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Tennessee Exemplary Educators Program
An External Change Agent Approach to Using Data in State-Identified Schools Mike Jordan Deborah Williams Aaron Butler
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Edvantia, Inc.
formerly the Appalachia Educational Laboratory (AEL)
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Who are we?
– Edvantia is an education research and development not-for-profit corporation founded in 1966. – We partner with educators, agencies, publishers, and service providers to improve learning and advance student success. •
What do we do?
– With core capabilities in research, evaluation, professional development, and technical assistance, Edvantia helps its client partners succeed in meeting federal and state mandates for high-quality teachers, research-based instructional practices, and school improvement.
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Cookin’ with Data!
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What’s on today’s menu?
• An overview of the Tennessee Exemplary Educators program • A discussion of what Exemplary Educators do to help schools use data effectively
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The Appetizer:
What is the Tennessee Exemplary Educators program?
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What is the EE program?
• An initiative of TDE’s Office of Accountability • Drawn from research on role of external change agents in facilitating organizational change and school improvement • Educators can learn best from other educators
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The EE Program
• Capitalizes on the experience and expertise of recently retired educators who have demonstrated track records of success in instructional or administrative roles • Provides EEs with a continuous program of professional development for their new role • Assigns EEs to provide individualized, on-site technical assistance in identified schools
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The Work in High Priority Schools
School Improvement Planning Assessment Practices Curriculum Alignment
Capacity Building
Best Practice Instruction Reculturing Leadership School Organization Parent & Community
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Where do data fit in?
• Most schools already have a wealth of data at their disposal • EEs help schools use their data effectively to drive organizational and instructional processes
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District Director’s Reflection
“Our state assigned two School Performance Coaches to work with our district. With the help of our improvement specialists, supervisors began to review the available data: state assessment and NCLB reports as well as individual student test and value added data. One positive outcome of our year was the addition of a data management coordinator, a recommendation by the Performance Coaches.”
District Performance Insights
, 2006
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Savoring our Successes
What outcomes are we seeing associated with the EE program?
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Outcomes
• From 2001 through 2006, Tennessee identified 225 High Priority schools.
• 128 High Priority schools have achieved AYP for two consecutive years and come off the list (57%) • 35 achieved AYP for the first year in 2007 and are eligible to come off the list in 2008.
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Year
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Results No. of High Priority Schools
98 99 61 165 155 94
No. That Achieved AYP % That Achieved AYP No. That Achieved Good Standing
36 69
37% 70%
- 37 23 126 107 46
38% 76% 69% 49%
13 8 87 10
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14 100 90 80 70 60 50 80 60 2003
Elementary/Middle Schools Mathematics
83 64 88 76 2004
Year
2005 89 77 2006 All TN Schools High Priority Schools Target
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15 100 90 80 70 60 50
Elementary/Middle Schools Reading/Language Arts
91 86 88 83 69 70 82 77 All TN Schools High Priority Schools Target 2003 2004
Year
2005 2006
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16 • In 2007, the TN EE program was recognized with a “Top 50 Innovations in American Government Award” from Harvard University.
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Let’s get into the kitchen!
What recipe do EEs use to help schools use their data effectively?
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Why should cookin’ schools collect, analyze and use data?
“Simple plans work best. Our best plan is to arrange for teachers to analyze their achievement data, set goals, and then meet at least twice a month – for 45 minutes or so.” Mike Schmoker in
Results Now
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Why should cookin’ schools collect, analyze and use data?
“A program or activity may have great merit and yet be of little worth to the organization simply because it does not coincide with identified needs or is not aligned with the organization’s mission.” Thomas Guskey in
Leading Every Day
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Cookin’ with Data
• Join us in our search for the right ingredients and a great Tennessee recipe for improved schools. • We’ll add, stir, separate, and recombine data to “cook up” decisions for student success.
• Then we’ll layer our findings into goals and action steps for a savory, satisfying School Improvement Plan!
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Here’s what chefs need:
• To know the different types of data to be collected • To understand how different types of data should be analyzed • To understand how different types of data connect and interact • To know how to ask the right questions to encourage schools to use data effectively
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What data should cookin’ schools collect, analyze, and use?
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Demographic data • Defined as statistical data that describes a population
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Examples of Demographic Data
• Grade distribution • Length of school year • Subgroup information • Length of school day • Enrollment data
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What data should cookin’ schools collect, analyze, and use?
