data use at the school level
DESCRIPTION
DATA USE AT THE SCHOOL LEVEL. PRESENTED BY NEW MEXICO PUBLIC EDUCATION DEPARTMENT PRIORITY SCHOOLS BUREAU Phyllis Martinez Larry Bemesderfer MAY 1, 2006. WHAT IS DATA. A TOOL TO MAXIMIZE THE SUCCESS OF STUDENTS. The Three P’s of the New Leadership Paradigm. PEOPLE- Motivation - PowerPoint PPT PresentationTRANSCRIPT
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DATA USE AT THE
SCHOOL LEVELPRESENTED BY
NEW MEXICO PUBLIC EDUCATION DEPARTMENTPRIORITY 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 P’s of the New Leadership Paradigm
PEOPLE- MotivationPROOF-EvidencePASSION-Enthusiasm
From: Edie Holcomb – Getting Excited About Data
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Content of Presentation Why Don’t 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 Don’t We Use DataCapacityClockChoicesConcernUn-CoverChange
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Where Do We Find DataAssessment- Standards
BasedAssessment- ClassroomAttendanceActionsOther
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What Do We Know About Data Can you answer the following questions:
1. How many students in your school met proficiency or above in reading?
2. What reading skill was the most difficult for the students in your school?
3. 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:4. What skills were the students
lacking in Math?5. What subgroups of students make
up your largest population?6. What can you say about the
subgroup performance?7. 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
0
2
4
6
8
10
12
1st 2nd 3rd 4th 5th 6th 7th
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What Can We Tell By Looking At Data
Percentages of Absentees by Class Period
0
2
4
6
8
10
12
8% for AYP
1st 2nd 3rd 4th 5th 6th 7thPeriod
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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
180
190
200
210
220
230
240
250
6th Grade 7th Grade 8th Grade 9th Grade
FallSpring
NWEA MAP
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What Can We Tell By Looking At Data
180
190
200
210
220
230
6th Grade 7th Grade 8th Grade 9th Grade
Student Academic Progress in Reading
FallFall GLSpringSpring GL
North West Evaluation Association-Measures of Academic Progress Scores - NWEA - MAP
RIT Values
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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
ELLFEPRDEO
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What Can We Tell By Looking At Data
LANGUAGE PROFICIENCY DATA
NM English Language Proficiency Assessment
14%
34% 15%
37% ELLFEPRDEO
ELL-English Language Learners RD-Re-DesignatedFEP-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
MOBILITY RATES
0
20
40
60
80
100
BOY 40th 80th 120th EOY
ADS Reporting Dates
Perc
enta
ge
9thGrade
10thGrade
11thGrade
12thGrade
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What Can We Tell By Looking At Data
MOBILITY RATES (Transfers, Dropouts, Enrollments, Withdrawals)
0
20
40
60
80
100
BOY 40th 80th 120th EOYAccountability Data System-ADS- Reporting Dates
Perc
enta
ge 9th Grade10th Grade11th Grade12th Grade
BOY- Beginning of YearEOY- End of Year
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Mobility Rates What would you suggest to help with What would you suggest to help with
transfers, withdrawals, re-enrollment, etc. at transfers, withdrawals, re-enrollment, etc. at this school? this school?
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What Do We Do About Data
to Improve Student Achievement
Determine FocusDisplay Data EffectivelyData 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
Stacked Bar Chart
0102030405060708090
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
Bar Graphs
0102030405060708090
100
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
LLiinnee GGrraapphh// RRuunn CChhaarrtt
Line Graph/ Run chart
Pie Charts
0
10
20
30
40
50
60
70
80
90
100
0 2 4 6
Scattergram/Dot Graph
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1st Qtr 2nd Qtr 3rd Qtr 4th QtrEast West North
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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 SessionData Review SessionParticipants:
Grouped by Department or GradeLevelFacilitator & Recorder for each group
Questions:What does the data tell us?What doesn’t it tell us?What else do we need?Is there good news?
