Using Multiple Data Tools to Identify the Needs of Individual Students: PVAAS Use in Context PVAAS...

Using Multiple Data Tools to Identify the Needs of Individual Students:

PVAAS Use in Context

PVAAS Statewide Team for PDEFall 2011

Using Multiple Data Tools to Identify Needs of Individual Students04/19/23 1

Alternative Entry Points

04/19/23 Using Multiple Data Tools to Identify Needs of Individual Students 2

Session 1Identifying Students

Session 2Effectiveness with Student Groups

The PVAAS Fall 2011 Sessions

Session 1Using Multiple Tools to Identify the Needs of Individual Students•What is our current student level data process?•Where do we have students with performance risks?•How do we identify these students?•What data should we gather on students to determine their needs?•What do we do with these data?

Session 2Using Multiple Tools to Evaluate Our School's Effectiveness in Meeting the Needs of Different Groups of Students•What is our current grade level data process?•How do we analyze our success in supporting

– Subgroups?– At risk students?– High achieving students?

•What do we do with these data?

04/19/23 3Using Multiple Data Tools to Identify Needs of Individual Students

AgendaAgenda Item

Introduction

Student Level Data Process

Engaging the Team

The Data

Check for Understanding

Risk Factor Determination

A Data Analysis Process

Building Local Capacity

Data Tools

Supports and Next Steps

3 Hour Session

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Time for break to be added - in addition to 180 minutes

Using Multiple Data Tools to Identify Needs of Individual Students

Session Materials

• Copy of PowerPoint– For notes

• Participant Workbook– Navigation Guide– Hunt for Evidence Worksheet with Screen Shots of

Reports – Student Profile Template– Additional Resources


Flash Drive per District: Contents• All Fall 2011 Professional Development Materials

– PVAAS Face-to-Face Overview, 3 hour session– PVAAS Overview webinar session– PVAAS 90 Minute 1:1 Consultations– ½ Day Individual Student Data Analyses– ½ Day Grade/Course Level Data Analyses– PVAAS NEW Features

• Video Clips: – Student Level Meetings; Grade Level Meetings

• Other PVAAS SY11-12 Professional Development Materials• eMetric Guidebook• All materials are also available on PDE PVAAS webpage


Session Approach

• Use multiple data tools to identify students with performance risks AND then determine a student’s needs for one grade/subject level– Create a student profile based on student

performance and growth

• Discussion of strategies for building the capacity of staff in your district/school(s) to conduct these types of data-informed processes

704/19/23 Using Multiple Data Tools to Identify Needs of Individual Students

STUDENT LEVEL DATA ANALYSES AND PLANNING

Using Multiple Tools to Identify the Needs of Individual Students


School Structures for Data-Informed Decision Making

District-Level Support(Budgetary Support, Professional Development, Resources and Time)


Video Clips: #1 & #2

Tier 3: Interventions

forA Few Students

Tier I: Foundation

Standards Aligned Instruction for All Students


forSome Students

RtII Framework

Differences Across District and Schools

• There is variation in HOW districts/schools will approach student level planning.

• There is variation in the technology and tools available to manage all of the data for student level data meetings.

• BUT there are some shared practices to consider across districts and schools


Video Clip: #3

Shared Practices

Continuous improvement for student level planning (minimizing performance risks) means:

Having the right people, focusing on the right students, using the right data and asking the right questions which results in the most effective plan for individual students.

This is the focus of today’s session!


ENGAGING THE TEAMUsing Multiple Tools to Identify the Needs of Individual Students


Engaging the Team: Using DataDo 2 quick “whip-arounds” at your table:

Describe the engagement of TEACHERS and BUILDING LEADERS in your school(s) in STUDENT level data

analyses and planning.

What structures are in place to create an ownership of the student results by TEACHERS and ADMINISTRATORS - ownership of the positive results and the results that

indicate a need for improvement?

Be prepared to share with the whole group!1404/19/23

Workbook


What does YOUR student level data analyses and planning look like now?

Complete this individually or with your team.Question Your Answer

Does the planning occur quarterly, monthly, or more frequently?

Who is at the table? What is the role of the building leader?

Who leads the process?

What data are considered?

Does the process lead to an action plan?

If so, is an action plan followed and monitored?

