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PLC-Data Disaggregation. Week of September 26-30. Before the meeting. Make sure each person has signed in. Review the group norms
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PLC-Data Disaggregation Week of September 26-30
Before the meeting • Make sure each person has signed in. • Review the group norms • Todays goals are to disaggregate data and look for trends across time for the district. These trends will help develop our action plan as a district and help classroom teachers be cognizant of issues that effect our district as a whole. They are not more valuable than your school level or classroom level data.
BANNED WORDS • The object of using the BANNED WORDS strategy is to be aware of how sensitive assessment data can be. These are our kids, our test scores and our responsibility. Thus, very personal. Individually, take two to three minutes to think of 2-3 words or phrases we would not want to use as we discuss the data trends-jot those down. Next, go around the group and each person share their BANNED words or phrases and tell their reasoning. Try to honor this as you go through the meeting.
Looking at DATA • We have several pieces of data that we are going to be reviewing: • KCCT • PLAN, EXPLORE • IOWA Each has it’s own unique data that we can review and will be discussed.
Primary (K-3) • The data has been arranged so you look at the most current three year trends on the data. • This means you will be looking at more than one years data. The Students CURRENT GRADES are written-in to let you know what current group of students the data represents. • These effect Primary because you are the foundation theses students receive and are a major contributor to success.
Content Areas • You will see several sources of data and will be looking at trends across 2-3 years. The CURRENT year of the group of students is written-in in pencil to identify which current grade these sources of data represent. • As you identify trends please document them on the recording sheet so they can be shared out and documented for the group.
KCCT TREND DATA • Look at the Trend Data sheets for the Elementary, Middle and High • Using the bar graphs and looking at the years on the side bar you will answer these questions? • Is there a decrease of the number of students receiving scores in the NOVICE categories from 2008-11 in your subject area and at each level? • Is the number receiving Proficient/Distinguished increasing from 2008-11? Talk to partner to see if you agree. Record on your trend identification sheet.
Trend Data Record Sheet Novice decrease? Proficient/ Distinguished Increase? Elementary Yes No Yes No Middle Yes No Yes No High School Yes No Yes No
KCCT Percentages Report • This report has two section: visual bars on the right and static tables on the left. There are two sections on the tables. You want the section that has the NCLB accountable students. You will be looking to identify GAPS with this report. Gaps in gender, free/reduced lunch, ethnicity and disability. A difference in the subcategories of 10% or better is considered significant. You are comparing the subcategories to the Total population percent of Proficient and Distinguished. RECORD on Trend sheet. • *Primary teachers are looking a subject specific-facilitators will want to divide the subjects up to small groups • *Content Areas are looking at grade specific data-facilitators will want to give a grade to a couple of folks at a time
Recording Gap • Identify the Gaps at the relative grades- Remember the current years of the students are identified (A significant Difference is 10 percentage points or greater)
Core Content Data • On the back of the Trend Data Page is the Core Content Page. This page describes trends in subcategories with Open Response and Multiple Choice and also compares to the state. The “look fors” on this report include: • Blanks (Signified under the B column for Open Response), scores of 0, 1, 2 • Differences from the state of -.7 or greater. This is considered statistically different and is a red flag • A multiple choice ratio that is 70 correct/30 incorrect? There is a need to identify those subcategories not meeting this criteria. Use the reporting tool for content specific red flags……you will identify positive trends as well But for growth and planning purposes please look for red flags
IOWA • The IOWA data is across two years and grade levels 4-9 (remember current year in school is written-in) • Data from your subject will be used. • You will be looking at two pieces of data- • Stanine (SS) Try to find those subcategories with a stanine below 5 • Percentile –Identify those subcategories with percentages below the 50th percentile • Again, you are going to see some great, positive trends but try to identify our district growth points
PLAN/EXPLORE-CONTENT AREAS ONLY • The PLAN/EXPLORE data that you will be reviewing is the ITEM RESPONSE SUMMARY sheet. It tells areas where students answer vary greatly from the national norm group. • It lists subcategories for each subject. • The “look-for” should be the column marked REPORT GROUP RESPONDED CORRECTLY LESS OFTEN. • This identifies in which subcategories that students are struggling with and scoring lower on compared to their peers. Record those subcategories that have negative numbers in that first column. • Copies of the test are available from guidance to identify specific questions.
Conclusion- • It appears that in most instances we are moving forward, with an exception in some areas. With the accountability system becoming more finite and the Standards getting more rigorous we must fine tune at all levels. • Teachers work hard. That is a fact! Please make sure that all report findings out loud and recorder records. Return binder with findings in to central office. Thank you for all your hard work!
