Cooking with Data: Analysis and Planning

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Cooking with DataAnalysis and Planning

• Lavinia Kumar, EdD
• Manager, NJPEP
• NJDOE

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Uses of Data That Judges vs Data That Informs
A
A
Owner
Fans
Basketball Team
B
A
A
B
Coach
Players
DATA Set A Won/Lost Record
DATA Set B Team/Individual Statistics
Data that Judges
Data that Informs
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Overview

• Quick look at NJPEP and NJDOE
• Introduction to Data a data frame of mind
• Worksheet One Total Proficiency data overview
• Worksheets Two Three Cluster data
• Forward Planning
• Backward Planning
• Planning with Teachers
• Additional Data Sources

http//www.njpep.org/classroom/assessment/index.ht
ml
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From the NJDOE site.
NJPEP
doe data
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DOE Data
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http//www.njpep.org
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Assessment
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Test Results Information

• NJPEP
• Assessment
• Adequate Yearly Progress Guidance Scenarios
• District Level Examples School Level Examples
• Interpreting Test Results Tutorial
• NJDOE
• Assessment
• Abbott
• Doedata
• NCLB
• Title I

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FirstLets get in a data frame of mind!

• Work with a partner on the two pages

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Assessment
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Before You StartBefore the First Day of
ClassWhat do you know about your students?

• Report card (aggregated)
• Statewide assessment (aggregated) what is in the
  newspaper
• Previous teacher report
• Anecdotal info
• Language
• Disabilities cognitive, physical

http//www.njpep.org/classroom/assessment/index.ht
ml
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Mrs. Johnsons 5th GradeHer Starting Point
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Question

• If you had to teach this class
• What would you do the first day of class?
• (How would you set your priorities for teaching
  math?)

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Taking a look at AYPNJPEPs web site
NJPEP Tutorials
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Content that seems OK
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Content that needs help!
content
skill
Action!
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What is your Question?Could it be

• What can I do to make myself/my teacher/my
  principal more accountable?
• How can I engage our school/or teachers in a
  discussion with regard to assessment and its
  application?
• What data information does which professional
  have to have?
• Who should help which professional with data
  application in the classroom?

Write it on poster paper
What is your question?
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You may have GEPA (8th grade) Statewide
Assessment Individual Student Report Data
Lets check This out in more detail
These reports will or could be aggregated for
your class
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Public Reporting of Assessment A Note
http//www.ncrel.org/sdrs/areas/issues/methods/ass
ment/as600.htm
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Critical Issue Reporting Assessment Results

• OVERVIEW Students, parents, and community
  members often misinterpret assessment data
  because they do not view the information in the
  proper context. They may fail to consider the
  many variables involved in the education process,
  such as students' diverse backgrounds and
  motivation levels. NCREL

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Total 11th Grade Data - District Assessment
Averages
See handouts of Total Data for your (Worksheet
1)
Enter response to this data on Data Record and
Analysis Sheet (p.1)
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Share Your Conclusions
Refer to your question(s)
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Math Proficiency PP, P, AP
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Math Proficiency PP, P AP
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LAL Proficiency PP, P, AP
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LAL Proficiency PP, P AP
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Teachers!
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Additional Total Data SchoolMatters
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Additional Total Data Just4theKids
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Share general conclusions about Phillipsburg
based on the data available
Refer to your question(s)
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YOUR TURN
Its time to write then share!

• Using only the data provided so far.
• decide (where possible) how would you allocate
  resources of
• Instruction
• Professional development

Begin Planning on your Data Record and Analysis
Sheet (p.2)
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Its time to dig deeper!

• Underneath total data, there is
• Subgroup data
• Cluster data
• Classroom data
• Individual data
• And all of it can be grown!

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11th Grade Subgroup Data
See handouts of Subgroup Data for your
(Worksheet 2)
Enter response to this data on Data Record and
Analysis Sheet (p.1)
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8th Grade Subgroup Data
Proficiency Assessment (GEPA)




Note dates of testing
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More digging!

• Underneath total data, there is
• Subgroup data
• Cluster data
• Classroom data
• Individual data
• And all of it can be grown!

