Digging Into Data' ' '

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Digging Into Data. . .

• Questions to Ask

Helping School Help Students General Education
Department Wexford-Missaukee ISD
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Digging Into Data
Click on a menu item to view it!
Displaying results with Data Posters
What is the performance, by proficiency levels?
(Outcome Data)
What has been our trend in achievement for the
past three years? (Outcome Data)
What does that data suggest about the written
curriculum? (Process Data)
What does the data suggest about the taught
curriculum? (Process Data)
Resources
Quit
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Displaying Results with Data Posters

• Data posters are one technique for displaying
  student achievement data. Data posters are best
  created by teachers and administrators working
  together as a professional learning community.
  Use the analysis questions to find the treasures
  and discuss strategies that lead to this success.
  Look for areas of weakness this may be where the
  curriculum is out of alignment. Teachers will
  need to look closely at their instruction. In
  order to improve student learning, instruction,
  curriculum and assessments must be in tight
  alignment.

More real accountability occurs when teachers
actively participate in the development,
refinement and reporting of accountability
data.  
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Creating Data Posters
HOW

• Display the related data
• Display the question
• Discuss the implications
• Determine the processes that were successful and
  processes recommended for improvement

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Creating Data Posters
WHERE

• Display where they can be useful for discussion,
  information and focused improvement

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Creating Data Posters
WHY

• Data posters provide student centered
  accountability
• Data posters are a tool to discover effective
  practices that impact teaching and learning
• Data posters are visual communication for staff,
  student, parents and community members
• Data posters help to focus discussion and problem
  solving that will impact student learning

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Performance by Proficiency Levels
How did we perform in comparison to the district
and state on each item in our item analysis?
(Outcome Data)
Outcome Data paints the performance picture  
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Performance by Proficiency Levels
What is the performance by proficiecy levels?
(Demographic Data)

• What percentage of our student scored in each
  proficiency level?
• When looking at ALL STUDENTS did our students
  meet or exceed the Michigan AYP target for this
  year?
• Which sub group of student performed the best, as
  measured by this MEAP test?
• Which sub group of students perform the worst, as
  measured by this MEAP test?

Demographic Data describes the students who are
included in the outcome data  
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Performance by Proficiency Levels
What results do the Rubrics indicte? (Outcome
Data)

• MEAP rubric scores are found on the bottom of the
  item analysis
• For Constructed Response
• Reading
• Writing

Outcome Data paints the performance picture  
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Performance by Proficiency Levels
Analyze the Comment Codes

• MEAP comment codes are provided on the bottom of
  the item analysis.
• An explanation of the comment codes can be found
  on page 11 of the Guide to Reports.
• This guide can be assessed on the secure MEAP
  website.

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Three Year Trend
What is the trend in achievement for this MEAP
test? (ELA, Mathematics, Science, Social Studies)

• Do achievement scores go up?
• Do achievement scores go down?
• Do achievement scores stay the same?

In which years did student perform best? Worst?
a. What might be some reasons for this?
Based on this trend line, is the school heading
in the right direction?
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Three Year Trend
Have we improved the performance of sub groups
over time? (Demographic Data)
What is the trend in achievement for this MEAP
test? (ELA, Mathematics, Science, Social Studies)
a. Do various subgroups share the same trend?
In which years did student in the subgroups
perform best? Worst?
a. What might be some reasons for this?
Should more attention be focused on certain sub
groups?
Demographic Data describes the students who are
includee in the outcome data  
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Sample Trend Chart
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Suggestions about the Written Curriculum
For which item did we show a strong performance?
(Process Data)

• Percentage of student with correct answer for
  each descriptor

• For which item descriptors did 80 or more of our
  student answer the corresponding MEAP test
  question correctly? These represent our stronger
  items

• For which time descriptors did 79 or fewer
  student answer the corresponding MEAP test
  questions incorrectly? These represent our
  weaker items

• Which standards are measured by the items for
  which there were weaknesses? (Refer to your
  districts curriculum guide or The Michigan
  Curriculum Framework (GLCEs at a Glance)

Process data is power data. This is the type of
data that give you clues to why student achieved
at the level they did.  
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Suggestions about the Written Curriculum
Where do we have curriculum alignment? (Process
Data)

• Analysis Questions

• On which strand or domain did our students
  perform best? Worst?
• In which strands or domains is our curriculum
  probably tight? (Look for 94-100 of students
  scoring proficient)
• Would focusing on instructional strategies
  benefit our students? (Does the data reflect
  curriculum alignment but a lot of student are
  still failing?)
• In which strands or domains does our curriculum
  need tightening?

Process data is power data. This is the type of
data that give you clues to why student achieved
at the level they did.  
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Suggestions about the Taught Curriculum
What gets monitored gets done. an old
adage (Process Data)

• Looking at the data by teacher (class) what has
  been the trend in achievement?
• What instructional strategies are considered and
  used?
• Have curriculum and/or instructional changes
  taken place?
• Should more attention be focused on instructional
  strategies?

Process data is power data. This is the type of
data that give you clues to why student achieved
at the level they did.  
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Suggestions about the Taught Curriculum
Alignment of Curriculum, Instruction and
Assessment

• Remember, when curriculum, instruction and
  assessment all support one another, its called
  alignment. Alignment is a good thing and its
  one of the areas a school should focus on to
  improve student achievement. You could even call
  this learning alignment. Remember, student
  achievement, at least partially, reflects the
  alignment of the teaching and learning process.
  (Debrah Wahlstrom, Using Data to Improve Student
  Achievement, chapter 8, page 148)

Curriculum
Instruction
Assessment
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Suggestions about the Taught Curriculum
Alignment of Curriculum, Instruction and
Assessment

• In this example the parts of the teaching for
  learning process are not aligned. Curriculum and
  Assessment are aligned, but the Instruction is
  not. For some reason the right lessons arent
  being delivered in the classroom. (Deborah
  Wahlstrom)

Curriculum
Instruction
Assessment
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Suggestions about the Taught Curriculum
Alignment of Curriculum, Instruction and
Assessment

• In this case, curriculum and instruction are
  aligned, but the assessment doesnt match. These
  assessments might be textbook or classroom
  assessment that arent really aligned to the
  standards. They might even be norm-referenced
  assessments that are not designed to measure
  curriculum. (Deborah Wahlstrom)

Curriculum
Instruction
Assessment
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Suggestions about the Taught Curriculum
Alignment of Curriculum, Instruction and
Assessment
In the 1st diagram all three components of
learning framework are aligned. In this model,
you would have a curriculum (learning targets)
aligned to the state/district standard, you would
be using specific strategies (instruction) to
help student learn the curriculum and then you
would use appropriate assessment tools
(assessment) to determine whether your student
met the learning targets, or standards. (Debrah
Wahlstrom)
Curriculum
Instruction
Assessment
Quarterly common assessments aligned with the
curriculum and instruction provides regular
information to guide instructional decisions and
improve student learning success.
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Resources
Using Data to Improve Student AchievementA
Handbook for Collecting, Organizing, Analyzing
Using DataBy Deborah Walstrom, 1999Douglas
ReevesAccountability for Learning How Teachers
and School Leaders Can Take ChargeThe Center for
Performance AssessmentRichard
StigginsClassroom Assessment for Student
LearningAssessment Training Institute
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Wexford-Missaukee ISD
Helping Schools Help Students General Education
Department 9905 East 13th Street Cadillac, MI
49601 231-876-3374