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
• What resources are available for schools
to build a culture of quality data? Thirteen
professional development modules have
been designed to assist schools in
learning to use their data. This session will
provide an overview of Data for Student
Success professional development
resources you can use tomorrow at your
school.
• How many of you are
familiar with Data For
Student Success (Data
4SS)?
Outcomes
• Understand Data for Student Success
• Understand portions of the PD Modules to
support the School Improvement 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
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
–
–
–
–
–
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
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
Module: Using State Data to Identify
School Improvement Goals
Assess the Culture of Quality
Data
• What types of data are
available?
• How does the data provide
access to the learner-centered
problem?
Assessing Your Culture of Quality
Data
Assessing Your Culture of
Quality Data
Data Inventory
• Data source
• Content area
• Dates of collection
• Assessment Type
• Access
• Are we summative
assessment rich and
formative assessment
poor?
Module: Assessment
Summative Assessment
• It is an assessment OF learning.
• It answers, did the student learn?
• It is designed for accountability.
Module: Assessment
Formative Assessment
Is a process used by teachers and students
during instruction that provides feedback to
adjust ongoing teaching and learning to
improve students’ achievement of intended
instructional outcomes.
– James Popam
Formative Assessment
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It is an assessment FOR learning.
It informs both teacher and student.
It guides instruction.
It helps students understand their
next steps.
• It supports learning.
Starting With the Data
Module: Using State Data to Identify
School Improvement Goals
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.
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 Content Analysis
Data 4SS Demo Site
• www.data4ss.org
– “Dynamic Inquiries” button
– “Access the Dynamic Inquiry Tool” link
• Login
– Username: demo_test1
– Password: fall_01
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 mathematics.
Data Dig
What would be the questions to
ask based on the data?
What do we need to know more
about?
Data Dig
• Based on the data
– What content area has the greatest need?
– What subgroup has the greatest need?
– What grade level has the greatest need?
– How will you find the learning-centered
problem?
– What data is needed?
Module: Using Classroom Data
to Monitor Student Progress
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
Comparative Item Analysis
64
Comparative Item Analysis
– Procedure
• Using the template provided, record Grade Level
Content Expectations
–
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–
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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
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Comparative Item Analysis Reading
Comprehension Across Grade Levels
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 – What is the plan?
– 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
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
Module: Leadership in Building a
Culture of Quality Data
What will it look like?
From …
• A focus on teaching
• Emphasis on what was
taught
• Coverage of content
• Infrequent summative
assessments
• Remediation
• Isolation
To …
• A focus on learning
• A fixation on what
students learned
• Demonstration of
proficiency
• Frequent common
formative assessments
• Intervention
• Collaboration
Continuum of Community
Function
Toxic
Laissez-faire
Congenial
Collaborative
Accountable
Toxic – All about the teacher, adults not nice to one another or to the students
Laissez-faire – Teacher centered, autonomous, individual contractors
Congenial – Counterfeit, confuse niceness w/collaborative, focus not on kids
Collaborative – Have structures and skills in working together for improved
student achievement
Accountable – Able to acknowledge and deal with difficult data effectively;
Move beyond familiar solutions and approaches; Let go of instructional
practices that do not work; Call one another on unmet expectations or violated
norms.
Source: Skillful Leader II, Warnock presentation
72
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)
• What is the role of the
superintendent in creating
and sustaining a culture of
quality data?
Module: Data Conferencing
Data Conferences
Ensuring Student Success
• Promotes and supports commitment and
responsibility for student and adult learning.
• Scaffolds and supports staff reflection.
• Scaffolds and supports a positive school
culture.
• Provides a shared sense of purpose and
values.
• Provides an avenue of continuous
improvement and learning.
• Promotes collaborative relationships.
Data 4SS Data
Conference Overview
• Promotes and supports commitment and
responsibility for student and adult learning.
• Scaffolds and supports staff reflection.
• Scaffolds and supports a positive school
culture.
• Provides a shared sense of purpose and
values.
• Provides an avenue of continuous
improvement and learning.
• Promotes collaborative relationships.
Barriers to Data Use
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Lack of (proper) training
Lack of time
Feast or famine
Fear of evaluation
Fear of exposure
Confusing a technical problem with a
cultural problem
Edie L. Holcomb
Planning-Assess the Data
Culture
• What is the culture of the staff/building?
• What is the assessment literacy of the
staff/building?
• What student data is gathered?
• What is the staff’s capacity to examine
student data and make sense of it?
• What evidence exists of their capacity to
make changes in their teaching as a result
of the data?
How do we impact culture?
• Begin by focusing on changing BEHAVIORS.
• Attitudes follow behavior. That means people
accept new beliefs as a result of changing
their behavior. (Fullan)
• Behaviors and emotions change before
beliefs so we need to act in a new way before
we get insights and feelings related to new
beliefs. (Elmore)
Module: Creating Conditions
for Professional Learning
CONTEXT
Establishing the environment for
professional learning
Creating Context
• Ongoing process
• Cannot wait until the “right” conditions exist
to provide professional learning
• Attend to context-building strategies
– Allows to implement powerful professional
learning
– Improves capacity for school to function as a
learning community
– Helps increase student achievement
Creating the Context through
School Improvement
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Shared language for teaching and learning
Ongoing, collaborative, adult learning
Use of data
Involvement at every level
A school or district theme
Beyond the Surface Level Data
“You can’t ‘guarantee’
what you don’t
monitor.”
Mike Schmoker
Moving to the student level…
Monitoring of Learning
• What process needs to be in place to
begin the monitoring of student work?
• Scaffold for school leaders to begin to
monitor for student learning
Module: Examining Student
Work
Student Work – A Vehicle for
Learning
“Teachers have lately been required to
conduct exhaustive, student-by-student
reading assessments that can take days to
conduct. But few are told how to use their
results. We never encountered a single case
where teachers used these assessment
results to adjust or improve instruction; they
used them to group or regroup students.” –
Mike Schmoker
The Examining Student Work
Protocol asks teacher teams to
1. Identify characteristics of proficiency on a
GLCE using a specific assignment or
assessment.
2. Diagnose students’ strengths and needs
based on their performance.
3. Determine next instructional steps based on
the diagnosis.
“To assess student achievement
accurately, teachers and
administrators must understand
the achievement targets their
students are to master. They
cannot assess (let alone teach)
achievement that has not been
defined.”
Stiggins, Richard J. 2001. “The Principal’s Leadership Role in
Assessment.” NASSP Bulletin (January 2001): 13–26.
It is not enough that an individual
teacher defines proficiency.
It is critical that at least a grade level
or subject team has reached
consensus on the definition of
proficiency to ensure that all students
are held to the same performance
expectations.
Protocol
• Elementary – Third grade teachers
analyzing student work – retelling
– Segment 3 – Reaching consensus on
proficiency
Only after the team has agreed
on what constitutes a proficient
response are they able to move
to the next steps and diagnose
student strengths and needs.
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
• 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]