2012 Data Coach Training – High School
Day 1
Dr. Yuwadee Wongbundhit
Curriculum and Instruction
Data Coach Training Goal
To enable data coaches
to be effective data
users that can assist
administrators and
teachers to use data to
improve teaching and
learning.
Expectation
Data Coach will:
understand, interpret, and use assessment data correctly.
be able to access, organize data and create data reports.
examine school and student data and share their findings
with colleagues.
help build a school culture in which educators use data
continuously, collaboratively, and effectively to improve
teaching and student learning.
Data Rich….Analysis Poor!
It would be very easy
to get “analysis
paralysis” by
spending time pulling
data together but not
spending time using
the data.
You...
are familiar with the school grade and AYP
are familiar with FCAT information and District
Interim Assessments
have some experience working with Microsoft
Excel 2007
Have some experience with data analysis and
assisting school principal with data work
Have strong analytical and communication skills
and love, love, love data!!!
Listen
to
others
Next, set
your
learning
into
action
Engage
with the
ideas
presented
Learn
Reflect
on
relevance
to you
Ask
questions
6
Data Coach’s Website
Http://osi.dadeschools.net/datacoach
Designed
by
Nelson
Suarez
Day 1 Topics
Monitoring Tool for FCAT
2.0 Content Assessed
Benchmarks
Overview of the Baseline
Assessment Report
Availability of Acct-SPI
Templates to Create
Actionable Data for Schools
District-wide Instructional Focus
District Interim
Assessment
Instructional
Focus
Calendars
District’s
Pacing
Guides
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.
Continuous Instructional Improvement System
Continuous
Assessment
Instruction
Meaningful
actionable data
Create meaningful data for administrators,
coaches, and teachers….
http://curriculum.dadeschools.net/schoolperformancereports.asp
http://curriculum.dadeschools.net/schoolperformancereports.asp
http://curriculum.dadeschools.net/schoolperformancereports.asp
Purpose of this Monitoring Tool
To monitor the progress of NGSSS/EOC
benchmarks throughout the year
To identify and document the resources
needed for all assessed benchmarks.
To ensure that all assessed benchmarks are
being implemented as planned.
Grade 5- Math Sample (Page 1-E)
Grade 8 Reading Sample (Page 1-M)
Algebra I EOC (Page 1-S)
What’s in the Tool
FCAT
2.0/EOC
Reporting
Category
Pacing
Guide Year
at-a Glance
Assessed
Benchmark
Codes and
Descriptions
2011 FCAT
2.0/EOC
Content
Focus
Features
Filtering for specific
information
Easy to customize
Great tool for planning
Print Ready
DATA/COM
Five Years Trend
Safe Harbor Est.
Benchmark Report
2012 SIP Goals
Year-at-Glance
NGSSS and
EOC
Monitoring
Tool
Interim Assessment by subgroup
Baseline
Fall Interim
Winter Interim
20
NGSSS Benchmarks Monitoring Tools
Let’s see it in
action!
