Transcript Framework for High Performing School Systems

West Virginia Achieves
Professional Development Series
Volume XXIV
Data-Based Systems for Monitoring
Student Success and Targeting
Interventions
West Virginia Department of Education
Mission
The West Virginia Department of Education, in conjunction
with the Regional Education Service Agencies and the Office
of Performance Audits, will create systemic conditions,
processes and structures within the West Virginia public
school system that result in (1) all students achieving
mastery and beyond and (2) closing the achievement gap
among sub-groups of the student population.
Robert Hutchins
The Conflict in Education in a Democratic Society
“Perhaps the greatest idea that America has given the
world is education for all. The world is entitled to
know whether this idea means that everybody can be
educated or simply that everyone must go to school.”
What We Know…
An emerging body of research identifies characteristics of
high performing school systems.
These school systems have made significant progress in
bringing all students to mastery and in closing the
achievement gap.
These systems share characteristics described in The West
Virginia Framework for High Performing Schools.
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
STUDENT/PARENT SUPPORT
SCHOOL EFFECTIVENESS
INSTRUCTIONAL PRACTICES
CURRICULLUM MANAGEMENT
IMPROVEMENT PROCESS
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
“Would you tell me, please, which way I ought
to go from here?” “That depends a good deal
on where you want to go,” said the Cat. “I
don’t much care where--,” said Alice. “Then it
doesn’t matter which way you go,” said the Cat.
Lewis Carroll: Alice’s Adventures in Wonderland
Why Use Data?
•
•
•
To inform
To manage processes
To evaluate
To make changes to the system for
improved learning
Traditional vs. Data-Driven Decision Making
Traditional
Data-Driven
• Staff assignments by
interest & availability
• Goal-setting based on
favorite initiatives or fads
• Grading systems based on
teacher criteria
• Budget based on prior
practice
• Staff assignments by skills
needed
• Goal-setting based on data
re: problems & reasons
• Grading systems based on
progress toward standards
• Budget based on datainformed needs
Using Your Looking Glass
You are responsible for 126 eighth grade
students where 56% score below
proficiency on the statewide mathematics
assessment.
Data Use Essentials
1. Develop leadership team
2. Collect different types of data
–
–
–
–
Achievement
Demographic
Program
Perception
Data Use Essentials
3.
4.
5.
6.
7.
Analyze data patterns
Generate hypotheses
Develop goal-setting guidelines
Design specific strategies
Define evaluation criteria
1. Develop Leadership Team
• Why?
– Spread the effort
– Generate ‘buy-in’
– Disseminate information more easily
• Who?
– Variety of representation
– Manageable size
2. Collect Data
• Achievement Data – most important:
– What evidence can we collect about student
learning?
• Large-scale assessment data
• Periodic assessment data
• Classroom assessment data
WV Achievement Data Resources
• WESTEST Analysis Matrix (WVEIS)
• WVAchieves Website
(http://wvachieves.k12.wv.us)
• i- Know Item Bank
• County Benchmark Tests
• Classroom Assessments
2. Collect Data continued
• Demographic Data – collect longitudinally
– Who are our students?
•
•
•
•
•
Gender
Ethnicity
Economic status
Behavioral data
Rate of enrollment in special programs
WV Demographic Data Resources
• WVEIS
– Teacher / Staff / Student demographics
•
•
•
•
US Census Bureau
National Center for Education Statistics
WV Digital Divide Survey
Other county resources
2. Collect Data continued
• Program – action research
– How successful are our programs?
• Special curriculum programs
• Extracurricular / co-curricular activities
• Work-based learning
WV Program Data Resources
• WVEIS
– Special Education, LEP, teacher qualifications
• Work-based learning
• Implementation of software programs such
as CompassLearning and SAS inSchool
2. Collect Data continued
• Perception – opinions and ideas
– How does our school community think we’re
doing?
• Surveys
• Opinion polls
• Professional development data
Data Resources Linked in Strategic Plan
Refocusing Your Looking Glass
You are responsible for 126 eighth grade
students where 56% score below
proficiency on the statewide mathematics
assessment.
Returning to
Data Use Essentials
3.
4.
5.
6.
7.
Analyze data patterns
Generate hypotheses
Develop goal-setting guidelines
Design specific strategies
Define evaluation criteria
3. Analyze Data Patterns
• What are the patterns?
Begin with averages and basic percentages
– ‘Slice’ the data (disaggregate)
– ‘Dice’ the data (cross-tabulate)
– ‘Longitudinate’ (look at data over time)
• Based on data, what are the problems?
‘Slicing’ the Data
2002. The Education Trust.
‘Dicing’ the Data
2002. The Education Trust.
‘Longitudinating’ the Data
Source: US Department of Education, National Center for Education Statistics.
NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC:
US Department of Education, August 2000. 2002. The Education Trust.
4. Generating Hypotheses
• Why are our children performing as they
are?
• What in our system is causing the
problems?
SAMPLE HYPOTHESIS SETTING
Problem: Achievement levels in 8th grade math are low
compared to previous years.
Hypothesis
Evidence to the Contrary?
The majority of this group of students
have consistently scored below
standard on math assessments since
grade 3.
REJECT. We reviewed test data and found that
achievement scores for these students have not
been consistently below standard.
The test does not match the
standards.
REJECT. We have studied the items and concur
that the items match the standards for the grade
levels assessed.
Our math teachers in the middle
levels have not had the proper
training to teach the current math
standards.
ACCEPT AS A POSSIBILITY. We looked at the
licenses, and the teachers do have appropriate
credentials. However, we looked at the
sequence and record of professional
development activities, and our district has
provided no focused math professional
development for this group of teachers.
Our textbooks not only are out-of-date
but also were not adopted in a logical
grade-by-grade sequence.
ACCEPT AS A POSSIBILITY. We charted our
math textbook adoptions. They range from
1993 to 1997 from five different publishers.
We are long overdue for new materials
adoption.
5. Develop Goal-Setting Guidelines
• What improvement goals will we set for
our students regarding this problem?
• Are these goals recorded in your district or
school strategic plan?
6. Design Specific Strategies
• What objectives and strategies will be used
to achieve the identified goals?
• Are these recorded in your district or school
strategic plan?
7. Define Evaluation Criteria
• How will we know if we achieve our goals?
• What measure will be used to assess progress
toward the goal?
• Record in your plan the baseline data,
performance targets, and actual performance
data as they become available.
Polishing Your Looking Glass
You are responsible for 126 eighth grade
students where 56% score below
proficiency on the statewide mathematics
assessment.
.
2002. The Education Trust
Why Use Data?
“It is the data-driven dialogue that takes
place in department, course- or gradelevel teams, not the rank-ordering of
schools in the newspaper, that provide the
real momentum for improving student
learning.” – Nancy Love, TERC, Cambridge, Massachusetts
By using data, you can make the
invisible visible.