Transcript Data for Student Success

Data for Student Success
MACUL
March, 2011
“It is about focusing on building a culture of quality data
through professional development and web based
dynamic inquiries for school improvement.”
Session Description
• This session will support schools in
understanding the inquiry tools to access
data needed for the continuous school
improvement process.
Outcomes
• Understand Data for Student Success
• Understand the Professional Development modules and
their basic content
• Connection to Continuous School Improvement Process
• Understand the Inquiry Tool
• Understand the data dig process
Understand Data for Student
Success
Overview
• Federal Title II Part D of the NCLB Act of
2001 Enhancing Education through
Technology Grant awarded through CEPI
• Awarded to Calhoun ISD in partnership
with Macomb ISD and Shiawassee RESD
• Beginning date: January 1, 2007
Goals of Data for Student
Success
• Build and bring to scale a program that helps schools
develop cultures of quality data in which there are
consistent and sustained efforts to:
• Identify critical questions whose answers would benefit
school districts in decision making to inform instruction
• Provide inquiries designed around the critical questions
• Provide focused professional development on databased decision making
• Provide a scaffold of support for the CNA and High
Priority Schools
Collaboration: Why?
• “Schools that explore data and take action
collaboratively provide the most fertile soil
in which a culture of improvement can take
root and flourish.”
"The Collaborative Advantage." Educational Leadership Dec/Jan (2009)
Who should collaborate?
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Curriculum
Technology
Special Education
Principals
Superintendent
School Improvement Team
Leadership Team
Professional Development is
Critical
Using Data to Improve Student
Achievement Modules
• Using State Data to Identify School
Improvement Goals
• Using School Data to Clarify and Address
the Problem
• Examining Student Work to Inform
Instruction
• Using Classroom Data to Monitor Student
Progress
For more detailed information please go to www.data4ss.org
www.data4ss.org
Understand the Professional
Development modules and their basic
content
Understand the Professional Development
modules and their basic content
• There are 10 Modules that are toolindependent
– They can be used with local warehouses and
the Data 4SS Inquiry tool
• All professional development resources
provide a scaffold
– To model the data analysis process
– To give districts ownership of their data
Understand the Professional Development
modules and their basic content
• Each professional development module
will utilize the following tools:
– In depth focus questions to help determine
outcomes
– PowerPoint presentations to guide the
workshop
– Worksheets for participants
– Facilitation guides
School Improvement Planning Process
Gather
Getting Ready
Collect Data
Build Profile
Do
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
Plan
Develop Action
Plan
Study
Study
Analyze
Data
Analyze
Data
Set Goals
Set Measurable
Objectives
Set Goals
Research Best Practice
Measurable Objectives
Research Best Practice
Understand the Inquiry Tool
Let’s investigate the Dynamic
Inquiry tool…
• All data mining efforts must be based on inquiry
– asking the right questions, and then asking
more questions of the answers in order to make
informed decisions.
• “Data-driven decision making does not simply
require good data; it also requires good
decisions.”
"The New Stupid." Educational Leadership Dec/Jan (2009)
• “The essential-questions approach provides the
fuel that drives collaborative analysis.”
“Answering the Questions that Count." Educational Leadership Dec/Jan (2009)
Dynamic Inquiry Tool
• Inquiries based on essential questions, aligned
with the school improvement process, that allow
for drill down into student data
Dynamic Inquiry Tools
• MEAP
–
–
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–
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Proficiency
Students Near Proficiency
Comparative Item Analysis
Cohort Proficiency
Admin Review
• MME
– Proficiency
– Students Near Proficiency
– Standard Analysis
• MI-Access
– Proficiency
– Students Near Proficiency
• CNA Report
• PA25 Report
• Student History
MEAP Proficiency Inquiry
“How did students perform on MEAP tests
by content area, strand, and GLCE?”
“How did students perform in relation to our
school improvement goal?”