Link to School Performance Report
Subject Area and Grade Availability
Elem
Middle
Senior
FCAT 2.0 Math,
G3-5
FCAT 2.0 Math,
G6-8
FCAT 2.0
Reading, G9-10
FCAT 2.0
Reading, G3-5
FCAT 2.0
Reading, G6-8
Algebra I EOC
FCAT 2.0
Science, G5
FCAT 2.0
Science, G8
Geometry EOC
Biology EOC
Move or Copy Worksheet (Page 2)
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 2011
24
2011 FCAT 2.0 Scores
1
•FCAT Equivalent Scores
2
•Achievement Level
3
•Content Area Scores
25
2011 FCAT 2.0 Scores
Raw Score
Equivalent
Scale Score
V: Vocabulary
RA: Reading(100
Application
- 500)
LA: Literary Analysis
IR: Informational Text/Research
Process
Equivalent DSS
(86 to 3008)
Reading Content Scores
V
IR
Equivalent
Achievement
Level
(1 to 5)
Raw
Score
RA
LA
27
New FCAT 2.0 Mathematics
Reporting Categories
Grades
Reporting Category
3
4
5
6
7
8
Geometry and Measurement






Number: Operations, Problems, and Statistics

Number: Fractions


Number: Operations and Problems

Number: Base Ten and Fractions

Expressions, Equations, and Statistics


Fractions, Ratios, Proportional Relationships, and Statistics

Expressions and Equations

Ratios and Proportional Relationships

Number: Base Ten

Statistics and Probability

Expressions, Equations, and Functions

28
Scale Score vs. Developmental Scale Score
G4
G3
100
86
Scale Score
100
500
500
G10
100
Developmental Scale Scores
Grade 3
500
3008
Grade 10
Achievement Levels for the FCAT Reading Equivalent DSS
Grade
3
4
5
6
7
8
9
10
Ach. Level
1
Ach. Level
2
Ach. Level
3
Ach. Level
4
Ach. Level
5
86-1045
1046-1197
1198-1488
1489-1865
1866-2514
295-1314
1315-1455
1456-1689
1690-1964
1965-2638
474-1341
1342-1509
1510-1761
1762-2058
2059-2713
539-1449
1450-1621
1622-1859
1860-2125
2126-2758
671-1541
1542-1714
1715-1944
1945-2180
2181-2767
886-1695
1696-1881
1882-2072
2073-2281
2282-2790
772-1771
1772-1971
1972-2145
2146-2297
2298-2943
844-1851
1852-2067
2068-2218
2219-2310
2311-3008
Achievement Levels for the FCAT Math Equivalent DSS
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
4
581-1276
1277-1443
1444-1657
1658-1862
1863-2330
5
569-1451
1452-1631
1632-1768
1769-1956
1957-2456
6
770-1553
1554-1691
1692-1859
1860-2018
2019-2492
7
958-1660
1661-1785
1786-1938
1939-2079
2080-2572
8
1025-1732
1733-1850
1851-1997
1998-2091
2092-2605
31
2011 FCAT 2.0 Scores
2007 NGSSS
1996 SSS
Base scale of FCAT
Base scale of FCAT 2.0
New FCAT 2.0 Scale – 2012:
In January 2012, the new achievement-level cut scores for the
FCATFCAT
FCAT 2.0 willFCAT
be created for the FCAT 2.0 in reading (G3-10)
FCAT
19992001
FCAT 2.0
FCAT 2.0
and mathematics
(G3-8).
FCAT
2002
Equivalent
2.0 2012
2010
Scores
2011
32
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”
34
Reading Reporting
Categories Changing
FCAT Reading
Words and Phrases in Context
Main Idea, Plot, and Purpose
Comparisons and Cause and
Effect
Reference and Research
FCAT 2.0 Reading
Vocabulary
Reading Application
Literary Analysis: Fiction and
Non Fiction
Informational Text and
Research Process
35
2011 FCAT 2.0 Possible Points
Reading Reporting Category
Content
Vocabulary
G3 G4 G5 G6 G7 G8 G9 G10
8
Reading
16
Application
Literary Analysis:
Fiction and Non
12
Fiction
Informational Text
and Research
9
Process
Total
Content
Focus
45
7
8
8
8
8
9
8
19
17
17
17
16
12
14
11
12
12
11
13
11
11
8
8
8
9
8
13
12
45
45
45
45
45
45
45
2011 FCAT 2.0 Possible Points, Grades 3-5
Mathematics Reporting Category
Content
G3
Number: Operations, Problems, and
