Data for student success macul march 2011
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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.

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Data for student success macul march 2011

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

Session Description

  • This session will support schools in understanding the inquiry tools to access data needed for the continuous school improvement process.


Outcomes

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

Understand Data for Student Success


Overview

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

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 data-based decision making

  • Provide a scaffold of support for the CNA and High Priority Schools


Collaboration why

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

Who should collaborate?

  • Curriculum

  • Technology

  • Special Education

  • Principals

  • Superintendent

  • School Improvement Team

  • Leadership Team


Professional development is critical

Professional Development is Critical


Using data to improve student achievement modules

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

www.data4ss.org


Understand the professional development modules and their basic content

Understand the Professional Development modules and their basic content


Understand the professional development modules and their basic content1

Understand the Professional Development modules and their basic content

  • There are 10 Modules that are tool-independent

    • 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 content2

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


Data for student success macul march 2011

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

Analyze Data

Set Goals

Set Measurable Objectives

Research Best Practice

Study

Analyze Data

Set Goals

Measurable Objectives

Research Best Practice


Understand the inquiry tool

Understand the Inquiry Tool


Let s investigate the dynamic 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

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

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

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 - All Students


Meap proficiency statistical information

MEAP Proficiency - Statistical Information


Meap proficiency student drill down

MEAP Proficiency - Student Drill Down


Students near proficiency inquiry

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

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

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

Assessing Your Culture of Quality Data


Regional data initiative

Regional Data Initiative

  • ISDs collaborating on the use of data tools for school improvement


How do data4ss and local data warehousing tools work together

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 together1

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


Data for student success macul march 2011

Local Warehouse Example:8th Grade Math MEAP compared to 9th Grade Algebra GradeNext Question: What area of 8th grade math curriculum needs to be reviewed?


Data security resources

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

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

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 disclosechildren’s names and eligibility status to persons directly connectedwith the administration or enforcement of State educational assessment programsto 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 implythat these persons have routine access to participants' eligibility status. There must be a ‘need to know’”


Understand the data dig process

Understand the data dig process


Activity objectives

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 tool1

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 inquiry1

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

  • Building: Content Area Proficiency

    • Procedure

      • Using the template and handouts provided, record data for math

        • 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

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 dig1

Data Dig


Data for student success macul march 2011

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

  • 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 dig2

Data Dig

  • Demo site data used to complete the data dig to the sub-group level for math and reading


Data dig3

Data Dig


Data for student success macul march 2011

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

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

Reading


Comparative item analysis

Comparative Item Analysis


Comparative item analysis1

Comparative Item Analysis

  • Procedure

    • Using the template provided, record Grade Level Content Expectations

      • 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 Student Progress


Comparative item analysis reading comprehension across grade levels

Comparative Item Analysis Reading Comprehension Across Grade Levels


Grade level content expectation of greatest concern

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.


Data for student success macul march 2011

  • 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

College and Career Readiness Anchor Standard for Reading

Key Ideas and Details

  • 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

  • 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

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


Data for student success macul march 2011

  • What do you see in your district assessment plan that could be used to facilitate the monitoring process?


Assessing your culture of quality data1

Assessing Your Culture of Quality Data


Data for student success macul march 2011

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

Analyze Data

Set Goals

Set Measurable Objectives

Research Best Practice

Study

Analyze Data

Set Goals

Measurable Objectives

Research Best Practice


Gather

Gather


Study

Study


Data for student success macul march 2011

Plan


Data for student success macul march 2011

Do


Data for student success macul march 2011

  • What are your possible next steps?


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?


Data for student success macul march 2011

  • Evaluation

  • Visit www.macul.org


Data for student success key contact information

Data for Student SuccessKey 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]


  • Login