How is the process monitored to ensure strategic use of time, data, and student plans?

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Workbook


Engaging the Team• Let’s look at a REAL student level team

meeting**Team process may look different at E, M, HS

• Questions to ask during video clip–Are the teachers engaged? –Is the building leader engaged?–What is your evidence of engagement?

• Student Data Mtg- Clip #4**Team process may look different at E, M, HS

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Workbook


Team Ownership

• All team members have a chance to participate.

• No one is “presenting” results to the teachers.• Teachers and principal(s) are discussing the

results of individual student performance together.


Student Level Data Meeting

• Let’s listen to the building leader’s experiences

• Video Clip: #6

• What structures do building leaders need to have in place to ensure that student level data meetings are successful?

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Workbook


Secondary Teams and Engagement

• Strategies for creating ownership at secondary level:– Differences at Middle School and High School

• Who should be “at the table” for individual student planning?– High School?– Middle School?


Suggested Team Participation

Middle Schools• Teams (core teachers:

Math, Language Arts, Science, SS)

• Intervention specialist• Guidance Counselor• Special Educator• Principal• Psychologist• Other?

High Schools• General education

teacher(s)• Special education teacher• Intervention specialist• Principal• Psychologist• Counselor• Other?


So, what changes might you make to your student level data analyses and planning as a result of this discussion?

Question Your Answer

Does the planning occur quarterly, monthly, or more frequently?

Who is at the table? What is the role of the building leader?

Who leads the process?

What data are considered?

Does the process lead to an action plan?

If so, is an action plan followed and monitored?

How is the process monitored to ensure strategic use of time, data, and student plans? 2104/19/23

Workbook


Remember: Shared Practices

Continuous improvement for student level planning (mitigating performance risks) means:

Having the right people, focusing on the right students, using the right data and asking the right questions which results in the most effective plan for individual students.

This is the focus of today’s session!


THE DATA: MULTIPLE SOURCES OF EVIDENCE



Purpose of Student Level Analysis

Use Data to:

•Create a plan to reach proficiency or beyond•Set goal(s)•Monitor student level learning and response to instruction and intervention•Adjust instructional practices


Using Data at the Student Level to Identify Performance Risks

• Turn to a partner and answer both questions1. What data are used by your team to identify “at risk”

students at all performance levels?• “At risk” can be defined many ways

2. What data are currently used by your team to determine the specific needs of the students?

• ONE minute per person to exchange answers to both questions with your partner

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Workbook


Hunt for Evidence: The Big Picture!


26

• In data-driven decision making, we start with questions…

• So, where do we go to find the answers? The evidence?1. Emetric/PSSA2. Classroom Diagnostic Tools3. 4Sight/benchmark assessments4. PVAAS

Student Level Planning ToolsFocus Data Tool Report

Looking Back

Analysis of Data from Prior Year(s)

PSSA Data Interaction:

eMetric

Individual Student Reports•Scaled Scores and Performance Levels•Reporting Categories with PercentagesLongitudinal Individual Performance

4SightRP 3869 Test Results and Graph – Student ListRP 3474 Individual Student Report

Current Status

4Sight Baseline RP 3869 and RP 3474

Classroom Diagnostic

Tools (CDTs)

Student Diagnostic MapLearning Progression Map

Looking ForwardProjection of

Performance on Future Assessments

PVAASStudent Search Individual Student ProjectionsProjection Summary Report – Student Lists

2704/19/23Using Multiple Data Tools to Identify Needs of Individual Students

Hunt for Evidence: The Big Picture


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1. Student A’s projection to proficiency on next PSSA?2. Student A’s greatest area of strength on last PSSA?3. Who are our students who tested at the Basic level on

the baseline benchmark assessment?4. How is Student A doing on the Eligible Content for

his/her grade level in Math at the present time?5. How has Student A performed on the last three PSSA

Reading exams?6. What resources are available to assist Student A with a

weakness in Measurement for the PSSA Math exam?

Using Multiple Data Tools

In this activity…•There are 3 profiles:

– Profile A – Elementary– Profile B – Middle School– Profile C – High School

•Pick a partner or trio•Choose Profile A , B or C


Exploring Scenarios - InstructionsIn each scenario: •Examine the data that are included in the student profile.•Discuss with your partner or trio the following.

