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OAA Assistant Principal’s Meeting January 25, 2006. Data Informed Decision Making that Improves Teaching and Learning. Why are educators so fired up about data? . Superintendents ask. How do we know if teachers are teaching our curriculum?

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why are educators so fired up about data
Why are educators so fired up about data?

Superintendents ask

  • How do we know if teachers are teaching our curriculum?
  • How do we maximize the value of dollars spent for assessment and data management?
  • Are all of our students achieving at acceptable levels?
professional learning communities ask
Professional learning communities ask
  • What is it we want our students to
  • know and be able to do?
  • How will we know when they have learned it?
  • What will we do when students are not learning?
creating some common language about data in schools

Creating some common languageabout data in schools

What are the major systems?

How are they related?

What have districts done?

Where do we want to go?

slide5

4 Major Data & Technology Systems in Schools.

Assessment Systems

Student Information Systems

Data analysis systems

Data warehouse

data analysis process
Data analysis process

From Matt Stein. Making Sense of the Data: Overview of the K-12

Data Management and Analysis Market, Eduventures, Inc., Nov. 2003.

what is a student information system
What is a Student Information System?
  • Registers new students
  • Demographic information (address, emergency contacts, etc.)
  • Attendance
  • Scheduling of classes
  • Achievement data
  • Examples include: CIMS, Skyward, Chancery, Pentamation, Zangle, etc.

It is not keeping track of what is going on in classrooms.

what is an assessment system
What is an Assessment System?

Tool for gathering achievement information

  • Some deliver item banks
    • Benchmark by NCS Pearson
    • MAP by the Northwest Evaluation Association
  • Some deliver intact tests
    • Assess2Learn by Riverside
    • EdVision by Scantron,
    • Homeroom by Princeton Review
  • Most are web-based

It is assessing what is going on in classrooms.

who needs what data
Administrators, public, legislators

Evaluation

Accountability

Long range planning

Teachers, parents, students

Diagnosis

Prescription

Placement

Short range planning

Very specific ach info

Who needs what data?

A single assessment cannot meet all needs.

e.g., Who understood this

concept?

Why is Becky

having trouble reading?

e.g., What percent met standards

on 4th grade MEAP math?

Are students doing better this year

than they were doing last year?

Large Grain Size Fine Grain Size

slide10

What is a “data analysis system?”

  • The vendor maps your data to their system
  • Predefines the kinds of analyses staff will do
  • Allows user to create answers to questions
  • Lots of nice graphs, lists, etc.

Examples:

AMS by TurnLeaf,

SAMS by Executive

Intelligence, QSP,

STARS by SchoolCity,

Pinnacle by Excelsior

Inform by Pearson.

File Maker lets districts

invent their own system.

D’Tool and TestWiz are “sort of”

data analysis systems.

what is a data warehouse
What is a data warehouse?
  • It brings all the various sets of data together
    • Financial data
    • Personnel data
    • Building infrastructure data
    • Student demographic information
    • Student program information
    • Student achievement information
    • Example: Center for Educational Performance and Information’s Michigan Education Information System.

(80% of work is data cleansing.)

slide12

What’s in CEPI’s data warehouse?

School Code Master

School

Infrastructure

Database (SID)

Single Record

Student Database

(SRSD)

Financial

Information

Database (FID)

Registry of

Educational

Personnel (REP)

Student Test and Achievement

Repository (STAR)

MEAP

ACT

SAT

slide13

Why some things aren’t in a warehouse….

Easier to ignore

hoarding

Not sure what it is

or how to measure it

overlooked

stray

how are these things related
How are these things related?

You can have a Student Info System and nothing else.

You can have an assessment system and nothing else

(but most assessment systems “depend” on data from the SIS).

There is no point in having a data analysis system unless

you have data. If you have a SIS & an assessment system,

you’ll probably want a data analysis system.

The State of Michigan is creating a data warehouse.

A data analysis system could also use data from the warehouse.