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Data Review SessionData Review SessionNext 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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ResourcesResources 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.php
?rlid=713 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/Winter_
2002.html
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Thank You for Your AttentionIf You Need More Information Please Call
Us At NMPED Priority Schools Bureau
Phyllis Martinez – [email protected]
Larry Bemesderfer – 827-6798 [email protected]
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Using Data Using Data to to Plan School Plan School ImprovementImprovement
How the information you collect can How the information you collect can inform policy and practice effectivelyinform policy and practice effectively
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At the conclusion of this At the conclusion of this session, you will be able to session, you will be able to explain…explain…
How educators can use available data to How educators can use available data to plan school improvementplan school improvement
What data PED requires from schools and What data PED requires from schools and districts, and how it is to be submitteddistricts, and how it is to be submitted
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The ChallengeThe Challenge
““Educators have historically relied less on Educators have historically relied less on data to guide their practice than on data to guide their practice than on intuition, teaching philosophy, or personal intuition, teaching philosophy, or personal experiences.” experiences.”
---- A. Cromley, A. Cromley, Using Using Student Assessment DataStudent Assessment Data (2000) (2000)
http://www.ncrel.org/policy/pubs/html/pivol16/nov2000.htmhttp://www.ncrel.org/policy/pubs/html/pivol16/nov2000.htm
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What is What is NotNot Data… Data…
IntuitionIntuition
TraditionTradition
ConvenienceConvenience
XXX
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Data Literacy (Michael Data Literacy (Michael Fullan)Fullan) Ability to gather dependable student dataAbility to gather dependable student data
Capacity to examine student data and make Capacity to examine student data and make sense of itsense of it
Ability to make changes in teaching and schools Ability to make changes in teaching and schools derived from those dataderived from those data
Commitment to communicate effectively and Commitment to communicate effectively and engage in external assessment discussions.engage in external assessment discussions.
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How effective schools use How effective schools use data…data…
In a collaborative professional environmentIn a collaborative professional environment
To facilitate focused, intentional instructionTo facilitate focused, intentional instruction
To drive changes in instruction and confirm To drive changes in instruction and confirm successful instructionsuccessful instruction
To communicate effectively with each other and the To communicate effectively with each other and the communitycommunity
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Data Helps Us Data Helps Us Focus…Focus…
““Data should be an essential feature of Data should be an essential feature of how schools do business.'‘how schools do business.'‘
"If we collectively focus on goals and "If we collectively focus on goals and regularly measure the impact of the regularly measure the impact of the methods..., then we will get better results'‘methods..., then we will get better results'‘
Mike Schmoker, Mike Schmoker, Results,: The Key to Continuous Results,: The Key to Continuous School Improvement School Improvement
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Student-centered DataStudent-centered Data Demographic Data – Who are the students?Demographic Data – Who are the students?
Achievement Data – What do they know?Achievement Data – What do they know?
Program Data – What are we doing to Program Data – What are we doing to help them learn?help them learn?
Perception Data – What do they perceive Perception Data – What do they perceive about the learning environment?about the learning environment?
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Data and School Data and School ImprovementImprovement
To be a driving force for school improvement, To be a driving force for school improvement, data must be:data must be:
… … clearly relevant to the people using it.clearly relevant to the people using it.… … reduced or transformed to become clear reduced or transformed to become clear “information”. “information”. … … trustworthy!trustworthy!
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How Can Data Be Used How Can Data Be Used For Improvement?For Improvement?
Monitor student progressMonitor student progress
Judge the efficacy of curriculum Judge the efficacy of curriculum and instructional practicesand instructional practices
CommunicateCommunicate
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Assessment Data
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Administrative Administrative ConsiderationsConsiderations
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…Remember…
Data is just numbers Data is just numbers until you do something until you do something with it.with it.
