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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