Data WarehousingHow do we use the data now that we have it?
David RutherfordDirector, Instructional Support
ServicesONC BOCES
May 18, 2007
Where Are We Going?
- Data Analysis in the ONC BOCES Region- Using the 3-8 Assessments for School
Improvement- The Two Holy Grails of the 3-8
Assessments
Data Analysis at ONC BOCES
Our RIC – South Central RIC, Binghamton, NY
Data Analysis Service – Dr. Carol Dean Monthly Meetings – Carol, Instructional
Support, Staff Developers
School Improvement and Assessments
"not everything that counts can be counted-- not everything that can be counted counts“
- Albert Einstein
School Improvement and Assessments
Over-reliance on the 3-8 Assessments
School Improvement and Assessments
Limited Nature of the 3-8 Assessments
Short Assessment – not everything is assessed Turn-around time – cannot be used effectively as a
formative assessment
School Improvement and Assessments
School Improvement and Assessments
The Two Holy Grails of Assessment
Holy Grail Number 1
The State Assessments are verifications of existing assessments within the
school/district
The Two Holy Grails of Assessment
Holy Grail Number 1
Professional Learning Communities
The Two Holy Grails of Assessment
Professional Learning CommunitiesRegional ONC BOCES Plan
Communal Organization of Teachers Common Understanding of Standards at Grade
Level Development of Common Formative Assessments Collective Evaluation of Results Change in Classroom Practice
The Two Holy Grails of Assessment
Coleman et al. (1966) “Equality of Educational Opportunity in the United States.”
Studied 600,000 children at 4,000 schools An act of Congress during the civil rights Era. Had the resources, authority and visibility of the federal
government behind the study The finding, neatly summarized, meshed with what many
people saw with their own observations The credibility, congruence and capacity of the research gave it
immense staying power – to this day with the general public
The Two Holy Grails of Assessment
Coleman – cont.
“[S]chools bring little influence to bear upon a child’s achievement that is independent of his background and general social context”
(Coleman et al., 1966, p.325).
The Two Holy Grails of Assessment
Holy Grail Number 2
The State Assessments can be used to show growth, giving a better picture of school
quality and over time-improvement
The Two Holy Grails of Assessment
Holy Grail Number 2 – It’s Coming
1. NCLB Reauthorization
2. Article VII (Contract For Excellence)
The Two Holy Grails of Assessment
Holy Grail Number 2 – Achievement vs. Progress
Achievement model: Determine whether an increasing percentage of students are gaining proficiency over time.
Growth model: Determine how much progress groups of students are making over time.
The Two Holy Grails of Assessment
Achievement vs. Progress: The Power of Two
Achievement – Measures a student’s performance at a single point in time
Progress – Measures a student’s progress between two points in time
The Two Holy Grails of Assessment
Achievement vs. Progress: The Power of Two
Achievement – Relates to a student’s family background
Progress – Not related to a student’s family background
The Two Holy Grails of Assessment
Achievement vs. Progress: The Power of Two
Achievement – Compares students’ performance to a standard
Progress – Compares students’ performance to their own prior performance
The Two Holy Grails of Assessment
Achievement vs. Progress: The Power of Two
Achievement – Critical to a student’s post secondary opportunities
Progress – Critical to ensuring a student’s future academic success
The Two Holy Grails of Assessment
Holy Grail Number 2 – Achievement vs. Progress
Achievement model: Determine whether an increasing percentage of students are gaining proficiency over time.
Growth model: Determine how much progress groups of students are making over time.
The Two Holy Grails of Assessment
Holy Grail Number 2 – Growth and the 3-8 Assessments
Can we show growth now that we have longitudinal data? Problematic – why?
The Two Holy Grails of Assessment
Holy Grail Number 2 – Vertically Moderated vs. Vertically Scaled
Vertically Moderated – Meeting the “cut point” at one grade level indicates that the student is prepared for instruction at the next grade level.
** Student progress is measured from grade-to-grade relative to proficiency in meeting the standards
The Two Holy Grails of Assessment
Holy Grail Number 2 – Vertically Moderated vs. Vertically Scaled
Vertically Scaled – Meeting the same “cut point” in two years is an indication of one full year of growth
The Two Holy Grails of Assessment
Holy Grail Number 2 – Vertically Moderated vs. Vertically Scaled
NYS Assessments are Vertically Moderated
Growth Model requires vertical scaling
The Two Holy Grails of Assessment
Holy Grail Number 2 – Growth vs. Value Added
Growth models generally refer to models of school accountability that assess the progress of a cohort of students over time with the intent of measuring the progress these students have made (This year’s fourth graders compared to their performance last year as third graders.)
Value added models generally refer to a specific type of growth model in which student demographic data or other statistical controls are used to attempt to analyze the specific effects of a particular school, program, or teacher on student learning
The Two Holy Grails of Assessment
Holy Grail Number 2 – Achievement vs. Progress
Recap
Achievement - Where students need to be at the end of P-12
Growth - How they get there
The Two Holy Grails of Assessment
Value Added – SAS and Battelle for Kids
SAS – Dr. Bill Sanders developed the Value-Added Model
Battelle for Kids – Non-profit responsible for VA Professional Development
Capital Region and ONC BOCES – Grant to Pilot VA in New York State
School Improvement and Assessments
More Information
http://www.edtrust.org
http://www.battelleforkids.org
School Improvement and Assessments
"not everything that counts can be counted-- not everything that can be counted counts“
- Albert Einstein
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