TableauQuestions


 * Submitted questions for use with Tableau..... 01/13/2010**

A little background on the science CMT:

Individual scores are reported as a total and as 5 strands--

Earth Strand based on material from grade 6, 7, 8 (or grades 3, 4, 5) Physical Strand based on material from grades 6, 7, 8 (or grades 3, 4, 5) Life Strand based on material from grades 6, 7, 8 (or grades 3, 4, 5) Inquiry Skills based on middle school standards or elementary standards All content based on grades 6, 7, 8 (or grade 3, 4, 5)

At this point, I do not believe that students in grades 3 and 4 all take the common assessments that target the standards that they are supposed to cover--so the grade 5 CMT is our best measure at this point in time.

However, the district summative assessments in grades 5, 6, 7, and 8 do cover the standards that are assessed on the CMT (WHAT ARE THESE? GRADES FROM CLASSES? HOW DO WE CAPTURE THEM IN IC?)

So--


 * 1) How do the students' performance on the district summative assessments in the Earth unit compare to the students' performance on the Earth strand of the CMT? (also would like to know this for the Physical and Life units).

2) How does student performance on the grade 5 CMT "inquiry" strand compare to student performance on the grade 8 CMT "inquiry" strand?

3) Can students be tracked vertically on both of these?** (NOT CLEAR ON WHAT THIS MEANS? AS OPPOSED TO HORIZONTALLY?)

Not sure these make sense to someone outside the science department, so let me know if I need to give more info!

Beth (WIS)

1. How are second graders performing in relation to the DRA2 Benchmark?

2. What are the areas of concern in basic math facts for third graders?

3. How do students on free/reduced lunch compare to the rest of the students on the Gr. 4 CMT Math Test?

4. How does student attendance correlate with student performance on the Gr. 3 CMT Math Test?

Mark

How are special ed students performing in comparison to their special education counterparts in all grades in math, language arts, science and social studies? (ONE STUDENT V ALL OTHERS?)

How are boys doing compared to girls in language arts in writing prompts, editing, and reading assessments? (Can differences be in achievement by compared by age as well as gender?) (TOTALS BY GENDER)

In social studies, what are the areas of weakness in student learning based upon data/assessments/compare girls to boys, and also is it possible to see how students did who had a male teacher vs. a female teacher? (DO WE TRACK MALE VERSUS FEMALE STAFF???)

Thanks, Robin

WIS - READING

Here are some questions we might want to be able to look at using Infinite Campus Language Arts data:

1. How does the winter writing prompt and winter reading comprehension common assessments correlate with the CMT scores?

2. If we give benchmarks for the reading comprehension and writing prompts, can we sort the data of how kids scored into advanced, goal, proficient, basic, and below basic?

Just a start...we'll keep brainstorming!

Tara and Randi

1. Demonstrating Progress - How are students performing on their freshman CAPT Academy assessment? Sophomore midterm assessment? 2. Instruction - What are the areas in need of improvement in algebra and geometry students? 3. Global - How are males performing on standardized test relative to females? 4. Correlation - How do CMT strands correlate to CAPT strands? How does our Branford High School GPA correlate to SAT/ACT results?

LEE

1. **__Demonstrating Progress:__**What is the increase in the % of second graders at benchmark on the DRA-2 from the beginning of the year to the end of the year (same cohort)?

2. **__Instruction:__** What % of Teacher X's class is at goal (80%) on basic facts?

3. **__Global:__** How do boys in Grade 2 compare to girls in fluency on the DRA-2?

4.**__Correlational:__** How do second graders perform in relation to the same cohort of students when they were in first grade on the DRA-2 (What % meet goal)?

Math Specialist needs???