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  1. Unified Improvement Planning: Diving into New Data Hosted by: Colorado Department of Education Provided by : Center for Transforming Learning and Teaching

  2. Introductions

  3. Session Purpose Ensure participants are prepared to update local capacity building related to data analysis for unified improvement planning.

  4. Making the most of the day. . . • Assumptions • Participants are familiar with data analysis for UIP. • Participants need information about updates and revisions. • Materials should be immediately usable with local audiences. • What does participation look like? • Learning about what has been revised. • Planning for bringing this content back to your district (Planning to Build Data Analysis Capacity).

  5. Introductions Share: • Name, Job Title, School/District • Your role in facilitating unified improvement planning • Your most important outcome for this session

  6. Materials

  7. The materials used during this session were developed in partnership with the Center for Transforming Learning and Teaching in the School of Education and Human Development at the University of Colorado Denver.

  8. Norms The standards of behavior by which we agree to operate while we are engaged in learning together.

  9. Session Outcomes Engage in hands-on learning activities and dialogue with colleagues. Access additional resources. • Explain how and why data analysis, as part of Unified Improvement Planning, has changed. • Explain the role and identify critical components of the data narrative . • Appropriately identify school accountability status and where performance did not meet expectations. • Describe the magnitude of the school performance challenge. • Analyze state performance measures and metrics, including: frequently misinterpreted metrics, new metrics, and new required reports. • Describe how to identify “notable” performance trends. • Identify priority performance challenges consistent with the magnitude of the school’s overall performance challenge. • Learn from other districts’ experiences in building local data analysis capacity. • Plan local data analysis capacity building.

  10. Agenda Data Analysis Revisions Interpreting Metrics Reviewing Current Performance Planning Local Capacity Building Identifying Notable Trends Prioritizing Performance Challenges

  11. In general, revisions to UIP data analysis include. . . • Clarification regarding the role of the Data Narrative • Two additional metrics on the SPF/DPF and UIP Template • Removal of AYP and Educator Qualification from UIP Template • Additional required reports in the UIP

  12. Sources of changes. . . • Colorado’s successful waiver from certain ESEA provisions • Lessons learned through 2012 CDE staff review of Turnaround/Priority Improvement UIPs • District UIP Needs Assessment Survey

  13. Consider the revisions. . . • Turn to: Sources of Revision to Data Analysis (p. 3) • Work with a partner to: • Identify the most important revisions related to data analysis. • Identify questions/concerns you have about the revisions.

  14. Data Narrative Components • Description of the school/district • UIP process and who participated • The school/district accountability status (where expectations were NOT at least met) and the magnitude of school/district performance challenges over-all • How current performance compares to targets • Notable performance trends • Priority performance challenges • Root cause(s)

  15. Data Narrative Components, Part 1 • Consider the UIP Handbook, Data Narrative (p. 10), and Quality Criteria (p. 38)and Data Narrative Outline (Toolkit, p. 7) • Work with a partner to clarify what should be included in each component of the data narrative (Capture notes on the Data Narrative Notecatcher.)

  16. Data Narrative Components, Part 2 • Working with a partner, use your notes in the Data Narrative Outline (Toolkit, p. 7) • Take out the data narrative from a school plan from your district to use as an example (or use the narrative from Example Middle School) • In the example data narrative: • Underline/highlight each component of the data narrative that is included. • Note any missing components. • With your table, identify themes in missing components

  17. Moving up the Data Continuum Brieter & Light, Light, Wexlar, Heinze, 2004

  18. Planning to Build Local Capacity • Turn to Planning to Build Local Data Analysis Capacity (Toolkit, p. 35) • Make notes about how you will help local stakeholders understand the role and key components of the data narrative: • What will you do? • With whom? When? • What tools will you use?

  19. Agenda Data Analysis Revisions Interpreting Metrics Reviewing Current Performance Planning Local Capacity Building Identifying Notable Trends Prioritizing Performance Challenges

  20. Updating Interpretation of Student Performance Metrics • Correcting Misconceptions • Analyzing and interpreting new metrics • Analyzing and interpreting data presented in required reports

  21. Interpreting Metrics

  22. Reviewing Academic Growth Metrics Keep-Up Growth AdequateGrowth Catch-Up Growth Student Growth Percentile Median Student Growth PErcentile Move-Up Growth Median Adequate Growth

  23. Percentage vs. Percentile

  24. Percentiles Percentiles • Range from 1 - 99 • Indicate the relative standing of a student’s score to the norm group (i.e. how a particular compares with all others). Growth Percentiles • Indicate a student’s standing relative to their academic peers, or students with a similar score history (how his/her recent change in scores compares to others’ change in scores).

