Data Driven Instruction
and Lesson Planning
T3 Professional Development
with Stipend
Santa Anna ISD June 23, 2011
Today’s Itinerary
• Data Driven Instruction:
▫ Texas Assessment Management System
Teacher Portal District Tutorial
▫ AimsWeb
▫ Ascend Math
▫ Benchmarks
• Lesson Planning using Data and Technology
Teacher Magazine
White Paper from Sagebrush
Kathy Marshall ,
“What Data-Driven Instruction Should Really Look Like.”
Teacher Magazine June 3 2009.
Data-Driven Decision Making: A Powerful Tool for
School Improvement,
https://www.erdc.k12.mn.us/promo/sage/images/An
alytics_WhitePaper.pdf, web. 21 May 2011.
Conclusions from a conference in Washington with
the Alliance for Excellent Education.
“What we don’t need are more frequent benchmarks
or “better” high-stakes tests…
Assessments are practical not pedagogical and as a
result are not effective tools to improve day-to-day
instruction.”
There is a need for diagnostic, formative, and
summative assessments created and analyzed at the
classroom level.
Teachers need training in data literacy.
• Narrow achievement gaps between
student subgroups
• Improve teacher quality
• Improve curriculum
• Share best practices among schools and districts
• Communicate education issues
more effectively with key
stakeholders
• Promote parental involvement in
the education process
• Increase dialogue within the
Instructional Directives reinforce a
mistaken idea about teacher’s
capabilities.
NCLB - TAKS - STAR
educational community
Finding and using "data champions" throughout the
district is an important strategy, creating enthusiasm
at all levels and building a district-wide culture of
information, education and communication.
Factors:
•Student strengths and weaknesses
•Student test scores:
•Common and interim
•Aligned to State Tests
•Aligned to Instructional Sequence
•Re-Assessed
•Student attendance
•Teacher Information
•Facilities Information
Analyze Data:
•Immediately
•Planned data analysis meetings between teachers and administration.
•When everyone knows what the data is then everyone can work together to
achieve District goals.
Act on Data Analysis: On-going process
PBS 39 Education - Essential Practices - Data Driven
Every Child Every Day!
Driven by Data: A Practical Guide
to Improve Instruction
By Paul Bambrick-Santoyo
(Jossey-Bass, 2010)
Texas Assessment Management System
Teacher Portal District Tutorial
What is the Teacher Portal
The Teacher Portal is a centralized location that displays
TAKS, TAKS–M, and TELPAS test results that are
1) listed at the individual student level and
2) aggregated by group.
The portal offers access to assessment results for use in
monitoring and helping to improve student achievement
on the state assessments. The portal also allows a
student’s performance to be viewed in relation to other
groups, including campus, district, and statewide results,
to which the teacher has access.
Where is the Teacher Portal?
To access the Teacher Portal, you
must have login credentials and
the appropriate access to the
Texas Assessment Management
System.
Once you have logged into
the Assessment Management
System, click the Teacher
Home tab.
What will I see in the Teacher Portal?
When teachers log in, they will see test results aggregated by group and
also at the individual student level. The view contains results for the
TAKS, TAKS–M, and TELPAS test administrations rostered for each
group. A search feature allows teachers to perform a targeted search on
the test, group name, and administration.
How do I get access to the Teacher
Portal?
There are two important steps that a district or campus
coordinator needs to perform in order for teachers to be able to
access rostered data in the Teacher Portal:
1.
A rostered group must be created in or uploaded to the
system.
2. Teachers must be given access to the appropriate
groups to see assessment results. District or campus
testing coordinators can update a teacher’s group level
account access manually, or they can upload a user
account file to associate the teacher to rostered groups.
NOTE: For more information, refer to the User’s Guide for
the Texas Assessment Management System.
What is a Rostered Group?
A rostered group allows users to organize students into
different aggregations, regardless of the group they may have
been assigned to for assessment purposes. A rostered group
is used within the Teacher Portal to display assessment
results by objective, as well as other data for the rostered
group of students.
