ITBS Interpretation Parent Workshop Fulton County Schools Ocee Elementary School Deborah Pernice,...

ITBS Interpretation ITBS Interpretation Parent WorkshopParent Workshop

Fulton County SchoolsFulton County SchoolsOcee Elementary SchoolOcee Elementary School

Deborah Pernice, PrincipalDeborah Pernice, PrincipalBrooke Humphrey, Assistant PrincipalBrooke Humphrey, Assistant Principal

Anna Aronowitz, CounselorAnna Aronowitz, CounselorAnn Ferris, School PsychologistAnn Ferris, School Psychologist

Bridgette Marques, Curriculum Support TeacherBridgette Marques, Curriculum Support TeacherJanuary 16, 2013January 16, 2013

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What does all this What does all this mean?mean?

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What is ITBS?What is ITBS?

Iowa Tests of Basic Skills (ITBS) Iowa Tests of Basic Skills (ITBS) Norm-referenced testsNorm-referenced tests - Georgia law mandates that a - Georgia law mandates that a

nationally norm-referenced test, such as the ITBS, be nationally norm-referenced test, such as the ITBS, be administered annually to students in grades three and administered annually to students in grades three and eight. Fulton County adds grade five. eight. Fulton County adds grade five.

The purpose of a norm-referenced testThe purpose of a norm-referenced test is to obtain is to obtain information about the performance of Georgia's students information about the performance of Georgia's students and compare it with that of students in a national sample. and compare it with that of students in a national sample. The results are used for evaluation, decision-making, and The results are used for evaluation, decision-making, and to guide instruction.to guide instruction.

Understanding the scores -Understanding the scores - The scores are reported in The scores are reported in percentiles and show how students compare with other percentiles and show how students compare with other students across the nation. For example, if a student students across the nation. For example, if a student received a score of 66%, that means the student received a score of 66%, that means the student performed better than 66% of all the students in the nation performed better than 66% of all the students in the nation of the same grade level who took the test.of the same grade level who took the test.

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Interpreting Test ScoresInterpreting Test Scores

3 Fundamental Purposes of ITBS 3 Fundamental Purposes of ITBS are:are:

1.1. To describe each student’s To describe each student’s developmental level within a test developmental level within a test area.area.

2.2. To identify a student’s areas of To identify a student’s areas of relative strengths and relative strengths and weaknesses in subject areas.weaknesses in subject areas.

3.3. To monitor year-to-year growth To monitor year-to-year growth in the basic skills.in the basic skills.

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Types of ScoresTypes of Scores

Standard Score (SS)Standard Score (SS) Describes a student’s location on an Describes a student’s location on an

achievement continuum.achievement continuum. For the ITBS, this continuum goes from 150 for For the ITBS, this continuum goes from 150 for

1st grade to 250 for 81st grade to 250 for 8thth grade. grade. By itself, the standard score has little, or no, By itself, the standard score has little, or no,

meaning.meaning.

11 22 33 44 55 66 77 88

150150 168168 185185 200200 214214 227227 239239 250250

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Types of Scores continuedTypes of Scores continued

Grade Equivalent (GE)Grade Equivalent (GE) Describes student’s location on an Describes student’s location on an

achievement continuumachievement continuum The higher the number, the higher the level of The higher the number, the higher the level of

knowledge or skill.knowledge or skill. Digits to left of decimal point indicate grade Digits to left of decimal point indicate grade

and those to right indicate month.and those to right indicate month. For example, if a 5For example, if a 5thth grade student obtains a grade student obtains a

GE of 7.6 on the Vocabulary test, his/her GE of 7.6 on the Vocabulary test, his/her score is comparable to that of a typical student score is comparable to that of a typical student finishing the 6finishing the 6thth month of the 7 month of the 7thth grade. grade.

GEs are NOT prescriptions for grade GEs are NOT prescriptions for grade placement; GEs represent estimates of placement; GEs represent estimates of developmental level, or year-to-year growth.developmental level, or year-to-year growth.

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National Stanine (NS)National Stanine (NS) Ranges from 1-9.Ranges from 1-9. For example, a student with a For example, a student with a

stanine score of 5 scored in the stanine score of 5 scored in the average range.average range.

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National Percentile Rank (NPR)National Percentile Rank (NPR) Reflects the student’s relative position or Reflects the student’s relative position or

rank in a group of students who are in rank in a group of students who are in the same grade and were tested at the the same grade and were tested at the same time of year as the student.same time of year as the student.