MEAP Proficiency - All
Students
MEAP Proficiency - Statistical
Information
MEAP Proficiency - Student
Drill Down
Students Near Proficiency
Inquiry
“What are the demographic characteristics
of students who are close to being proficient
on a specified test?”
“How well did those students perform by
strand, GLCE, and comment codes?”
Cohort Proficiency Inquiry
“What is the evidence of one year’s growth
for one year of instruction?”
(this is one of the tools to support the new requirements)
Comparative Item Analysis
Inquiry
“How did student performance within a
district or building or ISD compare to the
State?”
• The comparative item analysis inquiry also
answers the following question:
“How did we do in comparison to the state
on items/GLCE in a strand?”
• Will help to identify curriculum and
teaching areas that may need adjustment
Assessing Your Culture of Quality
Data
Regional Data Initiative
• ISDs
collaborating on
the use of data
tools for school
improvement
How do Data4SS and local data
warehousing tools work together?
• Together they provide the ability to triangulate data from
multiple sources
– Both provide non-negotiable state data
• Data4SS is based on enrollment at time of MEAP
• Local warehouse is based on live/current enrollment
– Local warehouse provides analysis of district required
assessments
– Local warehouse provides analysis of classroom
performance data
– Local warehouse provides frequent systematic
monitoring for growth to avoid unexpected results
How do Data4SS and local data
warehousing tools work together?
• How does your data warehouse
complement the Data 4SS Inquiries?
– Frequently monitor student achievement
using local assessment data
– Monitor groups of students to identify
trends based on state and local
assessments as well as other data such
as involvement in various programs
Local
Warehouse
Example:
8th Grade Math
MEAP
compared to 9th
Grade Algebra
Grade
Next Question:
What area of 8th
grade math
curriculum
needs to be
reviewed?
Data Security: Resources
• Maintaining Confidentiality Activities on
Data for Student Success web site outline
best practices and provide resources for
addressing data security.
www.data4ss.org
Why? FERPA/HIPPA
• Family Educational Records and Privacy
Act (FERPA) and the Health Insurance
Portability and Access Act (HIPAA)
– Confidentiality and protection of student’s
data, including educational record and
directory information
What about Free/Reduced Lunch?
• 2008 Memo: Reaffirmation of Policy on Limited
Disclosure of Children‘s Eligibility Information to
the National Assessment of Educational Progress
(NAEP):
– “….school food authorities may disclose children’s
names and eligibility status to persons directly
connected with the administration or enforcement of
State educational assessment programs to the
extent that the State assessment is part of the NAEP
or the assessment program is established at the
State, not local level.”
– “This does not imply that these persons have
routine access to participants' eligibility status. There
must be a ‘need to know’”
Understand the data dig process
Activity Objectives
• This activity is designed to begin the data mining
process.
• This activity enables schools to identify percent
proficient in ELA and Math in a clear and
concise chart.
• Using the AYP targets provides a way to
compare school results to the proficiency
targets.
• This activity is not to be used to determine if
the school has made AYP.
Dynamic Inquiry Tool
• Inquiries based on essential
questions, aligned with the school
improvement process, that allow for
drill down into student data
• Gather
• Module: Using State Data to
Identify School Improvement Goals
MEAP Proficiency Inquiry
How did students perform on MEAP tests by
content area, strand, and GLCE?
How did students perform in relation to our
School Improvement Goal?
Building: Content Area
Proficiency
• Building: Content Area Proficiency
– Procedure
• Using the template and handouts provided, record
data for math
–
–
–
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Determine AYP target at building and grade level
Record on template
Use MEAP Proficiency – All grades, individual
Record data on template
• Select a highlighter
– Highlight those areas above the AYP target
– Choose a different color highlighter – highlight those
areas below the AYP target
Data Dig
• Demo site used to complete the data
dig for reading and math
– www.data4ss.org
• “Dynamic Inquiries” button
• “Access the Dynamic Inquiry Tool” link
– Login
• Username: demo_test1
• Password: fall_01
Data Dig
What would be the questions to
ask based on the data?
