Keystones to Opportunity Grant

Utilizing the GRADE Data to Drive Instruction

Cherie DavisJen MacDonald

Linda PageMisty Sprague

National Training Consultants

Training Objectives:

Understand the background and development of the GRADE.

Discuss the role of assessment in educational planning & “data driven” decision making as a component of the KtO grant.

Define the essential normative scoring components (stanines, GSV’s, etc.) Understand how each score provides a distinct way to

identify strengths or weaknesses. Learn how to turn assessment data into information

that can be used at the district, school, grade, class or individual level.

Model a variety of instructional strategies to reinforce the importance of Differentiated Instruction.

Copyright © 2012 Pearson Education, Inc. or its affiliates. All rights reserved. 2

Today’s Agenda

K-W-L Chart What is the GRADE? Why use the GRADE data? Statistics Centers Overview of Group Reports LUNCH Overview of Individual Reports Resource Matrix  Parent Report Planning for turn-around training K-W-L Chart

Have fun!

Page 3-4

4

KWL

• What do you know about the GRADE?

• What do you want to know?

• What have you learned?

GRADE

Page 29

GRADE

5

A bit of background……

What do you

know???

What is the GRADE?

GRADE (The Group Reading Assessment and Diagnostic Evaluation)

Norm-referenced diagnostic assessmentsGiven BEFORE/DURING instruction to DRIVE instructionPerformance by foundational skill Determine weak skills areas or “gaps” that require remediation and intervention,

Group administered~

Individual results

7

Why use the GRADE or any assessment

for that matter?

• We want to compare our students to other students to see how they are doing.

• We want to evaluate the effectiveness of core instruction.

• We want to identify strengths and weaknesses for individual students/groups.

• We want to see where students/groups need additional instruction.

• We want to measure student growth over time.

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Why?

9

An exampl

e

10

SUMMATIVE

DIAGNOSTIC

FORMATIVE

Background on the Three Main Types of Assessment that Inform

Practice:

Summative Data: Tells us if students “got there” successfully, once instruction is complete

Diagnostic Data: Provide a deeper understanding and information that allows us to “zone in” on the right type of instruction and/or supports needed to promote achievement

Formative data allows us to:• Understand students’ baseline performance &

ongoing growth• Monitor progress toward successful

performance• Adjust instruction based on data

Diagnostic

12

Where does the GRADE Fit Within the Broader Assessment Picture?

Formative

SummativeData-

Based Decision Making

GRADE Philosophy:The Individual Learner

Information about an individual’s strengths and needs is the link to the most effective

instructional strategies

• Students are individuals

• When students fail or fall below a “cut-score,” reasons for failure vary from student to student

GRADE Snapshot• Group

Administered• Eleven test levels• Normative scores

available for each form

• Growth scale values (GSVs) for tracking growth over time, which is an essential component of your KtO grant.

Scientifically Researched and Norm Referenced

Carefully developed to provide a broad sampling of appropriate reading competencies. The GRADE assessment was standardized in 2000 across the nation to include: 33,000+ students Varied ethnicities Range of socioeconomic groups Both genders Special Needs students Regional/National groups

What makes this a great tool?

Diagnostics for pinpointing areas of interventionRecommended activities for interventionValuable data for pre-referral teamsAbility to track individual/group progress over time

Instructional Design

STEP 1: ASSESS Assess your students to

gauge baseline skills and observe their progress 3 times each year.

Scan & score the tests using convenient GRADE Scoring & Reporting Software

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Page 42

How to Use the GRADE Data

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Data rich…Are we

INFORMATION rich?

What information do GRADE

reports provide?

22

Raw Score

• Standard Score• Stanines• Percentile Rank• Grade Equivalent• Normal Curve

Equivalent (NCE)

• Growth Scale Value (GSV)

Statistics Centers!!!

Page 32

Concept Review Raw score ~ total number of correct answers Standard score ~ Scores that have an average

range of 85-115 and a mean of 100 Stanines ~ a scoring range of 1-9 with a mean of 5 Percentile Rank ~ to compare/rank with a

standardized group of same-aged peers NCE ~ Normal Curved Equivalence - based on

percentiles 1-99, with a mean score of 50 Growth Scale Value ~ equal interval measurement

of reading achievement so progress can be tracked over time

Total test score ~ scores for the combined 3 subtests

Age / Grade equivalents ~ comparison to equivalent age or grade based norms

Page 33

Things to Consider…

This is one data point at one point in time.

Evaluate this data with other information as part of a “body of evidence” for each learner

Be sure to allow yourself enough time to become very familiar with the data and what it is telling you.

Instructional Design

STEP 2: ANALYZE Analyze your students’

results using a variety of diagnostic reports to pinpoint their strengths and weaknesses

Plan targeted instruction

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3 Main Types of reports:1. Group Score Summary2. Group Diagnostic Analysis by Item, Error, and Type3. Group Progress Report

GRADE Group reports…

Group reports are available at the:

class, grade, school and district level

GRADE Group reports provide…

an overall picture of how the class or school performs on each subtest

class/school averages for types of questions answered correctly and incorrectly

a review of individual/class responses to each item per subtest

class/school average of common errors per subtest a way to capture class progress from administration to administration, year to year

Group Score Summary Report

Group Diagnostic Analysis by Item Report

Group Reading Progress Report

Step One: Evaluating Core Domains

How to read Group Score Summary Reports:

ALWAYS start at the group level

first!!

Average GSV for the class measures overall growth

GSV to measure individual student

growth

7,8,9

4,5,6

1,2,3

Highlight Yours!

Decision Making Guidelines

• Core instruction should be addressing the majority of students in each skill area.

• If 1/3 or more of students fall in the below average range for each skill, this should be a priority in the core instructional program.

