Download Using State Data to Identify School Improvement Goals

Data for Student Success
Using State Data to Identify
School Improvement Goals
“It is about focusing on building a culture of quality data
through professional development and web based
dynamic inquiries for school improvement.”
Investigating Module: Using State
Assessment Data to Identify School
Improvement Goals
• Professional Development
• Resources to support
• Inquiry tool to support
Module: Using State Assessment Data to
Identify School Improvement Goals
• www.data4ss.org
– Agenda
– Power point
– Worksheets
– Tutorial
• Resources for ISDs to adapt to their
audience for the module
• Please cite Data 4SS for work used
Data Analysis Strategy
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Concrete experience
Keep it simple
Look for areas of strength and challenges
Provide ample hands-on time in analyzing
their data
• Provide the scaffolds LEAs need to begin
learning the process of using data and
making data informed decisions
Application/Guided Practice –
Lessons Learned
• Addressed in norms
– Seek Application
– Ask clarifying questions
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Intentional scaffold –small scale
Process transparent
Ease of facilitation – all on same page
Provide guided practice prior to using the
tool to access own data
Activity Objectives
• This activity is designed to begin the data mining
process.
• This activity enables schools to identify percent
proficient in ELA and Math in a clear and
concise chart.
• Using the AYP targets provides a way to
compare school results to the proficiency
targets.
• This activity is not to be used to determine if
the school has made AYP.
Strategy for Supporting Data
Mining
• Resource book – Section 2
• Building: Content Area Proficiency
– Procedure
• Using the template and handouts provided, record
data for math
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Determine AYP target at building and grade level
Record on template
Use MEAP Proficiency – All grades, individual
Record data on template
• Select a highlighter
– Highlight those areas below the AYP target
Activity Objectives
• This activity is designed to continue the data mining
process to the level of sub-groups.
• This activity enables schools to identify percent proficient
in sub-groups for ELA and Math in a clear and concise
chart.
• Using the AYP targets provides a way to compare school
results to the proficiency targets.
• This activity helps schools determine gaps in building
sub-group achievement, identifying the grade levels of
greatest need.
• This activity is not to be used to determine if the
school has made AYP.
Strategy work continued
• Overall Building Sub-Group Level Achievement
– Procedure
• Using the template and handouts provided, record data for
math
– Use the building AYP target
– Record on template
– Use MEAP Proficiency – AYP Groups and Other Groups
– all grades, individual
– Record data on template
• Select a highlighter
– Highlight those areas above the AYP target
– Choosing a different color highlighter – highlight those
areas below the AYP target
Strategy work continued
• Determine which subgroup has largest
achievement gap
– Procedure
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Use grade level AYP target
Record on template
Use MEAP Proficiency - AYP Groups and Other Groups
Record on template
Select a highlighter
– Highlight those areas above the AYP target
– Choosing a different color highlighter – highlight those areas
below the AYP target
Questions
Process?
Procedure?
Template?
Accessing the Inquiries
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www.data4ss.org
Usernames
Passwords
Access to Inquiry Tool
Navigation Process
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Login
Select Inquiries – MEAP Proficiency
Select Inquiry Settings - tab
Select ISD
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Select District
Select School
Select Grade Level
Select Subject
Select Report Category – All, AYP, Other
Select School Year(s)
• View Results
High Needs School - Strategy
• Resource book – Section 2
• Choose your high needs school
• Complete data dig
– Access Data 4SS inquiry tool
• Focus on ELA and Math - AYP
• Templates
– Building: Content Area Proficiency
– Overall Building Sub-Group Level
Achievement
– Sub-Group Level Achievement
High Needs School – Strategy
continued
• Use same process
• Complete data dig with your team
Data Dig
• Discuss findings with table group
• Based on data
– What content area has the greatest need?
– What subgroup has the greatest need?
– What grade level has the greatest need?
– What would the school need to develop to
begin a manageable systematic improvement
process?
Debrief
• Questions
• Why would we do this for our LEAs?
– Transparent process
– Scaffolds learning
– Guided practice
– Ease of facilitation
– Building ownership
– Capacity building
Application to our LEAs
What do administrators and leadership teams
need to know and be able to do as a result of this
module?
Where are your LEAs in this first step of data
analysis?
Think about what you will need to put in place to
support them.