PROGRESS MONITORING FOR SUCCESS

PROGRESS MONITORING FOR SUCCESS

CAONovember 13, 2012

Coming together is a beginning; keeping together is progress; working together is success. Henry Ford

The Destination

• Thirty five years ago, only 12% of U.S. jobs required some postsecondary training• 16% required a Bachelor’s

degree or higher

Source: Achieve, American Diploma Project

The Destination

• 8 in 10 U.S. jobs in the next decade will require postsecondary education or training

Source: Achieve, American Diploma Project

22%

45%

33%

Low Skill Middle Skill High Skill

The Destination

• PARCC – College and Career Ready Determination– The policy specifically states students earn a CCRD

by performing at level 4 of 5:• in ELA/literacy and enroll in College English Composition,

Literature, and technical courses requiring college-level reading and writing• Mathematics and enroll in College Algebra, Introductory

College Statistics, and technical courses requiring an equivalent level of mathematics

Source: PARCC

The CCSS and PARCC build a pathway to the knowledge and skills needed to prepare all students for college and career readiness.

The Destination

“If you don't know where you are going, any road will get you there.”

Lewis Carroll

Agenda

Where Are We Now?College and Career ReadinessFCAT 2.0 Proficiency Rates

How Do We Get There?Comprehensive Assessment SystemBaseline DataInterim AssessmentsProgress Monitoring

FY2008-FY2012: AP Participation

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 0.36 0.378000000000001

0.536 0.527 0.506

Black 0.151 0.164 0.29 0.299 0.249

Hispanic 0.346000000000001

0.380000000000001

0.553 0.487 0.467

White 0.44 0.453 0.591 0.631000000000002

0.616000000000002

13%

38%

63%

88%

SDPBC Black Hispanic White DREA

FY2008-FY2012: AP Performance

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 0.515 0.526 0.481 0.508 0.55

Black 0.26 0.267 0.19 0.228 0.288

Hispanic 0.52 0.507 0.467 0.48 0.515

White 0.552 0.581 0.561 0.584 0.616000000000002

13%

38%

63%

88%

SDPBC Black Hispanic White DREA

FY2008-FY2012: SAT Participation

DREA

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 0.54 0.46 0.53 0.89 0.690000000000001

Black 0.34 0.310000000000001

0.34 0.68 0.59

Hispanic 0.47 0.42 0.46 0.8 0.620000000000001

White 0.610000000000001

0.53 0.620000000000001

0.850000000000001

0.720000000000001

13%

38%

63%

88%

SDPBC Black Hispanic White

FY2008-FY2012: SAT Critical Reading Performance

DREA

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 501 501 491 445 478

Black 440 438 427 390 405

Hispanic 484 489 481 434 469

White 525 526 520 500 524

300

500

700


FY2008-FY2012: SAT Math Performance

DREA

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 506 507 498 452 484

Black 434 435 424 392 405

Hispanic 488 490 480 441 472

White 533 535 530 508 531

300

500

700


FY2008-FY2012: SAT Writing Performance

DREA

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 484 484 474 433 463

Black 423 423 409 381 389

Hispanic 467 472 462 424 453

White 508 507 504 487 509

300

500

700


FY2008-FY2012: ACT Participation

DREA

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 0.47 0.57 0.600000000000001

