ISTEP+ Retrospective Data Analysis: Spring 2013

Criterion Referenced Tests – ISTEP+

ISTEP+ Reports to Analyze:

·  Disaggregation Summary

·  Proficiency Roster

·  Applied Skills Frequency Distribution

Using the ISTEP+ data provided, discuss and answer the questions below. This analysis of the ISTEP+ data will provide insight into instruction given last year and help with planning specific strategies to be embedded NOW as we prepare for March ISTEP+ Spring 2014 testing.

The expectation is that the number of students who score Pass and Pass+ on the Spring 2014 ISTEP+ tests will increase. Targeted audiences include the number of students served in ENL, Special Education and the Free and Reduced Lunch categories.

1)  Which strands are now currently the strongest for the students in ELA and Math?

E/LA______

Math______

Which strand is now the weakest?

E/LA______

Math______

Disaggregation Summary Report

2)  Did your school meet the Indiana Annual Measurable Outcome goal of 93.3% in E/LA and the Indiana AMO goal of 93.1% in Math for your grade level?

8th Grade: Total Pass Percent as Reported on COMPASS September 21, 2013

Subject / Your School’s Spring 2013 Actual
Scores / INDIANA
2013
PASS
Rate / DISTRICT
Strategic
PL221 Plan
Spring 2013
Targets / DISTRICT Strategic
PL221 Plan
Spring 2014
Targets
E/LA / % / 75.3% / % / %
Math / % / 80.7% / % / %

Proactive Planning

The Indiana AMO targets increase in 2014:

·  2013 E/LA Target 100%

·  2013 Math Target 100%

Discussion:

How will you begin NOW to plan for these increased targets?

AYP DATA Sub Groups:

How did the following subgroups do in comparison to their peers for ELA and Math?

Use the N (Number) and % Passing in the “Total Passing” column from the

Disaggregation Summary Report. (Center Column)

E/LA

Subgroup / (N) Number / (%) Mastery / AYP Goal 2013
Total General Education / 93.3%
Total Special Education / 93.3%
Total English Learner / 93.3%
Total SES – Free or Reduced Lunch / 93.3%
Ethnicity – Black (Not of Hispanic Origin) / 93.3%
Ethnicity Hispanic / 93.3%
Ethnicity Multiracial / 93.3%

Math

Subgroup / (N) Number / (%) Mastery / AYP Goal 2013
Total General Education / 93.1%
Total Special Education / 93.1%
Total English Learner / 93.1%
Total SES – Free or Reduced Lunch / 93.1%
Ethnicity – Black (Not of Hispanic Origin) / 93.1%
Ethnicity Hispanic / 93.1%
Ethnicity Multiracial / 93.1%

Proficiency Roster Report

3)  Did you teach any of the students who barely passed or missed passing by a few points? If so, were there any surprises or did students perform as you expected?

STOP

What conclusions can be drawn from the data analysis to this point?

Fill in your Data Findings sheet.

Example:

While we met our goals this year, with the increased targets we need to focus more intentionally on Math – specifically on ….

Applied Skills Frequency Distribution Report

Applied Skills – ELA – 8th Grade
Applied Skills – Writing

1)  What number and what percentage of students scored a 4, 5, or 6 on Writing Applications 1A-2?

SCORES / Number of Students / Percentage of Students
4 Points Obtained
5 Points Obtained
6 points Obtained

2)  What number and what percentage of students scored a 3 or 4 on Writing Applications 4A-3?

SCORES / Number of Students / Percentage of Students
3 Points Obtained
4 Points Obtained

3)  What number and what percentage of students scored a 3 or 4 on Language Conventions 1B-2?

SCORES / Number of Students / Percentage of Students
3 Points Obtained
4 Points Obtained

4)  What number and what percentage of students scored a 3 or 4 on Language Conventions 4B-3?

SCORES / Number of Students / Percentage of Students
3 Points Obtained
4 Points Obtained

5)  What number and what percentage of students scored a 0, 1, or 2 on Nonfiction/Informational Text

1-3, 2-3, 3-3?

