Mastery of Knowledge and Skills: Claim 1

  • Claim 1- DDES Students demonstrate math and literacy growth that exceeds national norms

    Growth Data: MAP

    Our MAP data tells us that no matter what a student’s beginning proficiency level is, we are able to effectively meet their needs so they demonstrate adequate growth for the year.  The NWEA Measures of Academic Progress (MAP) assessment is a nationally normed assessment of students math and reading.  Students take the assessment in the fall and their scores are compared to students at the same grade level across the country who scored similarly.  Then, using this comparison, a target is set for “typical” growth based on many years of normed student scores.  Dr. John Cronin, Senior Director of Research at NWEA, has stated that only some excellent schools support 60-70% of students to meet or exceed their growth target.  At DDES, our percentage of students meeting their growth targets in both literacy and math has been in this range since our opening year.  

     

     

     

     

     

     

     

    Achievement Data: MAP and DRA2

    In addition to measures of growth, we also monitor what is often referred to as achievement data.  This type of data tells us the percent of DDES students that are meeting the proficiency standards for their grade level. Both our MAP Reading scores and early literacy assessment (DRA2) indicated that at least 70% of students in every grade level demonstrated strong grade level achievement during the 14-15 and 15-16 school years.   On the MAP assessment, students are assigned RIT bands.  NWEA has created a correlation chart with a range of RIT bands that students at each grade level typically earn.  The charts below show the percent of DDES students who feel within that RIT band at each grade level.  The DRA2 assessment is a benchmarking literacy assessment that we used in the past to determine which students are reading at, above, or below grade level.  In order to demonstrate grade level proficiency, students have to read a timed passage accurately and fluently.  They also have to correctly answer a series of comprehension questions. The DRA2 charts below show the percent of DDES students who are meeting grade level benchmarks on this assessment.  

    DATA from the 2015-2016 School Year

     

     

     

     

     

     

     

     

    DATA from the 2014-2015 School Year

     

     

     

     

     

     

     

    Achievement Data: PARCC

    Finally, DDES students exceeded both district and state averages for proficiency on the 15-16 and 16-17 PARCC assessment.  The PARCC test is a national assessment that is administered by Colorado schools as a component of their CMAS (Colorado Measures of Academic Success) assessment.  This assessment uses multiple choice, short response, and essay questions to determine if students are meeting the state standards.  Only students in 3rd through 5th grade take this assessment, so we only have two years of data so far.  The chart below shows the percent DDES students on the English Language Arts assessment as compared to the state and district for the past two years.  

    Our Next Steps: ANET Data and Data Teams

    It has been said, “What get’s measured gets done.”  At DDES, we value the story that is told through traditional data sources such as the PARCC, DRA2, and MAP tests.  In order to address student needs, we have created a data team process in order to regularly monitor student data, create instructional plans that meet students’ needs, and reflect on our instruction and assessment strategies.  Moving forward, to build off of our successes and increase both growth and achievement at DDES, we have identified a common formative assessment in grades 2nd through 5th from Achievement Network (ANet).  Formative assessments are assessments that are used to drive instructional planning, rather than to benchmark students or see how they perform at the end of the year.  So far, we’ve seen significant impact as a result of our partnership with ANet.  

    During our data team meeting, teachers analyzed the English Language Arts standards relevant to each of the ANet questions that were connected to their current unit of study.  Based on the standards, they created a success criteria list for a text-based writing piece.  Using this criteria, teachers determined the percent of students who met ALL of the criteria on the first assessment and created a scaffolding plan to support their students’ specific needs.  Finally, teachers administered a post-assessment and convened another data team to see which students demonstrated growth to determine next steps.  The graph below represents each team’s goal, pre-assessment and post-assessment data.  The student sample below shows clear growth in writing skills from the pre- to post-assessment on a third grade essay prompt.  The growth demonstrated in this sample is representative of the strong writing growth school-wide during the ANet data team process.

    During our data team meeting, teachers analyzed the English Language Arts standards relevant to each of the ANet questions that were connected to their current unit of study.  Based on the standards, they created a success criteria list for a text-based writing piece.  Using this criteria, teachers determined the percent of students who met ALL of the criteria on the first assessment and created a scaffolding plan to support their students’ specific needs.  Finally, the administered a post-assessment and held another data team to see which students demonstrated growth to determine next steps.  The graph below represents each team’s goal, pre-assessment and post-assessment data. The yellow bar represents students who met ALL of the success criteria.  In every grade, there was a significant increase from the pre- to the post-assessment, even if teachers didn’t meet their own self-created goals.  For example, the student sample below shows clear growth in writing skills from the pre- to post- assessment on a third grade essay prompt. In addition, because the assessment is formative, teachers were able to apply insights they gathered from the post-assessment to appropriately adjust learning targets, instruction and differentiation for the next unit. 

    We look forward to continuing to improve and refine our use of assessment data and our data team process to impact each student’s mastery of knowledge and skills at DDES.  

    3rd grade pre-assessment:

    3rd grade post-assessment: