Transcript EIS-wasl Gr8 2008 Math

WASL Mathematics: 2006-2008
Eisenhower Middle
Grade 8
1
WASL Math: Where are we now?
Questions to answer:
• How are we doing?
• Compared to district & state?
• Compared to previous years?
2
Levels of Analyzing Our Data
Broad findings
 Percent Meeting the
Standard
• Adequate Yearly
Progress (AYP)
• Performance Levels
Specific findings
• Strand Scores
3
Grade 8 WASL:
Mathematics Performance
Percent Meeting Mathematics Standard
School
100
Percent Meeting Standard
90
80
70
60
50
40
30
20
10
0
Eisenhow er Middle
2005-06
2006-07
2007-08
57
61
53
4
Grade 8 WASL:
Mathematics Performance
Percent Meeting Math Standard
School, District, & State
Percent Meeting Standard
100
80
60
40
20
0
Eisenhow er Middle
District
State
2005-06
57
54
49
2006-07
61
54
50
2007-08
53
55
52
5
Questions about Our Math Performance
• What do these comparisons seem to tell us?
– Celebrations:
– Challenges:
• What do these comparisons not tell us?
• What else do we need to know?
Note: Starting in spring 2010, students will be
assessed on the new 2008 standards.
6
Levels of Analyzing our Data
Broad findings
• Percent Meeting the
Standard
 Adequate Yearly
Progress (AYP)
• Performance Levels
Specific findings
• Strand Scores
7
Adequate Yearly Progress: Math
Annual Targets for Grades 6, 7 & 8
MATH
Adequate Yearly Progress (AYP) Targets
100
100.0
90
Percent Meeting Standard
80
79.3
70
60
58.7
50
40
30
38.0
20
10
17.3
0
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 201302
03
04
05
06
07
08
09
10
11
12
13
14
8
AYP Subgroups
•
•
•
In addition to the all continuously enrolled students
category, the subgroups include: the five major
racial/ethnic groups, special education, English
language learners, and low income students.
The performance of a subgroup is considered if
there is a minimum of 30 continuously enrolled
students, a change from 2007.
The next slide reflects your AYP status based on
continuously enrolled students.
9
Grade 8 WASL–Mathematics:
Adequate Yearly Progress Goals
8th Grade Math AYP
Low Income
Special
0
Education
Asian
Limited English
White
Hispanic 0
Black 0
American
0
Indian
25
46.4
52.3
53.4
All
100
90
80
70
60
Goal
50
40
30
20
10
0
80
Eisenhower Middle
Margin of Error
Percent meeting standard (07-08 thru 09-10 Goal=58.7)
10
Levels of Analyzing Our Data
Broad findings
• Percent Meeting the
Standard
• Adequate Yearly
Progress (AYP)
 Performance Levels
Specific findings
• Strand Scores
11
Results by Performance Levels
Four Levels in Mathematics
“Meets the Standard”
4. Well above the standard
3. Above the standard
“Does Not Meet the Standard”
2. Below the standard
1. Well below the standard
12
Picture of Ideal Trends for Levels
Percent
Percent of Students at each Level
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Increase these
levels each year
Decrease these
levels each year
Level 1
Level 2
Year 1
Level 3
Year 2
Level 4
Year 3
13
Grade 8 WASL Mathematics:
Performance Levels Trends
Eisenhower
Middle
Percent of Students Scoring in Each Performance Level
Math Grade 8
100
Does not meet standard
Meets standard
90
80
Percent in Level
70
60
2005-06
50
38
40
30
23
2006-07
41
36
2007-08
26
20 21
19 19
19 19 17
20
10
0
Level 1
Level 2
Level 3
Level 4
Perform ance Level
14
Levels of Analyzing Our Data
Broad findings
• Percent Meeting the
Standard
• Adequate Yearly
Progress (AYP)
• Performance Levels
 Strand Scores
Specific findings
Starting in spring 2009 grades 3
to 8 students will have shorter math
tests, without strand scores.
15
8th Grade WASL Mathematics Strands
•
•
Mathematical Content
– Number Sense
– Measurement
– Geometric Sense
– Probability/Statistics
– Algebraic Sense
Mathematical Processes
– Solves Problems and Reasons Logically
– Communicates Understanding
– Makes Connections
Defensible strand score analysis tracks the difference between school and state.
