2016 apr 12 dlln companeros data presentation we do/2016 apr 12 dlln companer… · principle 1:...
TRANSCRIPT
I have my data…now what?
Leveraging data for the purpose of advocacy
Amy Finsmith Dual Language Program Specialist
Compañeros Program, Windham Public Schools April 12, 2016
• Located in Windham, CT • Old Mill Town • Rural/ Urban
• Windham Public Schools • 70% LaPno • Highest percentage of ELLs in CT • 4 elementary schools, 1 middle school, 1 high school, 1 K-‐8 Interdistrict
Magnet School • State’s Role and New AdministraPon
• Compañeros • 1994 Pilot Year (proficiency in L1 before entry) • Self-‐contained to partner teachers • L1 literacy to simultaneous • PK; K-‐5; 6-‐8
Principle 1: The program creates and maintains an infrastructure that supports an accountability process. Minimal Partial Full Exemplary
A The program has developed a data management system for tracking student data over time.
B Assessment and accountability action plans are developed and integrated into program and curriculum planning and professional development.
C Personnel are assigned to assessment and accountability activities.
D Staff are provided ongoing professional development opportunities in assessment and accountability.
E The program has an adequate budget for assessment and accountability.
Principle 2: Student assessment is aligned with state content and language standards, as well as with program goals, and is used for evaluation of the program and instruction. A The program engages in ongoing evaluation. B Student assessment is aligned with classroom and program goals as well as with state standards.
C Assessment data are integrated into planning related to program development.
D Assessment data are integrated into planning related to instructional practices and curriculum.
Principle 3: The program collects a variety of data, using multiple measures, that are used for program accountability and evaluation. A The program systematically collects data to determine whether academic, linguistic, and cultural goals are met.
B The program systematically collects demographic data (ethnicity, home language, time in the United States, types of programs student has attended, mobility, etc.) from program participants.
C Assessment is consistently conducted in the two languages of the program.
Principle 4: Data are analyzed and interpreted in methodologically appropriate ways for program accountability and improvement. A Data are purposefully collected and subject to methodologically appropriate analysis.
B Achievement data are disaggregated by student and program variables (native language, grade level, student background, program, etc.).
Principle 5: Student progress toward program goals and NCLB achievement objectives is systematically measured and reported. A Progress is documented in both program languages for oral proficiency, literacy, and academic achievement.
B Student progress is measured on a variety of indicators. C Progress can be documented for all students through indicators such as retention rates and placement in special education and gifted/talented classes.
Principle 6: The program communicates with appropriate stakeholders about program outcomes. A Data are communicated publicly in transparent ways that prevent misinterpretations.
B Data are communicated to stakeholders. C Data are used to educate and mobilize supporters.
Assessment and Accountability Principles
Assessment and Accountability
Using data to educate and mobilize
1. Know your audience (What do they want to
know?)
Consider each stakeholder
• Parents: How is my child performing? Is my child meePng expectaPons?
• Teachers & Building administrators: What are the achievement levels of students? What kinds of progress can be seen?
• District administrators and Board of Ed: How do the dual language program results compare to the other programs in the district?
• State department: How are the students performing in English?
• Parents/IntervenPonists: How is my child performing? Is my child meePng expectaPons?
• District administrators and Board of Ed: How do the dual language program results compare to the other programs in the district?
Using data to educate and mobilize
1. Know your audience
2. Build their contextual base (What do they need to know to more accurately interpret the data?)
Build a contextual base
• Lead with the context of Dual Language Programs. Show data from other programs and research.
• Include your “gold nugget” data. • Save your answer to their quesPon for later. Be transparent and explicit as you explain your intenPons.
• Convert other stakeholders to advocates by asking them to present contextual and actual data in other venues.
Build a contextual base
• Lead with the context of Dual Language Programs. Show data from other programs and research.
• Include your “gold nugget” data. • Save your answer to their quesPon for later. Be transparent and explicit as you explain your intenPons.
• Convert other stakeholders to advocates by asking them to present contextual and actual data in other venues.
Why Dual Immersion? ¿Por qué la doble inmersión?
2013 CMT Compañeros Data Comparisons
% of students that are proficient in 3rd Grade Subject Windham Compañeros State Math 75.2 85.7 82.7 Reading 52.3 52.9 72.3 Writing 61.6 77.1 80.4
% of students that are proficient in 4th Grade Subject Windham Compañeros State Math 70.5 92.6 83.8 Reading 60.1 63 77.6 Writing 66.3 75.9 83.5
% of students that are proficient in 5th Grade Subject Windham Compañeros State Math 75.2 73.3 82.7 Reading 52.3 40 72.3 Writing 61.6 81.3 80.4
Key Green Exceeded district and state Yellow Exceeded district, below state Red/Pink Below district and state
Dual Trajectory
Toward Biliteracy
Using data to educate and mobilize
Know your audience Build their contextual base 3. Give them the answer to their quesPon
Answer the quesPon
• Refer back to the context • Explain the results as related to the context • Present in visual form whenever possible
Parent Concern
PPT
District Plan
Using data to educate and mobilize
1. Know your audience 2. Build their contextual base 3. Answer their quesPon
Sources Escamilla, K. (2014). Biliteracy from the start: Literacy squared in ac6on. Howard, E. R., Sugarman, J., ChrisPan, D., Lindholm-‐Leary, K. J., Rogers, D., & Center for Applied LinguisPcs. (2007). Guiding principles for dual language educa6on. Thomas, W. P., & Collier, V. P. (2012). Dual language educa6on for a transformed world. Thomas, W. P., Collier, V. P., & Center for Research on EducaPon, Diversity & Excellence. (2002). A na6onal study of school effec6veness for language minority students' long-‐term academic achievement. Washington, DC: Center for Research on EducaPon, Diversity & Excellence.