academic data for instructional decisions: secondary level
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Academic Data for Instructional Decisions: Secondary Level. Dr. Amy Lingo Regina Hirn Project ABRI University of Louisville. ABRI Defined. ABRI: Academic and Behavior Response to Intervention Pilot program involving 3 districts and representing elementary, middle and high school levels - PowerPoint PPT PresentationTRANSCRIPT
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