What do we need to know more
about?
Overall Building Sub-Group
Level Achievement
• Overall Building Sub-Group Level Achievement
– Procedure
• Using the template and handouts provided, record data for
math
– Use the building AYP target
– Record on template
– Use MEAP Proficiency – AYP Groups and Other Groups
– all grades, individual
– Record data on template
• Select a highlighter
– Highlight those areas above the AYP target
– Choose a different color highlighter – highlight those
areas below the AYP target
Data Dig
• Demo site data used to complete the
data dig to the sub-group level for
math and reading
Data Dig
What would be the questions to
ask based on the data?
What do we need to know more
about?
Data Dig for a School Team to
Focus
• Based on data
– What content area has the greatest need?
– What subgroup has the greatest need?
– What grade level has the greatest need?
– Are we meeting our SI goals/objectives?
– What interventions were put in place?
– How will we know they are effective?
• Module: Creating Conditions for
Professional Learning
Reading
Comparative Item Analysis
66
Comparative Item Analysis
– Procedure
• Using the template provided, record Grade Level
Content Expectations
–
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Determine strand to explore
Record strand
Determine GLCE with 10% or more below state average
Record GLCE on template
• Prioritize GLCE of challenge
– Module: Using Classroom Data to Monitor
67
Student Progress
Comparative Item Analysis Reading
Comprehension Across Grade Levels
Grade Level Content Expectation of
Greatest Concern
• R.CM.05.01, 06.01, 07.01 - connect
personal knowledge, experiences, and
understanding of the world to themes and
perspectives in text through oral and
written responses.
• R.CM.05.02, 06.02, 07.02 - retell through
concise summarization grade-level
narrative and informational text.
• R.CM.05.03, 06.03, 07.03 - analyze
global themes, universal truths, and
principles within and across text to
create a deeper understanding by
drawing conclusions, making
inferences, and synthesizing.
College and Career Readiness Anchor
Standard for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support
conclusions drawn from the text.
R.CM.06-08.02
R.CM.06-08.03
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details
and ideas.
R.CM.06-08.02
R.CM.06-08.03
Intervention and monitoring
• Based on the data
– Unwrap the GLCE of greatest concern
• Identify knowledge and skills
– Curriculum - Delivered with effective core instruction
• All students receive – all students as learners
– Strategy
• Core instruction and above and beyond – not supplant
– Intervention – Research/evidenced based
• What will we do if students have already learned it?
• What will we do if students have not learned it?
– Monitoring - Collect data on
• Student learning
• Implementation of strategy/intervention
• Module: Using Classroom Data to Monitor Student
Progress
• What do you see in your
district assessment plan that
could be used to facilitate the
monitoring process?
Assessing Your Culture of Quality
Data
School Improvement Planning Process
Gather
Getting Ready
Collect Data
Build Profile
Do
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
Plan
Develop Action
Plan
Study
Study
Analyze
Data
Analyze
Data
Set Goals
Set Measurable
Objectives
Set Goals
Research Best Practice
Measurable Objectives
Research Best Practice
Gather
Study
Plan
Do
• What are your possible next
steps?
Next Steps
• What are your possible next steps?
– Who do I need to talk to?
– Do I know my district assessment plan and
where it is?
– How does my SI Plan relate to my GLCEs of
greatest concern?
– Access to Data 4SS
– Access to Data 4SS training
– GLCE unwrapping – who can help?
• Evaluation
• Visit www.macul.org
Data for Student Success
Key Contact Information
• General
– www.data4ss.org
• Mary Gehrig, Assistant Superintendent, Calhoun ISD
– [email protected]
• Mike Oswalt, Assistant Superintendent, Calhoun ISD
– [email protected]
• Becky Rocho, Assistant Superintendent, Calhoun ISD
– [email protected]
• Maureen Slamer – Data 4SS PD Director, Calhoun ISD
– [email protected]