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Data Analysis: Literacy
NC Content Literacy Continuum
Fall SymposiumHigh Point University
October 15-16, 2014
Objectives
• Understand the components of a comprehensive assessment system for literacy at the secondary level
• Identify and inventory the data you currently have available to guide decision making
• Learn ways to analyze student data to ensure responsive instruction
"Assessment ... should be the servant, not the master, of the curriculum."
Department of Education and Science in the UK, 1988
Assessment
Measurement of student growth; assessment tool choice is dependent on the purpose and use of measurement results- RtI Action Network
Assessment
Prior achievement is a predictor of outcomes – effect size 0.67
“our job as teachers is to mess this up, by planning ways in which to accelerate the growth of those that start behind….so before the lesson is planned, the teacher must know what students
already know and can do”
Hattie (2012). Visible Learning for Teachers
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Goals for Adolescent Literacy Instruction• Increase overall levels of reading proficiency
• Help students who have achieved grade-level reading by the end of third grade continue to meet increasingly difficult standards in middle and high school
• Assist students who are reading below grade-level standards acquire skills necessary to meet those standards
Purposes of Assessment
• Instructional program effectiveness
• Ongoing monitoring of student progress
• Identify students needing additional instruction and intervention
Comprehensive Assessment System• a 21st Century assessment system must include
both formative and summative assessment
• includes classroom assessments, interim/benchmark assessments, and statewide assessments that are aligned to state standards.
http://www.ncpublicschools.org/accountability
Universal Screening
Diagnostic Assessments/Proce
sses
Progress-Monitoring of Interventions
Progress-Monitoring of Core Instruction
Outcome Assessments
Interim Assessments
Comprehensive Balanced Assessment System
What are we measuring?
It is as easy as ABC…
A- Attendance
B- Behavior
C- Course /Classroom Performance
Early Warning Indicators
Types of Assessments
Type Characteristics Purpose
Outcome Assessments • After Instruction• Measures students
against standards/expectations
• One x per year/course• Evaluate student
performance and program effectiveness
Academic Examples•EOG Testing•EOC Testing
•NC Final Exams
Behavior Examples•Office Discipline Referrals (ODR)- End
of Year/Course•Attendance Reports (End of year)
•Retention reports
Outcome Assessments- What do you do now?
Types of Assessments
Type Characteristics Purpose
Interim Assessments • Administered throughout the year after sections of instruction
• Administered 3-4 times per year/course
• Designed to predict performance on outcome assessments
Academic Examples: District created or purchased benchmark assessments
Types of Assessment
Type Characteristics Purpose
Progress Monitoring of Core Instruction
• Tied to content standards or building expectations
• To help teachers know if students have learned concepts taught
• To adjust instruction, reteach concepts or provide additional practice
Academic Examples: Common Formative Assessments; Informal
Formative Assessments; Classroom tests
Behavior Examples: ODR’s per month; suspensions (OSS/ISS); attendance
rates;
Interim and Formative Assessment: What do you do now?
