Recent_FCAT_Level

11 Most_Recent_FCAT_Scale_Score

No. Variable Name

12 Most_Recent_FCAT_DSS_Score

13 Prior_FCAT_Grade

14 Prior_FCAT_Level

15 Prior_FCAT_Scale_Score

16 Prior_FCAT_DSS_Score

17 AYP_Ethnic

18 LEP_code

19 LF___2_YR

20 LEP_Entry_Date

21 SPED_EXCP

22 Lunch_Code

Export Accountability Report

Excel Format CSV Format PDF Format

Principal Accountability ReportSchool Grade View ReportExport Data Print

Using Pivot Table to Answer These Questions

Which students improved/regressed their FCAT levels from 2010 to 2011?

What is the number of students achieving high standards by each of the AYP subgroups?

At each achievement level, what are the numbers of students made learning gains?

What is the number of students thay made learning gains by AYP subgroups?

Which students are in the bottom/top quartile based on 2011 DSS?

What is the average % correct of each reporting category by achievement level/AYP subgroups?

1

Guiding Questions to Inform the Problem-Solving Process

What are the anticipated barriers to increasing the percentage of students making learning gains?

What strategies will be implemented to increasing learning gains for Low25% and overall?

What are the anticipated barriers to increasing the percentage of students meeting high standards for each AYP subgroup and overall?

What are the anticipated barriers to increasing the percentage of students maintaining proficiency or moving above proficiency on 2012 FCAT 2.0/EOC?

Insert Pivot Table for Data Analysis (folder)1. Click on Cell A22. On main menu, select “Insert”3. Click on “Pivot Table” then select

“Pivot Table”4. Create Pivot Table will appear.5. Check Table/Range to make sure it is

correct. Then click OK.6. Pivot Table appear with Pivot Table

Field List.

Continued1. Click A3 and select “Options” under “PivotTable Tools”.

2. Next click on “Options” under . PivotTable Name. Next, select “Options” under “PivotTable Tools”.

3. Select “Display” Tab

4. Check on Classic Pivot Table layout

Using Pivot Table to Create the following tables

2011 Achievement Level by 2010 Achievement Level

2011 Achievement Level by AYP Subgroups

2011 Achievement Level by Gains

2011 Achievement Level by Bubble Students

2011 Average % Correct of each reporting category by achievement levels

2011 Average % Correct of each reporting category by AYP Subgroups

Using Pivot Table to Create the following tables

2011 Achievement Level by 2010 Achievement Level

2011 Achievement Level by AYP Subgroups

2011 Achievement Level by Gains

2011 Achievement Level by Bubble Students

2011 Average % Correct of each reporting category by achievement levels

2011 Average % Correct of each reporting category by AYP Subgroups

Enable Macro for Excel

Student Performance Indicators (SPI)

