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PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
PA4Sight
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PA4Sight

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  • XXXX XX/03
  • Transcript

    • 1. Pennsylvania Benchmarks Quarterly Data Analysis ZZ4171
    • 2. Data Dialogues PRIMARY QUESTIONS How many proficient? SECONDARY QUESTIONS Strengths/Weakness TERTIARY QUESTIONS Why/Root Causes
    • 3. Critical Success Factors <ul><li>What are your </li></ul><ul><li>most primary goals? </li></ul>
    • 4. <ul><li>Primary questions are those that closely match your most essential goals. </li></ul><ul><li>They tend to be very, very simple. </li></ul>
    • 5. Analyzing Proficiency Reports Primary Questions <ul><li>How many students are proficient in reading/math? </li></ul><ul><li>How many students in this subgroup are proficient? </li></ul><ul><li>How many students do you need in that subgroup to make AYP? </li></ul><ul><li>How many more quarters until the PSSA is given? </li></ul><ul><li>Who are the students just below proficiency? </li></ul><ul><li>How many points do these students need to move up to be proficient? How many points per quarter? </li></ul>
    • 6. PA Reading Grade 5 Numbers 1, 3, and 5 Estimation of Student Performance on PSSA 1257 21 1226 20 1196 19 1165 18 1134 17 1104 16 1073 15 1042 14 1011 13 981 12 950 11 919 10 858 9 735 8 827 7 796 6 766 5 PSSA Performance Level Score 4Sight Total Score 1136 and below Below Basic 1137-1274 Basic 1275-1496 Proficient 1497 and above Advanced Score Performance Level Performance Level Score Ranges for PSSA Performance Standards, Grade 5
    • 7. <ul><li>Secondary questions discover what strengths and weaknesses are according to student learning. </li></ul><ul><li>They tend to be more specific . </li></ul>
    • 8. Analyzing Subscale Data Secondary Questions <ul><li>What are the strengths identified on the graph? </li></ul><ul><li>What are the areas for concern? </li></ul><ul><li>If the graph is flat, are the students proficient readers or close to nonreaders? </li></ul>
    • 9. Developing a Reader Letter Recognition Letter-Sound Association Decoding/Sound Blending Fluency Basic Reading Comprehension Advanced Reading Comprehension Oral Language Development Oral Language Development Concepts of Print
    • 10. Data Does Not Fix Problems “ Disaggregating data is not a problem-solving strategy. Rather it’s a problem-finding strategy.” — Lezotte (1999)
    • 11. Using Data to Inform Instruction <ul><li>Identify what students already know. </li></ul><ul><li>Identify what students need to learn. </li></ul><ul><li>Identify the effectiveness of instruction. </li></ul><ul><li>Identify differentiated student needs. </li></ul>
    • 12. Targets/Objectives <ul><li>Who will accomplish the target? </li></ul><ul><li>What will they accomplish? </li></ul><ul><li>By when will they accomplish it? </li></ul><ul><li>How will you confirm it has been accomplished? </li></ul>

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