Lenawee s Data Warehousing Initiative: Growing Our Warehouse

1. Lenawee’s Data Warehousing Initiative:Growing Our Warehouse Hillsdale County ISD Rollout

3. School Improvement Process

5. A data warehouse connects databases to each other, usually through the use of an unique student identifier. With a warehouse, not only can districts answer the questions -- Who are our students Who are our teachers How is our system effectively aligning our teachers to who we have as students? What are our results? What do students know and what are they able to do. What processes are we using How do teachers, students and parents perceive the learning environment -- Districts will be able to answer the questions that require the intersection of the different databases, such as NCLB -- Where are the student learning gaps? Are their student groups that are not continuously improving? What processes (instructional strategies, curriculum, programs) make a difference for who we have as students? is there a connection between student achievement results and students perceptions of the learning environment? Ultimately, we want to answer the question that is represented by the middle, or the 4 way intersection: Which processes work the best for who we have as students? Perceptions might even give us the best answer to that question. A data warehouse connects databases to each other, usually through the use of an unique student identifier. With a warehouse, not only can districts answer the questions -- Who are our students Who are our teachers How is our system effectively aligning our teachers to who we have as students? What are our results? What do students know and what are they able to do. What processes are we using How do teachers, students and parents perceive the learning environment -- Districts will be able to answer the questions that require the intersection of the different databases, such as NCLB -- Where are the student learning gaps? Are their student groups that are not continuously improving? What processes (instructional strategies, curriculum, programs) make a difference for who we have as students? is there a connection between student achievement results and students perceptions of the learning environment? Ultimately, we want to answer the question that is represented by the middle, or the 4 way intersection: Which processes work the best for who we have as students? Perceptions might even give us the best answer to that question.

7. Building Blocks of Core Data in the Warehouse Data is pulled from eSchool (student information system) and then imported into Data Director (the warehouse). Demographics – Student demographic information Teachers – Teacher name and building information Courses – Courses in the Master Schedule Rosters - Makes students visible in warehouse “Garbage in/Garbage out” is our warning! The point of entry into eSchool is crucial. The warehouse does not “create” or “fix” data, just reports on the data.

8. Expected Training and Implementation Timelines for Quality Data Roles°

10. Sample Professional Development “POP” Purpose Overview of the our implementation of professional learning around data warehousing with DataDirector as its web-based tool. Objectives I can login to DataDirector without support I can open a Pre-Built Report I can create a Custom Report Procedures PowerPoint presentation Hands on tour of LISD DataDirector site Hands on tour of LISD Curriculum website

11. What can we do to help develop a data-driven culture? Ask questions about your district’s involvement in the data warehouse initiative Think of questions regarding student achievement that can be answered with data. Which students have improved/declined from one year to the next? How did students perform on strands in the identified content areas? Is there a difference in the core curriculum between proficient and non-proficient students? Is there a difference in attendance between proficient and non-proficient students ? How effective are the remediation strategies for non-proficient students? Which students have improved/declined from one year to the next? How did students perform on strands in the identified content areas? Is there a difference in the core curriculum between proficient and non-proficient students? Is there a difference in attendance between proficient and non-proficient students ? How effective are the remediation strategies for non-proficient students?

12. Examples of intersection of multiple measures of data How did our 2008-2009 students who receive special education services in various primary education settings perform on various statewide assessments in 2009-2010? How did our students whose parents attended 2008-2009 Parent/Teacher conferences perform on the Fall 2009 MEAP? Which sophomores scored below the College Readiness Benchmark on the 2009-2010 Math PLAN and identified a need for math help?

13. Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-265-1606 (phone) 517-263-7079 (fax) stan.masters@lisd.us Jennifer DeGrie Coordinator of Technology Applications Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-266-4830 517-263-2890 (fax) jennifer.degrie@lisd.us