Analyzing and Communicating CCSS Data Using Illuminate
Terminology
Common Core Reporting Claims
Targets
Overall Student Performance:
Groups of standards or related skills to determine which standards are assessed (SBAC only)
Student is progressing towards/achieved college and career readiness
Used to determine which standards will be assessed and relative weights
Depth of Knowledge Complexity of thinking that students must demonstrate in order to answer a question correctly An attribute of a test question
Standards Specific skills and knowledge students possess when they understand the concepts of the stated standards. Can be tied back to one or more Target
Layers of Data for
Claims, Targets, Standards and DOK
Thought Complexity
Depth of Knowledge Level One – Recall Recall of a fact, information, or procedure Level Two – Skill/Concept Use information or conceptual knowledge Level Three – Strategic Thinking Reasoning, developing a plan Level Four – Extended Thinking Requires an investigation, collection of data and analysis of results Note: DOK is only tied to assessment item complexity
What we do
Illuminate Resources for CCSS All Common Core-Aligned content in the INSPECT item bank contain the CCSS attributes for reporting purposes
Analyzing Student Data
Common Core Data Feedback Question grouping in the item bank allows reporting by the different reporting features of the Common Core: Claims,Targets, Depth of Knowledge, Standards and Skills
(Math) Measuring Student Learning and…
Old vs. New ’97 Strands Reporting
CCSS Reporting
Number Sense
Claim 1: Concepts/Procedures
Algebra & Functions
Claim 2/4: Problem Solving & Modeling/Data Analysis
Measurement & Geometry Stats/Data/Probability Mathematical Reasoning
Claim 3: Communicating & Reasoning
(ELA) Measuring Student Learning and…
Old vs. New ’97 Strands Reporting
CCSS Reporting
Word Analysis
Claim 1: Reading
Reading Comprehension Lit. Resposne/Analysis
Claim 2: Writing
Language Conventions
Claim 3: Speaking/Listening
Writing Strategies
Claim 4: Research
Speaking/Listening (EL Only)
Measuring Student Learning and…
SBAC + Illuminate
Measuring Student Learning and…
SBAC + Illuminate SBAC Resources
Illuminate Resources
Technology preparation
Knowledge preparation
Can students navigate the “look and feel of an SBAC assessment”?
Are students knowledge ready to be successful on the CCSS assessments?
Is the school and district technology ready to minimize disruptions to student testing?
Standards and skill level reporting to identify which students make which mistakes
Claim level reporting
Reporting at the Claim, Target, DOK, and standards level
Measuring Student Learning and…
Multi-Dimensional Data Analysis
(Math) Measuring Student Learning and…
Old vs. New ’97 Strands Reporting
CCSS Reporting
RP.3: Do students know how to use ratio and rate problems to solve real world problems?
RP.3: Can students apply concepts and procedures to use ratio and rate problems to solve real world problems? (DOK 1) AND Can students solve problems and analyze data related to use ratio and rate problems to solve real world problems? (DOK 2/4)
Illuminate Resources and CCSS Data Analysis
What it looks like live… § Accessing CCSS item types in Illuminate § Item Attributes and CCSS characteristics § Professional development for CCSS assessment attributes
Measuring Student Learning and…
Consistent Data Analysis § Step 1: • Overview Report § General class performance § Analysis of performance for Claims, Targets, DOK, and Standards § Access Activate Instruction by Standard
Measuring Student Learning and…
Step 1: Overview Report
Measuring Student Learning and…
Consistent Data Analysis § Step 2: • Peer Comparison Report § Identify strengths and areas of opportunity for growth, for specific standards and reporting categories, in district instructional program § Identify best practices at specific school sites and classrooms § Access Activate Instruction for standards where no best practice is identified
Measuring Student Learning and…
Step 2: Peer Comparison
Measuring Student Learning and…
Consistent Data Analysis § Step 3: • Response Frequency Report § Identify specific errors § Identify rationale for why students make specific errors § Identify students who need specific review of skills within standards
Illuminate Resources and CCSS Data Analysis
Table Talk
How would you explain the data above to the School Board/Public? Using CCSS reporting?
Illuminate Resources and CCSS Data Analysis
Table Talk
How would you discuss the data above to at a principals meeting? Using CCSS reporting?
Illuminate Resources and CCSS Data Analysis
Table Talk
How would you discuss the data above to a schools teaching staff/ grade level team meeting? Using CCSS reporting?
Get in touch
ContactUs Doug Wells Illuminate Education
Phone
(951)642-9253
Email
[email protected]
Questions/Discussion