Statistics
21
Number: Fractions
10
Geometry and Measurement
13
G4
G5
12
14
17
Number: Operations and Problems
Number: Base Ten and Fractions
11
Expressions, Equations, and Statistics
Total
22
10
44
40
46
FCAT 2.0 Mathematics, Grade 3 - 5
Grade
3
4
5
Category
Number: Operations, Problems, and
Statistics
Geometry and Measurement
Number: Fractions
Number: Operations and Problems
Geometry and Measurement
Number: Base Ten and Fractions
Number: Base Ten and Fractions
Geometry and Measurement
Expressions, Equations, and Statistics
%
50
30
20
45
30
25
50
30
20
38
2011 FCAT 2.0 Possible Points, Grades 6-8
Mathematics Reporting Category
Content
G6
Fractions, Ratios, Proportional
Relationships, and Statistics
18
Expressions and Equations
17
9
Geometry and Measurement
Number: Base Ten
Ratios/Proportional Relationships
Statistics and Probability
G7
G8
13
11
12
8
17
Number: Operations, Problems, and
Statistics
12
Expressions, Equations, and Functions
19
Total
44
44
48
FCAT 2.0 Mathematics, Grade 6 - 8
Category
Grade
6
7
8
%
Fractions, Ratios, Proportional Relationships,
and Statistics
40
Expressions and Equations
40
Geometry and Measurement
20
Geometry and Measurement
30
Ratios and Proportional Relationships
25
Number: Base Ten
25
Statistics and Probability
20
Expressions, Equations, and Functions
40
Geometry and Measurement
Number: Operations, Problems, and Statistics
35
40
25
2011 Algebra 1 EOC Scores
Raw Score
Algebra Content Scores
C1
EOC-Scale Scores
(20 to 80)
Raw
Score
C3
Population Thirds
(low, middle, upper)
C2
2011 Algebra EOC Scale Distribution - Statewide
2011 Algebra EOC Distribution
Number of Students
9000
8000
7000
6000
5000
Upper Third
(EOC SS >54)
State: 35%
MDCPS: 28%
Lower Third
(EOC SS < 46)
State: 32%
MDCPS: 40%
4000
3000
2000
1000
0
20212223242526272829303132333435363738394041424344454647484950515253545556575859606162636465666768697071727374757677787980
EOC Scale Scores
• 210,004 Students tested
• Average Scale Score is 49.43;
• Average Raw Score is 21 out of 52(41% Correct)
42
End-of-Course
%
2011
items
55%
30
Polynomials
20%
10
Rationals, Radicals, Quadratics, and
Discrete Mathematics
25%
12
Reporting Category
Alg Functions, Linear Equations, and
1 Inequalities
Geo. Two-Dimensional Geometry
65%
Three-Dimensional Geometry
20%
Trigonometry & Discrete Math
15%
Bio 1 Molecular and Cellular Biology
Classification, Heredity, and Evolution
Organisms, Populations, and Ecosystems
35%
25%
40%
EOC-Scale Score
Test Form
Statewide
Comparison
1
2
Points Earned
by Content
Area
3
44
Algebra End-of-Course
Reporting Category
C1
C2
C3
• Functions, Linear Equations, and
Inequalities
• Polynomials
• Rationals, Radicals, Quadratics,
and Discrete Mathematics
Algebra 1 EOC Scores
(Full Animation)
Raw Score
Algebra Content Scores
C1
EOC-Scale Scores
(20 to 80)
Raw
Score
C3
Achievement
Level
(1 to 5)
C2
2012 Algebra 1 EOC Scores
Raw Score
Algebra Content Scores
C1
EOC-Scale Scores
(20 to 80)
Raw
Score
C3
Achievement
Level
(1 to 5)
C2
T Scores
Average
Score
48
2011 District Algebra EOC Results of
% of Students at Statewide Comparison by Thirds
% of Students
100
Low
Middle
High
65
50
323335
40
3228
26
9
59
31
10
65
58
51
33
32
26
15
65
10
9
21
14
0
State
MDCPS
Grade 7
Grade 8
Grade 9 Grade 10 Grade 11 Grade 12
Number of Students Tested
State M-DCPS
7
8
9
10
210,004 28,066* 2,048 6,180 18,286 940
11
12
299
263
49
* Does not include small numbers of students in Grade 6 and Adult Education Programs.
