DATA USE AT THE SCHOOL LEVEL

1. DATA USE AT THE SCHOOL LEVEL PRESENTED BY NEW MEXICO PUBLIC EDUCATION DEPARTMENT PRIORITY SCHOOLS BUREAU Phyllis Martinez Larry Bemesderfer MAY 1, 2006

2. WHAT IS DATA A TOOL TO MAXIMIZE THE SUCCESS OF STUDENTS

3. The Three P’s of the New Leadership Paradigm • PEOPLE- Motivation • PROOF-Evidence • PASSION-Enthusiasm From: Edie Holcomb – Getting Excited About Data

4. 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?

5. Why Don’t We Use Data • Capacity • Clock • Choices • Concern • Un-Cover • Change

6. Where Do We Find Data • Assessment- Standards Based • Assessment- Classroom • Attendance • Actions • Other

7. What Do We Know About Data • Can you answer the following questions: • How many students in your school met proficiency or above in reading? • What reading skill was the most difficult for the students in your school? • What was the % of students in your school that met proficiency or above in Math?

8. What Do We Know About Data • Can you answer the following questions: • What skills were the students lacking in Math? • What subgroups of students make up your largest population? • What can you say about the subgroup performance? • How would you get the answers to these questions?

9. What Can We Tell By Looking At Data Percentages of Absentees by Class Period

10. What Can We Tell By Looking At Data Percentages of Absentees by Class Period

11. Percentages of Absentees by Class Period Ways to address the absentee rate:

12. What Can We Tell By Looking At Data NWEA MAP

13. What Can We Tell By Looking At Data RIT Values North West Evaluation Association-Measures of Academic Progress Scores - NWEA - MAP

14. Student Academic Progress in Reading • What can we do to improve effectiveness of our reading instruction?

15. What Can We Tell By Looking At Data LANGUAGE PROFICIENCY DATA

16. What Can We Tell By Looking At Data LANGUAGE PROFICIENCY DATA ELL-English Language Learners RD-Re-Designated FEP-Fluent English Proficient EO-English Only

17. LANGUAGE PROFICIENCY DATA Ways to address English Language Proficiency:

18. What Can We Tell By Looking At Data

19. What Can We Tell By Looking At Data BOY- Beginning of Year EOY- End of Year

20. Mobility Rates • What would you suggest to help with transfers, withdrawals, re-enrollment, etc. at this school?

21. What Do We Do About Datato Improve Student Achievement • Determine Focus • Display Data Effectively • Data Review Session

22. 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

23. Display Data Effectively Scattergram/Dot Graph Stacked Bar Chart Bar Graphs Pie Charts Line Graph/ Run chart • Line Graph/ Run Chart

24. 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.

25. Data Review Session • Participants: • Grouped by Department or Grade • Level • Facilitator & 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?

26. Data Review Session • Next 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?

27. Resources • 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

28. Thank You for Your Attention If You Need More Information Please Call Us At NMPED Priority Schools Bureau Phyllis Martinez – 872-6555 phyllis.martinez@state.nm.us Larry Bemesderfer – 827-6798 larryp.bemesderfer@state.nm.us

29. Using Data to Plan School Improvement How the information you collect can inform policy and practice effectively

30. At the conclusion of this session, you will be able to explain… • How educators can use available data to plan school improvement • What data PED requires from schools and districts, and how it is to be submitted

31. The Challenge “Educators have historically relied less on data to guide their practice than on intuition, teaching philosophy, or personal experiences.” -- A. Cromley, Using Student Assessment Data (2000) http://www.ncrel.org/policy/pubs/html/pivol16/nov2000.htm

32. What is Not Data… X • Intuition • Tradition • Convenience X X

33. Data Literacy (Michael Fullan) • Ability to gather dependable student data • Capacity to examine student data and make sense of it • Ability to make changes in teaching and schools derived from those data • Commitment to communicate effectively and engage in external assessment discussions.

34. How effective schools use data… • In a collaborative professional environment • To facilitate focused, intentional instruction • To drive changes in instruction and confirm successful instruction • To communicate effectively with each other and the community

35. Data Helps Us Focus… • “Data should be an essential feature of how schools do business.'‘ • "If we collectively focus on goals and regularly measure the impact of the methods..., then we will get better results'‘ • Mike Schmoker, Results,: The Key to Continuous School Improvement

36. Student-centered Data • Demographic Data – Who are the students? • Achievement Data – What do they know? • Program Data – What are we doing to help them learn? • Perception Data – What do they perceive about the learning environment?

37. Data and School Improvement To be a driving force for school improvement, data must be: • … clearly relevant to the people using it. • … reduced or transformed to become clear “information”. • … trustworthy!

38. How Can Data Be Used For Improvement? • Monitor student progress • Judge the efficacy of curriculum and instructional practices • Communicate

39. Assessment Data

40. Administrative Considerations • 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.

41. Remember… Data is just numbers until you do something with it.

42. Using Assessment To Create Classroom Data • Monitor student progress • Identify areas of weakness in time to do something about them • Engage students in the evaluation of their own progress

43. Why Assess? • Provide diagnosis • Set standards • Evaluate progress • Communicate results • Motivate performance

44. Why Use Rubrics? • Set goals • Define expectations • Demystify grades

45. Sample Rubric: Second Grade Research: Dinosaur Report

46. Sample Rubric: Sixth Grade Multimedia Presentation: Ancient Civilizations

47. Sample Rubric: Eighth Grade Book Report: Web site

48. Keep Your Students Involved • Student involvement in the assessment process • Student involvement in record keeping • Student involvement in communication

49. Student-Involved Classroom Assessments • Driven by a clearly articulated purpose • Accurately reflect clear achievement expectations • Used as teaching tools • Deliver results in a timely, understandable and helpful manner

50. Using Data at the School Level • Evaluate the effectiveness of programs • Drive changes in program and curriculum • Collectively focus on goals • Communicate effectively with each other and with the community