DATA USE AT THE SCHOOL LEVEL

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DATA USE AT THE SCHOOL LEVEL

• PRESENTED BY
• NEW MEXICO PUBLIC EDUCATION DEPARTMENT
• PRIORITY SCHOOLS BUREAU
• Phyllis Martinez
• Larry Bemesderfer
• MAY 1, 2006

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WHAT IS DATA

• A TOOL TO MAXIMIZE
• THE
• SUCCESS OF STUDENTS

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The Three Ps of the New Leadership Paradigm

• PEOPLE- Motivation
• PROOF-Evidence
• PASSION-Enthusiasm
• From
• Edie Holcomb Getting Excited About Data

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Content of Presentation

• Why Dont We Use Data?
• Where Do We Find Data?
• What Do We Know About Data?
• How Do We Feel About Data?
• What Can We Tell By Looking At Data?
• What Do We Do About Data?

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Why Dont We Use Data

• Capacity
• Clock
• Choices
• Concern
• Un-Cover
• Change

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Where Do We Find Data

• Assessment- Standards Based
• Assessment- Classroom
• Attendance
• Actions
• Other

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What Do We Know About Data

• Can you answer the following questions
• How many students in your school met proficiency
  or above in reading?
• What reading skill was the most difficult for the
  students in your school?
• What was the of students in your school that
  met proficiency or above in Math?

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What Do We Know About Data

• Can you answer the following questions
• What skills were the students lacking in Math?
• What subgroups of students make up your largest
  population?
• What can you say about the subgroup performance?
• How would you get the answers to these questions?

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What Can We Tell By Looking At Data

• Percentages of Absentees by Class Period

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What Can We Tell By Looking At Data

• Percentages of Absentees by Class Period

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Percentages of Absentees by Class Period

• Ways to address the absentee rate

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What Can We Tell By Looking At Data
NWEA MAP
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What Can We Tell By Looking At Data
RIT Values
North West Evaluation Association-Measures of
Academic Progress Scores - NWEA - MAP
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Student Academic Progress in Reading

• What can we do to improve effectiveness of our
  reading instruction?

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What Can We Tell By Looking At Data

• LANGUAGE PROFICIENCY DATA

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What Can We Tell By Looking At Data

• LANGUAGE PROFICIENCY DATA

ELL-English Language Learners
RD-Re-Designated FEP-Fluent English Proficient
EO-English Only
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LANGUAGE PROFICIENCY DATA

• Ways to address English Language Proficiency

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What Can We Tell By Looking At Data
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What Can We Tell By Looking At Data
BOY- Beginning of Year EOY- End of Year
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Mobility Rates

• What would you suggest to help with transfers,
  withdrawals, re-enrollment, etc. at this school?

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What Do We Do About Datato Improve Student
Achievement

• Determine Focus
• Display Data Effectively
• Data Review Session

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Determine the Focus

• What do you do with the Data?
• Recorded in grade book
• Shared with students parents
• Used with item analysis
• Graphed posted in classroom
• Class improvement plan
• Student data tracking

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Display Data Effectively
Scattergram/Dot Graph
Bar Graphs
Pie Charts

• Stacked Bar Chart

Line Graph/ Run chart

• Line Graph/ Run Chart

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Data Review

• Move from Percentages to numbers or groups in
  visual displays.
• Identify the students in the groups.
• Focus extra effort into the marginal students.
• Track performance at least 3 times per year with
  a Short Cycle/Formative Assessment that aligns
  with (predicts) the standards based assessments.
• Adjust instruction.

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Data Review Session

• Participants
• Grouped by Department or Grade
• Level
• Facilitator Recorder for each group
• Questions
• What does the data tell us?
• What doesnt it tell us?
• What else do we need?
• Is there good news?

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Data Review Session

• Next Steps
• How do we improve?
• What are the gaps?
• What does the research say?
• Where do we find best practices?
• What are some exemplary schools in
• the areas of need?

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Resources

• http//www.ncrel.org/datause/howto/guidebook.pdf
• http//www.annenberginstitute.org/tools
• http//www.alliance.brown.edu/pubs/data_use/datuse
  _urbhs.pdf
• http//www.ncrel.org.datause/
• http//www.my-ecoach.com/online/webresourcelist.ph
  p?rlid713
• http//www.nsba.org/site/docs/1200/1142.pdf
• http//www.ers.org/spectrum/sum01a.htm
• http//www.ericdigests.org/1997-3/data.html
• http//cepm.uoregon.edu/publications/roundup/Winte
  r_2002.html

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Thank You for Your Attention

