The Power of Data for Weighing School Improvement

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The Power of Data for Weighing School Improvement

• Upper Cumberland CTE Directors Meeting
• Dan Covington
• Li-Zung Lin
• September 14, 2007

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Why Data Matter

• What goals have you set for the CTE Program for
  the next three years?
• Are your goals aligned to the TNDOE Vision and
  Mission?
• Are your goals aligned to your systems Vision
  and Mission?

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Why Data Matter

• What data will help you judge whether CTE is
  meeting its goals?
• How are you using current data you collect to
  improve student achievement?
• What additional data are needed and must be
  collected and why?
• In what ways are your teachers, administrators,
  involved in data and data analyses?

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Why Data Matter

• Food for thought-
• If you as the CTE administrator cannot show by
  data how much improvement is going on in CTE,
  how can you ever convince the populace that you,
  your teachers, and students are meeting your
  systems expectations.

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Data-driven Decision-making

• Collecting data
• Analyzing data
• Reporting data
• Using data for school improvement
• Communicating through data
• Data-driven decision-making requires a cultural
  shift in thinking that must be nurtured so all
  involved are committed to the effort

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Data Help

• Measure student progress
• Make sure students do not fall through the cracks
• Measure program effectiveness
• Assess instructional effectiveness
• Guide curriculum development
• Promote accountability
• Report to the community
• Meet state and federal reporting requirements
• Maintain educational focus
• Show trends (but not necessarily solutions)

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Data Do Not Help

• If the data are not valid or reliable.
• If appropriate questions are not asked after
  reviewing the data.
• If data analysis is not used for making wise
  decisions.
• If data collection is looked upon as another
  extra job to an already busy schedule.
• Data-driven decision-making is chaotic and
  bone-weary work, but done right is worth it.

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Lessons Learned

• Start small dont overwhelm staff with data
  dump.
• Begin with some core issues, such as student
  achievement in reading or mathematics.
• Look at the big picture and do not get lost in
  details.
• Build trust and support by laying data on the
  table without fear of recrimination by staff.
• Provide training opportunities for staff on how
  to use data.
• Be patient with what is possible in your system.

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Bottom Line

• You want to make sure that a years worth of
  instruction is resulting in a years worth of
  student gains.
• You want data to provide quantifiable proof
  taking the subjective, emotion, and rancor out of
  the decision-making process.
• You must determine what data to be collected by
  first figuring what is important to know about
  student performance, teacher quality, parent and
  community satisfaction and any other issues tied
  to your CTE goals
• You want to know and demonstrate that you are
  helping the district and its schools realize
  their vision and purpose.

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Data What

• Perkins performance indicators
• Gateway performance
• Graduation rates
• Attendance rates
• Promotion rates
• Participation in work based learning
• Co-curricular activities
• ACT performance
• Dual Credit
• Articulation Agreements

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Data What

• Lottery Scholarships
• GPA
• Scholars program
• Top 10 or 25
• CTSO involvement
• Concentrator data
• Follow-up
• Non attainment
• Course Enrollment
• Course Completion
• Program of Study
• Financial data

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Accountability Measures

• How do you know what your parents, taxpayers and
  educators think are important for school
  accountability?
• Source Reporting Results What the Public Wants
  to Know, 2000

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Accountability MeasuresParents, taxpayers and
educators were asked to rate the following items
in importance for school accountability

• Category Parents Taxpayers Educators
• School Safety 9.6 9.2 9.3
• Teacher qualifications 9.3 9.2 8.3
• Class size 8.9 7.9 8.3
• Graduation rates 8.7 8.2 8.3
• Dropout rates 8.3 8.1 7.4
• Statewide test scores 8.2 8.0 7.1
• Parental satisfaction survey data 8.1 8.0 7.0
• SAT/ACT scores 8.1 7.9 6.9
• Percent of students promoted
• to next grade 8.0 8.1 7.0
• Course offerings 7.8 7.9 7.3
• Attendance rates 7.8 8.0 7.6

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Accountability MeasuresParents, taxpayers and
educators were asked to rate the following items
in importance for school accountability