– What findings do these data suggest for the student? – What should be the performance level goal for the

student? – Is the student “at risk”?

•Be ready to share with the group.

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Workbook


Multiple Data SourcesElementary Scenario/Reading

Student NOW in 5th GradePSSA

Grade 4 Proficiency Range: 1255-1468 1210

4Sight BaselineGrade 5 Proficiency Range:

1275-1496 1200

PVAAS Projections

To Basic:To Proficient:To Advanced:

93.6%64.8%5.5%

DIBELSORF

Grade 5 – Low Risk104+ at beginning of year

124+ at end of year

89Some Risk


Multiple Data Sources Middle School Scenario/Math

Student NOW in 7th GradePSSA Grade 6 Proficiency Range:

1298-1475 1304

4Sight Baseline

Grade 7 Proficiency Range: 1298-1471 1297

PVAAS Projections


92.9%70.6%32.1%


Multiple Data Sources High School Scenario/MathStudent NOW in 9th Grade

PSSAGrade 8 Proficiency Range

1284-1445 1450

4Sight Baseline

Grade 9 Proficiency Range 1304-1508 1507

PVAAS Projections

(11th Grade)


98.7%89.9%45.7%

Grade 8 Final Grades

Final Exam: 91%Course Grade: 87%


Context for Data Use

• Identifying Students with Performance Risks– Is this student at risk of not reaching Proficient

status? Of not reaching Advanced status?– What other performance risks do you observe?

• Analyze the data profiles on individual students

• Add other data to the profile• Ask questions • Determine and monitor a plan of action


PERFORMANCE RISKSUsing Multiple Tools to Identify the Needs of Individual Students


Performance Risks• Students with performance risks are at risk of

not reaching or maintaining a specific level of performance– Such as: Proficient or Advanced

• The determination of which students have performance risks must be based on evidence, or DATA!


Performance Risks in Your District/School

• Students at risk of not reaching Proficiency

• Students at risk of not staying Proficient

• Students at risk of not reaching an Advanced level of performance

• Students at risk of not staying Advanced


An Example of Risk Factor

Suppose you are concerned about students who are presently Proficient (on the most recent PSSA) but may not maintain a level of proficiency in the future.

Possible evidence:– eMetric Student Report

• Low end of Proficient range; Not Proficient on all prior PSSAs– PVAAS Projection Report

• Less than 70% probability of reaching Proficient or above– Other local data?


An Example of Risk Factor

Suppose you are concerned about students who are at risk of NOT reaching proficiency.

What might be possible sources of evidence?– To identify students?

– To determine student needs?


Possible Sources of Evidence to Identify Students “at risk”

Risk Factor Sources of EvidenceStudents at risk of not reaching proficiency?

eMetric Individual Student Performance ReportPVAAS Projection Summary ReportOther?

Students at risk of not staying Proficient?


Students at risk of not reaching an Advanced level of performance?


Students at risk of not staying Advanced?



Evidence of Performance Risks:Other Data Tools

• Websites for Evidence-Based Screening Tools

National Center for Response to Intervention:–http://www.rti4success.org/screeningTools

PATTAN Website:–http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7fbb0000 –http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7fc40000


A PROCESS FOR IDENTIFYING NEEDS OF INDIVIDUAL STUDENTS



Today’s Shared Focus

Potential Performance Risk•TODAY’S FOCUS: Students at risk of NOT reaching proficiency•Process is the same (or similar) for other risk factors

– Possibly different data– Different “parameters” when using the data– Different questions


1st Step: Who ARE the Students?

• What is the “screening” process for determining students meeting the risk criteria?– What is the building level universal screening

process?– How will students be identified in transition years-

how is data shared when students change buildings?• Spring? Fall? What data will be used? • History of interventions? • This should NOT be like starting from square one each time a

student changes buildings!


Managing Transitions: High School ExampleUniversal Screening Process and Data Gathering


PERSON RESPONSIBLE DESCRIPTION DATA ACCESS (WHEN)

HS Asst. Prin. & MS Asst. Principal

PVAAS Projections: list of Students <70% probability of Prof.