2011 Statewide Algebra EOC: Average % Correct by
Grade Level
Average % Correct
100
63
62
52
50
36
29
30
32
10
11
12
0
6
6
56
7
8
9
Grade Level
Number of Students Tested by Grade
7
8
9
10
11
12861 56405 114235 18900
5230
12
2238
50
Baseline Assessment Analysis
http://curriculum.dadeschools.net/schoolperformancereports.asp
Protocols for Baseline Assessment
1. Who are targeted students?
2. What is the overall performance?
3. What is the content category of concern?
4. What is the instructional action plan to address areas of concern.
5. What strategies will be used for targeting instruction on the different
content categories for students who scored below 51%?
6. What strategies will be used for targeting instruction for students at FCAT
level 3 and above who are scoring low on the baseline?
7. What instructional action plan are you putting in place to boost the number
of students scoring 4 or above in writing for both prompts?
% Proficient Report
Average % Correct Report
% Proficient Report
Average % Correct Report
% Proficient Report
Average % Correct Report
Reading – Grade 3 by Subgroup
Reading – Grade 4 by Subgroup
Reading – Grade 6 by Subgroup
Reading – Grade 9 by Subgroup
Geometry by Subgroup
DATA/COM Questions (Oct. 4-5, 2011)
1
2
3
• After reviewing the results of the Baseline data for your school
and knowing that NGSSS/EOC are being implemented, share
your instructional action plan to address areas of concern.
• What instructional action plan are you putting in place to boost
the number of students scoring 4 or above in both prompts and
in FCAT reading assessment?
• Summarize the area(s) of concerns/overall commendations that
were noted during the initial School Instruction Review (SIR) and
the instructional action plan that has been put in place (when
necessary specifically note subject area or grade level).
NGSSS and
EOC
Monitoring
Tool
Interim Assessment by subgroup
Baseline
Fall Interim
Winter Interim
63
Subject Area Selection
Elementary
Middle
64
High Schools Subject Area Selection
65
2011-2012 Baseline Assessment by Subgroup
Report Layout
Level of
Prof.
70% for
Baseline
and for any
first time
testing
2011
AYP
Reading
Math
Writing
%
Satisfactory
Progress, if
available
Yes-AB
Yes-SH
Yes-GM
For Writing
%3-6
NA
NO
Total #
of Stu.
Overall
[xx]
Each
Reporting
Category
[xx]
FCAT 2.0
Enrollment
by grades
R /M/S
Writing
Average
Score
Average
Score
FCAT Level
for R/M/W
(below 51%
denotes in
red)
(below 51%
denotes in
red)
Algebra
EOC
Course
Enrollment
%
Proficient
%
Proficient
Subgroup
Geometry
AYP
subgroups
for R/M/W
Algebra
Geometry
Proficiency Targets in Reading/Math
Yes-AB: Annual Proficiency Targets
2010-11: Reading is 79%
2010-11: Math is 80%
Yes-SH: Safe Harbor Provision
Applied if the school or subgroup did not meet the proficiency targets
Yes-GM: Growth Model Provision
Applied if the school or subgroup did not meet the proficiency targets
68
or the safe harbor proficiency targets
%Proficiency Targets
Year
Reading
Math
2009-10
65
68
2009-10
72
74
2010-11
79
80
2011-12
86
86
2012-13
93
93
2013-14
100
100
69
Enrollment Fact
Downloads from data warehouse as of
last day of testing
Excludes students taking Florida
Alternate Assessment
ELL subgroup includes post program
review (PPR) students
For grade 10 reading only, excludes grade 10 retained
students who passed FCAT Reading, and retakes.
Includes all students enrolled in EOC for
its subject areas
70
EOC Subject Areas
•
•
•
•
•
Algebra 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
2000320
2000322
2000430
2000800
- Biology 1
• 2000850 - IB Middle Years
Program Biology Hon.
- Biology 1 Hon.
• 2002440 - Integrated Science 3
- Pre-AICE Biology
- Biology Technology • 2002450 - Integrated Science 3
Hon.