Santa Anna Rosters were uploaded by grade level
ie: Fourth-Grade.
How is the Teacher Portal Used?
After rostered groups have been set up and the district or campus
testing coordinator has granted users access, the Teacher Portal
can be used. There are two views available in the Teacher Portal:
• the TAKS view
 Test Results
 Student Details
 Results Comparison
• the TELPAS view
 Test Results
 Student Details
Group results are available from the 2007–2008 school year
through the 2009–2010 school year.
The TAKS View—Test Results
TAKS test results are initially presented by rostered group. Only groups that the
teacher is authorized to view are displayed. The size of the group, as well as the
test administration, average scale score, and test results (number of students in
each performance category) are displayed.
Explanations of the TAKS data fields follow.
Explanations of Data Fields
Assessment Program. Defaults to the TAKS program (including TAKS–M). Users
can select the TAKS or TELPAS radio button to view assessment data for the
respective programs.
Rostered Groups. Teachers can view results by rostered groups. The groups must
be assigned to the teacher by the district testing coordinator.
Search. Users can search by the test, group name, and administration. All results
that match the search criteria are returned. Enclose the text with double quotes
to return an exact string of text.
Explanations of Data Fields
Test. Name of the test taken.
Group Name. Name of the
group (e.g., a class) associated
with the user.
Size. Number of students in
the group.
Explanations of Data Fields
Administration. Name of the test administration
associated with the grouped test results.
Average Scale Score. Displays the Average Scale Score for the
group. The Average Scale Score displays first, followed by the
maximum scale score for the associated test. The average score
of the group is represented visually using a shaded bar to provide
teachers with an easy, at-a-glance reference of the group’s scale
score relative to the maximum possible score. The legend for the
Average Scale Score is located immediately under the list of
results.
Explanations of Data Fields
Test Results. The red bar indicates the number of students in the class
who did not meet the standard. The yellow bar indicates the number of
students who met the standard. The green bar indicates the number of
students who achieved commended performance. If there are no
students in a particular category, that color bar will not appear. The
number of students for which results are given may be less than the
total size of the group if certain students did not test.
The length of the colored bar represents the relative percent of
students that are in each performance category. For example, in the
first colored bar, 20% (1 student) are in the did not meet category, 60%
(3 students) are in the met standard category, and 20% (1 student) are
in the commended performance category.
Student Performance Categories
Commended Performance
Commended Performance means the student performed at a level that was
considerably above the state passing standard. The student showed a thorough
understanding of the knowledge and skills tested.
Met Standard
Met Standard means the student performed at a level that was at or somewhat
above the state passing standard. The student showed a sufficient
understanding of the knowledge and skills tested.
Did Not Meet Standard
Did Not Meet Standard means the student performed at a level that was below
the state passing standard. The student did not show a sufficient understanding
of the knowledge and skills tested.
The TAKS View—Student Details
Selecting a particular row in the group list populates the Student Details
view and adds that group to the objective results comparison section as
the default group. The Student Details view includes the student’s
name, scale score (color coded to indicate the performance category),
and objective scores for all students in the group who participated in
the selected test.
Explanations of Data Fields
Student Details. Displays test results by scale
score and objective at the individual student
level.
Student Name. Displays the name of the student in the group (last name, first
name, middle initial).
Explanations of Data Fields
Scale Score and Objective Results. Displays the student’s scale score in
comparison to the maximum scale score for the test. A red bar displays if the
student did not meet the standard. A yellow bar displays if the student met the
standard. A green bar displays if the student achieved commended
performance. Gray displays to represent the maximum scale score.
A blue bar indicates the student’s score for each objective. Gray displays to
represent the total score (number of items possible for the objective).
Students that did not test will be noted with the reason for not testing
(Absent, Exempt-LEP, etc.).
What is a Scale Score?