• Category Parents Taxpayers Educators
• Per-pupil spending 7.6 7.6 8.0
• Student satisfaction survey data 7.5 7.0 7.1
• Teacher salaries 7.3 7.8 7.6
• Hours of homework per week 7.2 7.3 6.3
• Number of students 7.2 7.2 6.7
• Percent of students who go on to a
• four-year college 7.0 6.9 6.8
• Percent of students with an A
• or B average 7.0 6.5 5.8
• Number of students per computer 6.9 6.4 6.1
• Percent of parents who attend
• Parent-teacher conferences 6.4 6.6 6.3
• Demographics of students 4.5 4.6 5.0

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Data What - eTIGER

• Three years longitudinal data (2004-2007)
• Course information
• Active CTE courses
• Enrollment
• Teacher information
• Student information
• CTE course history
• Class Performance
• Concentrator
• Baseline data
• Earned credit information

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Data What - eTIGER

• Reports
• Instructor Competency Attainment Report
• Instructor Class Performance Report
• Non-Attainment Class Report
• Program Area Composite Report
• Program Area Course Attainment Report
• Follow-up Report

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Data What CTE School Report Card

• Enrollment information
• Course enrollment
• Program area enrollment
• Student enrollment
• Group disaggregate data
• Disability
• Economically Disadvantaged
• Limited English Proficiency
• Ethnicity

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Data What CTE School Report Card

• Perkins Report (data on 12th grade concentrators)
• Negotiated/Actual Performance data (2000-2007)
• Academic Attainment
• Skill Proficiencies
• Completion
• Placement
• Participation Non-Traditional
• Completion Non-Traditional
• 17 Disaggregate Group Perkins Performance
• School/System/State Performance comparison

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Data What State Data Warehouse
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What is a Data Warehouse?

• A large database that takes data from a variety
  of sources (separate databases) and consolidates
  it in one place
• Static (unchanging)
• Focus on reporting
• Student-level data
• Cross-area reporting
• Longitudinal reporting

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Progress to Date

• Initial Build Encompasses 5 Subject Areas
• Exit Status (completers, transfers, withdrawals)
• Assessment (state standardized tests)
• Attendance
• Truancy (unexcused absences)
• Discipline (suspensions, expulsions, remands)
• Sources EIS and Assessment

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Security Model

• Districts will have access to student-level data
  within their district
• Districts will have access to other districts
  data, but not at the student level
• Data element security (e.g., FRPL)

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District Pilot

• 9 districts participating Bedford Co., Franklin
  Special, Hamilton Co., Knox Co., Maury Co.,
  Memphis City, Metro Nashville, Montgomery Co.,
  Wilson Co.
• Purpose of Pilot
• To garner feedback from districts on Portal and
  standard reports
• To test district access to warehouse
• To create a core group of district users who can
  serve as resources for their peers in other
  districts

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District Pilot, cont.

• Pilot will begin with one-day orientation/training
  in either late September or early October
• Districts will have a few weeks to use the
  warehouse and provide suggestions for improvement
• Revisions will be made to the Portal and standard
  reports based on feedback

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District Access to Warehouse

• Districts will access warehouse via web-based
  Portal with links to Discoverer reports
• Districts will be able to run, sort, drill down,
  graph, export reports that have been created, but
  not create new reports themselves

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Sample of Reports

• Exit Status
• National Governors Association graduation rate
• Assessment
• Percent of students at each proficiency level by
  assessment, grade level, and student subgroup
• Attendance
• Attendance rate by grade level and student
  subgroup, compared to AYP benchmark
• Truancy
• Truancy concentration ( of incidents/ of truant
  students)
• Discipline
• Number of students suspended by ethnicity

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Data-Driven Improvement
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Question?
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Question

• What CTE programs are available at TIGTER High
  School?
• What is the course sequence of the selected
  program of study, Health Informatics?

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Question

• What CTE programs are available at TIGTER High
  School?
• What is the course sequence of the selected
  program of study, Health Informatics?

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