A data analysis system can bring the pieces together without a

warehouse.

slide15

Oakland Schools Board of Education agreed to spend up to $1,600,000 in 2005-06 to makePearson Benchmark “Lite” & Inform available to all districts.

what we are trying to do provide technology that will help
What we are trying to do:Provide Technology that Will Help
  • Improve teaching and increase learning for all
  • Useful reports for teachers, principals and district administration
  • Common assessments tied to GLCEs
  • Item banks tied to GLCEs
  • Multiple district on-ramps
project planning process
Project Planning Process
  • Fall 2003 – Meetings with focus groups
  • Fall 2004 create RFP
  • Oct 2004 – Meeting with Assessment, Curriculum and Technology directors from Oakland districts to discuss requirements
  • Dec 2004 – RFP sent out to bid
  • Jan 2005 – 10 responses received
  • May 2005 – Committee selects products
  • July 2005 – Oakland School BOE approval
oakland lea members only n 15
Oakland & LEA Members Only(N = 15)

Items are arranged by “Importance” rating.)

major parts of each system
Curriculum Framework (GLCE’s)

Items

Tests

Administer tests

Score & Report

Interface with SIS

Import external tests

Import Benchmark tests

Select & Analyze Groups

Graphs

Drill Down

Major Parts of Each System

“Pearson Benchmark”

Student Assessment System

“Pearson Inform”

Data Analysis Tool

An assessment Portfolio

“for learning”

An electronic CA-60

“of learning”

benchmark test results by test
Benchmark Test Results By Test
  • This view displays one
  • or all tests that the
  • selected student
  • population has taken.
  • Student scores are
  • plotted across a
  • proficiency scale.
  • The view displays the
  • percentage of students
  • who scored within the
  • range of each level on
  • the proficiency scale.
benchmark test results by standard
Benchmark Test ResultsBy Standard
  • This view displays
  • each assessed standard
  • and graphs the
  • percentage of students
  • who mastered and did
  • not master the standard
  • on each assessment.
  • Selecting a single test
  • displays detailed results
  • by standard for that test.
  • Selecting all tests
  • displays student
  • performance on the
  • standards over time.
benchmark test results by individual view mastery details
Benchmark Test ResultsBy Individual - View Mastery Details
  • This view displays
  • all mastery records
  • for the given student,
  • sorted by standard.
  • This represents a
  • detailed running
  • record of a student’s
  • mastery across all
  • benchmark tests.
benchmark test results item analysis
Benchmark Test Results Item Analysis
  • This view displays
  • each test question and
  • the percentage of
  • students in the current
  • sample who responded
  • with each option (A, B,
  • C, etc.).
  • The bar graph displays
  • the percentage of
  • students who answered
  • each question correctly
  • and incorrectly.
benchmark test results item analysis1
Benchmark Test ResultsItem Analysis
  • Click on the question
  • number to see the
  • question itself.
  • Click on the icon next
  • to the question number
  • to see a breakdown of
  • the item’s performance
  • by demographic
  • category.
benchmark test results frequency distribution
Benchmark Test ResultsFrequency Distribution
  • This view plots a line-dot graph
  • based on the test frequency
  • distribution, and calculates the
  • range, mean, standard
  • deviation, and standard error.
  • In addition to this baseline data,
  • you can choose to plot up to
  • four graphs for particular
  • demographic groups.
  • The sample displays the
  • distribution of female scores
  • compared to the overall
  • baseline.
  • The view also displays how the
  • scores fall along the selected
  • proficiency scale.
slide27

Pearson Benchmark

Benchmark Lite ends here

slide28

SCoPE

Science

Kindergarten

I Constructing New Scientific Knowledge

I.1 Constructing New Scientific Knowledge

I.1.E.1 Generate questions about the world based on observation.

I.1.E.1.01 Generate questions about the physical characteristics of plants or animals based on observation.

I.1.E.2Develop solutions to problems through reasoning, observation, and investigations.

I.1.E.2.01 Create clues to help identify physical objects.