A NPR of 80% means that the student A NPR of 80% means that the student scored higher than 80 percent of the scored higher than 80 percent of the students in the comparison group, and students in the comparison group, and that 20 percent scored higher than that 20 percent scored higher than he/she did.he/she did.

NPRs range from 1 to 99.NPRs range from 1 to 99.

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Percent Correct (PC)Percent Correct (PC) PC =(Raw Score/Total # of Q’s) X PC =(Raw Score/Total # of Q’s) X

100.100. Also meaningless by itself (unless Also meaningless by itself (unless

we know the overall difficulty of we know the overall difficulty of the test.)the test.)

PC scores are NOT the same PC scores are NOT the same thing as percentile ranks.thing as percentile ranks.

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Norm-Referenced Norm-Referenced InterpretationInterpretation How much a student knows is determined How much a student knows is determined

by the student’s standing or rank within the by the student’s standing or rank within the reference group.reference group. High standing is interpreted to mean a student is High standing is interpreted to mean a student is

highly skilled, and low standing means the highly skilled, and low standing means the opposite.opposite.

Norms allow for student to student and Norms allow for student to student and school to school comparisons.school to school comparisons.

Time of year tested should not affect PR Time of year tested should not affect PR (e.g., PR of 60 in Fall or Spring), but will (e.g., PR of 60 in Fall or Spring), but will affect GE.affect GE.

Only indicates relative standing, not what a Only indicates relative standing, not what a student knows or doesn’t know.student knows or doesn’t know.

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Interpreting Scores from Interpreting Scores from Special Test AdministrationsSpecial Test Administrations A testing accommodation is a A testing accommodation is a

change in procedure for change in procedure for administering a test that is intended administering a test that is intended to neutralize the effect of a student’s to neutralize the effect of a student’s disability on the assessment disability on the assessment process.process.

Use of accommodations should help Use of accommodations should help the student experience the same the student experience the same conditions as those in the reference conditions as those in the reference group.group.

Examples are small group setting, Examples are small group setting, extended time, large print, etc.extended time, large print, etc.

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Descriptions of ITBS TestsDescriptions of ITBS Tests

VocabularyVocabulary – This section measures – This section measures general vocabulary content. general vocabulary content. Students are presented with a word Students are presented with a word in the context of a short phrase or in the context of a short phrase or sentence, and they are to select the sentence, and they are to select the answer that most nearly means the answer that most nearly means the same as that word.same as that word. There is approximately an equal There is approximately an equal

number of nouns, verbs and number of nouns, verbs and modifiers tested.modifiers tested.

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Reading ComprehensionReading Comprehension – This – This section presents students with a section presents students with a variety of passages that vary in variety of passages that vary in length. length. Included are fiction, fables, tales, poetry, Included are fiction, fables, tales, poetry,

interviews, diaries, and other non-fiction.interviews, diaries, and other non-fiction. Approximately two-thirds of the Approximately two-thirds of the

questions require students to draw questions require students to draw inferences or to generalize about what inferences or to generalize about what they have read.they have read.

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Spelling – Spelling – This section measures a This section measures a student’s ability to recognize student’s ability to recognize common spelling errors such as common spelling errors such as substitutions, reversals, omissions, substitutions, reversals, omissions, or unnecessary additions.or unnecessary additions. Each spelling question presents four Each spelling question presents four

words, one of which may be misspelled, words, one of which may be misspelled, and a fifth option, and a fifth option, No MistakesNo Mistakes, for use , for use when all four words are spelled when all four words are spelled correctly.correctly.

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Capitalization – Capitalization – This section This section requires students to identify errors—requires students to identify errors—undercapitalization or undercapitalization or overcapitalization—presented in brief overcapitalization—presented in brief written contexts.written contexts. Capitalization of names and titles, dates Capitalization of names and titles, dates

and holidays, places, organizations and and holidays, places, organizations and groups, and other words is tested.groups, and other words is tested.

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Punctuation – Punctuation – The questions in The questions in this section require students to this section require students to identify errors in punctuation.identify errors in punctuation. Questions relate to the use of Questions relate to the use of

terminal punctuation, commas, terminal punctuation, commas, apostrophes, quotation marks, apostrophes, quotation marks, colons, and semicolons.colons, and semicolons.