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Perceptual data
• Type of data that deals with the opinions or views of people…the way they understand something
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Volunteer Elementary School Continuous School Improvement Questionnaire Results, 2005
Fall 2001 Spring 2002 Spring 2003 Spring 2004 Spring 2005 80 25 59 57 60 53 43 40 20 12 14 12 23 12 17 7 9 24 16 15 8 14 14 18 16 23 11 12 12 20 10 13 16 16 0 Effect ive Teaching Learning Cult ure Scho o l/ Family/ Co mmunit y Co nnect io ns Shared Lead ers hip Shared Go als fo r Learning Purp o s eful St ud ent As s es s ment
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What data should cookin’ schools collect, analyze and use?
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Process data • Let these data guide your school toward change.
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School Walkthrough Form
School: ____________ Grade: ____ Teacher:____________ Date: ____________Time: _____ Subject: _____________
Learning Environment Observed
Students purposefully engaged YES Student work and rubrics displayed NO Classroom rules/consequences posted YES Daily/weekly goals/objectives posted YES Safe, clean, organized, and attractive NO
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What data should cookin’ schools collect, analyze, and use?
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Student Learning Data
“Measures of student learning help us understand how students are performing and what students know as a result of instruction.” Victoria Bernhardt, 2004
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Reading Performance Level 100 80 60 69 40 26 20 0 2005 5 37 58 5 33 54 13 Below Proficient Advanced 2006 2007 Tennessee Exemplary Educators at
ACTIVITY
• Over a three-year history, what has happened to the reading performance of students at this school? • What would you tell the teachers?
30 • What would we need to concentrate on this year?
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Mathematics Performance Level 100 80 60 40 35 56 20 9 27 59 14 24 46 30 0 2005 2006 2007 Below Proficient Advanced Tennessee Exemplary Educators at
ACTIVITY
• Over a three-year history, what has happened to the math performance of students at this school? • What would you tell the teachers?
32 • What would we need to concentrate on this year?
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Why should a cookin’ school collect student learning data?
• To know if students have mastered skills • To determine the knowledge students have gained • To know if school processes are effective • To know if students are ready to move to the next level/grade
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Types of student learning data
• TCAP achievement tests & writing assessment • End-of-Course and Gateway exams • Value-added scores • Data from textbook & teacher-made assessments • Samples of student work • Data from student report cards • Data from technology-generated assessments
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A menu of student learning data?
• From formative assessments • From summative assessments • From test item analyses • From state web site • From reports (TCAP, TVAAS, NCLB, etc.) • From private foundation studies
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How should a school start cookin’ student learning data?
Collect Organize Analyze Use
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Raid the pantry! We need more ingredients!
Norm-Referenced Tests
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Show how students do in relation to a norming group Criterion-Referenced Tests
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Show how students do in relation to learning standards Tennessee Exemplary Educators at
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Tennessee Cookbook for Curriculum Alignment
The Dept. of Education published the Blueprint for Learning, a guide to the state curriculum to help teachers know what skills (SPIs) each student should have at each grade level.
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Get out the pots & pans…here’s what’s cookin’ in TN!
TCAP Achievement Tests
Required in Grades 3-8 Criterion-referenced test questions correlate to the Blueprint/state standards
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Get out the pots & pans…here’s what’s cookin’ in TN!
Gateway Exams
Algebra I, Biology I, English II All students in these courses take the exam; exam grade counts as percentage of final grade.
Graduation Requirement: Pass all 3
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Get out the pots & pans…here’s what’s cookin’ in TN!
TCAP Writing Assessment
Required in grades 5, 8, and 11 Scoring rubric: 0 to 6 Grade 5 – 35-minute Narrative Grade 8 – 35-minute Expository Grade 11 – 35-minute Persuasive
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42 Score # of boys scoring in each category # of girls scoring in each category
TN Writing Assessment
3 Below Prof.
4 Proficient 5 Advanced 5 1 3 1 1 5
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Writing Activity
• What do we conclude from these writing assessment scores?
• What would we tell the teachers?
43 • What does the teacher need to do with classroom instruction?
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44 Get out the pots & pans…here’s what’s cookin’ in TN!
End-of-Course Exams
All students enrolled in courses take the exam. Counts as percentage of final grade.
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Raid the pantry! We need more ingredients!
