District 30 - 2011 ISAT

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  • 2008 ISAT Board 10/21/08
  • 2008 ISAT Board 10/21/08
  • District 30 - 2011 ISAT

    1. 1. District 30 2011 ISAT Performance Review Board of Education Meeting October 27,2011
    2. 2. The Assessment… <ul><li>Background </li></ul><ul><li>792 students took the ISAT test in District #30 this year. This was the 7 th year schools across the state of Illinois implemented the ISAT assessments, the Illinois Standards Achievement Test. Beginning with 3 rd grade all students take a battery of ISAT assessments. </li></ul><ul><li>Students in 3 rd , 5 th , 6 th , and 8 th grades participated in reading and mathematics, while students in 4 th and 7 th grades participated in reading, mathematics, and science. </li></ul><ul><li>As of 2006, these assessments include a combination of multiple-choice items from the Stanford Achievement Test (SAT 10 ), and multiple choice items written by Illinois educators. Both the reading and mathematics tests also contain open-ended questions that require written responses from the students. </li></ul><ul><li>The mathematics test has three short-response and two extended-response items. One short-response and one extended response are used for pilot and do not count towards student’s score. Also, the reading tests includes two extended-response items, one of which is a pilot item ( 3 read/math tests ). The non-pilot item counts for 10% of the student’s raw score in reading. These extended response items are combined with multiple choice questions to produce a single overall ISAT scale score. </li></ul>
    3. 3. More… <ul><li>All student scores (except for writing) are expressed on a vertical or continuous scale. Score ranges represent four performance categories academic warning, below standards, meets standards, and exceeds standards. The bottom of the range for all grade levels is 120. The high end of the range 288 and above. Also, scoring is not based on a simple fixed number of correct answers year to year. Rather ISAT scoring takes into account the yearly fluctuations of the difficulty of the items. </li></ul><ul><li>NPR-National Percentile Rank —a portion of ISAT test questions in each content area is an abridged nationally normed achievement test. These results provide reporting of a national percentile rank. </li></ul>
    4. 5. ISAT Reading by Grade 2007-2011
    5. 8. Adequate Yearly Progress (AYP)… <ul><li>One of the most critical reporting aspects of ISAT is its use to calculate AYP. Each of our schools have again met AYP. </li></ul><ul><li>AYP considers participation rates (95% of students being tested in reading and mathematics), attendance rates (91% as of 2010, and performance , meeting of a minimal target---85% for meets plus exceeds standards for all groups and subgroups in 2011. Next year’s 2012 AYP target---92.5% </li></ul><ul><li>District #30 is responsible for reporting out on 3 sub groups this year: Asian/Pacific Islander, White, and Students with disabilities (IEP). LEP (Limited English Proficient) is no longer a reported subgroup due to numbers. </li></ul><ul><li>Other points for recall, this is the fourth year our ELL students took the ISAT. Previously ELL students took the IMAGE tests – March 2007. </li></ul><ul><li>Overall each subgroup is showing strong performance meeting or exceeding the AYP target. District #30 has met all 2011 AYP criteria for each subgroup. This information will be reported out at the end of October on our district’s school report card, accessible off of our district website. </li></ul>
    6. 9. ISAT Reading by Subgroup 2007-2011
    7. 11. Next Steps… <ul><li>The ISAT provides school districts with comprehensive data reporting. An analysis of all 2011 ISAT reporting indicates the following additional findings: </li></ul><ul><li>An item analysis for each subject by grade level, aligned to the state’s assessment framework, continues to indicate consistent strong performances. </li></ul><ul><li>A low performance at the item analysis level would result in an informal or formal review of the local reading, mathematics, or science curriculum. At this time we are reviewing our English/Language Arts Curriculum. This review is beginning as a result of the state’s adoption of common core standards. This kick-off November 3rd. </li></ul><ul><li>Looking at our cohort data in reading and mathematics our overall performance continues to be strong. Our scores in the area of mathematics over time demonstrate a bit stronger performance consistently in the area of mathematics. </li></ul><ul><li>Also, in the areas of reading and mathematics , looking across the district, for the 2 nd year in a row, 3 rd -6 th grades have more students exceeding standards than meeting standards in reading. In the area of mathematics, for the fifth year in a row, all grades 3 rd -8 th , we have more students exceeding the standards than meeting them. Our science scores are strong, but we have more students meeting the standard. We will be reviewing the Illinois frameworks for science this year. </li></ul>
    8. 12. Looking Ahead… <ul><li>We need to remember to look at the ISAT performance data within their designed context. Also, ISAT falls on all of us at each of the grade levels, not just the level being assessed. </li></ul><ul><li>This data gives us a broad picture of district and school alignment to the Illinois Learning Standards (ILS). </li></ul><ul><li>Unless we see a trend, this data does not necessarily lead us to deep curricular reviews. Overall, our students continue to perform well. </li></ul><ul><li>The item analysis which all buildings have access to informs us further, and assists us to raise questions for dialogue at the buildings and at the district with faculty. </li></ul><ul><li>The district’s strong performance on ISAT, combined with other assessments such as MAP, CogAT, early literacy assessments and curriculum based measures, provide a more comprehensive approach to the practice of data-informed decision making for instructional programming and for the development of curriculum. </li></ul>
    9. 13. <ul><li>In recent months, the U.S. Department of Education outlined how states can receive relief from provisions of the Elementary and Secondary Education Act (ESEA) also known as No Child Left Behind(NCLB). Such relief will come in exchange for serious state-led efforts to close achievement gaps, promote rigorous accountability, and ensure that all students are on track to graduate college-and career-ready. </li></ul><ul><li>In the future, states can request flexibility from specific NCLB mandates pending their adoption of Common Core Standards. </li></ul><ul><li>ISAT will continue, assessing students in reading, math, & science through spring 2013. </li></ul><ul><li>PARCC (the Partnership for Assessment of Readiness for College and Careers), a state consortium, is developing the future state assessment, scheduled for student participation in 2014-2015. This assessment will encompass Common Core English Language Arts/Literacy and Mathematics Standards. </li></ul><ul><li>Teachers will need considerable support through team/department meetings and other professional development sessions to engage in close readings of the standards. </li></ul>
    10. 14. Questions/Comments…

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