Working Together: Understanding SBA Data

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Working TogetherUnderstanding SBA Data

• Les Morse, Director
• Assessment Accountability
• Alaska Department of Education Early
  Development
• No Child Left Behind Winter Conference
• January 18, 2006
• Anchorage, Alaska

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Presentation Outline

1. Materials
2. Quality Data
3. Grade Level Expectations
4. Standards Based Assessment Items
5. Test Results
6. Connecting to Instruction

• Cell phones
• EVERYONE is essential
• Timed activities
• Partner Sharing
• Table activities
• Table Moderator
• Table Timer
• Whole group
• Breaks

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Materials

• School District Folder
• District School Roster with Scale Scores (white)
• Scale Proficiency Score Chart (goldenrod)
• District Improvement Plan Example (café ole
  tan)
• District Improvement Plan (1 page, 4 copies)
• District Subpopulation Report (white)
• Guide to Building a Culture of Quality Data
  (booklet)
• Quality Data Role Sheets (sunshine yellow)
• Blueprints (all grades/all contents)
  (Pink/lavender/blue)
• 6th Grade Reading Proficiency Level Descriptor
  (green)
• Alaska Standards booklet

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Quality Data
http//www.eed.state.ak.us/tls/assessment/results.
html
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Quality Data

• A belief that good data are an integral part of
  teaching and learning
• A belief that everyone in a school is responsible
  for quality data
• A belief that we can create orderly information
  from disorderly settings

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Quality Data

• Policies and Regulations
• Standards and Guidelines
• Training and Professional Development
• Timelines and Calendars
• Technology (Hardware Software Network)
• Data Entry Environment

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Quality Data

• Everybody has a role in developing a Culture of
• Quality Data
• Principal
• Office Staff
• Teacher/Counselor/Librarian/Nurse
• Superintendent
• Board of Education
• Data Steward (Data Coordinator)
• MIS Technology Staff

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Quality Data Table Discussion

• Table Discussion
• Protocol (16 minutes)
• Round one 1 minute (/-) sharing by each
  participant
• What things to do need to be addressed in terms
  of quality on role sheet?
• Round two 1 minute (/-) sharing of ideas to put
  into action within district

• Distribute Data Quality Role sheets to district
  team members
• Share, or read non represented role sheets
• Prepare to speak to how the things to do are
  happening in your district

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SBA School Roster
Content
Average Scale Score State District
Standard
School Average Proficiency by Scale
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Test Blueprint
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Test Blueprint
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Test Blueprint
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Test Blueprint
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Test Blueprint
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Test Blueprint to GLE

• Partner Sharing
• 4 minutes (equal time for each)
• Examine 6th Grade Test Blueprint, Analysis of
  Content or Structure.
• Turn to pages 54-59 in standards book to review
  GLEs within the Analysis of Content or
  Structure strand.
• Discuss How are the GLEs currently incorporated
  into the district curriculum and instructional
  program?

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Results DataInstructional Program
Test connected to standards.
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Results DataResults to Blueprint
Reporting category focused collection of GLEs
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SBA to GLE

• Find average scale score for Analysis of Content
  or Structure
• Discuss How does data reinforce, or not
  reinforce, the earlier discussion about district
  curriculum and instruction?

• Table Discussion
• Protocol (10 minutes total)
• 2 minutes Complete task
• 1 minute per participant Address question in box
  to left

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DISTRICT IMPROVEMENT PLANCHANGES TO CURRENT
PRACTICE
District Name
Goal ___ (Performance Standard and GLE to be addressed)
Performance Indicator 1.1 (Baseline) Performance Target 1.1 (Measurable Change)
CHANGES WE WILL MAKE TO CURRENT PRACTICE
Scientifically based support for this strategy/materials (reference, or brief description)
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SBA Data Review

• District School Roster
• Identify area by using district average scale
  score (may be same area already discussed in 6th
  grade) of greatest challenge (choose only ONE
  content and ONE grade level).

• Table Discussion
• Protocol (22 minutes)
• 2 minutes Task to left
• 10-16 minutes Discussion Rounds
• 1 minute per person - Round 1 What aspects of
  district program needs to be reviewed to address
  area of challenge?
• 1 minute per person - Round 2 What questions do
  the data raise for me regarding GLEs, curriculum
  and instruction?
• 4 minutes Complete the form Changes To Current
  Practice

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How do we increase student achievement using the
GLEs?

• Connect instruction to standards
• GLE is what students should know and do.
• Teach vocabulary of the GLEs.
• GLE is part of the curriculum
• Common instructional design model
• Vary Depth of knowledge
• Expect written responses
• Encourage reading for understanding

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SBA Data Review

• Table Discussion
• Protocol (17 minutes)
• 1 minutes Review list on previous page
• 10-16 minutes Discussion Rounds
• 1 minute per person - Round 1 What practices are
  currently taking place in the district or our
  school or my classroom to use the GLEs for
  improved student achievement?
• 1 minute per person - Round 2 What changes in
  practices within the district or our school or my
  classroom will support use of the GLEs for
  improved student achievement?

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www.eed.state.ak.us/tls/assessment/
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Using Data effectively does not mean getting
good at crunching numbers. It means getting good
at working together. When 19 Heads Are Better
Than One Education Week, December 7, 2005