CREATING THE PROFILE

ON THE ROAD TO CONTINUOUS IMPROVEMENT

School Improvement Workshop SeriesIn Collaboration with NDE and ESUs

Today’s Outcome

Create and use a profile

What is a profile?How do we use it?

Stuck on an elevator clip

Does your profile need some help?• Does your school have a profile?• Does it include data that is important to know vs.

data that are nice to know?• Is the data developed and presented to be understood

by the average person?• Is the profile shared with stakeholders?• Does it tell the story of your school?

Team Reflection Time

Creating the Profile

http://www.education.ne.gov/CIPToolkit/creating.html

PROFILE: Essential Questions

●What should it be?

●How do we use it?

Ineffective Effective Most Effective Comments

Student Performance Data The collection of student performance data meets state and federal requirements but lacks analysis (or bases analysis

Multiple sources of longitudinal performance data (NRT, CRT, classroom assessments, etc.) are clearly organized, disaggregated where appropriate graphically displayed and at least superficially analyzed

In addition to a comprehensive collection and clear presentation of performance data collected over time, the school profile contains a thoughtful analysis of the implications drawn from that data

Demographic Data The school profile contains little or no student demographic data

The school profile contains disaggregated demographic data and an analysis of the data

The school profile contains comprehensive, disaggregated, and longitudinal demographic data including an analysis of the trends.

Program Data The school profile contains little or no program data

The profile contains program data from multiple sources with analysis of the data

The profile contains comprehensive, longitudinal program data including any analysis of the trends.

Perceptual Data The profile committee collects no community, staff or student information or collects irrelevant and unorganized community information and does not relate it to school improvement

The profile committee collects, organizes, and presents staff, student and community information relevant to the SIP

The profile committee collects, organizes and clearly presents staff, student and community information, with an analysis of the relation of that information to the SIP

Data Collection and Reporting Process

The school profile contains limited or irrelevant data collected irregularly from a few sources and lacks organizations.

Data collection is an on-going process drawing from many sources. Information is clearly organized and graphically displayed.

The data collection process is comprehensive, continuous, and focused on trend data. Results are appropriately disaggregated, clearly presented, and thoroughly analyzed.

Data Display Display of data is unclear, unexplained, and difficult to interpret.

Data is displayed in clearly labeled graphs and charts.

Data is displayed in clearly labeled graphs and charts accompanied by an explanatory narrative.

Use of Data for Decision-making School profile data appears unrelated to school improvement decisions

School profile data is analyzed and is generally used to guide goal selection.

The school prepares a description of its strengths and needs based on the school profile. A process of applying these conclusions to decision making and goal setting is documented. Further diagnostic data needs (if any) are identified.

How is your profile now? Nebraska Department of EducationPROFILE DEVELOPMENT RUBRIC

CREATING A PROFILEWhat should it be?

•A snapshot of the district from four separate lenses.

• Student Performance Data• Demographic Data• Program Data• Perceptual Data

•Living document that is updated annually

Demographic Data:• Free/reduced lunch status• Parent education level• Student ethnicity• Mobility rate• Discipline referrals,

suspensions, and expulsions• Daily rate of attendance

FOUR LENSES OF DATA

Perception Data:• School climate data• Review of newspaper

editorials and letters• Student and / or parent

surveys• School safety data• Volunteerism in the school• NCA Capacity Instrument

Program Data:• Class size• Staff years of teaching experience• Organization of the school

day (time allotted to specific subjects)

• Relationship of professional development to the identified needs

• Nature and frequency of classroom assessment

• NCA Capacity Instrument

Achievement Data:• State Assessment/ CRT

Assessments• Standardized tests ACT,MAT

Etc. Alternative assessment data• Student grades• Portfolios

DataDriven

Decisions

Step 1: Determine Data Sources

Perceptions Student Achievement

Demographics Program Data

What data sources do you currently collect?

What data do you need to start collecting?

Team Reflection TimeDo you have anything to add to your to-do list?

Sources ofStudent Performance Data

♦Norm-Referenced Test Results

♦Common Summative Assessments♦Portfolio Summative Data

♦IEP Achievement Data

♦Achievement Data from “Non-Core” Subjects♦Other

What sources of student performance data do you have or need?Team Reflection TimeDo you have anything to add to your to-do list?

♦NeSA Results

Step 2: Include Performance Data

GO TO ….

www.nde

www.education.ne.gov

What is the DRS?(Data Reporting System)

• Secure Site – through portalhttps://portal.education.ne.gov

• Public Site – NDE website http://drs.education.ne.gov

https://portal.education.ne.gov

http://drs.education.ne.gov

Scenario

You want to know if certain groups are performing better than others on state

testingAnd

You would like to know who those students are individually

SOURCES OF PERCEPTUAL DATA

♦ Parent Surveys♦ Student Surveys♦ School Climate Data♦ Parent/Community Volunteerism in the School♦ Other

Team Reflection TimeDo you have anything to add to your to-do list?

What sources of perceptual data do you have or need?

Step 4: Consider Program Data

What sources of program data do you have or need?