September (current year) for grade 8 to 11; can look back at grade 7 to 8 projections

Psychologist PSSA scores (list of all students - Below Basic & Basic)

Summer/August

MS Principal History of intervention during MS years

May

MS Principal Attendance data (list of students with attendance/truancy issues)

Early June

High School Example, continued


PERSON RESPONSIBLE DESCRIPTION DATA ACCESS (WHEN)

MS principal Students with failing grades

June

Psychologist End of 8th grade 4Sight score

June

Intervention Specialist Building level assessments:AIMSWeb Maze = all Students;Grade, TOWRE (T2)

June

Managing the Data

• How does your district/school manage all of the student information?– Need a systematic, documented process that

outlines who enters/gathers which data, when, etc.

• Technology can enhance the merging process.


The “Underpinnings”

• Establish a district-wide Assessment Map/Calendar– Break down by building– Break down by grade level

• Identify a universal screening process– Based on targeted performance risk (at risk for not

being proficient? At risk for staying proficient?)• Start with the “big picture”

– PSSA– PVAAS Projections


District Assessment Calendar

Month Assessment K 1 2 3 4 5 6 7 8 9 10 11 12

May

PASA Science (May 1 - May 25, 2012) CDT (Week of May 7, 2012) EasyCBM ( May 7 & 9, 2012) X Benchmark Writing Assessment (May 14 & 15 -Elem #3; May 14-18- HS #2) X X X X X X X X X Math Placement Exams X Keystone Exam: Algebra I, Literature, & Biology (TBD) STAR (Reading) X X AP Exams

Math Placement Exams X June Final Exams X X X X

Middle School Literacy Assessment Map

**Data Entry Psychological

Services** (AIMSweb/BM/PM)

AIMSweb

6th Grade 7th Grade 8th Grade

Tier II (Power

Reading)

Tier I (Classroom)

Tier II (Power Reading)

Tier I (Classroom)

Tier II (Power

Reading)

Tier I (Classroom)

Comprehension

GRADE + (Baseline)

N/A GRADE + (Baseline)

N/A GRADE + (Baseline)

N/A

Benchmark Same as Tier I

AIMSweb Maze-CBM Benchmark – 3X/yr for ALL Kids Homeroom Teacher administers/scores (**enter only those kids below the benchmark)

Same as Tier I

AIMSweb Maze-CBM Benchmark – 3X/yr for ALL Kids English Teacher administers/scores (**enter only those kids below the benchmark

Same as Tier I

AIMSweb Maze-CBM Benchmark – 3X/yr for ALL Kids English Teacher administers/scores (**enter only those kids below the benchmark

Progress Monitoring

AIMSweb Maze-CBM Progress Monitoring – every 3 weeks

Progress Monitor ALL kids below benchmark every 3 weeks (administered by Homeroom Teacher/scored by IST)


Progress Monitor ALL kids below benchmark every 3 weeks (administered by English Teacher/scored by IST)


Progress Monitor ALL kids below benchmark every 3 weeks (administered by English Teacher/scored by IST)

K-5 Literacy Assessment MapCommon Reading Assessments

Assessment Tool Frequency Students Who

Administers K 1 2 3 4 5

DIBELS: Benchmark 3 x/yr. All CORE Team and

Classroom Teacher X X X X X X

DIBELS Progress Monitoring for Strategic

1 x/3wks. Strategic Classroom Teacher X X X X X X

DIBELS Progress Monitoring for Intensive

1x/wk. Intensive Classroom Teacher X X X X X X

Core Phonics Every 4-6 wks. (only

sections not mastered)

All-baseline S&I

Scheduled

Classroom Teacher and/or Reading

Specialist

X All

X All

X All

X All

X All

X All

Concepts of Print Continuous All Classroom Teacher X

Checklists

STARQuarterly All CORE Team and

Classroom Teacher

X 3rd/4th

MP Only

X X X

GRADE +Yearly All-5th Classroom Teacher

(5th)X

(4th MP)

Miscue Analysis (kid catching) Daily All Classroom Teacher Checklists Observation

Charts

Identifying Students “At Risk” of NOT Reaching Proficiency

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Data Tool Report Possible Parameters

eMetricIndividual Student

Performance ReportNot Proficient on prior PSSA

exam (s)

PVAASStudent Projection

ReportLess than a 70% likelihood of

reaching proficiency


Determine additional decision points - other data to be considered:

• Teacher recommendations?• Grades? Attendance?