The horizontal scale score is used for TAKS, including TAKS
(Accommodated), tests for grades 4 and 7 writing, grades 5 and
8 science, grade 8 social studies, and all subjects in grades 9, 10,
and exit level. The horizontal scale is also used for all TAKS–M
tests.
The horizontal scale score is a statistic that allows a comparison
of scores by adjusting for variations in the difficulty of the test
forms used in different administrations. Thus, the horizontal
scale score can be used to determine whether a student met the
standard or achieved commended performance, to compare one
student to another taking the same grade/subject area test, and
to compare cohorts of students taking the same grade/subject
area test in different years. However, the horizontal scale score
cannot be used to evaluate a student’s progress across grades or
subject areas. On the horizontal scale, the passing standard is
2100 and the commended standard is 2400.
What is a Scale Score? (cont.)
The vertical scale score is used for the TAKS, including TAKS
(Accommodated), grades 3–8 reading and mathematics tests (including
English and Spanish versions for grades 3–5).
The vertical scale score is a statistic that allows a comparison of scores
by adjusting for variations in the difficulty of the test form used in
different administrations. The important feature of the vertical scale
score is that, unlike the horizontal scale score, it can be used to evaluate
a student’s progress across grades. The vertical scale score can also be
used to determine whether a student met the standard or achieved
commended performance, to compare one student to another taking the
same grade/subject area test, and to compare cohorts of students taking
the same grade/subject area test in different years. However, the
vertical scale score cannot be compared across subject areas within the
same testing program. On the vertical scale, the passing standard and
the commended standard increase for each grade. For example, the
TAKS reading passing standard of the English version for grade 3 is 438
and for grade 4 is 554.
What do the Objective Scores Mean?
Objective-level information provided for all TAKS tests can be useful in
helping identify skill areas in which further diagnosis is warranted. As
with all tests given at a single point in time, the data generated from this
snapshot should be used in conjunction with other evaluations of
performance to provide an in-depth portrait of student achievement.
Once an area of possible weakness has been identified, supplementary
data should be gathered to further define what instructional intervention
would be most effective.
What do the Objective Scores Mean?
(cont.)
Furthermore, since TAKS, including TAKS (Accommodated), and
TAKS–M are equated only at the total test level for the subject area,
year-to-year comparisons of objective-level performance should be
made cautiously. In the test construction process, every effort is made
to approximate the overall difficulty of the objectives from year to year.
However, some fluctuations in the difficulty of the objectives do occur
at every administration. Observing trends in objective-level
performance over time, identifying patterns of performance in clusters
of objectives testing similar skills, and comparing campus or district
objective-level performance to that of the state are appropriate uses of
group objective-level information.
The TAKS View—Results Comparison
The Objective Results Comparison view at the bottom of the screen appears
for analysis. Each objective is noted, as well as the average number of items
correct and the number of items tested. Teachers can also view the group
average in comparison to other group(s), and the campus, district, and state
averages.
NOTE: The default view for Results Comparison is designated by the group
selected from the Test Results list.
Explanations of Data Fields
Objective Results Comparison. Displays average objective-level
comparison data for the campus, district, and state, as well as the other
groups the user has access to. Additionally, the group's objective score is
represented visually using a colored bar to provide teachers with an easy,
at-a-glance reference of the score relative to the scores of other groups.
Explanations of Data Fields
Average Number of Items Correct. Displays the average number
of items correct for each group selected. For the first objective
shown above, Rostered Group C scored worse than the the
Campus Average, District Average, and State Average. For
the second objective shown above, Rostered Group C scored
better than the Campus Average, District Average, and State
Average.
Explanations of Data Fields
Items Tested. Total number of items
associated with the objective.
Groups. Displays the groups for which comparison data are
available. Shows the average objective results of the group
in the highlighted row in the Test Results section and
provides the ability to compare other groups including the
campus, district, and state averages, or the averages of
other Rostered Groups. The group that is currently
selected in the Test Results section is automatically
selected in this section and cannot be deselected.
