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Data Dig

Data Dig. Data Dug. . . Since opportunities for improvement always exist…. we must purposefully seek out errors, understand their causes and effects, and then fix them. Before developing goal(s ) to drive the school improvement process forward…. Survey the information

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Data Dig

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  1. Data Dig Data Dug .

  2. Since opportunities for improvement always exist… • we must purposefully seek out errors, • understand their causes and effects, and • then fix them.

  3. Before developing goal(s) to drive the school improvement process forward… • Survey the information • Analyze the data to identify patterns of strength and need

  4. Student Achievement: Attainment-- to what degree have our students met or exceeded grade level expectations?

  5. Student Growth: Progress-- To what degree have our students made progress to meet or exceed grade level expectations?

  6. Closing Gaps: Equity-- To what degree do all students have equitable access and success meeting or exceeding grade level expectations?

  7. On-Track to College and Career: College/Career Readiness-- To what degree are our students “on track” to reach readiness for career and post-secondary education?

  8. Dataand dashboards available include: • Enrollment and Attendance • Assessments (including WSAS, ACT, AP and ACCESS for ELL) • Student Growth Percentiles • High School Completion • Postsecondary Enrollment • Student Profile • Student Search http://wise.dpi.wi.gov

  9. Putting Faces on the Data

  10. Problem Solving Process The problem solving process is a timely ongoingcollaborative effort that is formalized, responsive, fluid, and data-driven. The process capitalizes on and builds collective educator expertise to ensure allstudents reach their maximum potential. This process aims to empower all staff to make informed decisions and take responsibility around meeting all student needs.

  11. Collectively we have the knowledge and expertise to meet the needs of all students. We responsively use data to monitor students and make informed decisions. In the problem solving process, teams must use multiple data points, look at the whole child, and ensure engagement in quality universal instruction to determine access to Tier 2 or Tier 3.

  12. Please discuss..Make a part of your plan! • Effective Universal Practices (Highly Differentiated):What Capacity Building opportunities are needed to help educators effectively design, deliver, and match high quality instruction to reach potential and maximize outcomes for all students? • What are the non negotiables? • How will you look at the whole child and ensure engagement in quality universal instruction? (high success all day long) • Decision Rules: What are the multiple data points to determine access to Tier 2 or Tier 3? • What documentation is needed at the building levelto monitor progress for interventions and enrichments ? • Communication: How do you plan to take your key learning around RtI to the rest of your staff?

  13. Don’t just look in the rearview mirror… The purpose of data is best served when it is used to determine where to go next.

  14. Confidentiality • Each person must sign a “Confidentiality Agreement” or “appropriate use of data” form. • Give the signed form to the school principal for collection. • Always remember that studying student data is for professional analysis and planning purposes.

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