On the Road to Continuous Improvement

On the Road toContinuous Improvement Creating the Profile School Improvement Workshop Series in Collaboration with NDE and ESUs

Today’s Outcome • Create and use a profile • What is a profile? • How do we use it? http://necipworkshops.wikispaces.com/

Team Reflection Time • Does your school have a profile? • Is the data “important to know” vs. “nice to know”? • Is the data easily understood by the average person? • Is the profile shared with stakeholders? • Does it tell the story of your school? http://www.youtube.com/watch?v=oRBchZLkQR0

Creating the Profile http://www.education.ne.gov/CIPToolkit/creating.html

Johnson County Central A profile Story

PROFILE: Essential Questions What should it be? How do we use it?

How is your profile now? PROFILE DEVELOPMENT RUBRIC Ineffective Effective Most Effective Comments Student Performance Data The collection of student performance data meets state and federal requirements but lacks 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 & 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.

Creating a Profile What should it be? • A snapshot of the district from four separate lenses • Demographic Data • Student Performance Data • Program Data • Perceptual Data • A living document that is updated annually

Demographic Data Achievement Data Four Lenses of Data Data Driven Decisions Perception Data Program Data

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

Achievement Data • NeSA • Standardized tests ACT, MAP, etc. • Local common assessments • Alternative assessment data • Student grades • Portfolios Four Lenses of Data

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 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 Four Lenses of Data

Step 1: Determine Data Sources What data sources do you currently collect? Student Achievement Perceptions Demographics Program Data What data do you need to start collecting? Team Reflection Time Do you have anything to add to your to-do list?

Sources of Student Performance Data • Norm-Referenced Test Results • NeSA Results • Common Summative Assessments • Portfolio Summative Data • IEP Achievement Data • Achievement Data from “Non-core” Subjects • Other

Step 2: Include Performance Data

www.education.ne.gov Go to ….

What is the DRS? (Data Reporting System) • Secure Site – through portal • https://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 testing, and you would like to know who those students are individually.

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

Step 3: Consider Perpetual Data • Parent Surveys • Student Surveys • School Climate Data • Parent/Community Volunteerism in the School • Other

Team Reflection Time What sources of perceptual data do you have or need? Do you have anything to add to your to-do list?

Step 4: Consider Program Data • Title • ILCD • RTI • Discipline data • Student/Teacher Ratio • Graduation rates and requirements • Course offerings and sequences • Professional development

Team Reflection Time What sources of program datado you have or need? Do you have anything to add to your to-do list?

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

Team Reflection Time What sources of demographic data do you have or need? Do 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 • Neat in appearance • One graphic per page is ideal-- use no more than two • Easily understood by all stakeholders • Have all components necessary to assure comprehension

CHARACTERISTICS OF DATA DISPLAYS (cont.) • Complete enough to stand alone • Writing is clear, concise, correct, and complete • Statements of fact only • No judgmental statements

Data Displays Do 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

McInteer Elementary 5th Grade Terra NovaReading Comprehension Subtest 2002n=128/12 2003n=150/17 2004n=149/21 2005n=166/26 2006n=174/33 YEARS 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 5th 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 in 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 Scores STARS STARS 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 • Review the data presented in the profile • Schedule a staff meeting • Allow for ample time of review

Consider these Questions • What can we learn from the data? • What are our strengths and challenges? • Do we have other data to support these results? • What are the implications of the data? • What will we do as a result of the implications?

Step 8: Check the Profile for Recommended Components

Team Reflection Time • Who will create the profile? • When will it be created and updated? • Do you have anything to add to your to-do list? Next steps…..

PROFILE DEVELOPMENT RUBRIC 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 on minimal data) 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 & 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.

On the Road to Continuous Improvement