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Feb 07, 2024 182 likes •1.41k views

DMAC Users Meeting Data, the Building Blocks of Instructional Planning Dr. Rebeca Cooper Longview Independent School District, Assistant Superintendent Research Accountability and Planning Goal: To improve student achievement by

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DMAC Users Meeting – Data, the Building Blocks of Instructional Planning

  • Dr. Rebeca Cooper

Longview Independent School District, Assistant Superintendent Research Accountability and Planning

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Goal: To improve student achievement by strategically using data to target instructional interventions and classroom instruction.

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4 Performance Indexes – Why?

Address 4 statutory and policy goals

1. Improving student achievement at all levels in core subjects 2. Ensuring progress of all students toward Advanced Academic Performance (STAAR Level III) 3. Closing Advanced Academic Performance Gaps among groups (STAAR Level III) 4. Rewarding excellence based indicators other than state assessment results

Index 1 Index 2

Index 3 Index 4

50% of the Indexes (Index 2 and Index 3) are grounded on STAAR Level III

Only 1 of the indexes is based on “passing”

(Index 1 and it is at Phase 1!)

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Index 1 – The foundation

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Satisfactory Advanced

Level I

Unsatisfactory Academic Performance

Level II

Satisfactory Academic Performance

Level III

Advanced Academic Performance

Satisfactory Advanced

STAAR performance categories and the Level II Phase-in

1 2

Phase 1 2011-12 2012-13 2013-14 2014-15 NEW Phase 2 2015-16 2016-17 2017-18

Final 2021-22

NEW Phase 3 2018-19 2019-20 2020-21

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Aligning Data….

Going beyond the canned reports

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What do I want to know…

  • Students who were on

the campus last year.

  • Took the test in grade 4.
  • Who were African

American.

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What about this year

  • Students who are currently on

the campus.

  • Took the test in grade 3 who are

currently in grade 4.

  • Who were African American.
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Satisfactory Advanced

Level I

Unsatisfactory Academic Performance

Level II

Satisfactory Academic Performance

Level III

Advanced Academic Performance

Satisfactory Advanced

STAAR performance categories and the Level II Phase-in

1 2

Phase 1 2011-12 2012-13 2013-14 2014-15 NEW Phase 2 2015-16 2016-17 2017-18

Final 2021-22

NEW Phase 3 2018-19 2019-20 2020-21

3

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Reading Items

NEW Phase In for Level II - Satisfactory

Phase 1

NEW Phase 2 NEW Phase 3

Final (Recommended) Scale Raw %age Scale ≈ Raw ≈ %age Scale ≈ Raw ≈ %age Scale Raw %age

Grade 5 46 1458 25 54% 1495 28 61% 1545 32 70% 1582 35 76%

Reading Items

OLD Phase In for Level II - Satisfactory

Phase 1

Phase 2

Final (Recommended) Scale Raw %age Scale Raw %age Scale Raw %age

Grade 5 46 1458 25 54% 1520 30 65% 1582 35 76%

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STAAR Progress Measure

  • 2013 - 4th Grade Reading, barely

passed at phase 1, raw score 24, scale score 1422

  • 2014 – 5th grade Reading, barely

passed at phase 1, raw score 25, scale score 1458

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STAAR Progress Measure

  • From 4th to 5th grade – each time

barely passed at phase 1, only required 1 more question. Scale score 1458 – 1422 = 36 scale score points.

  • Only needed 32 more scale score

points to meet progress.

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What’s Your Growth Number…

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STAAR Progress Measure

  • Look at the range for

growth…

  • How many points did you

leave on the table…

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What’s Your Growth Number…

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STAAR Progress Measure

  • Look at the range for

growth…

  • How many points did

you leave on the table…

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Is it really harder to show growth at Level III Advanced Academic Performance?

2013 Grade 4 Reading 2014 Grade 5 Reading

  • How many Questions are there in grade 4? Grade 5?
  • How many questions do you have to answer correctly to

score Advanced Academic Performance in grade 4? Grade 5?

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Is it really harder to show growth at Level III Advanced Academic Performance?

2013 Grade 4 Reading 2014 Grade 5 Reading

  • 2013 Grade 4, Raw Score 38 Scale Score 1633
  • 2014 Grade 5, Raw Score 40 Scale score 1667
  • From advanced Academic Performance Grade 4 to AAP Grade 5,

2 raw score points 1667 – 1633 = 34 Scale Score points. Only 32 Scale Score points needed to show growth.

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What do I want to know…

  • Which AA students met or

exceeded growth and passed or scored commended.

  • Students who were on the

campus last year.

  • Took the test in grade 4.
  • Who were African American.
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What do I need to show growth the next year?

Only Scratched The Surface

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Take the same data from the search we originally did…

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Add what it takes to meet growth to your number…

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So now you know your growth number, how do you monitor growth throughout the year?

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This data is only effective if the Instruction and Assessment data is accurate

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Out of 50 questions, the mean (avg.) was a Raw Score of 33 or 66%

SD 10.28 = 68% of the populations falls between 23 questions and 43 questions.

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Mean

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ALPHA Alpha (the rigor of the test) .922 SEM SEM (the validity of the test ) 2.88 SEM on any given day the students are likely to score ± 3 questions.

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  • If the Alpha is .922, how rigorous is the

assessment?

  • The closer the number gets to 1 the more

rigorous.

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  • If the SEM is 2.88, how valid is the

assessment?

– SEM = On any given day, without any further instruction, how closely aligned is the raw score. – The closer to 0 the more valid the assessment.

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Report from DMAC

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Export and paste into Excel

Use “Find and Replace” feature to turn responses into 0 and 1

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quinterventions

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% at Level III % at Level II % at Level II

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What do I want to know…

  • Who and how many students,

scored Final Level II on more than 1 assessment?

  • Took the test in grade 4.
  • “All”, “AA”, “Hispanic”
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What do I want to know…

  • Who and how many students,

scored Final Level II on ONLY 1 assessment?

  • Took the test in grade 4.
  • “All”, “AA”, “Hispanic”
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  • Complete this process for

All/AA/Hispanic

  • Complete the template

Reading

  • Complete this process for

All/AA/Hispanic

  • Complete the template

MATH - Writing -

  • Complete this process for

All/AA/Hispanic

  • Complete the template

Science

  • Complete this process for

All/AA/Hispanic

  • Complete the template
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  • Dr. Rebeca Cooper,

Assistant Superintendent Research Accountability and Planning, LISD rcooper@lisd.org 903-381-2214

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References

Lead4ward – Accountability Quicklook http://lead4ward.com/resources/ Lead4ward - Spring 2014 Raw Score Conversions Grades 3-8 and EOCs (Aligned to Scale Score Cutpoints for New Phase-In Schedule – WITHOUT Grades 3-8 Math) (REV. 10/17/2014) http://lead4ward.com/docs/Raw_Score_Conversions_Grades_3- 8_and_EOCs_Spring_2014_REV_NEW_PHASE_IN_WO_Math_REV2.pdf Varma, S., (N.D.) Preliminary Item Statistics Using Point-Biserial Correlation and P-Values. Texas