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Using Assessment To Using Assessment To Create Classroom DataCreate Classroom Data
Monitor student progressMonitor student progress Identify areas of weakness in time Identify areas of weakness in time
to do something about themto do something about them Engage students in the evaluation Engage students in the evaluation
of their own progressof their own progress
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Why Assess? Why Assess? Provide diagnosisProvide diagnosis Set standardsSet standards Evaluate progressEvaluate progress Communicate resultsCommunicate results Motivate performanceMotivate performance
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Set goalsSet goals Define expectationsDefine expectations Demystify gradesDemystify grades
Why Use Rubrics?Why Use Rubrics?
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Sample Rubric: Second Sample Rubric: Second GradeGrade
Research:
DinosaurReport
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Sample Rubric: Sixth Sample Rubric: Sixth GradeGrade
MultimediaPresentation:
Ancient Civilizations
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Sample Rubric: Eighth Sample Rubric: Eighth GradeGrade
Book Report:
Web site
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Keep Your Students Keep Your Students Involved Involved Student involvement in the assessment processStudent involvement in the assessment process
Student involvement inStudent involvement in record keepingrecord keeping
Student involvement in Student involvement in communicationcommunication
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Student-Involved Classroom Student-Involved Classroom AssessmentsAssessments Driven by a clearly articulated purposeDriven by a clearly articulated purpose
Accurately reflect clear achievement expectationsAccurately reflect clear achievement expectations
Used as teaching tools Used as teaching tools
Deliver results in a timely, understandable and helpful Deliver results in a timely, understandable and helpful mannermanner
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Using Data at the School Using Data at the School LevelLevel Evaluate the effectiveness of programsEvaluate the effectiveness of programs
Drive changes in program and curriculumDrive changes in program and curriculum
Collectively focus on goalsCollectively focus on goals
Communicate effectively with each other Communicate effectively with each other and with the communityand with the community
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Armijo Elementary SchoolArmijo Elementary School Please welcome Cathy Good who is here Please welcome Cathy Good who is here
to discuss the use of data at Armijo ESto discuss the use of data at Armijo ES
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A Clear and Unified A Clear and Unified UnderstandingUnderstanding
What have students learned?What have students learned? (What have students not learned?)(What have students not learned?)
What is being taught effectively?What is being taught effectively? (What needs to be taught better?)(What needs to be taught better?)
Which programs are working?Which programs are working? (Which programs are not working?)(Which programs are not working?)
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ActivityActivity
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A Data Plan – Part 1A Data Plan – Part 1
Collect basic informationCollect basic information Identify additional dataIdentify additional data Disaggregate the dataDisaggregate the data Analyze the dataAnalyze the data Summarize the dataSummarize the data Brainstorm the causesBrainstorm the causes
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A Data Plan – Part 2A Data Plan – Part 2 Brainstorm the causesBrainstorm the causes Collect more dataCollect more data Analyze and summarize dataAnalyze and summarize data Identify a goalIdentify a goal Repeat the processRepeat the process
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Collect the dataCollect the data What do you want to find out?What do you want to find out? Where will you find it?Where will you find it? Is it reliable?Is it reliable?
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Study the dataStudy the data
DisaggregateDisaggregateAnalyzeAnalyzeSummarizeSummarize
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Brainstorm… and Collect Brainstorm… and Collect More Data…More Data…
Ask: “What factors contribute to this issue?”Ask: “What factors contribute to this issue?”
Acknowledge factors over which you have Acknowledge factors over which you have no controlno control
Focus on the factors you can influence, Focus on the factors you can influence, and and that you are willing to addressthat you are willing to address
Collect more data if necessary to confirm Collect more data if necessary to confirm your ideasyour ideas
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Identify a Goal and a PlanIdentify a Goal and a Plan What must we do next? What must What must we do next? What must II do do
next?next? Who else needs to be involved?Who else needs to be involved? What resources do we need?What resources do we need? What are our deadlines? How much time What are our deadlines? How much time
do we have?do we have? What indicators should we monitor?What indicators should we monitor?