16
Grade 8 WASL:
Mathematical Content – Strand #1
Defining what we are measuring
Number Sense
Targets NS01-05
Understand and apply concepts and procedures
from number sense:
• number and numeration
• ratio and proportion
• conceptual understanding of operations
• computation
• estimation
17
Grade 8 Number Sense:
Comparison of School to State
Difference betw een School and State Percents
100
60
40
%
25.0
1.0
1.5
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
50.0
80
Percent
% with similar performance
Math - Number Sense
Eisenhower Middle
District
State
51.6
54.9
53.7
0.0
-2
-25.0
-50.0
2005-06
2006-07
2007-08
18
Grade 8 WASL:
Mathematical Content – Strand #2
Defining what we are measuring
Measurement
Targets ME01-04
Understand and apply concepts and procedures
from measurement:
• attributes and dimensions
• units and systems
• procedures
• estimated measurement
19
Grade 8 Measurement:
Comparison of School to State
Difference betw een School and State Percents
100
60
40
%
25.0
6.3
6.2
2005-06
2006-07
1
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
50.0
80
Percent
% with similar performance
Math - Measurement
Eisenhower Middle
District
State
58.9
62.5
57.7
0.0
-25.0
-50.0
2007-08
20
Grade 8 WASL:
Mathematical Content – Strand #3
Defining what we are measuring
Geometric Sense
Targets GS01-02
Understand and apply concepts and procedures
from geometric sense:
• properties and relationships
• locations and transformations
21
Grade 8 Geometric Sense:
Comparison of School to State
Difference betw een School and State Percents
100
60
40
%
25.0
4.5
3.8
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
50.0
80
Percent
% with similar performance
Math - Geometric Sense
Eisenhower Middle
District
State
43.8
46.2
45.4
0.0
-2
-25.0
-50.0
2005-06
2006-07
2007-08
22
Grade 8 WASL:
Mathematical Content –Strand #4
Defining what we are measuring
Probability and Statistics
Targets PS01-03
Understand and apply concepts and procedures
from probability and statistics:
• probability
• data collection and central tendencies
• data representation and interpretation
23
Grade 8 Probability & Statistics:
Comparison of School to State
Difference betw een School and State Percents
100
60
40
%
25.0
0.0
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
50.0
80
Percent
% with similar performance
Math - Probability/Statistics
Eisenhower Middle
District
State
63.6
59.3
59.2
2.1
4
2006-07
2007-08
-1.5
-25.0
-50.0
2005-06
24
Grade 8 WASL:
Mathematical Content – Strand #5
Defining what we are measuring
Algebraic Sense
Targets AS01-03
Understand and apply concepts and procedures
from algebraic sense:
• patterns and functions
• symbols and notations
• evaluating and solving
25
Grade 8 Algebraic Sense:
Comparison of School to State
Difference betw een School and State Percents
100
60
40
%
25.0
1.5
0.0
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
50.0
80
Percent
% with similar performance
Math - Algebraic Sense
Eisenhower Middle
District
State
64.7
63.1
58.2
7
-3.1
-25.0
-50.0
2005-06
2006-07
2007-08
26
Grade 8 WASL:
Mathematical Process – Strand #6
Defining what we are measuring
Solves Problems and Reasons Logically
Targets SR01-05
Uses mathematics to define and solve problems
and reason logically:
• define problems
• construct solutions
• analyze information
• conclude
• construct solutions and justify
27
Grade 8 Solves Problems/Reasons Logically:
Comparison of School to State
100
60
40
%
25.0
4.2
10.9
0
0.0
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
50.0
80
Percent
% with similar performance
Difference betw een School and State Percents
Math - Solving Probs/Reasoning
Eisenhower
Middle
District
State
50.4
55.8
50.3
-25.0
-50.0
2005-06
2006-07
2007-08
28
Grade 8 WASL:
Mathematical Process – Strand #7
Defining what we are measuring
Communicates Understanding
Targets CU01-02
Communicate knowledge and understanding in both
everyday and mathematical language:
• gather information
• organize, represent, and share
information
29
Grade 8 Communicates Understanding:
Comparison of School to State
100
50.0
60
40
%
25.0
7.8
10.4
1
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
80
Percent
% with similar performance
Difference betw een School and State Percents
Math - Communicates Understanding
Eisenhower
Middle
District
State
57.8
61.4
56.6
0.0
-25.0
-50.0
2005-06
2006-07
2007-08
30
Grade 8 WASL:
Mathematical Process – Strand #8
Defining what we are measuring
Makes Connections
Targets MC01
Understand how mathematical ideas connect
within mathematics, to other subject areas,
and to real-life situations:
• connect within mathematics
31
Grade 8 Makes Connections:
Comparison of School to State
100
50.0
60
40
%
25.0
3.7
2.2
100%
90%
80%
70%
60%
50%
Literary
40%
30%
20%
10%
0%
District
School
Informational
District
1997
1998
2000
1999
2001
1997
2000
1998
2001
20
0
% point difference
80
Percent
% with similar performance
Difference betw een School and State Percents
Math - Makes Connections
Eisenhower
Middle
District
State
55.4
59.7
57.3
0.0
-2
-25.0
-50.0
2005-06
2006-07
2007-08
32
Questions about Grade 8
Mathematics Strand Data and Trends
•
What do these strand data seem to tell us?
– Celebrations:
–
Challenges:
•
What do these trends not tell us?
•
What else do we need to know?
33
Grade 8:
Our WASL Math Strengths
• List areas where students were proficient.
• How about the subgroups?
• What did we do to contribute to their successes?
• What do we need to continue to do to ensure
success with our students in the future?
• Can we use these strategies to improve areas
where our students are not proficient?
34
Grade 8 WASL Math Targets:
Where do we want to go?
• List challenges:
• What do we need to do differently to improve
student performance in these areas?
• What other data do we need to consider?
• What can we learn from our successes?
35