Track Sessions: Effective Uses of Data
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Effective Uses of Data Sessions in Alphabetical Order
Beyond Accountability: Strategies to Encourage Educators to Use Data Appropriately to Enhance Learning
Reporting is the backbone of any assessment. Beyond ESSA accountability, educators want to know how to USE critical data for decision-making in their districts, schools, and classrooms. Reporting tools provide educators with critical information, and recent technological innovations have expanded the data readily available for teachers. Given the extreme amounts of information available to educators, it is important to consider how the data we provide to educators can and should be used.
As state and consortia leaders, how do we influence the use of data by our stakeholders (teachers, principals and district leaders)? The presenters in this symposium will share their experiences in report design, training development of educators and other methods they utilize to encourage the appropriate use and interpretation of data from their assessments by educators in the field.
Session Presenters: Troy Couillard, H. Gary Cook, Jan Reyes,
Session Date & Time: Tuesday, June 22, 2021 at 3:40 PM – 4:40 PM ET
Dyslexia Screening in Practice: Implications for Resource Allocations
The purpose of this presentation is to inform dyslexia screening policy, minimize the burden on school resources, and improve the precision of identifying students at-risk for dyslexia. Our correlational validity study finds that taking a measure-by-measure approach to determining risk for dyslexia results in higher rates of false positives than an aggregate approach. We examined true and false positive rates when individual DIBELS and Amplify measures are used versus the DIBELS 8 composite as an aggregate risk indicator for populations with high and low base rates of risk. Implications of high false positives in a range of contexts based on variations in dyslexia state laws are discussed, along with recommendations for improved utilization of screening data.
Session Presenters: Danielle Damico, Yu Su, Gina Biancarosa, Sandra Pappas, Chris Ives
Session Date & Time: Wednesday, June 23, 2021 at 2:10 PM – 3:10 PM ET
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States Showcase on Successful Story on Achieving 1% Cap by Examining the Subgroup Data
The Every Student Succeeds Act (ESSA) placed a 1% cap on the state-level participation rate for the alternate assessment based on alternate academic achievement standards (AA-AAAS). States’ annual performance reports show that approximately 75% of states reported more than 1% of their students participated in the AA-AAAS in 2017-18. To apply for a waiver to the cap, states must provide participation rates by subgroups. This session will review the 1% cap history and requirements, provide an overview of longitudinal APR AA-AAS participation rate data, and focus on how participation rates changed over time in relation to subgroup (e.g., grade level, ethnicity, English learner status, etc.) participation rates. Representatives from three states with the highest three-year AA-AAS participation decrease will share their successes, focusing on subgroups participation. s Presenters and audience members will discuss key issues in examining and monitoring AA-AAS participation data, as it relates to subgroup participation.
Session Presenters: Yi-Chen Wu, Sharon Heater, Andrew Hinkle, Sharon Coon, Jessica Ahlers
Session Date & Time: Monday, June 21, 2021 at 3:40 PM – 4:40 PM ET
The Perfect Opportunity to Collect Opportunity-to-Learn Data
This session presents approaches for collecting and reporting Opportunity-to-Learn (OTL) data. Such data are necessary for at least two reasons. First, if state assessments are administered even somewhat normally in 2020-2021, validly interpreting the results will be challenging. State leaders must understand the circumstances facing students in order to properly interpret test results this year and beyond.
Second, summative assessments do not provide enough information necessary for policymakers to understand students’ learning context. States and districts need a broad array of indicators, such as whether students have adequate access to devices and broadband, the type and amount of remote instruction available, and the level at which students are engaged, to surface inequitable opportunities and, in turn, direct resources where they are most urgently needed.
This session brings together researchers and state leaders to discuss useful, but realistic strategies for designing OTL data collection and reporting approaches.
Session Presenters: Scott Marion, Nathan Dadey, Cydnee Carter, Matthew Gill
Session Date & Time: Monday, June 21, 2021 at 2:10 PM – 3:10 PM ET