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Repeat the Repeat the ProcessProcess
P D S AP D S A
Implement the plan, Implement the plan, and…and…
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ReferencesReferences EdutopiaEdutopia: Success Stories for Learning in the Digital Age: Success Stories for Learning in the Digital Age. The . The
George Lucas Educational Foundation. Jossey-Bass, 2002George Lucas Educational Foundation. Jossey-Bass, 2002
The George Lucas Educational FoundationThe George Lucas Educational Foundation Web site. Web site.
Rubistar’s Rubistar’s ““Create Rubrics for your Project-Based Learning ActivitiesCreate Rubrics for your Project-Based Learning Activities”” Web Web sitesite
Kathy Schrock’s Guide for Educators Kathy Schrock’s Guide for Educators ““Assessment & Rubric InformationAssessment & Rubric Information”” Web site. Web site.
A Practical Guide to Alternative AssessmentA Practical Guide to Alternative Assessment. Herman, Joan L., . Herman, Joan L., Aschbacher, Pamela R., & Winters, Lynn. Association for Aschbacher, Pamela R., & Winters, Lynn. Association for Supervision and Curriculum Development, 1992Supervision and Curriculum Development, 1992
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Documents require Documents require data… data… EPSSEPSS EPSS Monitoring ReportEPSS Monitoring Report Diagnostic Assessment ReportDiagnostic Assessment Report Diagnostic Assessment Diagnostic Assessment
Implementation ReviewImplementation Review The Alternative Governance PlanThe Alternative Governance Plan
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For example, EPSS Goals For example, EPSS Goals should…should…
be student-centered…be student-centered… measurable…measurable… based on data…based on data… and have research-based strategies and have research-based strategies
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NMSBANMSBA DataData
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NMSBA DataNMSBA Data
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School and District Accountability
Reports
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Diagnostic Diagnostic Assessment Assessment Report Report DataData
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Diagnostic Diagnostic Assessment Assessment Report Report Data (2)Data (2)
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Diagnostic Diagnostic Assessment Assessment
Report Report Data (3)Data (3)
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Diagnostic Assessment Diagnostic Assessment Report Data (4)Report Data (4)
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EPSS DataEPSS Data
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DAR Implementation DAR Implementation ReviewReview
PED Mandates MandatesRequired forDesignation
s
Progress Report
Not Implement
ed
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/CommunicateStudent 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 withAction 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 PEDRequirements
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.
Level2 & 3 Teachers
SI2, CA, RI & RII
X (11 Level 2 & 3 (61%)) Teachers.-81% high qualified as of 4-21-06Support 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 DAR Implementation ReviewReview
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 ReviewDAR Implementation ReviewCurrent2005-06Grade Level Performance
Grade 6Star3rd qtr
Grade 7Star3rd qtr
Grade 8Star3rd qtr
Grade6CL3rd qtr
Grade7CL3rd qtr
Grade8CL3rd 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 DATA REQUIREMENTS FOR FOR
ALTERNATIVE GOVERNANCE PLANSALTERNATIVE GOVERNANCE PLANS
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Alternative Alternative Governance:Governance:
You Will Need Data for…You Will Need Data for…
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Explaining how educational Explaining how educational services will be provided to services will be provided to affected studentsaffected students
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Providing detailed Providing detailed budget information…budget information…
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Providing information about Providing information about transportation needs and transportation needs and costs…costs…
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……and information about and information about Supplemental Supplemental Educational Services…Educational Services…
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……data to make and data to make and support decisions about support decisions about replacing staff who are replacing staff who are relevant to the failure of relevant to the failure of the school to make the school to make AYP…AYP…
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and explaining how the plan and explaining how the plan will increase student will increase student achievement, including how achievement, including how it will be measured and it will be measured and evaluated.evaluated.
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Questions?Questions? The Priority Schools Bureau is ready to The Priority Schools Bureau is ready to
help.help.E-mail, call, or fax us and we will get you E-mail, call, or fax us and we will get you
answers answers Phyllis Martinez – 872-6555
[email protected] Bemesderfer – 827-6798
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Thank you for your Thank you for your participationparticipation