• Other screening tools, assessments or data sources?– CDTs, DIBELS, AIMSweb, STAR, Study Island, 4Sight, GRADE, G-MADE,

TOWRE, MAZE, etc.

– Websites for Evidence-Based Screening ToolsNational Center for Response to Intervention:

•http://www.rti4success.org/screeningToolsPATTAN Website:

•http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7fbb0000

•http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7fc40000


2 KEY PHASES IN STUDENT LEVEL PROCESS TO USE DATA


Two Phases for Student Level Planning

1. Identify students with a performance risk– What is the definition of the performance risk?

Criteria?– Who meets the criteria in the definition?

2. Determine needs of each student– What data provide insights into needs of the

identified student(s)?– Where do the data appear to point us?


Today’s Session:

– Facilitator will walk through/model phase 1– Then you do phase 1– Facilitator will walk through/model phase 2– Then you do phase 2 for ONE student

– Phase One: identifying Ss with performance risk– Phase Two: determining needs of each student within

that list


Two Phase Process +

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Phase 1: Identify the Students At RiskPhase 2: Determine the Needs of EACH Student

– Are there any system performance issues that may impact meeting students’ needs? (Other ½ day session)

– Is there any way to improve the system that may in turn positively impact MANY students in this “at risk” group? (Other ½ day session)

62Using Multiple Data Tools to Identify Needs of Individual Students

Access to Student Level Data

• Websites– eMetric: https://pssa.emetric.net– PVAAS: https://pvaas.sas.com

• User names/passwords– Assigned by your district/school

• Demo site as a back-up option• Let’s get started!


Example…

Your school team is concerned about students in 8th grade who are at risk of not reaching proficiency in Math.

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Define the parameters for the risk.

Potential Performance Risk

Students at risk of not reaching proficiency?





Performance Risk to Minimize

Category Decision

Performance Risk Students at risk of NOT reaching proficiency

Grade

Subject

Other Information ?

Other Data Sources?


Performance Risk to MinimizeCategory Decision

Performance Risk Students who are at risk of not reaching proficiency

Grade Last PSSA test in 7th Grade (Current 8th graders)

Subject Math

Other Information

Baseline and/or end of year 4Sight indicates Not Proficient; Baseline and/or end of year CDT indicates needs are below grade level standards; Attendance; Discipline

Data Sources

eMetric Individual Student Performance Report: Not Proficient on most recent PSSA(s)PVAAS Student Projection Report: Less than 70% chance of proficiency on 8th grade PSSA in Math


YOUR TURN…Performance Risk to Minimize

Category Decision

Performance Risk Students at risk of NOT reaching proficiency

Grade

Subject

Other Information ?

Other Data Sources?

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Workbook


Phase 1:Identifying the Students “At Risk”

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Performance Risk: Students in 8th grade who are at risk of NOT reaching proficiency in Math on the 8th grade PSSA.

Find which of those students fit the projection profile:PVAAS Projection Summary – Less than 70% chance of proficiency on next PSSA Math exam (8th grade PSSA)

Find all students who fit both the achievement and projection profile

Find students who fit the achievement profile:eMetric Individual Performance Report – Not Proficient

on most recent PSSA(s)


Step 1The Performance Profile


Step 1: Identify Students Meeting the Achievement Profile - Can Sort In Ascending Order

Use the eMetric Individual Performance Report to find a list of all students last tested in grade 7 (current 8th graders) who scored below Proficient in Math on the 7th grade PSSA.


Step 2The Projection Profile


Step 2: Locating PVAAS Projections

Two ways to find what students are in a specific projection profile:

•Projection Summary Report•Student Search Report


Projection Summary Report


Projection Summary Report to the Projections Results


Individual Student Projection Report


Option:Use PVAAS Student Search


How: The Results


Accessing the LIVE site

• Facilitator demonstrates access to reporting:– eMetric Individual Performance Report– PVAAS Projection Summary

• Then, what do I do next??• What do I need to think about?


Step 3: “Merge the Lists”

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Students“at risk” of not reaching proficiency based on risk parameters

• Into a Data Warehouse?• Into Excel?• Manual comparisons of printouts?