Raw Score
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the number of questions that a student gets right on a test. Normal Curve Equivalent Scores – equal interval scores based on the normal curve
Range from 1 to 99
Can be averaged
40 NCE was the target for previously identified High Priority Schools Tennessee Exemplary Educators at
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Raid the pantry! We need more ingredients!
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Scaled Scores
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Scores assigned by the test makers on the basis of student achievement on tests; arbitrary scales Gain Scores
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The change or difference between two repetitions of the same test administered to the same students Tennessee Exemplary Educators at
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Scale Score Gain Form
Class Average?
Positive Gains?
Negative Gains?
One-Year Gains?
SS Analysis?
Purpose?
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Scale Score Gains
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STUDENT READING
2007 SS 652 687 668 633 643 600 581 617 608 2006 SS 663 642 632 627 611 578 567 604 598
MATH
DIFF -11 45 36 6 32 22 14 13 10 2007 SS 643 638 647 650 593 506 583 640 615 2006 SS 646 638 585 642 583 587 578 594 603 DIFF -3 0 62 8 10 -81 5 46 12
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Scale Score Gains Activity
49 G4 Proficient - 457 G4 Advanced 507 G5 Proficient - 463 G5 Advanced 517 #1 - 457 #2 - 454 #3 - 512 #4 - 535 #1 - 470 #2 - 466 #3 - 509 #4 - 525 Math SS Gain +13 +12 -3 -10
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ACTIVITY
• Over a two-year history, what has happened to the math performance of students at this school? • Which performance level is making the best gains?
50 • What does the teacher need to do with classroom instruction?
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The Icing on the Cake
Achieving AYP!
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AYP Essential Ingredients
Grades 3-8 for 2008
• Reading/Language Arts/Writing – 89% • Math – 86%
Grades 9-12 for 2008
• Reading/Language Arts/Writing – 93% • Math – 83%
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Other Ingredients
• Numbers of students in each subgroup at each school (TN uses N of 45) • Numbers of 3-8 students below proficient • Numbers of students who have not passed all three Gateway tests: English, math, and science • Numbers of special education students who qualify for alternative assessments
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Additional Indicators
54 Participation 95% Attendance 93% Graduation Rate 90%
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½ Day Attendance
85 80 75 70 65 60 2005 FALL DECEMBER FEBRUARY 2006 Tennessee Exemplary Educators at
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Graduation Rate: Calculating Graduation Track
1. Take the required graduation rate of 90% with 89.5% being the lowest allowable percentage 2.
Subtract the school’s baseline (2004) graduation rate (e.g., 89.5 – 69.5 = 20) 3. Divide the difference by 10 since there are 10 years from 2004 until 2014(20 / 10 = 2.0)
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Graduation Rate Improvement Track
90 80 70 60 50 40 30 20 10 0 2004 2006 2008 2010 2012 2014 Tennessee Exemplary Educators at
AYP Extra Ingredients
58 Confidence Interval Safe Harbor Projection Growth Model
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95% Confidence Interval
N Count 45 Read/Lang (Goal = 89%) 80% Math (Goal = 86%) 76% 100 500 83% 86% 79% 83%
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60 60 50 40 30 20 10 0 Read/Lang
Safe Harbor
Math
2005 2006 2007 2008
Figure It Figure It
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61 # Students
Classroom AYP
Read – 89% SH – 71% Math – 86% SH – 75% 15 14 11 13 12 20 25 18 23 15 18 15 18 22 19
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Projection Growth Model
• supplements the statutory AYP model • uses individual student data to determine the percentages of students, by subgroup and subject area, who are projected to attain proficiency on the state assessment three years into the future • uses 7th- and 8th-grade projections for 4th- and 5th grade students and high school graduation exam projections for 6th- to 8th-grade students • uses current-year scores for 3rd-grade students, students new to the state, and students who take alternative assessments
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And now, it’s time for the check.
School or System AYP Report
• What is contained in this report?
• What conclusions can we reach?
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AYP REPORT ACTIVITY
• Which student subgroups have n’s of 45?
• What is the participation rate (% tested) in 2007?
• Did the % Below Proficient in the All category improve from 2006 to 2007?
• If the goal is 79%, did this school make AYP?
• What note concerning disaggregated race/ethnicity data would you include in the School Improvement Plan?
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Let’s look at another check…
Sample Report for an Elementary School 66 www.state.tn.us/education
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Get out the pots & pans…here’s what’s cookin’!