QUESTIONS: / 1-3 / 2-3 / 3-3
(N) Number of Students / (%)
Percent of Students / (N) Number of Students / (%)
Percent of Students / (N) Number of Students / (%)
Percent of Students
0 Points Obtained
1 Points Obtained
2 Points Obtained

STOP

What conclusions can be drawn from the data analysis to this point?

Fill in your Data Findings sheet.

Example:

Over half of our students are scoring at the top half of the rubric in writing applications. We want to get more 5 and 6 scores with our work with 6+1 writing traits. This will also touch on conventions and editing. On literary text, our students need to have specific information from the text and answer the question. Making Inferences is hard for our students.

Applied Skills – Math – 8th Grade

Measurement

1A-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts.
____% / ____% / ____%

Students’ Challenges:

3A-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts.
____% / ____% / ____%

Students’ Challenges:

Problem Solving

1B-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts.
____% / ____% / ____%

Students’ Challenges:

2B-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts.
____% / ____% / ____%

Students’ Challenges:

3B-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts.
____% / ____% / ____%

Students’ Challenges:

Problem Solving - Continued

4B-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts. / ____ / ____ = 3 pts.
____% / ____% / ____% / ____%

Students’ Challenges:

______

Algebra and Functions

2A-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts.
____% / ____% / ____%

Students’ Challenges:

4A-1 Score Breakdown

____ / ____ = 0 pts. / ____ / ____ = 1 pt. / ____ / ____ = 2 pts. / ____ / ____ = 3 pts.
____% / ____% / ____% / ____%

Students’ Challenges:

STOP

STOP – What conclusions can be drawn from the data analysis to this point?

Fill in your Data Findings sheet.

Monitoring Student Progress

When it comes to classroom management, all we need is a good set of procedures. Students bounce into our class each morning, pushing, yelling, talking, and taking too long to settle down. What should teachers do? Design and practice a procedure for coming in to the classroom. For instance, you might design a procedure that has students walking directly to their assigned seats, looking at the board, and working on an assignment.

Over the years consultants and teachers have developed hundreds of these procedures for every conceivable situation from collecting papers to entering a school from the playground. The same concept can be applied to raising student achievement on state tests by implementing the following:

1. Making sure the standard is taught

·  Determine the state standards (learning outcomes, benchmarks/indicators) to be taught at each grade level or for each course

·  Develop an instructional calendar for the school year that indicates the week when standards topics will be introduced, developed, and assessed

·  Make sure the instructional calendar covers each of the standards on the state tests, allocating additional time for those standards where students have the most trouble using the 80/20 rule: If you focus on the top 20 percent of students’ weaker objectives all year, you will get 80 percent of your results back.

·  Make sure the instructional calendar is shared school wide with staff and parents

·  Schedule ample collaboration time for quality team planning each day or each week – time to structure classes and discuss how students will be re-grouped for remediation and enrichment activities

2. Make sure students have learned the standard

·  Once the standard has been introduced and developed, and mastery is expected, administer a common assessment.

·  Ensure that grade level teams meet frequently to review the results of the assessments.

·  If the students did well as a group, celebrate the success and identify common weaknesses of students who did not do well so you may give them additional support.

3. Make sure you support those students who did not learn the standard/skill

·  Use different materials for enrichment than what is used during regular classes

·  Give the students additional instructional time

·  Provide targeted tutoring by a peer or an adult

·  Regroup students for a limited amount of time in flexible groupings

·  Embed targeted skills into daily instruction – intentional teaching

4. Make sure students do not forget what they learned

·  Use assessment data to monitor if students still know the material or have the skill at a mastery level of performance

·  Re-teach skills as necessary when your data indicates that students need additional practice with material that was taught earlier in the year.

Data Analysis Processing Form.doc Ann P-H – M. A. Rooney Foundation September 2013