- Biology 1 PreIB
Average/
Mean
Score
Average
% Correct
Percent
Proficient
What is the difference?
Raw Score Distribution: Grade 3 Math of Fall IA, 2010-11
1600
P at 70% Cutoff
1200
1000
800
600
67% of Students
400
200
0
36% of Students
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
Number of Students
1400
Proficient at 50% Cutoff
Average Score is 17.7 or
Average % Correct of 59
Reading
1600
1400
1200
1000
800
600
400
200
0
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 97 100
1200
Math
1000
800
600
400
200
100
98
95
93
90
88
85
83
80
78
75
73
70
68
65
63
60
58
55
53
50
48
45
43
40
38
35
33
30
28
25
23
20
18
15
13
10
8
5
3
0
AYP Subgroups
Race and
Ethnicity
White
Black
Hispanic
Asian
American
Indian
ELL
SWD
ED
White
ED
Black
ELL-Students
EDwho are ESOL levels 1-4
Economically
andSWD
who are NOT the first year LEP
Students
Disadvantaged
studentswith
and those who exited the
Total
Disabilities,
ESOL
Studentsprogram within 2Hispanic
years of the
eligible
other than
for free
assessment.
(First
orgifted
reduced
year LEP students are included
price
in the
lunch.
participation rate for AYP.)
ELL
Am.
Indian
SWD
Asian
Multi-Eth.?
Baseline Assessment Fact
The report is on line on 9-23-2011 .
All answer documents scanned after 9-16-2011 will
not be reflected in the report.
The report will be updated on October 10, 2011 to
include the writing results for DTDAS, SIPA, and ETO.
EOC results will be available for all schools.
Year-at-a-Glance and Benchmark Analysis will be
updated to include the baseline results. These
reports will be available on or before 10-13-2011.
2011-2012 Baseline Assessment by Subgroup
What did you see? (Independent Work) P3
1. Who are the targeted students? Which
grade/sub-group/subject area?
2. What is the overall performance of the targeted
group?
3. Which reporting categories are the weakest
areas? Which grade/sub-group/subject area?
Reporting Category Analysis
Benchmark Analysis
Reporting
Category
Benchmark
1
Benchmark
2
Content
Focus 1
Content
Focus 2
Content
Focus 1
Content
Focus 2
Items
Items
Items
Items
Item
Analysis
Identified Students
Benchmark Analysis Report
Benchmark results grouped
by Reporting Category
Reporting category results in
a graphical chart
% Proficient results in a
graphical chart
82
Selection of School Report
List of Schools
83
http://curriculum.dadeschools.net/schoolperformancereports.asp
Selection of School Report
School and Subject Selection
Step 1. Select a school from the drop down list below.
List of Schools
Step 2. Click on a subject/grade button below to go to that specific sheet.
School Performance Reports
Grade 6
Grade 7
Grade 8
Benchmark List Description
Grade 6
Grade 7
Grade 8
School Performance Reports
Grade 6
Grade 7
Grade 8
Benchmark List Description
Grade 6
Grade 7
Grade 8
School Performance Reports
N/A
N/A
Grade 8
Benchmark List Description
N/A
N/A
Grade 8
Mathematics
Reading
Science
84
http://curriculum.dadeschools.net/schoolperformancereports.asp
Selection of School Report
List of Schools
85
http://curriculum.dadeschools.net/schoolperformancereports.asp
Benchmark
Analysis Report
Benchmark results
grouped by RC
Reporting Category
in graphical chart
% Proficient in
graphical chart
86
Math
Reading
Benchmark Analysis
Let’s see it in
action!
Dig Deeper into Data
Reporting Categories
Benchmark Analysis
Content Focus
Item Analysis
Student Response Analysis
Edusoft Reports for Data Analysis
Performance
Band Reports
• Overall performance and % proficient
• Benchmark analysis (Average % Correct)
• Reporting category analysis and/or % of
proficient
Item Analysis
Reports
•Performance by item
•Distractor Analysis
Item
Response
Reports
•Item Response Pattern
by students
Which concept or contents
should be focused on to
re-teach or review ?
