Academic Data for Instructional Decisions:

Secondary Level

Dr. Amy LingoRegina HirnProject ABRI

University of Louisville

Project ABRI 2009

ABRI Defined• ABRI: Academic and Behavior Response to

Intervention• Pilot program involving 3 districts and

representing elementary, middle and high school levels

• In partnership with the Kentucky Department of Education

• To promote both academic and behavior responses in schools

Project ABRI 2009

ABRI Process

Project ABRI 2009

Where can I find academic data at the secondary school level?

• State wide assessment results

• Screening results• District administered

standardized assessment• Teacher administered

formative assessment• Teacher administered

summative assessment

Project ABRI 2009

Data Examples within a Multi-tiered Intervention Model

Project ABRI 2009

Critical to the ABRI Process

Project ABRI 2009

Academic DataReading/Language Arts/English

Project ABRI 2009

Reading/Language Arts/English

• Collection – Year in Review– Screening results

• Compilation– Reformat/export for interpretation– Charts– Graphs– Questioning of results

Project ABRI 2009

Common Assessments (examples)

• Informal Reading Inventory• Reading Assessments• PAS• MAP• GRADE• ACT• Explore/Plan

Eckwall/Shanker Reading Inventory(Can be used through Grade 9)

Subtests• Phonemic Awareness– Skill(s) measured: Phonemic awareness

• Sight Vocabulary; Word List– Skill(s) measured: Word recognition

• Phonics; Structural Analysis– Skill(s) measured: Phonics

• Oral and Silent Reading– Skill(s) measured: Reading connected text

• Listening and Reading Comprehension– Skill(s) measured: Understanding connected text

Qualitative Reading Inventory

• Word List– Skill(s) measured: Word recognition

• Oral and Silent Reading– Skill(s) measured: Reading connected text

• Listening and Reading Comprehension– Skill(s) measured: Understanding connected text

Students who Score Below Benchmark

• In phonemic awareness– practice with rhyming, discriminating, blending, and segmenting

• In phonics or word recognition– practice with letter/sound correspondence, blending, word

families, and multisyllabic words• In reading fluency or reading connected text

– practice with letter recognition, letter/sound correspondence, high frequency words, oral reading

• In comprehension– practice with preparation, organization, elaboration,

metacognition, and text structures,

• Review data sources – Standardized measures– Curriculum-based measures– Progress monitoring– Informal information (classroom data, observations)

• Identify at-risk students using data• Determine targeted areas for instruction• Students may have multiple areas of need• Consider course offerings or electives

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Forming Groups Based on Assessment Data

Grade 8 Reading/Language Arts n=48

Project ABRI 2009

High School Year in Review

Project ABRI 2009

High School Year in Review

Project ABRI 2009

High School Year in Review

Project ABRI 2009

Grade 11 KPR Results

Project ABRI 2009

ACT Scores in English and Reading

Project ABRI 2009

Academic DataMathematics/Algebra/Geometry

Project ABRI 2009

Mathematics

• Collection – Year in Review– Overall Results

• Compilation– Reformatting– Charts– Graphs– Questioning

Project ABRI 2009

Common Assessments

• Fluency Assessments – One Minute Timings• Diagnostic Interviews• Error Analysis of student work• Benchmarking software programs• Course assessments• Credit recovery systems

Fluency Assessments

• One minute timings of basic math facts• Screening tool• 40 digits correct per minute ages 9 to adult– Addition/subtraction– Multiplication/division

Project ABRI 2009

Diagnostic Interviews in Mathematics

• Diagnostic interviews are a means of getting in-depth information about an individual student’s knowledge and mental strategies about the concept under investigation. A student is given a problem and asked to verbalize his or her thinking at points in the process for solving the problem.

Project ABRI 2009

Error Analysis of Student Work

• Problem completion analysis• Think Aloud with error analysis• Conceptual vs. procedural error analysis• Steps/procedures• Prior knowledge• Connections to work, technology, science,

everyday life activities

Project ABRI 2009

Software Programs

• Computer software programs that identify specific goals based on student responses

• Example:– Determines student performance on a variety of

problems identified as easy, medium and hard – Reveals student accuracy with problem types– Course programs– Programs designed to provide practice

Project ABRI 2009

Students who Score Below Benchmark

• In mathematics fluency• In conceptual understanding• In mathematics procedures within word

problems• In application of authentic problems

Grade 8 Mathematics n=50

Project ABRI 2009

Grade 10 Mathematics Results

Project ABRI 2009

ACT Scores in Mathematics

Project ABRI 2009

Year in Review

Project ABRI 2009

Sample Fluency Intervention

Great Leaps Math• 2 days per week 4/28 Probe

10 4/4 met benchmark 100%• 3 days per week 7/28 Probe

10 6/7 met benchmark 86%

Project ABRI 2009

ABRI Process Decision making

Project ABRI 2009