Types of Assessment
Type Characteristics Purpose
Universal Screening • All students 2-3 x per year• Critical skills typically
measured by curriculum-based measures of accuracy and fluency
• Standardized administration
• Quick administration• Predictive of larger
outcomes
• Designed to identify students at risk
• Evaluate program effectiveness and growth throughout a school year
Academic Examples: K-8 typically Curriculum-Based Measures in reading and
math; 9-12 historical data/ongoing monitoring of risk factors for drop-out (may also include
8th grade CBM)
Behavior Examples: Office Discipline Referral (ODR) data analyzed at preset
intervals for behavior type, student, location, time, referral source; Possible formal screening for internalizing behaviors
Early Warning System
• Classroom/Course Performance:
– Elementary: off grade level in reading or math
– An inability to read on grade level by 3rd grade
– Failure in English or Math in 6th-9th grade
– GPA of less that 2.0
– 2 or more 9th grade course failures
– Not on time for promotion to 10th grade
Middle School Indicators
Academic Performance Indicators
• Demonstrates successful credit earning behavior
• Successfully passes math and ELA• GPA of at or above 2.0• Course of study that places student on
track for accelerated learning programs and/or college and career ready courses in HS
• Scores proficient or highly proficient on EOG/ EOC exams*
*On time to graduate College and Career Ready
High School IndicatorsAcademic Performance Indicators
• Earns sufficient credits for on-time progression and graduation
• GPA at or above 2.0• Participates in accelerated learning
programs and/or college- and career-ready courses
• Successfully completes Algebra I by 9th grade
• Scores proficient/ highly proficient on EOC
• Achieves College- or Career-Ready score on ACT*
*On time to graduate College and Career Ready
At Risk Report
http://www.ncpublicschools.org/dropout/warning/
Moving from Reaction to Prevention• Schools do not have to be surprised every year by the fact
that some students require support beyond initial instruction to achieve grade-level goals and expectations
– The best predictor of future failure is past failure and disengagement
– Disengaged students are likely to be disengaged at the next grade/school level in the absence of prevention and intervention support
• Students with a history of academic underachievement or failure are likely to continue to fail without prevention and intervention support
• Addressing academic and engagement issues earlier rather than later is more successful and more cost effective
• http://www.rtinetwork.org/learn/rti-in-secondary-schools/early-warning-systems-moving-from-reaction-to-prevention
Moving from Reaction to Prevention
Universal Screening- What do you do now?
Types of Assessment
Type Characteristics Purpose
Diagnostic Assessments/Processe
s
• Used for individual students for problem analysis (why is the problem occurring)
• Used to plan effective interventions that target specific skills
• Used to determine instructional focus of intervention
Academic Examples: Formal Diagnostic assessments (based on
essential components of reading and/or math); Informal surveys; error analysis
of student work; student interview
Behavior Examples: Functional Behavioral Assessment (FBA)- including interviews and structured observations; attendance patterns; anecdotal teacher
reporting
Assessments- DiagnosticWhat do you do now?
Types of Assessment
Type Characteristics Purpose
Progress-Monitoring of Interventions
• Brief• Repeatable• Sensitive• Alternate equivalent
forms• Reliable and Valid• Measure Accuracy and
Fluency
• To ensure effectiveness of interventions
• Measure growth over time
• Inform instructional decisions
• Measure student response
Academic Examples: Curriculum-Based Measures; Computer Adaptive Testing (if standard metric is available)
Behavior Examples: Specific to behavior intervention; ODR data and
individual student monitoring data (point sheets, repeated structured
observations, reinforcement earned, etc.)
Curriculum Based Measurement (CBM)• Standardized
• Sensitive to improvement over time
• Multiple equivalent versions administered throughout the year
• Content reflects performance desired at end of the year
Progress MonitoringWhat do you do now?
So now we have all of this data,
what do we do with it?
Now What?
• Review the data sources you have collected.
• Do you notice any voids or redundancies?
• Can you think of any barriers to implementation of a comprehensive assessment plan for literacy?
• What are your next steps?
Key questions
Key questions
Key questions
Reading Comprehension Screening –All Students (Historical Data?)
Assess Oral Reading Fluency
Students Below Grade Level
Students At Grade Level- Vocab & Comprehension in
content classroom
Weak Phonics Skills- Vocab/Comp
in content and intensive reading intervention in all
components
Students at or above fluency benchmark-
Vocab/Comp in content classes and possibly
vocab/comp intervention
Students below fluency benchmark
Monitor P
rogre
ss for S
tudent R
esponse
Assess Phonics Skills
Intact phonics- Vocab/Comp in content
classes, possibly vocab/comprehension
intervention, and fluency intervention
Next Steps
• Do we have the information we need to make decisions that address the literacy needs of the students in the building?
• How can you efficiently manage the multiple data sources?
• Do your team structures support ongoing analysis of student literacy data?
Questions?
Lynne Loeser- NC DPI Specific Learning Disability Consultant
Amy Miller- NC DPI Regional MTSS Consultant