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Usage and Expression – Usage and Expression – This This section has two parts. section has two parts. The first part measures a student’s The first part measures a student’s

knowledge of the use of verbs, personal knowledge of the use of verbs, personal pronouns, and modifiers. pronouns, and modifiers.

The second part requires students to The second part requires students to choose the best or most appropriate choose the best or most appropriate way of expressing an idea that has been way of expressing an idea that has been presented as a sentence or a presented as a sentence or a paragraph.paragraph.

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Math Concepts and Estimation Math Concepts and Estimation The first part of this test, Math Concepts, The first part of this test, Math Concepts,

requires students to demonstrate an requires students to demonstrate an understanding of math ideas, relationships, and understanding of math ideas, relationships, and visual representations such as number visual representations such as number properties and operations, algebra, geometry, properties and operations, algebra, geometry, measurement, and probability and statistics.measurement, and probability and statistics.

The second part, Estimation, is on The second part, Estimation, is on computational estimation and number sense. computational estimation and number sense. Each question requires the use of one of several Each question requires the use of one of several rounding or estimation methods.rounding or estimation methods.

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Math Problem Solving and Data Math Problem Solving and Data Interpretation – Interpretation – This sections measures a This sections measures a student’s ability to solve word problems student’s ability to solve word problems that require one or more steps and to that require one or more steps and to interpret data in tables and graphs.interpret data in tables and graphs. Several “real-world” stories form the basis for Several “real-world” stories form the basis for

the 3-4 word problems.the 3-4 word problems. Data are presented in tables and graphs, and Data are presented in tables and graphs, and

students must use the data displays to obtain students must use the data displays to obtain information, compare quantities, and determine information, compare quantities, and determine trends or relationships.trends or relationships.

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Math Computation – Math Computation – This section This section requires students to use one requires students to use one arithmetic operation—addition, arithmetic operation—addition, subtraction, multiplication, or subtraction, multiplication, or division.division. Problems require operations with whole Problems require operations with whole

numbers, fractions, decimals, and numbers, fractions, decimals, and various combinations of these.various combinations of these.

Students must work problems and Students must work problems and compare their answers with the choices compare their answers with the choices givengiven..

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Social Studies – Social Studies – This section This section measures objectives of the social measures objectives of the social studies curriculum.studies curriculum. Emphasis is on the use and Emphasis is on the use and

understanding of concepts, principles, understanding of concepts, principles, and selected types of visual materials.and selected types of visual materials.

Content of questions is drawn from the Content of questions is drawn from the areas of history, geography, political areas of history, geography, political science, economics, sociology, and science, economics, sociology, and anthropology.anthropology.

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Science – Science – This section measures This section measures knowledge and skills in the areas of life knowledge and skills in the areas of life science, earth and space sciences, and science, earth and space sciences, and physical sciences.physical sciences.

Maps and Diagrams Maps and Diagrams – In this section, a – In this section, a variety of maps representing authentic variety of maps representing authentic locations is used to measure students’ locations is used to measure students’ abilities to use maps for multiple purposes. abilities to use maps for multiple purposes. Other questions on the test use charts and Other questions on the test use charts and diagrams to measure a student’s ability to diagrams to measure a student’s ability to understand information presented visually. understand information presented visually.

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Reference Materials – Reference Materials – This test measures This test measures the ability to use reference materials and the ability to use reference materials and library resources to obtain information. library resources to obtain information. Students must have a knowledge of information Students must have a knowledge of information

sources and a command of strategies for using sources and a command of strategies for using those sources.those sources.

Questions are about using search strategies, Questions are about using search strategies, keywords, a dictionary, and general reference keywords, a dictionary, and general reference materials.materials.

At the fifth grade level, additional skills that are At the fifth grade level, additional skills that are tested include note-taking and using electronic tested include note-taking and using electronic sources and an index.sources and an index.

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Now that I know Now that I know what all this means, what all this means, how can I help my how can I help my

child?child?

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If your child is low in:If your child is low in:

VocabularyVocabulary Read to him/her daily.Read to him/her daily. Encourage your child to recognize Encourage your child to recognize

new vocabulary. new vocabulary. Have increased conversations with Have increased conversations with

your child about word meanings.your child about word meanings. Limit time spent in non-participant Limit time spent in non-participant

activities (TV, video games, etc.)activities (TV, video games, etc.) Encourage daily independent Encourage daily independent

reading. reading.

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Reading ComprehensionReading Comprehension

Have your child silently read a chapter then retell the Have your child silently read a chapter then retell the chapter.chapter.

