Analyzing and Using ISAT Data - Mathematics C MATH 2, Inc. Claran Einfeldt Cathy Carter.

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

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

TIME is FINITETIME is FINITE

Tracking dataTracking data Teacher analysisTeacher analysis Action plansAction plans Staff developmentStaff development

Curriculum & Assessment

Data DrivenDecision Making

Staff Development

Teacher involvement

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

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?

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?

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

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

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

Results – Looking at the Results – Looking at the same class over timesame class over time

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

AYP SubgroupsAYP Subgroups

IEP populationsIEP populations

Content Strands – Over Content Strands – Over TimeTime

2006 and 2007 posted2006 and 2007 posted

Tracking between buildingsTracking between buildings

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

05

101520253035404550556065

NS MS AL GE DSP

2006-8th 2007 - 8th 2008 - 8th

Goals Per Grade LevelGoals Per Grade Level

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

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

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

Creating usable pivot Creating usable pivot tables to analyze - time tables to analyze - time

to work with spreadsheetto work with spreadsheet

““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

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

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

QuestionsQuestions

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?

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?

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?