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Checking out Grade 3 StudentsCluster Data

• Examine the left side of Worksheet 3A
• Scores are grouped by proficiency
• Examine the right side of Worksheet 3A
• Scores below a possible passing level are
  highlighted
• Examine Worksheet 3B

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3rd Grade Cluster Data
Use the handouts of Cluster Data to respond to
questions
Enter response to this data on Data Record and
Analysis Sheet (p.3)
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More on 3rd Grade Reading

• Examine the reading data, worksheet 3B

Enter response to this data on Data Record and
Analysis Sheet (p.4)
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GEPA HSPA Cluster Data

• Examine selected cluster data for math

Enter response to this data on Data Record and
Analysis Sheet (p.4)
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Share your conclusionsabout uses of cluster data
Refer to your question(s)
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Resource Allocation

• Complete the Data Record (p.5)
• Lets share!!!
• Based on the data, and on your questions be ready
  to move forward to plan!

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Summary to Date

• You have examined some
• 3rd grade total data (Math and LAL)
• GEPA subgroup math data
• Cluster scores for 3rd grade math, 3rd grade
  reading, and slected GEPA and HSPA math data
• You have made judgments, based on available data,
  on
• Instruction
• Curriculum alignment
• Planning
• HOW DOES THIS ANALYSIS AID IN PLANNING THE
  CURRICULUM FOR K-12? WERE YOU ABLE TO?...
• Prioritize student needs
• Prioritize district-wide professional development
• Gather ideas for curriculum development

Lets look at planning
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Lets plan!

• Will you plan
• Forward, or
• Backward

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Planning Forward AYP Tutorial(Review)
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Mrs. Johnsons 5th GradeHer Starting Point
Where did your 9th graders start?
How did your 8th graders get there?
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Content that seemed OK
Which 8th grade content has strength?
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Content that needed help!
Is there a district-wide need (priority) for
particular content development?
content
skill
Which content needs attention from 3rd grade on?
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Backward Planning to Plan Content Learning!!!! 3
Stages of Backward Design
Set Goals
Assessment!
At Last Instruction
Grant Wiggins Jay McTighe's http//www.ubdexcha
nge.org/resources/ppts.html
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Factors in Backward Planning

• There are many doorways into successful design
  you could start with...
• Content standards (strands across the grades)
• A required assessment (summative 11th grade
  or 8th, 5th, 3rd.)
• Performance goals benchmarks and exemplars
  about 4 times/year!!! (formative assessment!!!)
• Special circumstances/factors

Grant Wiggins Jay McTighe's http//www.ubdexcha
nge.org/resources/ppts.html
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Data Needs for Backwards Planning What do you
know about your school(s)?

• 11th grade data for both Math and Language Arts
  Literacy
• Subgroup Data
• Cluster Data
• Professional development and technology for
• Data analysis
• Differentiated instruction
• Time set aside for faculty
• Data analysis
• Collaboration

Correlate these!
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Calendaring Factors

• End-point
• Summative test(s) as the starting point!!!
• Periodic benchmarks
• Formative and/or summative tests
• Common design of benchmark assessment
• Exemplars

Lets look at an example!...
Goal first allocate the strands, then allocate
the CPIs
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Backwards Planning in H.S. by Course and/or Grade
Which data will support the organization of
standards and strands through the grades?
See planning charts for math across all grades,
and strands across a single grade
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Standards across the grades!
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Backwards Planning (cont.)
What data do you need for each grade to support
your planning?

• By course or grade
• 11th, 10th, 9th
• By standard and strand (and then CPI) within a
  given grade. e.g., for Number and Numerical
  Operations
• A. Number Sense
• B. Numerical Operations
• C. Estimation

Look at Planning Sheets in Your Handout
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Backwards Planning (cont.) for one course only
(e.g. Algebra I)

• Summative (end of year) assessment
• Benchmark
• Period (each quarter?)
• Standards-based tests (developed collaboratively
  by teachers or e.g. West Ed)
• Rubrics (agreed-to by teachers)
• Exemplars for each benchmark (to help teachers
  and students)

Look at Planning Sheets in Your Handout
Lets look at standards
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Check our a particular standard think strands!

• STANDARD 3.2 (WRITING)
• Strand
• A. Writing as a Process (prewriting, drafting,
  revising, editing, postwriting)
• B. Writing as a Product (resulting in work
  samples)
• C. Mechanics, Spelling, and Handwriting
• D. Writing Forms, Audiences, and Purposes
  (exploring a variety of writing)

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Map the Standards and Strands Standard 3.2
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Then think CPIs Standard 3.2.4.B. plus all
CPIs!!!

