Unified Improvement Planning: Analyzing Data Version 2.0 Hosted by: Colorado Department of Education Provided by : Center for Transforming Learning and Teaching
Session Purpose Ensure school planning teams are prepared to identify notable trends and prioritize performance challenges as part of unified improvement plan data narrative.
Introductions Share: • Name, Job Title, School/District • Your role in facilitating unified improvement planning • Your most important outcome for this session
The materials used during this session were developed in partnership with the Center for Transforming Learning and Teaching located in the School of Education and Human Development at the University of Colorado Denver.
Norms The standards of behavior by which we agree to operate while we are engaged in learning together.
Session Outcomes Engage in hands-on learning activities and dialogue with colleagues.Access additional resources.Complete follow-up activities. • Explain how unified improvement planning (UIP) will improve student learning and system effectiveness. • Identify the data analysis process included in UIP and how the results will be captured in Data Narrative. • Determine what data reports/views will be used. • Interpret required performance metrics. • Review current school or district performance. • Describe notable trends (over at least 3 years). • Determine which performance challenges will focus school/district improvement activity for the coming year. • Apply the UIP Quality Criteria to evaluate trend statements and priority performance challenges. • Document the process used to identify trends and prioritize performance challenges for the Data Narrative. • Develop a plan for completing data analysis for the school or district UIP.
Agenda UIP & Data Narrative Overview Interpret Performance Metrics Review Current Performance Plan Data Analysis Identify Notable Trends Prioritize Performance Challenges
Purposes of Unified Improvement Planning • Provide a framework for performance management. • Support school and district use of performance data to improve system effectiveness and student learning. • Shift from planning as an event to continuous improvement. • Meet state and federal accountability requirements. • Give external stakeholders a way to learn about how schools and districts are making improvements.
How will engaging in unified improvementplanning result inimprovements in performance?
Theory of Action: Continuous Improvement Evaluate Evaluate FOCUS Implement Plan Monitor Progress at least quarterly
Planning Terminology Consider the Unified Improvement Planning Terminology (in the Unified Improvement Planning Handbook, Appendix A) Work in a triad to answer the following questions: • What is the relationship between performance indicators, measures, metrics, expectations and targets? • What is the difference between a measure and a metric?
Unified Improvement Planning Processes Gather and Organize Data Preparing to Plan Section IV:Target Setting Section IV:Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Today Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks
Colorado Unified Planning Template Major Sections: • Summary Information about the school or District • Improvement Plan Information • Narrative on Data Analysis and Root Cause Identification • Action Plan(s)
Updates to UIP Data Analysis • 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 reports required for UIP
Planning and Accountability Timeline • When should local teams engage in developing or revising unified improvement plans? • Review the Planning Timeline (UIP Handbook, p. 38) and Sample Planning Calendar for Developing/Revising UIP (Toolkit, p. 5) • Consider: • How do these calendars compare to the timeline in which your schools engaged in planning for the 2011-12 school year? • Will you submit your UIP for one of the early posting dates?
The Role of the Data Narrative • Turn to: Narrative on Data Analysis and Root Cause Identification (UIP Handbook, p. 11) • Work with a partner to explain: • What is the role of the Data Narrative? • Why were two additional worksheets included in this section of the UIP template?
Capturing Notes Today • Capture notes for the UIP Data Narrative in the Data Narrative Outline. • Plan for completing the Data Narrative using the Planning Data Analysis note catcher. • Bookmark the Data Narrative Outline (Toolkit, p. 11) and the Planning Data Analysis (Toolkit, p. 79).
Agenda UIP Processes Overview Interpret Performance Metrics Review Current Performance Plan Data Analysis Identify Notable Trends Prioritize Performance Challenges
0 Data are like ___________ because ______________.
Accountability Measures and Metrics Consider the table of performance indicators, measures, metrics and expectations (UIP Handbook, p. 8-11). • What measures are required? • What metrics are required? • What are minimum state and federal expectations for each metric?
Metrics included in the SPF • Take out your SPF/DPF and turn to the detailed reporting by performance indicator (p. 2) • Identify which metrics are included for each performance indicator: • Academic Achievement • Academic Growth • Academic Growth Gaps • Postsecondary and Workforce Readiness (secondary only)
Indicators and Metrics Indicate your current level of comfort explaining each of the following metrics to a colleague (on a scale of 1 to 5).
Reviewing SPF and Required UIP Metrics • Growth: • Median Growth Percentiles • Median Adequate Growth Percentiles (catch-up and keep-up growth) • Growth Gaps • Growth in English Language Proficiency (CELApro growth) • Disaggregated Graduation Rates NEW
Percentiles Percentiles • Range from 1 - 99 • Indicate the standing of a student’s score relative to the norm group (i.e. how a particular student compares with all others who took the same test). Growth Percentiles • Range from 1-99 • Indicate the standing of a student’s progress to their academic peers, or students with a similar score history (i.e. how his/her recent change in scores compares to the change in scores of other’s who started at the same level).
Medium 3rd grade score (540) High 3rd grade score (671) 4th Grade Students 699 749 458 558 575 581 575 681 563 663 Low 3rd grade score (295) 599 358 481 363 575
Medium 3rd grade score (540) High 3rd grade score (671) 749 558 575 681 663 458 581 575 563 699 Low 3rd grade score (295) 599 481 358 575 363
Medium 3rd grade score (540) High 3rd grade score (671) 749 681 558 575 663 699 581 458 563 575 99 64 19 24 52 86 58 11 31 50 Student Growth Percentiles Low 3rd grade score (295) 599 575 481 358 363 95 82 61 35 39
Student Growth Percentiles • Require 2 consecutive years of state assessment results. • Calculated for individual students (reading, writing, math, English proficiency). • Compare individual student’s change in performance to that of his/her academic peers (statewide). • Are based on all of the sequential years for which prior state assessment results are available. • Provide a normative basis for asking about how much growth a student could make.
Mountain School 575 563 458 681 358 581 558 575 50 31 11 64 35 58 19 24 Valley School 749 599 575 663 481 699 363 99 95 82 52 61 86 39
Mountain School 575 563 458 681 358 575 581 558 50 31 11 64 35 58 24 19 Valley School 749 599 663 575 481 699 363 99 95 52 82 61 86 39
Mountain School Median Growth Percentile 33 575 563 458 681 358 575 581 558 50 31 11 64 35 58 24 19 Valley School 82 749 599 663 575 481 699 363 99 95 52 82 61 86 39
Median Growth Percentile • Aggregate measure of the growth of a group of students: • District/ School • Grade-Level • Disaggregated Group (ELL, IEP, FRL, Minority) • Middle (median) growth percentile for the students in the group. • “Typical” student growth for the group.
Adequate Growth (CSAP/TCAP) • What is adequate growth? • Based on catch-up and keep-up growth • So. . . a quick refresher on catch-up and keep-up growth. • See Adequate Growth Basics (Toolkit, p. 19)
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 10th grade, whichever comes first.
Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 95 Not Proficient 55
Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 85 85 Not Proficient
Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 80 80 80 Not Proficient
Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 Not Proficient 76 76
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
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.
Calculating Catch-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 76 76 Not Proficient
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
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 10th grade, whichever comes first.
Calculating Keep-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 79 12 Not Proficient
Calculating Keep-Up Growth 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 25 25 Not Proficient