• Benchmark data? (ex., 4Sight)• Diagnostic data? (ex., CDT) • Formative data? (ex. TOWRE, DIBELS,

AimsWeb, R-CBM)• Progress monitoring data

• Other data?• Attendance• Discipline• Report Card Grades• Teacher Feedback


Step 1


Name

PSSA Peformance Level

ASMONDY, KHENNED Basic ATTERBERRY, ARTARIOU Basic AYMOR, SYNGIN Basic BENIBO, DYQWAN Basic BLAY, PAKINA Basic BOOS, MALONDAA Basic BOUFFET, MARQULO Basic BRECHEEN, TACOA Basic CALF, JAYLNNE Basic CHILON, COVY Basic CHRISME, DOLLISH Basic CVERCKO, ACISHA Basic

The Merge


Name


PVAAS Projection

ASMONDY, KHENNED Basic 40.5ATTERBERRY, ARTARIOU Basic 67.4AYMOR, SYNGIN Basic 54.2BENIBO, DYQWAN Basic 62.8BLAY, PAKINA Basic 77.2BOOS, MALONDAA Basic 53.1BOUFFET, MARQULO Basic 61BRECHEEN, TACOA Basic 44.8CALF, JAYLNNE Basic 64.2CHILON, COVY Basic 57.4CHRISME, DOLLISH Basic 60.2CVERCKO, ACISHA Basic 63.4DOULE, MECHLLE Basic 74.5FINNIAN, ROMANIC Basic 65FRALIXAN, JABORIA Basic 69.9GEARHT, JASIRIA Basic 70GURUZAZA, MARNA Basic 72.6HAMIDA, CHRIP Basic 66.6HARER, TILIS Basic 69.3HIRAYAM, DAVIOUN Basic 76.6ISELER, KYMONC Basic 68.7JAJCHIK, TEDRIANN Basic 79.3JARR, MARC Basic 67.5

Other Data to Merge


Name


PVAAS Projection 4Sight

ASMONDY, KHENNED Basic 40.5BRECHEEN, TACOA Basic 44.8BOOS, MALONDAA Basic 53.1AYMOR, SYNGIN Basic 54.2CHILON, COVY Basic 57.4CHRISME, DOLLISH Basic 60.2BOUFFET, MARQULO Basic 61BENIBO, DYQWAN Basic 62.8CVERCKO, ACISHA Basic 63.4CALF, JAYLNNE Basic 64.2FINNIAN, ROMANIC Basic 65HAMIDA, CHRIP Basic 66.6ATTERBERRY, ARTARIOU Basic 67.4

PSSA-PVAAS-4SightAn Example of a Merge (spreadsheet)

IPM #1Merge, con’t.

Team Decisions

• What data has more weight in the decision making process?– Reliability of PVAAS Projections- more reliable than most recent PSSA

score at predicting future performance (even 3 years in to the future)• This is not a black and white process!• There will be decisions that need to be made by the team – the

data serves as a guide as indicators of need.• What will drive your decisions?

• The reason to merge the data is to see WHO meets the criteria.

– The criteria are determined by contextual factors in your building.


Your Turn to Try Phase 1:Identifying the Students “At Risk”

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Risk Factor: Students in grade ___ who are at risk of not reaching proficiency in ___ subject

Find which of those students fit the projection profile:PVAAS Projection Summary – Less than 70% chance

of proficiency on next PSSA ___ exam (grade ___ PSSA)

Find all students who fit both the achievement and projection profile

Find students who fit the achievement profile:eMetric Individual Performance Report – Not Proficient

on most recent PSSA(s)

Workbook


Phase 1: Time to Report!

• Were you successful in identifying students who fit your performance risk criteria?

• Comments on the process• What do you suppose should be the next step

in our process?– Individual student analysis of needs– Select ONE of your students for focus for Phase 2

of this process• Call them “Student A” for confidentiality in this session


Phase 2:Analyze Data for Selected Student

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Document Student A’s demographics and probabilities of reaching Proficient or Advanced from PVAAS Projection Profile

Add achievement detail using eMetric•Longitudinal Individual Student Report•Individual Student Reporting Category Report

Examples, but not an all inclusive list:•4Sight•CDTs•DIBELS, AIMSWeb, G-MADE, GRADE


Phase 2: What are we workingtowards in Phase 2?A student profile!

