2006HURRICANE

NAMES

Analyze In-serviceBasal J-CurveCRISSKaganDIBELS LeeEducate MarzanoFCAT NormGainsOrderHistogramPareto

Looks Like Another

Challenging Year

Learning GainsLearning Gains

Outcomes:Outcomes: Understand what constitutes a Understand what constitutes a

learning gain.learning gain. Understand why “learning” is the Understand why “learning” is the

focus of data.focus of data. Assist teachers in identifying needs.Assist teachers in identifying needs. Improve student achievement.Improve student achievement. Increase instructional effectiveness.Increase instructional effectiveness.

No Clear AimNo Clear Aim

One reason why the One reason why the proverbial “report proverbial “report card committee” card committee” poses such poses such difficulty is that we difficulty is that we have not agreed have not agreed upon the aim of the upon the aim of the reporting system.reporting system.

What is the What is the aimaim of of history instruction?history instruction?

What do you What do you believe is the believe is the aimaim in your own in your own classroom?classroom?

The primary aim of The primary aim of a school system is a school system is to increase success to increase success and decrease and decrease failure.failure.

A clear aim unifies A clear aim unifies people and people and practices.practices.

What unifies your What unifies your school? school? Classroom?Classroom?

AIM

According to Piaget, children are According to Piaget, children are most like adults in their most like adults in their feelingsfeelings and least like adults in their and least like adults in their thinkingthinking..

It is not the responsibility of educators It is not the responsibility of educators to motivate students, but to to motivate students, but to determine what is causing them to determine what is causing them to lose lose their motivation and stop such their motivation and stop such practices.practices.

Wrong Definition of Wrong Definition of “Fair”“Fair”

Fair is not everyone Fair is not everyone using the same method.using the same method.

Fair is everyone meeting Fair is everyone meeting the same standards.the same standards.

If the pieces don’t fit, don’t force them.If the pieces don’t fit, don’t force them.

Change, But No Change, But No ImprovementImprovement

Most often we Most often we experience change experience change without the foggiest without the foggiest notion whether or not notion whether or not improvement improvement occurred.occurred.

Sometimes, change is Sometimes, change is like a rocking horse; like a rocking horse; movement occurs, movement occurs, but when all is said but when all is said and done, we’ve gone and done, we’ve gone nowhere.nowhere.

Gain ScoresGain Scores

Commonly referred to as “Learning Gains”

The amount of progress a student makes in one school year.

Learning Gains: Who Qualifies?

All students with a pre- and post-test, including all subgroups (ESE, LEP, etc.).

All students with matched, consecutive year (i.e. 2005 & 2006) FCAT SSS results, grades 4-10, who were enrolled in the same school surveys 2 & 3 (FTE).

Learning Gains: Which Scores?

Gains apply in reading and math, not writing or science.

Pre-test may be from same school, same district, or anywhere in the state.

Learning Gains:What equals Adequate Yearly Progress (AYP)? A. Improve FCAT Achievement Levels from 2005 to 2006 (e.g. 1-2, 2-3, 3-4, 4-5)

OR

B. Maintain “satisfactory” Achievement Levels from 2005-2006 (e.g. 3-3, 4-4, 5-5)

OR

C. Demonstrate more than one year’s growth within Level 1 or Level 2 - determined by DSS Cut Points (not applicable for retained students)

Learning Gains: Retainees

A retained student can only be counted as making adequate

progress if he/she:

Moves up one level. (e.g. 1-2, 2-3, 3-4, 4-5)

Maintains a level 3, 4, or 5.

Developmental Scale Score Gains Table (DSS Cut

Points)Students achieving within Level 1 (or within Level 2) for two consecutive years must gain at least one point more than those listed in the table in order to satisfy the “making annual learning gains” component of the school accountability system.

Grade Level Change

Reading Mathematics

3 to 4 230 162

4 to 5 166 119

5 to 6 133 95

6 to 7 110 78

7 to 8 92 64

8 to 9 77 54

9 to 10 77 48

Learning Gains: Activity

Using the data on the following table, determine:

which students made a learning gain

what percentage of the students made a learning gain

Data Display for FCAT Reading Data Display for FCAT Reading ResultsResults

Student 04/05 Grade Level

05/06Grade Level

Pre-test Achievement Level

Pre-test DSS

Post-test Achievement Level

Post-test DSS

Learning Gain Determination

A 7 8 Level 1 Level 2 Yes or NoReason: A, B, or C

B 7 8 Level 4 Level 4 Yes or NoReason: A, B, or C

C 7 8 Level 2 1598 Level 2 1743 Yes or NoReason: A, B, or C

D 8 8 Level 1 Level 2 Yes or NoReason: A, B, or C

E 8 8 Level 3 Level 3 Yes or NoReason: A, B, or C

F 8 8 Level 1 1486 Level 1 1653 Yes or NoReason: A, B, or C

G 7 8 Level 5 Level 4 Yes or NoReason: A, B, or C

Teacher Learning Gains Based on Data Display

5 out of 7 students made learning gains. 71% of this teacher’s students made learning gains

and add points towards the school’s grade. No points are given to the school for Student F

because he was retained and stayed within level 1 – even though he made significant gains in DSS points.

No points are given to Student G because he decreased a level.

Total Number of Students with a Pre and Post-test who qualify for learning gain calculations:

Reason AIncreased 1 or more Achievement Levels

Reason BMaintains “satisfactory” levels (3, 4, or 5)

Reason CDSS Target Gain (More than a year’s growth)

7 2 2 1

Class Record Sheet Class Record Sheet for for

Learning GainsLearning Gains

Microsoft Word Document

FCAT Data Inquiry website:

http://is-web/fcat/

Learning is the ConstantLearning is the Constant We say “you can lead We say “you can lead

a horse to water, but a horse to water, but cannot make him cannot make him drink,” which means I drink,” which means I teach but have little teach but have little impact upon learning.impact upon learning.

Teaching is the Teaching is the constant in constant in classrooms; learning classrooms; learning is the variable.is the variable.

Learning should be Learning should be the constant; teaching the constant; teaching the variable.the variable.

Learning SequenceLearning Sequence

How would you use How would you use data to drive your data to drive your learning learning environment?environment?

Gather Data

Graph Data

Analyze Data

Generate Hypothesis using Insight

Allow insight to drive instruction

Assess individual students’ learning gains

Learning Sequence

Utilize on PDP

ConclusionConclusion

Utilizing and analyzing data allows Utilizing and analyzing data allows educators to do a fair job of leading the educators to do a fair job of leading the vast majority of students to meet grade-vast majority of students to meet grade-level standards.level standards.

The key is using the statistical tools to The key is using the statistical tools to create teams (teacher & students, create teams (teacher & students, teachers and principals, site staff and teachers and principals, site staff and district office staff) that are working district office staff) that are working together to create all-time-bests in every together to create all-time-bests in every aspect of schooling.aspect of schooling.

ReferencesReferences

Bernhardt, Victoria L. Bernhardt, Victoria L. Data Analysis Data Analysis for Comprehensive School for Comprehensive School ImprovementImprovement, Eye on Education, , Eye on Education, Inc., 1998.Inc., 1998.

Wahlstrom, D. Wahlstrom, D. Using Data to Using Data to Improve Student AchievementImprove Student Achievement, , Successline: Virginia Beach, 1999.Successline: Virginia Beach, 1999.