Considerations when identifying areas of concerns using your Group Score Summary Report:

• Should be corroborated by other sources…ie. NOT just 1 data point.

• Evaluate factors that may have impacted the test…was it a ‘bad’ test day because the student was ill?

• Should be appropriate for your students…ask yourself, “Have I even taught this content?”

36

GRADE

37

GRADE Group Report Activity

Review your Group Summary Report

Identify the areas of concern…

Any domain that has 1/3 or more in “red” gets a ✔ in the third column.

Page 34

Step Two: Diving deeper into the skills that make

up the domains

How to read Group Diagnostic Analysis by Type Reports:

The “p-value” is the 50th percentile

nationally

Criterion Referenced

Evaluating the skills in isolation helps the teacher

plan instruction

At a glance you can see which students are struggling with

the skill

Using your Group Diagnostic by

type Report look at each skill column and;

highlight in “red” any student that falls below the National “p-value

Highlight in “green” any students that fall above the National “p-value”. 41

GRADE

42

Once you’ve evaluated the “Analysis by Type”, follow the steps below:

1. Count the number of students that fall below the National “p-value”

and list them in the “red” column

2. Count the number of students that fall above

the National “p-value” and list the number of students in the “green” column

GRADE Group Report Activity

Digging Deeper into Meaning...

Pages 35-37

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Once you’ve completed the Group Instructional Priorities Worksheet, you are now ready to translate the data into usable information.

1. Isolate one of the areas that you previously identified as being a core instructional issue.

2. Turn to pages 35-37 in your training manual.

3. Find the section that includes your area of concern. Evaluate: What strong scores mean? What weak scores mean? What are some possible instructional strategies? AND add your own strategies

GRADE Digging Deeper into Data Activity

How to read Group Progress Reports:

Level Grade Average Range Mean

1 1 303-377 340

2 2 355-435 395

3 3 384-454 419

4 4 405-471 438

5 5 424-484 454

6 6 432-494 463

M 78

442-502455-515

472485

H 9101112

454-508458-514468-522471-529

481486495500

GRADE Fall Growth Scale Values (GSV)

Level Grade Average Range Mean

1 1 339-419 379

2 2 382-458 420

3 3 401-467 434

4 4 427-491 459

5 5 433-491 462

6 6 436-502 469

M 78

449-411453-515

480484

H 9101112

459-517464-524473-533470-534

488494503502

GRADE Spring Growth Scale Values (GSV)

GRADE Individual Reports

Three Types of reports:1. Individual Score Summary2. Individual Progress Report3. Individual Parent Report

GRADE Individual reports…

Individual Progress Report

Individual Parent Report

Individual Score Summary Report

GRADE Individual Reports provide…

a deep understanding of a student’s strengths and weaknesses in the various subtests

a breakdown of skills: number correct, percent correct

a measure of progress from administration to administration, year to year

an easy to understand parent overview, available in Spanish and Portuguese

How to read the Individual Score Summary Report

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• Identify students who are in need of intensive instruction based on your data.

• List students and check the boxes that apply.

•List school/district Interventions

GRADE Individual Report ActivityPages 38-39

Individual Progress Report

Parent Partnerships

Encouraging Parental Partnerships

Why??

Top Mistakes Made in Sharing Data

Using jargon that is confusing for parents.

Not understanding the data well enough to explain it to parents.

Trying to cover up weaknesses in the class or with the student.

Not sharing the data with parents at all.

Individual Parent Report

Role Play Sharing Data

Instructional Design

STEP 4: REASSESS

Educators can then reassess with GRADE parallel forms to measure a student's progress.

This complete solution will allow you to understand your students' abilities, teach according to their needs, and evaluate their progress.

Birth to Age 5 GRADE Test Guidelines

Testing Window Test Form

Data Submission

Beginning of School year –September 28th, 2012

A November 9th, 2012

January 14th – January 31st 2013 A February 14th, 2013

May 6th-May 24th 2013 B June 7th, 2013

Pg. 86 of the GRADE

Technical Manual

Grade K-12 GRADE Test Guidelines

Testing Window Test Form

Data Submission

Beginning of School year –September 28th, 2012

A November 9th, 2012

January 14th – January 31st 2013 A February 14th, 2013

May 6th-May 20th 2013 B June 7th, 2013

Pg. 86 of the GRADE

Technical Manual

Establishing Your Train the Trainer Materials

Train the Trainer Materials

All Materials that have been used today will be found on your SAS Community at www.pdesas.org.

Once you login, go to "Teacher Tools" in the upper right hand corner, and click on "My Communities".

You can find the Keystones community by searching "Keystones" in the search bar.

You will see the GRADE tab under the Keystone Community

Using the Trainers Checklist

•Time to evaluate what activities you will include in your onsite training.

Pages 40-41

Setting Goals for Your Workshop

Think about what the needs of your school

are. What do teachers currently

know? What do they need to

know and be able to do? How much time will you

have to commit to training your staff?

Who is going to conduct the training?

Who is responsible for following up to make sure that learning is being implemented?

67

KWL

• What do you know about the GRADE?

• What do you want to know?

• What have you learned?

GRADE

Page 29

Questions??

TIME TO COMPLETE THE SURVEY!!

PAPER COPY CAN BE FOUND PAGE 43

OR

ACCESS AN ELECTRONIC VERSION BY GOING TO:

WWW.SOCRATIVE.COM

SELECT THE: “STUDENT LOG IN” ENTER ROOM NUMBER: 987654

Questions beyond today…

Contact your

Project Director

Authors & Contributors

Misty Sprague, M.A., Ed.S, NCSP Jen MacDonald, M.Ed., M.A. Linda Page, M.P.A Cherie Davis, NCSP, SSP