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This is only an example!


Phase 2: What are we working towards?

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• Developing Student Profiles• Data to use for student level data analyses planning

• Which results in differentiating instructions, interventions, and supports at Tiers 1/2/3

• Profiles may have different formats and content for different grade levels• Elementary• Middle• High School• Also may vary by subject and grades (within school)


Elementary Profile


Elementary Profile Continued on page 2


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Middle School Profile: Math


Middle School Profile: Reading


High School Profile: Reading


High School Profile: Math


Student Reading Report


Student Math Report


Student Data Profiles

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• Any examples to share from your district/schools?

• How the information is managed may vary from district to district, and from school to school.

• See profile in Workbook for Phase 2.

KEY: The shared practice of using multiple measures to determine student needs is the goal!


Phase 2:Analyze Data from the Selected

Student

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Document Student A’s demographics and probability to proficiency from PVAAS Projection

Profile

Add achievement detail using eMetric• Longitudinal Individual Student Report•Individual Student Reporting Category Report

Add available district data•4Sight•CDTs•DIBELS


Step 1:Demographic and Probability to Proficiency

Data from PVAAS


Step 2: Achievement DataLongitudinal Achievement

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STUDENT A


Step 2: Achievement DataReporting Category Report

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STUDENT A


Step 2: A Deeper Look at Reporting

Categories: Show the percentages


Step 2: How Shall We Evaluate the Reporting Category Percentages?

• Criteria for evaluation is determined by the district/schools

• We suggest:

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Reporting Category EvaluationPercentage > 60% StrengthPercentage < 60% Possible Area of Need


Step 2: A Different View at the Reporting Category Data


Step 3: Other Data

• 4Sight Benchmarks or Other Benchmark Assessment Data

• Classroom Diagnostic Tests (CDTs)

• DIBELS, AIMSWeb, G-MADE, GRADE, etc.• Local District Assessments• Report Card Grades• Teacher Feedback/Recommendations


Phase 2: So What Do We Know About Student A?


YOUR TURN! Phase 2:Analyze Data from the Selected Student

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Add achievement detail using eMetric• Longitudinal Individual Student Report•Individual Student Reporting Category Report

Add available district data•4 Sight•CDTs•DIBELS

Workbook


Document Student A’s demographics and probabilities of reaching Proficient or Advanced from PVAAS Projection Profile

Phase 2: Time to Report!

• Were you successful in identifying some of the NEEDS for a student who fit your performance risk criteria?

• Comments on the process• What do you suppose should be the next step

in our process?


LINES OF INQUIRY


Questions to Ask?

• What are the areas of need?– Priorities?

• Will the student’s needs be met in the regular education classroom with supports at the Tier 1 level?

• Are additional supports needed?– Tier 2 or 3 support in addition to core instruction?


Lines of Inquiry

• Elementary• Middle• High

*See flash drive for ‘Lines of Inquiry’ PowerPoint


Next Steps• Determine plan of action to meet student

needs– Who?– What?– Where?– When?– How?

• How will we monitor and evaluate:– the fidelity of the intervention? – the effectiveness of the intervention?


Data to Inform Instruction:Evidence-Based Intervention Resource Sites

• Center on Instruction– http://www.centeroninstruction.org/

• Florida Center for Reading Research– http://www.fcrr.org/

• RTI Action Network– http://www.rtinetwork.org/

• PATTAN RtII materials: http://www.pattan.net• Doing What Works

– http://www2.ed.gov/nclb/methods/whatworks/edpicks.jhtml• Improving Adolescent Literacy Effectiveness: Effective Classroom and

Intervention Practices (IES practice guide)– http://ies.ed.gov/ncee/wwc/publications/practiceguides/


Next Steps

• Plan for monitoring the progress of students over time?– Assessment measures– Plan to meet to discuss the effectiveness of

action plan and adjust the intervention• Time and intensity of the intervention?• Fidelity of implementation?


