Academic Data for
Instructional Decisions:
Secondary Level
Dr. Amy Lingo
Regina Hirn
Project ABRI
University of Louisville
Project ABRI 2009
ABRI Defined
• ABRI: Academic and Behavior Response to
Intervention
• Pilot program involving 3 districts and
representing elementary, middle and high
school levels
• In partnership with the Kentucky Department
of Education
• To promote both academic and behavior
responses in schools
Project ABRI 2009
ABRI Process
Project ABRI 2009
Where can I find academic data at
the secondary school level?
• State wide assessment
results
• Screening results
• District administered
standardized assessment
• Teacher administered
formative assessment
• Teacher administered
summative assessment
Project ABRI 2009
Data Examples within a
Multi-tiered Intervention Model
Ongoing
Progress
Monitoring
Targeted:
CBM
Ongoing
Progress
Monitoring
Universal:
Screening Results
State testing results
Classroom Assessments
Project ABRI 2009
Critical to the ABRI Process
What are the
data?
How will we
assess the goal?
What do the
data tell us?
What goals can
be set using the
data?
What are
questions about
the data?
Project ABRI 2009
Academic Data
Reading/Language Arts/English
•Collection
•Analysis
Reading
•Decision
Making
Project ABRI 2009
Reading/Language Arts/English
• Collection
– Year in Review
– Screening results
• Compilation
– Reformat/export for interpretation
– Charts
– Graphs
– Questioning of results
Project ABRI 2009
Common Assessments (examples)
•
•
•
•
•
•
•
Informal Reading Inventory
Reading Assessments
PAS
MAP
GRADE
ACT
Explore/Plan
Eckwall/Shanker Reading Inventory
(Can be used through Grade 9)
Subtests
• Phonemic Awareness
– Skill(s) measured: Phonemic awareness
• Sight Vocabulary; Word List
– Skill(s) measured: Word recognition
• Phonics; Structural Analysis
– Skill(s) measured: Phonics
• Oral and Silent Reading
– Skill(s) measured: Reading connected text
• Listening and Reading Comprehension
– Skill(s) measured: Understanding connected text
Qualitative Reading Inventory
• Word List
– Skill(s) measured: Word recognition
• Oral and Silent Reading
– Skill(s) measured: Reading connected text
• Listening and Reading Comprehension
– Skill(s) measured: Understanding connected text
Students who Score Below Benchmark
• In phonemic awareness
– practice with rhyming, discriminating, blending, and segmenting
• In phonics or word recognition
– practice with letter/sound correspondence, blending, word
families, and multisyllabic words
• In reading fluency or reading connected text
– practice with letter recognition, letter/sound correspondence,
high frequency words, oral reading
• In comprehension
– practice with preparation, organization, elaboration,
metacognition, and text structures,
Forming Groups Based on
Assessment Data
• Review data sources
– Standardized measures
– Curriculum-based measures
– Progress monitoring
– Informal information (classroom data, observations)
• Identify at-risk students using data
• Determine targeted areas for instruction
• Students may have multiple areas of need
• Consider course offerings or electives
13
Grade 8 Reading/Language Arts n=48
90
80
Percent of Student Scores
70
60
50
Crit Eval
Structure
40
Writ Conv
30
20
10
0
Novice
Apprentice
Proficient
Score Range
Project ABRI 2009
Distinguished
High School Year in Review
% of Students Failing 1 or More Courses
4
9%
6
5
3%
3%
1
3
13%
1
46%
2
3
4
5
6
2
26%
171 Students
Project ABRI 2009
High School Year in Review
% of Course Failures by Class
4
13%
1
41%
3
15%
1
2
3
4
2
31%
Project ABRI 2009
High School Year in Review
% of Failures in Math and English
Alg I, 13.3
Alg II, 6.8
Other, 44.1
Geom, 13
Eng I, 13
Eng II, 6.2
Eng IV, 1.4 Eng III, 2.3
Project ABRI 2009
N=354
Percentage of Student Scores
Grade 11 KPR Results
60
50
40
30
Mathematics
20
Reading
10
0
KPR Score
Project ABRI 2009
ACT Scores in English and Reading
50
45
Percent of Student Scores
40
35
30
English
25
Reading
20
15
10
5
0
Score 1-15
Score 16-19
Score 20-23
ACT Score Range
Project ABRI 2009
Score 24-36
Academic Data
Mathematics/Algebra/Geometry
Mathematics
•Collection
•Analysis
•Decision
Making
Project ABRI 2009
Mathematics
• Collection
– Year in Review
– Overall Results
• Compilation
– Reformatting
– Charts
– Graphs
– Questioning
Project ABRI 2009
Common Assessments
•
•
•
•
•
•
Fluency Assessments – One Minute Timings
Diagnostic Interviews
Error Analysis of student work
Benchmarking software programs
Course assessments
Credit recovery systems
Fluency Assessments
• One minute timings of basic math facts
• Screening tool
• 40 digits correct per minute ages 9 to adult
– Addition/subtraction
– Multiplication/division
Project ABRI 2009
Diagnostic Interviews in
Mathematics
• Diagnostic interviews are a means of getting
in-depth information about an individual
student’s knowledge and mental strategies
about the concept under investigation. A
student is given a problem and asked to
verbalize his or her thinking at points in the
process for solving the problem.
Project ABRI 2009
Error Analysis of Student Work
•
•
•
•
•
•
Problem completion analysis
Think Aloud with error analysis
Conceptual vs. procedural error analysis
Steps/procedures
Prior knowledge
Connections to work, technology, science,
everyday life activities
Project ABRI 2009
Software Programs
• Computer software programs that identify
specific goals based on student responses
• Example:
– Determines student performance on a variety of
problems identified as easy, medium and hard
– Reveals student accuracy with problem types
– Course programs
– Programs designed to provide practice
Project ABRI 2009
Students who Score Below Benchmark
• In mathematics fluency
• In conceptual understanding
• In mathematics procedures within word
problems
• In application of authentic problems
Grade 8 Mathematics n=50
60
Percent of Student Scores
50
40
Novice
30
Apprentice
Proficient
Distinguished
20
10
0
Number Comp
Geom Measure
Prob Statistics
Mathematics Content Area
Project ABRI 2009
Algebraic Concepts
Grade 10 Mathematics Results
50
45
Percentage of Students n=55
40
35
30
Novice
25
Apprentice
Proficient
20
Distinguished
15
10
5
0
Number Comp
Geom Measure
Prob Statistics
Mathematics Content Area
Project ABRI 2009
Algebraic Concepts
ACT Scores in Mathematics
35
Percent of Student Scores
30
25
20
15
10
5
0
Score 1-15
Score 16-19
Score 20-23
ACT Score Range
Project ABRI 2009
Score 24-36
Year in Review
Project ABRI 2009
Sample Fluency Intervention
Great Leaps Math
• 2 days per week
4/4 met benchmark
• 3 days per week
6/7 met benchmark
4/28
100%
7/28
86%
Project ABRI 2009
Probe 10
Probe 10
ABRI Process Decision making
What are the
data?
How will we
assess the goal?
What do the
data tell us?
What goals can
be set using the
data?
What are our
questions about
the data?
Project ABRI 2009