Data for Student Success MACUL March, 2011

1. 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.”

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

3. 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

4. Understand Data for Student Success

5. 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

6. 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

7. 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)

8. Who should collaborate? • Curriculum • Technology • Special Education • Principals • Superintendent • School Improvement Team • Leadership Team

9. Professional Development is Critical

10. 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

12. www.data4ss.org

16. Understand the Professional Development modules and their basic content

17. 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

18. 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

19. 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

20. Understand the Inquiry Tool

21. 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)

22. Dynamic Inquiry Tool • Inquiries based on essential questions, aligned with the school improvement process, that allow for drill down into student data

23. 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

24. 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?”

25. MEAP Proficiency - All Students

26. MEAP Proficiency - Statistical Information

27. MEAP Proficiency - Student Drill Down

29. 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?”

32. 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)

35. 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

41. Assessing Your Culture of Quality Data

42. Regional Data Initiative • ISDs collaborating on the use of data tools for school improvement

43. 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

44. 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

45. 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?

46. 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

47. 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

48. 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’”

49. Understand the data dig process

50. 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.