• B. Writing as a Product (resulting in a formal
  product or publication)
• Create narrative pieces, such as memoir or
  personal narrative, that contain description and
  relate ideas, observations, or recollections of
  an event or experience.
• Write informational reports across the curriculum
  that frame an issue or topic, include facts and
  details, and draw from more than one source of
  information.
• Craft writing to elevate its quality by adding
  detail, changing the order of ideas,
  strengthening openings and closings, and using
  dialogue.
• Build knowledge of the characteristics and
  structures of a variety of genres.
• Sharpen focus and improve coherence by
  considering the relevancy of included details,
  and adding, deleting, and rearranging
  appropriately.
• Write sentences of varying lengths and
  complexity, using specific nouns, verbs, and
  descriptive words.
• Recognize the difference between complete
  sentences and sentence fragments and examine the
  uses of each in real-world writing.
• Improve the clarity of writing by rearranging
  words, sentences, and paragraphs.
• Examine real-world writing to expand knowledge of
  sentences, paragraphs, usage, and authors'
  writing styles.
• Provide logical sequence and support the purpose
  of writing by refining organizational structure
  and developing transitions between ideas.
• Engage the reader from beginning to end with an
  interesting opening, logical sequence, and
  satisfying conclusion.

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Calendaring example
Formative Assessment
Benchmarks
CPIs
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Assessment Bottom Line

• Start with Data
• Work Toward Data
• Assessments are Standards-based and rigorous
• Assessments are benchmarked to the assessment
  calendar
• Instruction begins and ends with data
• Exemplar benchmarks are made available

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Benchmarking Exemplars
http//www.exemplars.com/materials/samples/index.h
tml
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Review of Holistic and Analytic Assessments
Helping Teachers and Parents and Students
See handouts!
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Based on the additional dataholistic and
analytic rubrics
How would you modify allocation of resources?
Enter additional responses to this data on Data
Record and Analysis Sheet (p.5)
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Have your thoughts about resource allocation
changed during today?
Refer to your question(s)
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Review of Assessment

• What is your goal/purpose?
• What does your data show? What data do you need?
  What additional test do you need?
• Subgroup? Cluster?
• Formative or Summative
• When are you doing each objective within your
  goal?
• What is the benchmark?
• Have you consulted with your colleagues?
• Who is to receive which sort of assessment
  information?
• Students
• Parents, Community
• State
• What are you going to do after the assessment?
• How about those subgroups?

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A Revisit The District View Planning for Change

• Focused 30 minute meetings
• Lets look at the handouts together

Building Shared Responsibility for Student
Learning Anne Conzemius Jan ONeill ASCD
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30 Minute Meetings

• Plan, involving teachers, a focused strategic set
  of meetings
• Always involve teachers
• Structure all meetings in advance but be ready
  to modify
• Respond to teacher needs/suggestions
• Aim for the goal!

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Other Factors to Consider
Descartes!
Habits of Mind
Use Knowledge Meaningfully
Extend and Refine Knowledge

• Types of instruction
• Learner styles teacher styles
• Thinking
• Levels of Blooms Taxonomy
• Marzanos Dimensions of Learning
• Curriculum Integration

Acquire and Integrate Knowledge
Attitudes and Perceptions
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Summary -1

• Total Summative Data
• From many sources
• May be for different grades
• May arrive at different times
• May be presented in several forms
• May or may not be based on standards
• May not be sufficient
• Content Summative Data
• Subgroup Summative Data

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Summary - 2

• Data for Instruction
• Formative data based on standards, needs to link
  with
• Benchmarks (Formative and Summative), which are
  developed by
• Teachers, in the frame of a
• Planned Curriculum, based on
• Goals!

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Summary - 3

• Strategies
• Talking about data
• Remember differing comfort-levels with data and
  numbers
• Presenting data - understandably
• Goal-setting
• Teacher-involvement
• Focused.

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Research and Resources

• NJPEP http//www.njpep.org
• NJDOE http//www.state.nj.us/education/
• SchoolMatters http//www.schoolmatters.com/
• ASCD http//www.ascd.org/
• Just4Kids http//www.just4kids.org/jftk/index.cfm
  ?stNew20Jerseylochome