Team Reflection TimeDo you have anything to add to your to-do list?

Title ILCD RTI Course offerings and sequences Student/Teacher Ratio Graduation rates/requirements Discipline data Professional development

Step 5: Include Demographic Data Enrollment and attendance Free and reduced lunch information ELL students Transportation information Gender data Gifted and Talented data Preschool attendance data Suspension and expulsion data Other

Check out:SOS & DRS

What sources of program data do you have or need?

Team Reflection TimeDo you have anything to add to your to-do list?

Step 6: Organize and Present Data

How should the data be displayed?Can the displays be easily generated?Does the district have all the displays of the

data that it needs?Does it have some that should be

eliminated?Where is it stored?

CHARACTERISTICS OF DATA DISPLAYS

Simple. They should be easily understood by all

stakeholders. Neat in appearance. No more than two graphic displays per page. One graphic display per page is ideal.Should have all necessary components to assure

comprehension.

CHARACTERISTICS OF DATA DISPLAYS (CONTINUED)

Complete enough to stand alone.

Should have clear, concise, correct and complete writing.

Should be statements of fact only.

Judgmental statements should not be included.

DATA DISPLAYSDo your data displays look like something your teachers can understand or will at least discuss if it’s a nice, warm Friday afternoon?

READING SCORES

● Our scores improved in all categories

2002n=128/12

2003n=150/17

2004n=149/21

2005n=166/26

2006n=174/33

YEARS

McInteer Elementary 5th Grade Terra NovaReading Comprehension Subtest

Chart 1 illustrates the growth on the Reading Comprehension subtest of the Terra Nova over a 5-year period. Baseline year for this assessment was 2002. The test was given to all 5 th grade students the first week of each April. the chart also compares the scores of all students to those classified as Limited English Proficient (LEP). Both populations made gains from year 1 to year 5, however there is still a discrepancy between the two populations. A slight decline occurred I year two in both populations. Year two was the last year of the Bluster Day reading series. “All:” contains LEP.ASU for ALL group: .64 ASU for LEP: .82

Fourth Grade Reading ScoresSTARS

STAR standard 4.1.3 was used to measure reading comprehension. During the course of four years, the number of students meeting proficiency increased.

Step 7: Reflect On and Analyze Data

As a staff review the data presented in the profile Schedule a staff meeting Allow for ample time of review

Consider these QuestionsWhat can we learn from this data?

What are our strengths and challenges?Do we have other data to support these

results?What are the implications of this data?What will we do as a result of the

implications?

Step 8: Check the Profile for Recommended Components

PROFILE REFLECTION●Who will create profile?

●When will it be created and updated?

●Next steps…..

Team Reflection TimeDo you have anything to add to your to-do list?

Ineffective Effective Most Effective Comments

Student Performance Data The collection of student performance data meets state and federal requirements but lacks analysis (or bases analysis

Multiple sources of longitudinal performance data (NRT, CRT, classroom assessments, etc.) are clearly organized, disaggregated where appropriate graphically displayed and at least superficially analyzed

In addition to a comprehensive collection and clear presentation of performance data collected over time, the school profile contains a thoughtful analysis of the implications drawn from that data

Demographic Data The school profile contains little or no student demographic data

The school profile contains disaggregated demographic data and an analysis of the data

The school profile contains comprehensive, disaggregated, and longitudinal demographic data including an analysis of the trends.

Program Data The school profile contains little or no program data

The profile contains program data from multiple sources with analysis of the data

The profile contains comprehensive, longitudinal program data including any analysis of the trends.

Perceptual Data The profile committee collects no community, staff or student information or collects irrelevant and unorganized community information and does not relate it to school improvement

The profile committee collects, organizes, and presents staff, student and community information relevant to the SIP

The profile committee collects, organizes and clearly presents staff, student and community information, with an analysis of the relation of that information to the SIP

Data Collection and Reporting Process

The school profile contains limited or irrelevant data collected irregularly from a few sources and lacks organizations.

Data collection is an on-going process drawing from many sources. Information is clearly organized and graphically displayed.

The data collection process is comprehensive, continuous, and focused on trend data. Results are appropriately disaggregated, clearly presented, and thoroughly analyzed.

Data Display Display of data is unclear, unexplained, and difficult to interpret.

Data is displayed in clearly labeled graphs and charts.

Data is displayed in clearly labeled graphs and charts accompanied by an explanatory narrative.

Use of Data for Decision-making School profile data appears unrelated to school improvement decisions

School profile data is analyzed and is generally used to guide goal selection.

The school prepares a description of its strengths and needs based on the school profile. A process of applying these conclusions to decision making and goal setting is documented. Further diagnostic data needs (if any) are identified.

Nebraska Department of EducationPROFILE DEVELOPMENT RUBRIC

RESOURCES● NDE: Continuous Improvement Process

http://bit.ly/mUC1OM● AdvancED

http://www.advanc-ed.org/● SIP Rubrics● ESU Staff

TEAM WORK MAKES A DIFFERENCE!

Teamwork divides the task and multiplies the success. 

~Author Unknown