Item Analysis Report, Grade 5 Math
Item Analysis Report, Grade 5 Math
Item Analysis Report, Grade 5 Math
Which students are needing
intervention?
# of Students: 1039
Question #
% of Correct Responses
Total Points Possible
Correct Response
Student
Stu Raw %
Name
ID
Sc Corr.
8027
Abel
18 45%
999
7800
Abreu
26 65%
999
0139
Isabelle
22 55%
999
7798
Jessika
23 57%
999
8961
Rosa
35 88%
999
8619
Robert
19 48%
999
7293
Alejandro
20 50%
999
LA.A.1.4--LA.A.1.4.2
1:1 1:2 1:10 1:11 1:20 1:22 1:23 1:24 1:35 1:36
36% 78% 66% 63% 54% 44% 57% 65% 31% 15%
1
1
1
1
1
1
1
1
1
1
C
I
I
B
G
H
B
H
D
I
A
√
√
D
I
G
√
√
A
√
A
√
F
C
√
G
√
√
C
√
A
√
F
√
√
√
√
√
A
G
√
√
√
C
√
F
√
√
√
G
√
√
√
√
√
√
√
√
√
√
D
√
√
√
√
√
A
√
√
H
A
√
√
√
√
F
√
√
B
H
Protocols for Baseline/Interim Assessment (P6)
Based 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?
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?
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?
Tips for Analyzing Data
 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!
Do you have …
• “disaggregated”
• “longitudinal”
• “cross-tabulated”
… data?
… for digging beneath the averages!
Answer These Questions?
1
How many students improved/regressed their FCAT
levels from 2010 to 2011? Which students?
Which students performed below 51% on which
reporting category?
At each achievement level, who made learning gains?
What is the number of students that made learning
gains by AYP subgroups? Which students?
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?
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 increase
learning gains for Lowest 25% 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?
2010-2012 Ideal Data File
2012 Interim
Assessments,
FAIR
2012 FCAT2.0
and EOC
Scores
2011 FCAT
Scores
2012
Demographics
Information
2012 Student
Academic
20102012
Data File
2011 & 2012
Student
Accountability
Information
110
Student Data Sources
Student
Performance
Indicators
(SPI)
File
Download
Manager
Student
Data
Sources
Accountability
Reports on
Principal
Portal
Edusoft and
PMRN
PMRN – Progress Monitoring
Reporting Network
111
Student Master File
SPI
Account
ability
Baseline
and Interim
Assessment
Master
File
File
Download
Manager
“Student ID” is used as a lookup value to merge the data from different files using
Excel formula “V-Lookup”
=VLOOKUP(LOOKUP_VALUE, TABLE_ARRAY, COLUMN INDEX NUMBER, FALSE)
Accountability Reports on Principal Portal
Lowest
25, 35, 45
Bubble
Gains
Regress
Reading
Reading
Reading
Reading
Math
Math
Math
Math
Other Reports on Principal Portal
Interim
Assessments
FCAT 1 2
Missing Intensive
Course
Others
Reading
Reading
Graduation
Math
Math
Dual Enrollment
Top 45 for Grade
11 Science
Accountability Reports on Principal Portal
115
Accountability Reports on Principal Portal
116
Principal Accountability Report
School
Grade
Export Data
Print
View Report
Accountability Report Data Elements
No.
Variable Name
No.
Variable Name
1
Student_ID
12
Most_Recent_FCAT_DSS_Score
2
Name
13
Prior_FCAT_Grade
3
Gain
14
Prior_FCAT_Level
4
Bubble
15
Prior_FCAT_Scale_Score
5
Regress
16
Prior_FCAT_DSS_Score
6
Sur2_Schl (October FTE)
17
AYP_Ethnic
7
Sur3_Schl (February FTE)
18
LEP_code
8
Rank (Based on DSS)
19
LF___2_YR
9
Most_Recent_FCAT_Grade
20
LEP_Entry_Date
10
Most_Recent_FCAT_Level
21
SPED_EXCP
11
Most_Recent_FCAT_Scale_Score
22
Lunch_Code
Y
N
Gain
(Annual
Learning Gains)
R
N
Regress
Bubble
P
Possibility to be at
the next level
N
Neutral
R
Risk to decline the
level
Ranking:
Percentile Ranking based on DSS
0-25
26-35
36-45
45-100
Insert Pivot Table for Data Analysis (P7)
1. Click on Cell A2
2. 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.