0.56 0.620000000000001

Black 0.55 0.650000000000002

0.650000000000002

0.630000000000001

0.720000000000001

Hispanic 0.42 0.49 0.5 0.43 0.610000000000001

White 0.42 0.45 0.4 0.380000000000001

0.5

13%

38%

63%

88%


FY2008-FY2012: ACT Reading Performance

DREA

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 61.4 56.4 53.7 59 59.6

Black 34.3 31.4 33.9 41 42.8

Hispanic 51.4 47.2 48.9 54.8 54.1

White 82.7 80.5 77.8 82.5 80.8

12.5

37.5

62.5

87.5


FY2008-FY2012: ACT Math Performance

DREA

FY2008 FY2009 FY2010 FY2011 FY2012

SDPBC 54.5 48.2 41.8 45.1 45.7

Black 22.8 19.9 19.2 22.1 21.2

Hispanic 47.5 39.7 37.2 39.8 44.1

White 76.6 74.3 67.6 72.8 71.6

12.5

37.5

62.5

87.5


Graduation RatesProbability by Prior FCAT Score

FY2011 Graduation Probability Using Previous FCAT 2.0 Reading Levels

Level 1 Level 2 Level 3 Level 4 Level 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gr 3 FY02Gr 4 FY03Gr 5 FY04Gr 6 FY05Gr 7 FY06Gr 8 FY07Gr 9 FY08Gr 10 FY09

FY2011 Graduation Probability Using Previous FCAT 2.0 Math Levels


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


College Ready RatesProbability by Prior FCAT Scores

FY2011 College Ready Probability Using Previous FCAT 2.0 Reading Levels


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


FY2011 College Ready Probability Using Previous FCAT 2.0 Math Levels


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Progress Monitoring Towards College and Career Readiness

Using a Comprehensive Assessment System to Inform Instruction and

Make Data-Driven Decisions

State: Assessment

District: Benchmark

Assessments

School: Unit Tests

Teacher: Daily Monitoring

State: Assessment

Teacher: Daily Monitoring

Practices of High Performing Schools-Comprehensive and

Balanced Assessment System

Teacher-Created• Quizzes, Chapter Tests

Purchased • ExamView, Gizmo, Think Central, Unit

Tests

Summative Assessments

Baseline and Mid-year Diagnostics

Mini Assessments- AKA (IBMs)

Daily Monitoring, including item banks

Types of Interim Assessments in Palm Beach County

Fall and Winter Diagnostics, FAIR, Palm Beach Writes

FCAT 2.0/FL EOC

IBMsMBAs

Florida AchievesFlorida Ready

High Performing DistrictsSDPBC

MARZANO

• Communicating Clear Learning Goals

• Deliver Effective Instruction

• Track Student Progress

Essential: Rigorous Standards And Effective Instruction

• District: monitor curriculum, instruction, and assessment throughout the system and adjust systematically in response to data

• School: utilize multiple forms of assessments and data to drive instruction

• Classroom: give prompt and specific feedback to students on their data from frequent informal and formal assessments

ASSESS• Baseline

SDPBC Assessment

System

ELEMENTARY

School Change in Reading Percent ProficientFCAT 2.0 to Fall Diagnostic

Elementary: All Students Tested

School Change in Math Percent ProficientFCAT 2.0 to Diagnostic

Elementary: All Students Tested

MIDDLE

School Change in Reading Percent ProficientFCAT 2.0 to Diagnostic

Middle: All Students Tested

School Change in Math Percent ProficientFCAT 2.0 to Diagnostic

Middle: All Students Tested

HIGH

School Change in Reading Percent ProficientFCAT 2.0 to Diagnostic

High: All Students Tested

BASELINE EDW REPORTSProgress Monitoring

Monitoring Reports Status Update

• Monitoring Progress Toward A+ Goals Elementary – RTOOA0380 - includes 800 pts

• Monitoring Progress Toward A+ Goals for Middle Schools – RTOOA0530 - includes 800 pts and Accelerated Participation courses

• Monitoring Progress Toward A+ Goals for High Schools – RTOOA0445 - includes 1600 pts

Summary reports to monitor Fall and Winter Diagnostic Assessments results in Reading, Mathematics, and Science.

Diagnostic Questions

What was the percent tested?

What was the percent proficient in Reading, Math, and Science?



What was the percent proficient in Reading, Math (including Algebra 1 EOC), and Science?

Was there improvement in the Accelerated Participation and Performance?



What was the percent proficient in Reading, Algebra 1 EOC?

