accessing real time data to drive continuous improvement
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Accessing Real Time Data to Drive Continuous
ImprovementDawes Middle SchoolNDE Data Conference
April 3, 2012
We Care, We Learn, We Hope…..1. Building Positive
Relationships
2. Intentional Teaching and Learning
3. Fostering Hope in our Community
So ALL students can be successful.
Data Dilemmas
Summative Sources ITBS, District Summatives, NeSA Useful for placement and initial problem solving
AS400 Reports were difficult to manipulate
Access to data was limited to a few
Access to data was not timely
Data Sources and Access
Data System Needs & Wants
“Real Time” Data- Meaningful formative data collected and published in a timely manner
“Equal Access”- Accessibility to data at all levels- leadership, teachers, support staff at any time, even the same time.
“Efficient & Effective”- Easy to enter, access, manipulate, and use. We don’t want this to take too much time or not be worth the investment.
“Aligned with Work”- Data that is part of our work not isolated and used to inform and drive work.
What do we collect?
“Real Time” formative data
Academics- grades, teachers use formative assessment data specific to their classrooms or PLCs
Behavior- BIST movements, referrals, escorts/coaches
Attendance- Tardy 2-7, Tardy to school
Socio Emotional- SCIP, Bullying, Social Worker, Counseling referrals and ongoing work
How do we collect/manage?
Google Doc Spread Sheets Teams upload information using google forms Teachers upload information using links or logging in Support staff upload information using link
Organize by Tabs Grades Months
Organize by Zones Reeves Data Team Model (Red, Yellow, & Green
Zones) Holly Lueth
How do we use it
Design Teams Continuous Improvement Behavior Problem Solving Academic Problem Solving
Individual Classrooms Continuous improvement Manage and analyze data Differentiation of
instruction
School Wide Continuous Improvement System Monitoring Identify concerns or gaps
PLCs Continuous Improvement
process Manage and analyze data Differentiation of instruction
School Wide Data Systems
Tardies to Period 2-7
Purpose in creating this system:Have a process to track tardies by month and a system put in place that will decrease the number of tardies.
DataStarted in January 2000 - Averaging 200 tardies/dayFeb 2012 – Averaged 8.5 tardies/day
Tardies to School
• Looking at the brutal facts!Month Total Average
August 202 20
September 300 14
October 477 24
November 469 23
December 353 22
January 459 29
February 624 30
Total 2884
Tardies to School
• More brutal facts• 1 student missed 515 minutes of
instruction in one month• On Jan 20th there were 40 tardies and
697 instructional minutes were lost because of tardies
Tardies to School
We made adjustments and changed the tardy to school policy.
After 8 days:Average tardies to school 13/day
On March 19th – 295 instructional minutes lost
Nine of the students have 5 or more
Behavior Problem Solving
Purpose in creating this system:• Have a process for intervening
behaviorally for studentsOutcomes:• -Teachers will be able to develop
protective plans for students who are missing skills and make a positive difference in student learning.
Behavior Problem Solving
• Step 2 – After the information is dumped in the spreadsheet, we look for students who have 3 or more movements in a month.
Behavior Problem Solving• Step 3 – Student is placed on team’s agenda to develop a
protective plan. Prior to the meeting teachers fill out google docs form to gather information.
Behavior Problem Solving
• Step 4 – Team meets to develop a plan. Plan is uploaded into docushare. Log of students who have gone through the problem solving process is kept in a spreadsheet in google docs.
Academic Problem Solving
2 Purposes in Creating this System:
• Have a process for intervening academically for students
• Help teachers identify the priority students (lots of D’s and F’s)
2 Outcomes:
• -Teachers will be able to plan and differentiate instruction to engage individual and groups of students so they master learning objectives.
• -Teachers will collaborate to identify strategies and practices that engage all students and make a positive difference in student learning.
Academic Problem Solving
• Google docs created for teachers to enter grades—”Zoning Data”
• Teachers enter/update grades at beginning of a department meeting for about 10 minutes once per month
• Teachers use the data to look for priority students
• Problem solving began for priority students with considerations of all students
Academic Problem Solving
Zoning Data Coding System
Red Zone=Decrease in grades
Yellow Zone=Stayed same or entered list for first time
Green Zone=Improvement in grades
Academic Problem Solving
• Semester 1 grade 6: 29 in red zone
• February review point: 24 in red zone
• Semester 1 grade 7: 35 in red zone
• February review point: 29 in red zone
• Semester 1 grade 8: 43 in red zone
• February review point: 29 in red zone
Academic Problem Solving Next Year
Transition data for next year’s students collected including summative data points like: ITBS, NESA, COGATS
This will be available to all staff to start the year next year as a school wide screening tool.
Literacy Team
• Use docushare to store spreadsheets for multiple data points
• Each teacher responsible for entering own data
• Psychologists uses data to propose groupings for re-teaching
• Team Meetings (1x per week) and PLC’s groupings are reviewed, progress reviewed and instructional plan altered as needed.
Literacy Team
Docushare Benefits
Excel sheets with “functions” already created
Anyone on staff can access the forms
Google Doc Benefits
Anyone can access the data in real time
*May look into switching over for next year.
Professional Learning Communities
As a PLC, we collect: Formative classroom data Summative Assessment data
We collect it in order to: Know what skills students have mastered Know what skills students are struggling with
Professional Learning Communities
8th English PLC NeSA-W Zoning 2012
8th English PLC: Character Analysis Essay Data
8th English PLC Reading Comp. Data 2010-11
Professional Learning Communities
Using GoogleDocs as a PLC provides: Early intervention with missing skills Guidance for our daily instruction An effective and efficient way to monitor student work Opportunities for an immediate response
Regrouping
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