If your child is struggling with the longer passages, If your child is struggling with the longer passages, chunk passages into manageable sections.chunk passages into manageable sections.

With Social Studies and Science assignments, have With Social Studies and Science assignments, have your child read the questions first, find the key words your child read the questions first, find the key words in the questions, then go back into text to find in the questions, then go back into text to find answers.answers.

Encourage your child to read books independently at Encourage your child to read books independently at his/her Lexile level.his/her Lexile level.

Read books to or with your child that are above Read books to or with your child that are above his/her Lexile level.his/her Lexile level.

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SpellingSpelling Look for patterns in spelling and Look for patterns in spelling and

work with him/her on improving work with him/her on improving these patterns.these patterns.

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Capitalization and PunctuationCapitalization and Punctuation Your child should reread his/her Your child should reread his/her

work and be encouraged to find work and be encouraged to find the mistakes in the work.the mistakes in the work.

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Usage and ExpressionUsage and Expression Have your child journal at home Have your child journal at home

about various activities (vacations, about various activities (vacations, trips, holidays, etc.) trips, holidays, etc.)

Using the journal, have Using the journal, have conversations with your child conversations with your child about sentence structure, verb about sentence structure, verb tenses, proper punctuation, etc.tenses, proper punctuation, etc.

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MathMath Utilize computer programs and Utilize computer programs and

websites.websites. Work with your child using flash Work with your child using flash

cards.cards. Use daily life experiences to help Use daily life experiences to help

practice with your child.practice with your child.

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What is Ocee’s plan What is Ocee’s plan for student for student success?success?

ITBS – 3ITBS – 3rdrd Grade Grade Fall 2009 - 2012Fall 2009 - 2012

Rdg.2009

Rdg.2010

Rdg.2011

Rdg.2012

Math 2009

Math 2010

Math2011

Math2012

AbbottsHill 75 71 76 79 83 80 89 88

Barnwell 84 77 81 83 85 80 91 88

Dolvin 78 75 83 82 86 81 90 86

FindleyOaks 80 79 83 83 88 82 92 90

MedlockBridge 83 81 85 82 89 81 91 90

Ocee 77 79 82 83 82 80 91 89

State Br.Crossing 74 78 80 83 84 85 90 88

WilsonCreek 77 73 83 82 65 70 91 90

ITBS – 5ITBS – 5thth Grade GradeFall 2009 - 2012Fall 2009 - 2012

Rdg .2009

Rdg .2010

Rdg.2011

Rdg.2012

Math2009

Math2010

Math2011

Math2012

AbbottsHill 81 76 79 78 86 80 86 85

Barnwell 85 78 82 82 88 74 88 88

Dolvin 81 84 81 80 81 84 87 86

FindleyOaks 83 81 87 85 85 87 92 90

MedlockBridge 82 80 85 84 86 82 90 90

Ocee 74 81 84 82 77 85 90 89

State Br.Crossing 75 75 82 84 79 80 88 89

WilsonCreek 85 77 84 79 81 85 91 87

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Steps we’ve taken:Steps we’ve taken:

A review of the data by the administrative A review of the data by the administrative team, the leadership team, and grade level team, the leadership team, and grade level teamsteamsBased on this data analysis, teachers are Based on this data analysis, teachers are improving instruction through standards- improving instruction through standards- based learning.based learning.Data used to identify students who need Data used to identify students who need assistance (i.e., Team Time, Extended Team assistance (i.e., Team Time, Extended Team Time, Math Mania, Extended Learning-M/R Time, Math Mania, Extended Learning-M/R Club) Club)

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Ocee’s plan of action:Ocee’s plan of action:

Test-taking strategies using both ITBS prep Test-taking strategies using both ITBS prep materials and guidance lessons are being materials and guidance lessons are being taught to students in all grades.taught to students in all grades.

Teachers are exposing students more to Teachers are exposing students more to ITBS language, particularly in 2ITBS language, particularly in 2ndnd grade. grade.

The Scholastic Reading Inventory (SRI) is The Scholastic Reading Inventory (SRI) is administered to students to ascertain their administered to students to ascertain their Lexile levels, and reading instruction is Lexile levels, and reading instruction is adjusted accordingly.adjusted accordingly.

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Questions and Concerns?Questions and Concerns?

Thank you for coming and Thank you for coming and for your continued for your continued

support of our students!support of our students!

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