Using Data to Create Productive Disequilibrium. What Are the Consequences When Students Do Not Learn ?. What Are the Consequences When Students Do Not Learn?. School Improvement Plans? Funds? Staff Evaluation? Scholastic Audit? Change Agents/Highly Skilled Educator (HSE)?. Objective.
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To provide a staff development model that Change Agents can use to analyze the state’s student performance report scores in a timely, effective, and meaningful way so that student learning will improve.
Because organizationsonly improve…
“where the truth is told and the brutal facts confronted”
How far from 100 (absolute goal for an Academic Index) is each content area index?
Total Academic Index-
Which content areas showed improvement from 2007 to 2008?
Compare each content area to the absolute goal of 100. How close is the academic index to 100?
Did any content areas decline between 2007 and 2008?
HS ONLY: How did students perform on the PLAN and ACT?
This page lists the numbers used to generate the accountability index.
Two years of data for comparison
High schools only
Nonadjusted Accountability Index
For each group listed indicate how far
the group is from the target of 100.
Students with disability-
Place an asterisk beside
the group that is farthest from the goal.
Rank order the remaining groups from
farthest to closest to the goal.
Which groups showed improvement from 2007 to 2008?
Are there groups that did not improve?
Shows academic index for each group
Two years of data for comparison
Form analysis teams using the school staff. The teams will be assigned to one or two specific areas to explore. After the analysis, teams are to report to the large group and discuss future action.
Form analysis teams around the report headings…usually by content areas.
Provide each team with individual sets of the school report, the Analyzing Student Performance Data: A Staff Workshop Model document, and the School Findings Form. For best results have these reports on the designated tables before arrival of the staff.
Review the purpose and goals for the session.
District Instructional Questions
Compare to district report…where are the significant differences for the school?
Describe any significant differences found in the school’s subgroups that are not found at district or state levels.
Are there any subgroups at the school level where no significant differences exist? Explain.
How does this type of disaggregation impact instructional choices and decisions?
What might be the next steps toward closing the gaps?
Scale scores broken out by group. Data from school, district and state shown.
Difference in performance of groups reported.
Index Score for each sub-population is reported.
Standard Error in ( )
for each scale score mean.
Asterisk denotes significant difference.
Allow 30-60 minutes for analysis and completion of form.
Collect the School Findings Forms for further use and analysis by the Instructional Leadership Team and Instructional Teams.
This method provides wide dissemination of student achievement data while actively engaging staff members. More ownership and insights into the scores occur. Additionally, this method offers a safe way to initiate candid and structured conversations about the issues raised in the data review.
Staff can directly analyze strengths, weaknesses, low performance, achievement gaps, grade level discrepancies, and immediately start to envision next steps and meaningful actions to improve.
Using the School Findings Form information, what implications for change agents could be discussed from this analysis process?
Marzano; Kain & Hanushek
Harvard Graduate School of Education
“Direct involvement in instruction is among the least frequent activities performed by administrators of any kind at any level.”
Richard Elmore 2000
This is not a matter of work ethic;
it is a matter of misplaced priorities.
“The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community.”
Milbrey McLaughlin (cited in Professional Learning Communities at Work by Dufour and Eaker)
Typical Strategic or improvement planning models are:
SET measurable goals for:
Reading, Math, Science that are tied to an ASSESSMENT
GOAL: Our team will improve in Math
from: 47% (2009)
to: 52% (2010)
1. IDENTIFY lowest scoring standards from ASSESSMENTS
2. Use formative assessment data…measurable results from lessons, units, etc., to determine progress and individual student needs
To use student assessment wisely, staffs need skills and abilities to:
Data Wise: Fellows of Harvard College
FIRST: Guide the use of data to adopt “SIMPLE PLANS” for turnaround;
SECOND: Direct development of Instructional Leadership Teams to create and sustain focused professional learning communities;
THIRD: Lead sustained and substantial improvements in the instructional core through implementation of student progress monitoring to promote appropriate and effective instruction.