TVAAS
Not a test but a statistical system to analyze scores Measures growth in Scale Score points Goal: reach one year’s growth (100%) each year Can determine teacher effect Do special education students count in TVAAS?
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VALUE-ADDED ACTIVITY
• What grade level is not making gains in this school system over a 3-year average?
• Which one is likely to have problems if no improvement in gains are made next year?
• Which grade level is making the best gains?
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VALUE-ADDED ACTIVITY
• Which group of students did not make gains last year (blue bar)?
• Over a three-year period (gold bar), which group made the best gains?
• Which group made the best gains last year?
• Which group has consistently made no gains?
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STUDENT REPORT ACTIVITY
• What would we conclude about this student’s history of gains (red line) over his elementary career?
• What is happening in middle school?
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Servin’ Up Somethin’ Special
Taking a Closer Look at the SIP Using the State Rubric Tennessee Exemplary Educators at
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Five Components
1.
A
ll data 2.
B
eliefs, Mission, Vision 3.
C
urriculum, I, A, & O 4.
D
evelop Action Plan 5.
E
valuation of Plan
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Component 1: Academic and Nonacademic Data Analysis
• Variety of academic and nonacademic assessment measures • Data collection and analysis • Report Card data disaggregation • Narrative synthesis of all data • Prioritized list of targets
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Servin’ Up the Meat & Potatoes
Prioritized List of Goal Targets
Exemplary List of Goal Targets: The list of goal targets matches data priorities and references the NCLB benchmarks.
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Component 4: Action Plan Development
• Goals • Action Steps • Implementation Plan
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SIP Monitoring
Goal 1 – The percent of students scoring proficient or above in the area of Reading/Language Arts will increase from 63% on the 2006 TCAP tests to 83% of the 2007 TCAP tests.
85 Action Step All teachers will implement the Balanced Literacy Model to build vocabulary by reading from a variety of texts and using content specific vocabulary during the daily literacy block.
Date Monitored
12/5/2006
Action Step 1 Status Not implemented 0 Partial. implemented 7 Fully implemented 9 Date Monitored
3/13/2007
Action Step 1 Status Not implemented 0 Partial. implemented 1 Fully implemented 18
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SIP Monitoring, continued
Goal 1 – The percent of students scoring proficient or above in the area of Reading/Language Arts will increase from 63% on the 2006 TCAP tests to 83% of the 2007 TCAP tests.
Action Step All teachers will provide differentiated instruction and flexible grouping daily to prevent deficiencies in reading through intervention and the grade level instructional focus.
Date Monitored
12/5/2006
Action Step 1 Status Not implemented 2 Partial. implemented 9 Fully implemented 4 Date Monitored
3/13/2007
Action Step 1 Status Not implemented 0 Partial. implemented 5 Fully implemented 14
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Raid the pantry! We need more ingredients!
Reporting Category Performance Indicator
• Shows percentage of test items answered correctly for an objective • Shows level of mastery (for individual students or groups) of a test objective • Can determine strengths and needs relative to test objective • Can show mastery by school, teacher, & nation
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More Entrees!
RCPI Ratio
• Calculate by dividing school RCPI by State RCPI.
• RCPI Ratios determine strengths and needs by test objective.
• Ratios of 1.05 or higher may be considered strengths.
• Ratios of .95 or lower may be considered needs.
• Use in SIP to target needs and develop action steps.
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RCPI Analysis
89 System Avg Teacher Avg RCPI Ratio Teach/Sys Computation 85 Data Analysis 60 88 1.04
44 .73
Geometry 76 70 .92
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RCPI ACTIVITY
• Which math category does the teacher need to work on the most?
90 • In which category are students doing the best?
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Relationships in the Data
• A school is truly using its data when people begin to look at the relationships in the data.
• This is illustrated by the intersection of different types of data, how one influences another, and how patterns are created.
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Servin’ Up Somethin’ Special A Smorgasbord of strategies!
A buffet of bountiful data!
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ARE YOU SMARTER THAN A (TN) 5 TH GRADER?
$300 Question from Data Analysis Mrs. Blaylock weighed seven students in her class and found the following weights: (
92, 84, 82, 88, 86, 90, 80) lbs
What is the median weight of the seven students?
