DATA-BASED DECISION MAKINGUSING STUDENT DATA-BECAUSE IT’S

BEST PRACTICE & IT’S REQUIRED

Dr. David D. HamptonBowling Green State University

TodayDiscuss the pressing need for compiling and USING student progress data to drive instructionOverview on types of assessmentProvide an example of a research validated system of screening and progress monitoringQuestions & Discussion

Why Collect Data…

“If we don't change direction soon, we'll end up where we're going.”

Professor Irwin Corey

Why should we compile student outcome data?

It’s BEST PRACTICE!Research is clear that understanding students’ response to instructional delivery, increases achievement.those teachers who use student progress data to inform instruction have students who achieve higher scores on State-wide assessments

It is now required as part of OTES

Just a VERY brief word on Ohio Teacher Evaluation System

50% of each teacher’s annual evaluation will be based upon the student progress in subject proficiency during an academic year.The Benchmark for assessing this progress is called Student Learning Outcomes

What is a Student Learning Objective?

A Student Learning Objective (SLO) is a measurable, long-term academic growth target that a teacher sets at the beginning of the year for all students or for subgroups of students. SLOs demonstrate a teacher’s impact on student learning within a given interval of instruction based upon baseline data gathered at the beginning of the course.

High‐quality SLOs include the following:

Baseline and Trend Data. Student Population. Interval of Instruction. Standards and Content. Assessment(s). Rationale for Growth Target(s).

5 Generic Data Reflection Questions

What do the data seem to tell us?What don’t the data tell us?What else might we want to know?What good news is here for us to celebrate?What opportunities for improvement are suggested by these data?

What Is the Difference Between Traditional Assessments and Progress Monitoring?

Traditional Assessments:Lengthy testsNot administered on a regular basisTeachers do not receive immediate feedbackStudent scores are based on national scores and averages and a teacher’s classroom may differ tremendously from the national student sample

What Is the Difference Between Traditional Assessments and Progress Monitoring?

Curriculum-Based Measurement (CBM) is one type of PM

CBM provides an easy and quick method for demonstrating student progressTeachers can analyze student scores and adjust student goals and instructional programsStudent data can be compared to teacher’s classroom or school district data

Curriculum-Based Measurement

A simple set of procedures for repeated measurement of student growth toward long-

range instructional goals (Deno, 1985)

Simple

Repeated measurement

Growth over time

Curriculum-Based Measurement

The result of 40 years of researchUsed across the countryDemonstrates strong reliability, validity, and instructional utility

Curriculum-Based Measurement

Not interested in making kids read fasterInterested in kids becoming better readersThe CBM score is an OVERALL INDICATOR of reading competenceStudents who score high on CBMs are better:

DecodersAt sight vocabularyComprehenders

Correlates highly with high-stakes tests

CBM: An Index of Academic Health

Markell, M.

Weight Loss Graph

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Interventions

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Espin, C.

How does weight loss relate to monitoring academic skills?

We want a graph of “educational health”What do we measure?

Espin, C.

Measuring Educational Health

We want to measure “educational health” using something that is:

InexpensiveEasyTime efficientSensitive to changeEasy to understandAn INDICATOR of educational health

The measures do tell us if our teaching is effective. The measures do not tell us what to teach.

Espin, C.

The Basics of CBM in ReadingCBM monitors student progress throughout the school yearStudents are given reading probes at regular intervals

Weekly, bi-weekly, monthly, FWS

Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals

Now that I got the Data How Do I Organize it?

Simple Spreadsheet

First Name ISAT-read STAR PR ORF MAZE Project More

J udith B 10 58 10

Alexander E 99 115 19

Kelly E 75 112 15

J im E 86 141 22

Dominick M 83 102 15

Simple Spreadsheet “tweaked”

Simple Spreadsheet “tweaked”

GOAL-SETTING

Goal Setting: MethodsUniversal benchmarks, aggregate norms from a web-based systemUse of growth rates that reflect typical increases in performance by grade level

Oral Reading Fluency Norms, 2005

1 2 3 4 5 6 7 8

59 89 107 125 138 150 150 150

Grade

WPM

*Spring norms

*Over 100,000 studentsTaken from: Oral Reading Fluency, 90 Years of Measurement. Behavioral Research and Teaching, Eugene, OR, 2005. http://brt.uoregon.edu/techreports/TR_33_NCORF_DescStats.pdf

Realistic and Ambitious Growth Rates for Oral Reading FluencyGrade Realistic Ambitious

1 2.0 3.02 1.5 2.03 1.0 1.54 0.85 1.15 0.5 0.86 0.3 0.65

Maze Fluency 0.4 0.85

(see L. S. Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993)

Data Utilization

Now that I have allthe data, what do I do?

Data Utilization—Most important aspect of CBM!Is the student

progressing?Do I need to

change instruction?

Is the instruction effective?

Is the instructional change effective?

Should I raise the student’s goal?

Intervention Implementation

Most important aspect of CBMUSE THE DATA!!!

The following instructional elements may be altered to enhance student performance:

Instructional strategiesSize of instructional groupTime allocated for instructionMaterials usedReinforcement

Thank you for your timeQuestions & Comments

Please feel to contact me with any questions David Hampton- BGSUhamptod@bgsu.edu