1
Which students improved/regressed their FCAT levels from
2010 to 2011? Which students?
Which students perform below 51% on which reporting
category?
At each achievement level, who made learning gains?
What is the number of students that made learning gains
by AYP subgroups? Which students?
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?
Continued (P8)
1. 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
Answer These Questions?
1
How many students improved/regressed their FCAT
levels from 2010 to 2011? Which students?
Which students performed below 51% on which
reporting category?
At each achievement level, who made learning gains?
What is the number of students that made learning
gains by AYP subgroups? Which students?
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?
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
SPI School Data Elements
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
CLASS_SCHOOL
STUDENT_NAME
STUDENT_ID
STUDENT_STATUS_CODE
GENDER
STUDENT_ETHNICITY
STUDENT_GRADE
STUDENT_HOMEROOM
LEP_Entry_Date
LUNCH_CODE
Birthdate
ESE_INFO
LEP_INFO
FCAT_CURR_GROUP
FCAT_TEST_YEAR
FCAT_TEST_MONTH
FCAT_GRADE
FCAT_NRT_MATH_SCALE
FCAT_NRT_MATH_PERCENT
FCAT_NRT_MATH_STANINE
FCAT_NRT_READ_SCALE
FCAT_NRT_READ_PERCENT
FCAT_NRT_READ_STANINE
FCAT_SSS_MATH_SCORE
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
FCAT_SSS_MATH_LEVEL
FCAT_SSS_MATH_DEVELOP
FCAT_SSS_MATH_NS (Rpt. Cat. 1)
FCAT_SSS_MATH_M (Rpt. Cat. 2)
FCAT_SSS_MATH_GS (Rpt. Cat. 3)
FCAT_SSS_MATH_AT (Rpt. Cat. 4)
FCAT_SSS_MATH_DA
FCAT_SSS_READ_SCORE
FCAT_SSS_READ_LEVEL
FCAT_SSS_READ_DEVELOP
FCAT_SSS_READ_WP (Rpt. Cat 1)
FCAT_SSS_READ_MIP (Rpt. Cat 2)
FCAT_SSS_READ_C
(Rpt. Cat 3)
FCAT_SSS_READ_RR (Rpt. Cat 4)
FCAT_SSS_SCI_SCORE
FCAT_SSS_SCI_LEVEL
FCAT_SSS_SCI_PC
FCAT_SSS_SCI_ES
FCAT_SSS_SCI_LE
FCAT_SSS_SCI_ST
FCAT_SSS_WRITE_PT
FCAT_SSS_WRITE_SCORE
FCAT_READ_PASS_FAIL
FCAT_MATH_PASS_FAIL
Student Performance Indicators (SPI)
127
Instruction for Acct-SPI Templates
1
2
• Export Accountability Report file from the
“Report” Tab of the employee portal
• Download SPI file from SPI application
• Download Acct-SPI template from
http://osi.dadeschools.net/actiondata
•
•
•
•
Open the template file
Click Step 2 button
Save the file
Start analyzing the data
128
File Download Manager
Demographic
Class
Academic
ESE
Download File
ESOL
Testing
129
File Download Manager
130
Algebra Baseline Student File from Edusoft
131
Algebra Baseline Student File from Edusoft
132
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_num
Which column
contains the
search result?
Count over
from the first
column to
figure out what
this number
should be,
starting with 1.
FALSE
To force Excel
to lookup value
be exact match
=VLOOKUP($A3,'ALG BL'!$B$13:$O$739,3,FALSE)
134