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Last month I presented data and stated that the scores for the state testing are not the same on the MTSS site and the ESSA Dashboard (https://www.maine.gov/doe/dashboard).
State Assessment Reporting:
Last month I presented data and stated that the scores for the state testing are not the same on the MTSS site and the ESSA Dashboard (https://www.maine.gov/doe/dashboard). I reached out to other Curriculum Coordinators and they had also noticed this discrepancy for their own districts, but did not know why. I then reached out to the MDOE testing coordinator and she told me the following
(NOTE: Acacia is the State testing reporting site that reports scores for our 3-8 students. The ESSA Dashboard reports state test scores for 3-12 students):
“In Acacia, students are rostered to their attending schools, or the schools at which they receive instruction. As a result, in Acacia, RSU 63’s achievement level percentages would be based solely on students attending schools within RSU 63.
In the ESSA Dashboard, all students for whom the SAU is fiscally responsible are included. This includes students attending Special Purpose Private Schools (both in-state and out-of-state), regional programs, private schools with RSU 63 public funds and all high school students for which RSU 63 is fiscally responsible.”
Here is the data side by side comparing the two.
|
READING % At or above State Expectations |
MATH % At or above State Expectations |
||||
|
All Students |
Spring ‘23 |
Spring ‘24 |
All Students |
Spring ‘23 |
Spring ‘24 |
|
Acacia Report Grades 3-8 |
72% |
76% |
Acacia Report Grades 3-8 |
56% |
60.2% |
|
ESSA Dashboard Grades 3-12 |
69.1% |
70.7% |
ESSA Dashboard Grades 3-12 |
52.8% |
55.7% |
Three times a year students take a Diagnostic assessment for reading and math. This is a very valuable tool for teachers and students.
Math and Reading iReady Diagnostic:
Three times a year students take a Diagnostic assessment for reading and math. This is a very valuable tool for teachers and students.
What is a diagnostic?
A diagnostic is an assessment that evaluates multiple measures and reports a result of the cumulative data. Examples would include bringing your car in to get a diagnosis of why the engine light is on, MRI’s or blood tests to diagnose how the body is functioning, etc.
What are the educational diagnostic assessments our students take?
These reading and math evaluations use multiple measures and reports to identify a student's strengths/weaknesses in specific areas and growth towards meeting the standards. It is a powerful tool for tracking progress and implementing timely interventions. Teachers use this information to plan instruction and provide targeted support.
How and when do we do it?
* Students do the diagnostic three times a year during their reading time for the reading one and math time for their math one (This is actually less testing than when IXL was being used. IXL had students testing 5-6 times a year).
* When students have completed the diagnostic, each one is celebrated for improvements in scores/knowledge and effort. To encourage engagement even more, each class/school has an opportunity to earn an incentive to celebrate accomplishments.
How do we use the results?
Districtwide- We are able to look at the data to see what percentage of students are performing on, above or below grade level in different domains of standards. This allows us to determine which set of standards we need to prioritize. We can then use this data to set district goals and plan learning experiences for leaders and teachers while also using the data to adjust the curriculum. We can analyze how the implementation of the curriculum is going by comparing diagnostic data results from previous diagnostic assessments.
Schoolwide- We are able to look at the data to see what percentage of students are performing on, above or below grade level in different domains of standards. During grade level meetings the data is used in conversations to identify bright spots and areas of focus. We can analyze how the implementation of the curriculum is going by comparing diagnostic data results from previous diagnostic assessments. Schools/grade levels can then create an action plan using the data to improve growth for students. During grade level MTSS meetings the data is also used (with other points of data) as a data point to determine the need for Tier II/Tier III interventions as well as SPED referrals.
In the classroom- Each classroom teacher is able to look at the data to see what percentage of students are performing on, above or below grade level in different domains of standards. The program organizes students into groups based on the standards that have been identified as areas of focus. The program also provides lessons and activities for the teacher to use so they may provide explicit instruction for students in small groups or independently. The program provides resources to track student progress towards grade level proficiency of the standards.