• If You Need More Information Please Call Us At
• NMPED Priority Schools Bureau
• Phyllis Martinez 872-6555
• phyllis.martinez_at_state.nm.us
• Larry Bemesderfer 827-6798
• larryp.bemesderfer_at_state.nm.us

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Using Data to Plan School Improvement

• How the information you collect can inform policy
  and practice effectively

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At the conclusion of this session, you will be
able to explain

• How educators can use available data to plan
  school improvement
• What data PED requires from schools and
  districts, and how it is to be submitted

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The Challenge

• Educators have historically relied less on data
  to guide their practice than on intuition,
  teaching philosophy, or personal experiences.
• -- A. Cromley, Using Student
  Assessment Data (2000) http//www.ncrel.org/polic
  y/pubs/html/pivol16/nov2000.htm

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What is Not Data
X

• Intuition
• Tradition
• Convenience

X
X
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Data Literacy (Michael Fullan)

• Ability to gather dependable student data
• Capacity to examine student data and make sense
  of it
• Ability to make changes in teaching and schools
  derived from those data
• Commitment to communicate effectively and engage
  in external assessment discussions.

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How effective schools use data

• In a collaborative professional environment
• To facilitate focused, intentional instruction
• To drive changes in instruction and confirm
  successful instruction
• To communicate effectively with each other and
  the community

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Data Helps Us Focus

• Data should be an essential feature of how
  schools do business.'
• "If we collectively focus on goals and regularly
  measure the impact of the methods..., then we
  will get better results'
• Mike Schmoker, Results, The Key to Continuous
  School Improvement

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Student-centered Data

• Demographic Data Who are the students?
• Achievement Data What do they know?
• Program Data What are we doing to
• help them learn?
• Perception Data What do they perceive
• about the learning environment?

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Data and School Improvement

• To be a driving force for school improvement,
  data must be
• clearly relevant to the people using it.
• reduced or transformed to become clear
  information.
• trustworthy!

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How Can Data Be Used For Improvement?

• Monitor student progress
• Judge the efficacy of curriculum and
  instructional practices
• Communicate

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Assessment Data
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Administrative Considerations

• Decide which tests and assessments are truly
  necessary
• Involve teachers in efforts to develop assessment
  practices, align with state standards and
  benchmarks, and track student progress over time.
• Allocate more time for teachers to analyze and
  reflect on student data, plan revisions, and
  receive in-services.

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Remember

• Data is just numbers until you do something with
  it.

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Using Assessment To Create Classroom Data

• Monitor student progress
• Identify areas of weakness in time to do
  something about them
• Engage students in the evaluation of their own
  progress

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Why Assess?

• Provide diagnosis
• Set standards
• Evaluate progress
• Communicate results
• Motivate performance

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Why Use Rubrics?

• Set goals
• Define expectations
• Demystify grades

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Sample Rubric Second Grade
Research Dinosaur Report
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Sample Rubric Sixth Grade
Multimedia Presentation Ancient Civilizations
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Sample Rubric Eighth Grade
Book Report Web site
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Keep Your Students Involved

• Student involvement in the assessment process
• Student involvement in
• record keeping
• Student involvement in
• communication

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Student-Involved Classroom Assessments

• Driven by a clearly articulated purpose
• Accurately reflect clear achievement expectations
• Used as teaching tools
• Deliver results in a timely, understandable and
  helpful manner

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Using Data at the School Level

• Evaluate the effectiveness of programs
• Drive changes in program and curriculum
• Collectively focus on goals
• Communicate effectively with each other
• and with the community

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Armijo Elementary School

• Please welcome Cathy Good who is here to discuss
  the use of data at Armijo ES

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A Clear and Unified Understanding

• What have students learned?
• (What have students not learned?)
• What is being taught effectively?
• (What needs to be taught better?)
• Which programs are working?
• (Which programs are not working?)

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Activity
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A Data Plan Part 1

• Collect basic information
• Identify additional data
• Disaggregate the data
• Analyze the data
• Summarize the data
• Brainstorm the causes

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A Data Plan Part 2

• Brainstorm the causes
• Collect more data
• Analyze and summarize data
• Identify a goal
• Repeat the process

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Collect the data

• What do you want to find out?
• Where will you find it?
• Is it reliable?

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Study the data

• Disaggregate
• Analyze
• Summarize

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Brainstorm and Collect More Data

• Ask What factors contribute to this issue?
• Acknowledge factors over which you have no
  control
• Focus on the factors you can influence, and that
  you are willing to address
• Collect more data if necessary to confirm your
  ideas

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Identify a Goal and a Plan

• What must we do next? What must I do next?
• Who else needs to be involved?
• What resources do we need?
• What are our deadlines? How much time do we
  have?
• What indicators should we monitor?