I.1.E.2.02 Develop solutions to problems of waste management through reasoning.

I.1.E.3 Manipulate simple devices that aid observations and data collection.

I.1.E.4 Use simple measurement devices to make measurements in scientific investigations.

I.1.E.5 Develop strategies and skills for information gathering and problem solving.

I.1.E.6 Construct charts and graphs and prepare summaries of observation.

I.1.E.6.01 Construct graphs based on observations of the physical characteristics of animals or plants.

I.1.E.6.02 Construct a chart classifying objects based upon physical attributes/properties.

what attaches where
What Attaches Where?

Science - Sequence of Study, Grade Level Overview (K-11)

Kindergarten - Units of Study (documents in their entirety), Grade Level Overview (K only)

I Constructing New Scientific Knowledge

I.1 Constructing New Scientific Knowledge

I.1.E.1 Generate questions about the world based on observation. - Test Items

I.1.E.1.01 Generate questions about the physical characteristics of plants or animals based on observation. - Lesson Plans, Test Items

* Resources to be attached (hyperlinked) in blue text.*

slide30

Pearson School Systems

*** School District

Self-Guided Product Tour

Please see comments in Notes Section, using “Notes Page” view.

we suggest you start simple with pearson benchmark

Quick Start

We suggest you start simple with Pearson Benchmark…

…that means giving your first few tests using “Answer Key Only”

why answer key only

Quick Start

Why Answer Key Only?
  • You get up and running in the shortest amount of time
  • You get up and running with the least amount of up front set-up
  • You get access to content based reports
  • You don’t have to put items into Benchmark
  • You can use the paper tests that you have been using all along
  • You’ve minimized your “degrees of freedom” which will maximize your chance for success!
why not answer key only

Quick Start

Why NOT Answer Key Only?
  • You won’t get reports that include the actual test item.
steps for ako tests

Quick Start

Steps for AKO tests
  • Tell Benchmark how many items there are on the test
  • Tell Benchmark what the answers are
  • Tell Benchmark how the items relate to the curriculum
  • Assign/print/administer test
  • Scan answer sheets
  • Emerge from your office, victorious!
oakland schools continuing role in pearson benchmark

OS Support

Oakland Schools’ Continuing Role in Pearson Benchmark

We’re here for you…help is just a phone call away!

oakland schools continuing role in inform
Oakland Schools’ Continuing Role in Inform
  • Create structure for naming/filing queries for
    • Principals
    • Teachers
  • Create a consistent set of queries for each
  • Teach all principals to run their own queries
  • Get additional test data into Inform
professional development for lea s
Professional Development for LEA’s
  • Using data to inform instruction
  • Using Benchmark & Inform for grouping and differentiation
  • Using the Benchmark with Common Assessments
  • Using the Benchmark for Classroom Assessments
  • Administrator use of Inform
  • SIP Planning using both products
a modularized notion of pd
Stage setting (planning)

System Administration training

AKO Use

Curriculum Management

Test Item Input

Test Construction

Online Test Delivery

Reports

Test Diagnostics

Others?

OS Support

A “modularized” notion of PD
early successes
Early successes
  • Lake Orion High School
  • 5 departments
  • 14 courses
  • 36 teachers (about 25%)
  • 72 sections
  • Over 2200 scan sheets
phase i sept nov
Phase I (Sept-Nov)
  • Meet individually with department heads
  • Review exams with course teams
  • Create answer keys
  • Verify data
  • Distribute results to participating teachers
  • Review detailed results to participating teachers
  • All-staff professional development (11-11-05)
impact of phase i
Impact of Phase I
  • Improved dialogue between participating teams
    • Discussion and modification of course assessment schedule
    • Question issues
    • Assessment design
  • Increased participation
  • Improved teacher comfort level of common assessment procedures
phase 2 nov jan
Phase 2 (Nov-Jan)
  • Try online testing
  • Try using rubrics
  • Additional course benchmarks
  • Build new tests
  • Identify & train department experts