The TELPAS View—Test Results
When teachers select the TELPAS radio button, test results are presented by rostered
group for any students that have TELPAS results from 2008 through the latest test
administration. Only groups that the teacher is authorized to view are displayed. The
size of the group, as well as the Average Comprehension Score, Average Composite
Score, and Composite Score Proficiency Rating are displayed.
Explanations of the TELPAS data fields follow.
Explanations of Data Fields
Assessment Program. Defaults to the TAKS program
(including TAKS–M). Users can select the TAKS or TELPAS
radio button to view assessment data for the respective
programs.
Rostered Groups. Teachers can view results by rostered
groups. The groups must be assigned to the teacher by
the district testing coordinator.
Search. Users can search by the test, group name,
and administration. All results that match the search
criteria are returned. Enclose the text with double
quotes to return an exact string of text.
Explanations of Data Fields
Size. Number of students in
the group.
Test. Name of the test taken.
Administration.
Name of the test
administration
associated with the
grouped test results.
Group Name. Name of the group (for
example, a class) associated with the user.
Explanations of Data Fields
Average Comprehension Score. The Average
Comprehension Score for the group. Gray displays
represent the maximum comprehension score
(4.0). The legend for the Average Comprehension
Score is located immediately under the list of
results. "No Score Available" is displayed if no
students in the group have both a listening and
reading rating.
This score ranges from 1 to 4 and indicates how
well the students in the group understand the
English they hear and read. To determine this
score, the listening and reading ratings are each
converted to a number from 1 (beginning) to 4
(advanced high). The average of the two numbers
is the comprehension score.
Explanations of Data Fields
Average Composite Score. The Average Composite Score for the
group. Gray displays represent the maximum composite score
(4.0). The legend for the Average Composite Score is located
immediately under the list of results. “No Rating Available" is
displayed if all of the students in the group do not have an
individual composite rating.
The composite results indicate the group’s overall level of English
language proficiency and are determined from listening, speaking,
reading, and writing proficiency ratings, with the most weight
being given to the reading proficiency rating. The composite score
ranges from 1 to 4.
Explanations of Data Fields
Composite Score Proficiency Rating. Displays the
number of students with each proficiency rating
at the composite level: beginning, intermediate,
advanced, and advanced high. The number of
students at each proficiency level is displayed in
the bar graph for each level. The color legend for
the different proficiency ratings is located
immediately under the list of results.
Explanations of Data Fields
Student Details. Displays test results by TELPAS reading items
correct/tested, scale score, comprehension score, composite
score/rating, and proficiency rating at the individual student
level.
Student Name. The name of the student in the group
is displayed (last name, first name, middle initial).
Resources
For more information, refer to the User’s Guide for
the Texas Assessment Management System
located on the Resources page of the Texas
Assessment website at
http://www.TexasAssessment.com/guide.
For technical support, contact Pearson’s Austin
Operations Center at
TxPearsonAccess@support.pearson.com.
Ascend Math
AimsWeb
22045 bl b_ _
Study Island
Study Island State Assessment Tests,
BENCHMARK
Testing
Lesson plans integrating technology:
http://activity.mytexasace.org/
http://www.thinkfinity.org/state-standards-search
http://internet4classrooms.com/integ_lessons.htm
http://discoveryeducation.com
http://educationworld.com/a_tech/archives/techlp.shtml
http://oakdome.com
http://proteacher.com/110031.shtml
http://theteacherscorner.net
http://www.technokids.com
http://eelink.net/pages/Lesson+Plans
http://techknow.web.officelive.com/STEMAct.aspx
http://amphi.com/whiteboard/departments/technology/lessonplans.html
http://www.sitesforteachers.com/resources_sharp/math/math.html
http://campus.fortunecity.com/newton/40/home.html
http://www.kto8.com
http://www.soundtree.com
http://lessons.1sthost.org/texas-history-lesson-plan.html
http://www.birdville.k12.tx.us/instech/integtech.htm
http://www.ct4me.net/math_manipulatives.htm
http://prometheanworld.com