Analyze

Assess to Determine Baseline

Data Mining

ASSESS• Baseline

ANALYZE • Student

results

SDPBC Assessment

System

EDW STUDENT LISTING REPORTSProgress Monitoring

Student Listing Reports Status Update

• Reading Profile (Most Recent)-RTSOR0036• Mathematics Profile (Most Recent)-

RTSOM0037• Writing Profile-RTSFW0123• Science Profile-RTSFS0121

Profile reports are student listings of multiple assessment results in Reading, Mathematics, Writing, and Science.

FCAT FAIR DIAG RRR SRI

Analyze students’ scores across all assessments.

FCAT EOC-A EOC-G DIAGDIAGEOC-A

DIAGEOC-G

All Students are included in this report

Compare Writing Scores

Did students improve writing scores?

Were all students assessed in Periods 1, 2, and 3?

FCAT EOC -B DEOC -BSDIAG

Do all students have a Diagnostic score?

Diagnostic Reading and Mathematics Gains Reports

• Diagnostic Reading Gains— RTSDR0095• Diagnostic Math Gains –RTSDM0096

Gains reports are student listings showing comparisons of prior FCAT Reading Level or FCAT Mathematics Level versus current Fall Diagnostics Predicted Levels

Green “” represents improvementin levels

Red “X” represents decline in levels

INFORMING INSTRUCTION

Diagnostic Interactive Reports

• Interactive Diagnostic Roster Report-RTSDA0472• Interactive Diagnostic EOC Roster Report-

RTSDA0479

Interactive reports show results at District, school, and classroom levels on the FCAT Diagnostic Fall assessments. Report shows individual question responses, percent correct, and distractor information.

School ViewSchool Diagnostic Results and District Results

Class ViewClass roster with individual student results

EOC School and District ViewAlgebra 1, Geometry, or Biology 1

School and District Results

Diagnostic Interactive Reports

• Individual Interactive Roster Reports-RTSDA0527

Individual student view shows a single student’s question responses, percent correct, and distractor information.

Individual Student ViewNEW

Student Answers to Questions

Diagnostic Diamond Report

• Diagnostic Diamond Report-RTODA0173

Diagnostic Diamond report compares the school benchmark performance against District benchmark performance and compares previous year results of same questions.NEW: compare all sections of same teacher compare all teachers of same course

Opportunity to Learn

• Articulates a rigorous standards– (Know the targets)

• Monitors extent teachers cover the standards– (Know the teachers)

• Utilizes assessments based on the standards– (Know the students)

Guiding StepsStep 1: Sort by benchmark

A. Look at diff columnB. Look at questions most negatively different from

the districtI. Is it easy (>=75%), hard (<=25%) or in between for

DistrictII. Ask: Has it been taught?

C. Look for patterns byI. BenchmarkII. FocusIII. QuestionIV. Ask: Has it been taught?

Administrator is able to compare teacher-class- sections

Enhanced Diamond Report in New EDW

Administrator is able to review class results by teachers

Enhanced Diamond Report in New EDW

Enhanced Diamond Report in EDW for Teachers

Teacher is able to review class results by sections

Palm Beach Writes Reports

• Individual Interactive Roster Reports-RTSDA0527

Summary report shows school, grade level, the number of students assigned to the school, PBW test type, the number of students taking the test, the participation rate and the Score 3 plus and 4 plus Counts and percents for the Assessment Period selected.

School 1

School 2

School 3School 4

School 5

School 10School 9School 8School 7

School 6

School 11 School 12

School 13School 14School 15

School 16

Palm Beach Writes

Palm Beach Writes report is a student listingshowing current year Palm Beach Writes dates,scores and test types.

•Palm Beach Writes - RTSCW0146

Do students have a current assessment period score?

Are students improving over time?