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Repeat the Process
Implement the plan, and
P D S A
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References

• Edutopia Success Stories for Learning in the
  Digital Age. The George Lucas Educational
  Foundation. Jossey-Bass, 2002
• The George Lucas Educational Foundation Web site.
• Rubistars Create Rubrics for your Project-Based
  Learning Activities Web site
• Kathy Schrocks Guide for Educators Assessment
  Rubric Information Web site.
• A Practical Guide to Alternative Assessment.
  Herman, Joan L., Aschbacher, Pamela R.,
  Winters, Lynn. Association for Supervision and
  Curriculum Development, 1992

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Documents require data

• EPSS
• EPSS Monitoring Report
• Diagnostic Assessment Report
• Diagnostic Assessment Implementation Review
• The Alternative Governance Plan

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For example, EPSS Goals should

• be student-centered
• measurable
• based on data
• and have research-based strategies

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NMSBA Data
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NMSBA Data
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School and District Accountability Reports
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Diagnostic Assessment Report Data
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Diagnostic Assessment Report Data (2)
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Diagnostic Assessment Report Data (3)
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Diagnostic Assessment Report Data (4)
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EPSS Data
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DAR Implementation Review
PED Mandates Mandates Required for Designations Progress Report Progress Report Progress Report Progress Report
PED Mandates Mandates Required for Designations Not Implemented Progressing Implemented Comments
Short Cycle Assessments All X Edu-Test Reading Language Arts (Quarterly Grades 6-8), ENI TargetTeach Math (Quarterly Grades 6-8), Compass Learning Reading, Language Math (Quarterly Grades 6-8), STAR Reading STAR Math (Quarterly Grades 6-8) Systems Check lll (Quarterly), Six Traits Writing (Pre Post)
Graph/Communicate Student Data All X Student achievement, Attendance Discipline data is published and posted. It is provided at Parent Teacher Conferences and provided quarterly for student support team, goal teams and leadership team.
Student Goals with Action Plan All X Not all classrooms have individual student goals Implemented at school, classroom, and student level.
Educational Plan for Student Success (EPSS) All X System implemented and goal team support and report out process conducted quarterly.
Budget Alignment for PED Requirements All X Financial resources are aligned to support EPSS goals
NCLB District Monitoring Reports December April All X DAR review and mid year report submitted. End of year review in progress.
Level 2 3 Teachers SI2, CA, RI RII X (11 Level 2 3 (61)) Teachers.-81 high qualified as of 4-21-06 Support is given to Level I teachers to ensure that they meet highly qualified mandates as they work toward Level II licensure. All teachers will be highly qualified by school year 06/07.
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DAR Implementation Review
Part 2. SHORT CYCLE ASSESSMENTS
A. DATA PROFILE Purpose Multiple
Up-To-Date Measures are used to assess student
progress and inform instructional delivery.
Assessments must be aligned to NM Content
Standards and Benchmarks. Short Cycle Assessment
Data Profile The Star Reading and Math
Assessment was administered in grades 6-8 for the
school year 2005-06. The numerals within the
cells represent grade equivalency. The Compass
Learning ( CL) Assessment was administered in
grades 6-8 for the school year 2005-06. The
numerals within the cells represent mean of per
cent correct.
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DAR Implementation Review
Current 2005-06 Grade Level Performance Grade 6 Star 3rd qtr Grade 7 Star 3rd qtr Grade 8 Star 3rd qtr Grade 6 CL 3rd qtr Grade 7 CL 3rd qtr Grade 8 CL 3rd qtr
Reading 4.5 4.9 5.3 38 pre 48 post (15) 45 post (4)
Math 4.6 5.6 3.2 47 post (8) 33 post (-2) 31 pre
Science N/a N/a N/a N/a N/a N/a
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• DATA REQUIREMENTS
• FOR
• ALTERNATIVE GOVERNANCE PLANS

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Alternative Governance You Will Need Data for
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Explaining how educational services will be
provided to affected students
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Providing detailed budget information
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Providing information about transportation needs
and costs
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and information about Supplemental Educational
Services
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data to make and support decisions about
replacing staff who are relevant to the failure
of the school to make AYP
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and explaining how the plan will increase
student achievement, including how it will be
measured and evaluated.
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Questions?

• The Priority Schools Bureau is ready to help.
• E-mail, call, or fax us and we will get you
  answers
• Phyllis Martinez 872-6555
• phyllis.martinez_at_state.nm.us
• Larry Bemesderfer 827-6798
• larryp.bemesderfer_at_state.nm.us

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Thank you for your participation