92

SPI School Data Elements1. CLASS_SCHOOL

2. STUDENT_NAME

3. STUDENT_ID

4. STUDENT_STATUS_CODE

5. GENDER

6. STUDENT_ETHNICITY

7. STUDENT_GRADE

8. STUDENT_HOMEROOM

9. LEP_Entry_Date

10. LUNCH_CODE

11. Birthdate

12. ESE_INFO

13. LEP_INFO

14. FCAT_CURR_GROUP

15. FCAT_TEST_YEAR

16. FCAT_TEST_MONTH

17. FCAT_GRADE

18. FCAT_NRT_MATH_SCALE

19. FCAT_NRT_MATH_PERCENT

20. FCAT_NRT_MATH_STANINE

21. FCAT_NRT_READ_SCALE

22. FCAT_NRT_READ_PERCENT

23. FCAT_NRT_READ_STANINE

24. FCAT_SSS_MATH_SCORE

25. FCAT_SSS_MATH_LEVEL26. FCAT_SSS_MATH_DEVELOP27. FCAT_SSS_MATH_NS (Content 1)28. FCAT_SSS_MATH_M (Content 2)29. FCAT_SSS_MATH_GS (Content 3)30. FCAT_SSS_MATH_AT (Content 4)31. FCAT_SSS_MATH_DA32. FCAT_SSS_READ_SCORE33. FCAT_SSS_READ_LEVEL34. FCAT_SSS_READ_DEVELOP35. FCAT_SSS_READ_WP (Content 1)36. FCAT_SSS_READ_MIP (Content 2)37. FCAT_SSS_READ_C (Content 3)38. FCAT_SSS_READ_RR (Content 4)39. FCAT_SSS_SCI_SCORE40. FCAT_SSS_SCI_LEVEL41. FCAT_SSS_SCI_PC 42. FCAT_SSS_SCI_ES 43. FCAT_SSS_SCI_LE 44. FCAT_SSS_SCI_ST45. FCAT_SSS_WRITE_PT46. FCAT_SSS_WRITE_SCORE47. FCAT_READ_PASS_FAIL 48. FCAT_MATH_PASS_FAIL

VLOOKUP FUNCTION

=VLOOKUP(LOOKUP_VALUE, TABLE_ARRAY, COLUMN INDEX NUMBER, FALSE)

Lookup_Value:What value are you searching for?Excel will look for a match to this value in the leftmost column of the lookup table

Table_Array:Where do you want to search?Use absolute references to “lock” the range by pressing F4 key

Col_index_numWhich column contains the search result?Count over from the first column to figure out what this number should be, starting with 1.

FALSETo force Excel to lookup value be exact match

=VLOOKUP($A2,’Interim Assessment!$A$3:$R$103,3,FALSE)

Open Excel

Practice file

VLOOKUP FUNCTION

=VLOOKUP(LOOKUP_VALUE, TABLE_ARRAY, COLUMN INDEX NUMBER, FALSE)

Master File

Accountability

SPIBaseline

and Interim Assessment

File Download Manager

Vlookup Function

S3 =vlookup($a3,'2010 Interim'!$A$5:$H$118,4,false)

T3 =vlookup($a3,'2010 Interim'!$A$5:$H$118,6,false)

U3 =vlookup($a3,'2010 Interim'!$A$5:$H$118,8,false)

Using Macro to Format and Merge the Data Files into One

97

DownloadTemplate

Download Data Files:SPI

Accountability ReportCourses (File Download

Manager)

Click the button on the template to format and

merge data files

http://osi.dadeschools.net/actiondata

98

File Download Manager

Demographic

Class

Academic

ESE

ESOL

Testing

Download File

99

File Download Manager

Students to be Tested in 2011-12Algebra 1

• 1200310 - Algebra 1• 1200320 - Algebra 1 Hon.• 1200380 - Algebra 1B• 1209810 - Pre-AICE

Mathematics 1• 1200390 - IB Middle Years

Program – Algebra 1 Hon.

Geometry• 1206310 - Geometry• 1206320 - Geometry Hon.• 1206810 - IB Middle Years

Program Geometry Hon.• 1209820 - Pre-AICE

Mathematics 2

Biology

• 2000310 - Biology 1• 2000320 - Biology 1 Hon.• 2000322 - Pre-AICE Biology • 2000430 - Biology Technology • 2000800 - Biology 1 PreIB

• 2000850 - IB Middle Years Program Biology Hon.

• 2002440 - Integrated Science 3• 2002450 - Integrated Science 3

Hon.

Independent Assignment

• Select one school, one grade, one subject area of your choice.

• Download the template from the website.• Complete the template with data of the selected

school.• On the “Pivot Table Blank”, fill the blank pivot table

with data. • Save the file as PD Sequence-Last Name-Work

Location, example: 0672-Wongbundhit-9629 • PD Sequence: 0672 for 8/26; 0673 for 8/29• Send the file to ywongbundhit@dadeschools.net

102