Analyze

Act


Instructional Strategies and Feedback

Data Mining

ASSESS• Baseline

ANALYZE • Student

results

ACT• Instructio

n

SDPBC Assessment

System

Analyze

Act

Assess, Analyze, and Act


Florida Continuous Improvement Model


Data Mining

ASSESS• Minute-by-

minute• Daily• Weekly• Unit/Chapter• Interim

Benchmarks• Diagnostics

ANALYZE • Student

results

ACT• Instructio

n• Give

feedback• Review• Reteach • Enrich SDPBC

Assessment System

InstructionInstruction Minute-by-minute Monitoring

Minute-by-minute Monitoring

Provide feedbackProvide feedback

Provide feedbackProvide feedback Daily MonitoringDaily Monitoring

InstructionInstruction Unit/Chapter Monitoring

Unit/Chapter Monitoring

InstructionInstruction Interim Benchmark Monitoring

Interim Benchmark Monitoring

SDPBC Classroom Assessment Cycle

InstructionInstruction



InstructionInstruction DiagnosticsDiagnosticsProvide feedbackProvide feedback

RememberFormative Assessments

•Marzano recommends using a formative assessment approach to tracking student progress.• Formative assessments are:– administered while students are learning new

information and skills– used to make adjustments and plan further

learning experiences

Consistent Monitoring

Who is monitored?

Whymonitor?

Who benefits from

monitoring?

How are the results used?

allstudents

determine acquired

knowledge

teachers,students,parents

•plan/revise/guide /enrichinstruction

•set goals•monitor progress

•group for instruction

Determining what students know and are able to do

Consistent Monitoring

Who is monitored?

Whymonitor?

Who benefits from

monitoring?

How are the results used?

allstudents

determine acquired

knowledge

teachers,students,parents

•plan/revise/guide /enrichinstruction

•set goals•monitor progress

•group for instruction

Determining what students know and are able to do

Tracking student progress using formative assessments provide a

view of students’ learning over time.

Purpose of Interim Assessments

• Help to monitor the established learning goals

• Track student progress towards learning goals using a formative approach

• Provides a platform for targeted instruction

• Variety of forms

Teacher-Created• Quizzes, Chapter Tests

Purchased • ExamView, Gizmo, Think Central, Unit

Tests

Summative Assessments

Baseline and Mid-year Diagnostics

Mini Assessments- AKA (IBMs)

Daily Monitoring, including item banks

Types of Interim Assessments in Palm Beach County

Fall and Winter Diagnostics FAIR, Palm Beach Writes

FCAT 2.0/FL EOC

IBMsMBAs

Florida AchievesFlorida Ready

High Performing DistrictsSDPBC

CORE

K12

• CORE K12 • Can be used at each level of the

formative assessment process– Teacher created– IBMs–MBAs–Diagnostics

Data that Impacts Instruction

• Access to reports that are immediate and actionable for:–Students–Teachers


• Assessment Results Report– form instructional

groups based on common weaknesses


• Aggregate Item Performance Report–All classes for a single report identify grade

level themes for weaknesses


• Item Performance Report– Target misconceptions within a class or for

an individual student


• Performance Band Report–Compare

students’ results by class to identify effective teaching strategies



FAIR• PMRN • Student Details Report• 3 Parts

1. Reading Comprehension

2. Maze3. Word Analysis

Data that Impacts InstructionFAIR – Section 1• Reading Comprehension– Text Complexity–Comprehension Skills


FAIR – Section 2• Maze– Fluency Analysis– Sentence Structure

Issues


FAIR – Section 3• Word Analysis –Decoding Issues

Analyze

Act


Graduation


FCAT, FCAT 2.0, EOCs



Data Mining

Analyze

Act


Graduation

College and Career Ready

Measures


AP, SAT, ACT, P.E.R.T.




Data Mining

Analyze

Act


Graduation

College and Career Ready

Measures

Success in Global

Economy


Driving Force

AP, SAT, ACT, P.E.R.T.




Data Mining

Contact Information

Division of Quality Assurance

Progress Monitoring: Dr. Frank RodriguezCollege Readiness:Mr. Mark HowardEDW Reports: Mrs. Diane Conley

Dr. Sandra Raymond Roberts

CORE K12: Dr. Carla P. Kendall

Documents

PROGRESS MONITORING FOR SUCCESS