  25. Explain Student Growth Percentiles • Capture your “elevator speech” about what a student growth percentile is on an index card. • Define academic peers. • Explain how this is different from achievement. • Find someone you haven’t talked with today. • Share elevator speeches. • Capture new ideas you heard from your partner.

  26. Comparing SGP & CUKUMU • Student Growth Percentiles • Normative • Compare student progress to that of their academic peers • Adequate growth/Catch-up, Keep-up, Move-up • Growth to standard • Compare student growth to how much growth they need to reach or stay proficient

  27. Adequate Growth Review (CSAP/TCAP) • What is adequate growth? • Based on catch-up and keep-up growth • Set targets on catch-up and keep-up growth • So. . . a quick refresher on catch-up and keep-up growth

  28. Catch Up Growth To be eligible to make catch-up growth: • The student scores below proficient (unsatisfactory or partially proficient) in the previous year. To make catch-up growth: • The student demonstrates growth adequate to reach proficient performance within the next three years or by tenth grade, whichever comes first.

  29. Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 95 Not Proficient 55

  30. Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 85 85 Not Proficient

  31. Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 80 80 80 Not Proficient

  32. Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 Not Proficient 76 76

  33. Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 is the minimum-this student’s adequate growth percentile. 80 85 95 76 80 76 85 Not Proficient 80 76 76

  34. Adequate Growth Percentile for Catch Up • For students eligible to make catch-up growth (those who scored unsatisfactory or partially proficient in the previous year). • Adequate Growth Percentile = the minimum growth percentile he/she would have needed to make catch-up growth.

  35. Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 76 76 Not Proficient

  36. Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade 55th percentile growth will not be enough for this student to catch up – she did not make catch-up growth. Proficient 76 76 76 76 Not Proficient 55 55 55 55

  37. Keep Up Growth To be eligible to make Keep-Up growth: • The student scores at the proficient or advanced level in the previous year. To make keep-up growth: • The student demonstrates growth adequate to maintain proficiency for the next three years or until tenth grade, whichever comes first.

  38. Calculating Keep Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 79 12 Not Proficient

  39. Calculating Keep Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 25 25 Not Proficient

  40. Calculating Keep Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 38 38 38 Not Proficient

  41. Calculating Keep Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 50 50 50 50 Not Proficient

  42. Calculating Keep Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 50 is the maximum -this student’s adequate growth percentile 38 50 25 50 38 50 25 38 12 50 Not Proficient

  43. Adequate Growth for Keep-Up • For students eligible to make keep-up growth (those who scored proficient or advanced in the previous year). • Adequate Growth Percentile = the maximum of the growth percentiles needed for each of the next three years (or until 10th grade) he/she needed to score at least proficient for the next three years.

  44. Calculating Keep Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 50 50 50 50 Not Proficient

  45. Calculating Keep Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade 79 79 Proficient 79 79 50 50 50 79th percentile growth will be enough for this student to keep up – he made keep-up growth. 50 Not Proficient

  46. Calculating Median Adequate Growth Percentiles for CSAP/TCAP AGP Sorted AGPs Median AGP 45 78 99 32 11 91 55 67 43 10 77 Adequate growth percentiles for all catch-up and keep-up students Median Adequate Growth for this school is 55 Search for the middle value…

  47. Move-Up Growth To be eligible to make Move-Up growth: • The student scores at the proficient level in the previous year. To make move-up growth: • The student demonstrates enough growth to move up to advanced within the next three years or by 10th grade; whichever comes first.

  48. Catch-up ● Keep-up ● Move-Up • Check your understanding. . . • Which students could make catch-up growth? • Which students could make keep-up growth? • Which students could make move-up growth? • Draw a Venn diagram to show if/how these groups overlap.

  49. Catch-up ● Keep-up ● Move-Up Eligible to make Keep-Up Growth Eligible to make Catch-Up Growth Eligible to make Move-Up Growth

  50. Percent Making Catch-Up Growth • Denominator: The number of students who scored below proficient (unsatisfactory or partially proficient) in the previous year (i.e. students eligible for catch-up growth). • Numerator: The number of students who made catch-up growth (i.e. demonstrated enough growth to reach proficient performance within the next three years or by tenth grade, whichever comes first). • Performance is improving if: • The denominator is getting smaller (approaching zero) • The numerator is increasing • The percent is increasing(approaching 100)