Student Acheivment Data

Question 1

How is student achievement data used by states and districts?

Answer 1

Accountability
Funding
Review of school improvement plans

Question 2

Three Kinds of Student Achievement Data

Answer 2

1. Outcome or performance data (standardized tests, teacher created assessments, final report card)
2. Demographic data: race, gender, attendance, graduation rate, class size (identify achievement gaps)
3. Process data (explains the outcome data): parent involvement, school culture, teacher training levels, instructional strategies; also used to generate goals, objectives, and strategies.

Question 3

No Child Left Behind Act of 2001

Answer 3

Criterion-referenced tests

Student achievement data are to be collected, disaggregated, and publicized.

Question 4

What does the NCLB legislation require from school districts that receive Title 1 funding?

Answer 4

Create and publish a school district report card

The number and percentage of schools identified for school improvement and how long the schools have been identified

How students served by the local educational agency achieved on the statewide academic assessment compared to other students in the state

Question 5

How can you make sense of all the data?

Answer 5

Data tables

Line graphs (shows continuous change)

Scatter plot graphs (comparison of two related data sets; how a student performed on two different tests)

Bar graphs or histograms (compare distinct items or single items at distinct intervals; comparing the # of special education students across six schools)

Pie chart (shows proportions to the whole such as demographic data where you are comparing gender)

Question 6

What is the first step towards improving student achievement?

Answer 6

Analysis of data to determine needs and then set goals to meet those needs.

Question 7

Goal Setting

Answer 7

Should include an analysis of the following:

Curriculum
Instructional strategies
Assessments

*Teachers should also analyze student data before having those students

Question 8

How should school administrators and teachers use data to enhance student achievement?

Answer 8

1. Collect and consider various types of appropriate data (disaggregated data and look at sub groups)
2. Analyze data, classroom, individual, school looking for information to inform their teaching practice
3. Predict and make assumptions about student achievement that can be justified with data
4. Interpret the data to bring about changes in programs and enhance teaching and learning

Question 9

Every Student Succeeds Act

Answer 9

States call the shots
States will have to submit accountability plans to the Education Department
States can pick their own goals
Goals must address: proficiency on tests, English-language proficiency, and graduation rates

Question 10

Accountability Systems

Answer 10

States need to include at least 4 indicators

1. Proficiency on state tests
2. English language proficiency
3. Other academics factor broken up by sub group
   (Student Engagement, educator engagement, access and completion to advanced coursework)

Participation rates (stand alone factor, and schools with less than 95% participation are supposed to have that included)

Question 11

Low-Performing Schools

Answer 11

States have to identify and intervene in the bottom 5 percent of performers. (Must be identified at least once every 3 years)

States have to identify and intervene in high schools where the graduation rate is 67% or less.

States, with districts, have to identify schools where subgroups of students are struggling.

Question 12

School Interventions

Bottom 5 percent & high drop out rates in high school

Answer 12

Come up with evidence-based plan

States will monitor the turnaround effort

After 4 years, the state will be required to step in with its own plan.

Districts will also allow for public school Choice out of seriously low performing schools, but give priority to student who need it most

Question 13

Intervention for Subgroup Students who are Struggling

Answer 13

Schools must come up with evidence-based plan

District must monitor the plan and if they fall short then the district steps in but there is no timeline

Comprehensive Improvement Plan

The School Improvement Grant program (part of Title 1): 7% for school improvement

Question 14

Testing

Answer 14

States have to test students in reading and math in grades 3-8 and once in high school.

Up to 7 states can apply to try out local tests for a limited time.

Question 15

Priority schools

Answer 15

Low-performing schools

Question 16

Focus Schools

Answer 16

Schools with big achievement gaps

Question 17

English Language Learners

Answer 17

Accountability moves from Title 3 to Title 1 (where everyone’s accountability is)

States can include their test scores after they’ve been in the country a year

In the second year’ states have to incorporate ELL results for both reading and math.

Question 18

Students in Special Education

Answer 18

Only 1 perfect of students overall can be given alternative tests (about 10 percent of students in special education)

Question 19

Block Grant

Answer 19

$1.6 billion block grant consolidates dozens of programs (psychical education, Advanced Placement, school counseling, education technology)

Question 20

Block Grant for districts that get more than $30,000

Answer 20

Have to spend at least 20% of their funding on at least one activity that helps students become well-rounded, and another 20% on at least one activity that helps students be safe and healthy.

Part of the money can be spent on technology.

Question 21

Teacher and School Leader Innovative Program

Answer 21

Provides grants to districts that want to try out performance pay and other teacher-quality improvement measures.

ESSA also includes resources for helping train teachers on literacy and STEM.

Question 22

Florida Standards Assessment (FSA)

Answer 22

Grades 3-10: ELA
Grades 3-8: Math
EOC Assessments: Algebra 1, Geometry, Algebra 2

Question 23

Statewide Science Assessment

Answer 23

Grades 5-8

Question 24

EOC Assessments

Answer 24

Biology 1 
Civics and US History 
Algebra 1 
Geometry 
Algebra 2

Question 25

National & International Assessments

Answer 25

National: NAEP
International: PIRLS, PISA, TIMSS (criterion-referenced surveys)

Question 26

Florida Standards Alternate Assessment

Answer 26

FSSA measures student academic performance on the Access Points in Language Arts, Math, Science, and Social Studies

Access Points are academic expectations written specifically for students with significant cognitive disabilities.

Question 27

Access Points for FSAA

Answer 27

Specific for students with cognitive disabilities.

They reflect the essence or core intent of the standards that apply to all students in the same grade, but at reduced levels of complexity.

The FSAA Performance Task is designed to assess students at three levels of complexity and results are reported through achievement levels.