A. 84 B. 86 C. 88 D. 90
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$300 Answer from Data Analysis(5.5.3)
c. 86 lbs
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5 th Grade SPI Calendar
Aug 13 17 Aug 20 24 Total Days Read 5 5 82 27 Lang Writing Math 12 26 47
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Planning Form
Grade_____________Date______________ Items Discussed/Reviewed: __ Literacy __ Math __ Writing __ Social Studies __ Science __ Other 96 What SPIs are the focus of this planning session?
1. What worked (5-10 minutes): Each team member reflects on how well the identified strategy (selected by the team at the previous meeting) worked. 2. Chief challenges (3-5 minutes): What is the most urgent instructional concern, problem, or obstacle to progress and better results?
3. Proposed solutions (8-10 minutes): Brainstorm solutions to these problems. 4. Action plan (10 minutes): Decide which solution or strategies might be best for the team to focus on and implement.
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4 Question Assessment
1. Estimate the temperature that is shown on this thermometer.
2. The temperature on a thermometer is 32 ° F. Which of the following answers makes the most sense for the weather?
A. 50 ° B. 40 ° C. 35 ° D. 30 ° A. Warm summer day B. August in Chattanooga C. Wintertime D. Rainy summer day
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Data on Display
1. Value of Collaboration: Teaching and learning are improved when teachers and administrators regularly collaborate to plan and assess instruction.
100 90 80 70 60 50 40 30 20 10 0 2. Faculty and Staff Collaboration: Faculty and staff in my school work together to improve teaching and learning for their students.
3.
100 90 80 70 60 50 40 30 20 10 0 Faculty Trust: Faculty and staff in my school have confidence that there is no reason to be protective or careful around their peers.
100 90 80 70 60 50 40 30 20 10 0
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Tracking Student Performance
4 4/3 0 4 3 3 4 abs.
4 moved 3 5 5 3 5 3 moved - 3 4 3 3 4 2 - - 3 4 5 4 5 abs.
- - 4 4 5 4 5 3
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- - 4 4 5 4 5 4
100
Score 1 2 3 4 5 Tracking Student Performance
Prompt 1 (Sept. 4) 0 0 5 6 1 Prompt 2 (Sept. 18) 0 0 4 3 5 Prompt 3 (Oct. 2) 0 2 7 2 0
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Getting Staff Perceptions
Sept. 06 Dec. 06 101 Our staff is committed to recognizing student achievement and developing pride in success.
Our entire staff does a good job enforcing agreed-upon building rules and policies.
Our staff makes timely parent contacts regarding student discipline.
Our staff is visible and seen by the students in all building locations throughout the day.
7.71
5.29
6.80
7.5
9.59
7.68
8.63
9.28
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102 8:15 8:30 8:45 9:00 9:15 9:30 9:45 10:00
Time Studies Tennessee Exemplary Educators at
School Walkthroughs / Observations
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Formative Assessments
• Number advanced, proficient, and below proficient • Bubble students • Identify SPIs for introduction or reteaching • Trend analysis
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JEOPARDY MATH
Algebra Geometry Measure
Data
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ARE YOU SMARTER THAN A (TN) 3RD GRADER?
What are the two missing symbols in this pattern?
106 +, =, <, >, _, _, <, >, +, = a. <, > b. >, + c. +, = d. None of the above
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“The Experts Are Among Us”
• “One of the reasons such teamwork and lesson study are so effective is that they tap into teachers’ existing capabilities and potential.” • “Any faculty could begin improving performance, tomorrow morning, if they never attended another workshop in their lives.” Mike Schmoker,
Results Now (p. 114)
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Get Cookin’!
“It is not because things are difficult that we do not dare; it is because we do not dare that they are difficult.” Lucius Amaeus Seneca
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Bon Appetit!
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110 For information about Edvantia research, products, or services, contact P.O. Box 1348, Charleston, WV 25325 Phone 304.347.0400 Fax 304.347.0487 [email protected] www.edvantia.org Edvantia is a nonprofit education research and development corporation, founded in 1966, that partners with practitioners, education agencies, publishers, and service providers to improve learning and advance student success. Edvantia provides clients with a range of services, including research, evaluation, professional development, and consulting. © 2007 by Edvantia This presentation was developed under contract number GR 06-17396-00. Content was developed by Edvantia Research and Evaluation Specialist Aaron Butler and Tennessee Exemplary Educators Mike Jordan and Deborah Williams.
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