Focus on Other Performance Risks?POSSIBLE Criteria/Parameters

Performance Risk Parameters for EvidenceStudents at risk of not reaching proficiency?

eMetric Individual Student Performance Report: Not Proficient on recent PSSA(s)PVAAS Student Projection Report: 0-70% probability of proficiencyOther?


eMetric Individual Student Performance Report: Low Proficient range on recent PSSAs; not consistently Proficient on previous PSSA(s)PVAAS Projection Report: 40-70% probability of proficiencyOther?


eMetric Individual Student Performance Report: Proficient on recent PSSAsPVAAS Projection Report: 40-70% probability of Advanced levelOther?


eMetric Individual Student Performance Report: Low Advanced range on recent PSSA(s)PVAAS Projection Report: 40-70% probability of Advanced levelOther?


Questions About Your System

Are there system improvements that may decrease the number of students with

performance risks?



forA Few Students

Tier I: Foundation

Standards Aligned Instruction for All Students


forSome Students

RtII Framework

Strategies: Building the Capacity In Your District/School

Questions:

•What professional development is needed for administrators and teachers?•What are teachers’ beliefs regarding all students reaching proficiency?•What infrastructure is needed? Schedules?•Is there any technology that could enhance this work?



Questions to Improve Student Level Planning:

•Who is at the table?

•Who is leading the discussions?

•When and how often?

•What data are currently used? What data needs to be added?



Managing the Process (continued):•How will this information get to the teachers for student level planning?

– How quickly and how soon?– Want teachers to use fresh, relevant, and most

meaningful data•Continued collection of data to monitor progress of students•Data teams established (PLCs) to monitor student results along the way


HUNT FOR EVIDENCE: DATA TOOLSA CHECK FOR UNDERSTANDING!



Check for Understanding: The HUNT for EVIDENCE

• On the Hunt for Evidence worksheet found in your workbook, match each question with the report(s) that yields evidence to answer the question.

• You can work individually or in pairs.• We will share the possible answers after a few

minutes.

Hunt for Evidence!!!!

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Hunt for Evidence WorksheetQuestion Report(s)

1. What is the probability that Student A will be proficient on his/her next PSSA Reading exam?

2. How did Student A perform on the content under the 1st anchor of the Geometry reporting category on his/her last PSSA Math exam?

3. How did Student A progress relative to the Comprehension and Reading Skills reporting category during the last school year?

4. What percentage of questions dealing with the content of the Algebraic Concepts anchors did Student A answer correctly on his/her last year’s PSSA Math exam?

5. What is the area of greatest strength for Student A based on last year’s PSSA Reading exam?

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6. In which reporting category area did Student A show the greatest progress in Reading over the last school year?

7. How is Student A doing on the Eligible Content for his/her grade level in Math at the present time?

8. In which eligible content is Student A having difficulty in Reading at the present time?

9. How has Student A progressed during the last year on Open Ended Items similar to those on the PSSA Math exam?

10. How has Student A performed on the last three PSSA Reading exams?

11. What resources are available to assist Student A with a weakness in Measurement for the PSSA Math exam?

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12. What data are available to provide insight on how Student A is doing at the current time on every anchor that will be tested in Geometry Reporting Category of the 5th grade PSSA Math exam?

13. If Student A continues on his/her present path, how likely is it that he/she will score Advanced on the next PSSA exam?

14. What was Student A’s scaled score and performance level in Reading on last year’s PSSA exam?

15. Who are our students who tested at the Basic level on the baseline benchmark assessment?

16. Who are the students in our current 5th grade that are likely to be Advanced on the 5th grade PSSA Reading exam next spring?

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Resources and Supports

Support to:

•facilitate data meetings

•manage multiple data sources

•monitor plans of action

The Sources:– District/Building Administrators/Teacher Leaders– IU/PaTTAN Personnel


Resources and Supports

• Replication of this session for a larger group from your district/school

• Materials from today’s session

– PPT slides and trainer notes

• Podcasts

• LIVE and Archived Webinars

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Questions:

PVAAS Materials or Statewide Implementation

Email: [email protected]: 717-606-1911

PVAAS Reporting Web Sitehttps://pvaas.sas.com


www.pde.state.pa.us

132Using Multiple Data Tools to Identify Needs of Individual Students04/19/23

Using Multiple Data Tools to Identify the Needs of Individual Students: PVAAS Use in Context PVAAS...

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