Lee County Schools OUTCOMES Understand components of the gains analysis report Review and manipulate assessment gains data for your own schools Utilize strategies and resources to individualize instruction for students so they can meet or exceed Target Goals for the year ID: 696804
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Slide1
Global Scholar Data Interpretation
Lee County SchoolsSlide2
OUTCOMES
Understand components of the gains analysis report
Review and manipulate assessment gains data for your own schools
Utilize strategies and resources to individualize instruction for students so they can meet or exceed Target Goals for the yearSlide3
Performance Series
Q. How does Performance Series measure growth?
A. It is a computer-adaptive skills diagnostic assessment, independent of enrolled grade level
.
Student growth is compared to students from a normed national sample who are in the same grade level and have similar scaled scores.
~information pulled from Global ScholarSlide4
Performance Series
Q. Why would using growth be different than utilizing other test data?
Using the average national growth data enables educators to measure students fairly because each student is being compared to growth from other students who performed similarly to them.
Since students may begin the school year at vastly different levels, PS allows teachers to measure the progress each student makes based on their incoming ability level, rather than a ‘one size fits all’ growth target.
~information pulled from Global ScholarSlide5
Interpreting the dataSlide6
Observed gainsSlide7
Observed Average Gains
Gains Report
Gains AnalysisSlide8
Gains AnalysisSlide9
What is good growth?
Growth
Targets/Goals
Growth Targets are set by observing the average growth achieved by students nationally who performed similarly in the Fall administration
.
Growth Performance Categories
A Growth Performance Category is assigned by comparing each student's performance with nationally observed gains data. The Growth Performance Categories are:
Category
Fall to Spring Gains
Far
Below
bottom 15%
Below
between 16-50%
Above
between 51-85%
Far
Above
top 15%
Everyone learns at a different rate! Slide10
Growth
Targets/Goals
Growth Targets are set by observing the average growth achieved by students nationally who performed similarly in the Fall administration
.
Grade 5 Math
Example:
Ava Good, 5
th
grade student,
took PS Math in fall. She
received a 2380. Scaled Score.
For Ava to stay in the 4
th
Decile
by spring, she would need to grow
132.70
points.
No significant gain…did not meet targetSlide11
1300
3700
Everybody is moving. Therefore, the student must
move more
to increase performance.
How does growth affect performance?
The star represents a student’s score on each test administration.
His/Her
National Percentile Rank stays the same, even though he/she has grown.
A 4
th
grade class takes the Reading assessment in fall and spring.
The two bars represent the scaled score ranges for the class, for each administration of the test. Slide12
Student level report:
A
B
D
C
Which student showed the
greatest gains
from testing period one to testing period 2?
Which student showed the
greatest growth
from testing period one to testing period 2?
Gain
GrowthSlide13
Using gains analysis to drive instructionSlide14
How should we use Gains Analysis?
Have your teachers use growth targets as guides to setting academic goals for students, classes, and for monitoring progress
What factors led students to meet/not meet the gains target, from the previous testing window? What influence, if any, do I and/or teachers have over these factors?
Continuously refer back to SLOs to differentiate instruction based on student needs
How can I further use growth data with SLOs to guide instruction?
Involve students in growth targets
How do we ensure that students meet their goals/targets?
How do we relay PS goals to students?Slide15
Objectives for Small-Group Instructional Plans
Large Jumps
Bunched Students
High-PerformersSlide16
Small Group Planning
Group 1-Remedial
Group 2-
On Level
Group 3 - Enrichment
Learning Objective
Find the circumference
given the radiusConvert either standard or metric units of measure
Calculate the area
of a parallelogram
Instructional Strategy
Tactile, concrete
experiences
Model-Lead-Test
(MLT)
Structured,
cooperative learning group
Activity 1
Use yarn and objects to find C, then compare findings to given r
Complete Skills Connection Handout
Create your own parallelogram using any materials in the group box and find the area
Activity 2
Create
problems for your peers to solve. Evaluate them by having other teams in group solve for accuracy.Slide17
Design Groups
Group 1
Remediate
SS Range:
Group 2
On Level
SS Range:Group 3EnrichSS Range:Katie CarterTommy ThomasZack VincentBetsy WashingtonAbby Adams
Jack BenimbleAda GirlJohn McVeeLucy Nobbs
Cole
Cutey
Mary Dotson
Carter
Hughes
Tucker MannSlide18
Suggested Learning Objectives
Click the
Targeted
Instruction
button for individualized quizzes and study guides!
Find the Suggested Learning Objectives Report from the Student Profile!Slide19
Skills Connection OnlineSlide20
Skills Connection
Study Guide and Practice
NOTE: Utilize Skills Connection Online for pre- and post- tests, small group instruction, individual remediation and/or enrichment, and/or absentee work.Slide21
INTERPRET YOUR OWN DATA*
21
With a partner, identify students in a class from your own school who may need remediation or enrichment.
What plan could you (the teacher) devise to help these students grow?
What are some resources that you (the teacher) might utilize to implement that plan?
NOTE: Use grouping templates to group students by growth and/or performance level.
*This slide could be used with your faculty during a training session and/or grade level meetings after test administration.Slide22
Think-Pair-Share
Are there any questions you have from today that your partner can possibly answer for you?
What are your goals for the next administration of Performance Series?
What is the first thing (or one thing) you are going to take back to your teachers regarding what we learned today?Slide23
References
Some slides and information were pulled from the Global Scholar (GS) web site and/or GS webinars.
Information will be used within our district for training purposes only.