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ABSS Data Warehouse Developing Data Based Decision Making

ABSS Data Warehouse Developing Data Based Decision Making. Heather Boysel Julie Cozort. Share development of our Data Warehouse Process to drive instructional decisions Analyze/evaluate comprehensive assessment plans Practice using data in various situations. Objectives & Goals.

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ABSS Data Warehouse Developing Data Based Decision Making

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  1. ABSS Data WarehouseDeveloping Data Based Decision Making Heather Boysel Julie Cozort

  2. Sharedevelopment of our Data Warehouse • Process to drive instructional decisions • Analyze/evaluate comprehensive assessment plans • Practice using data in various situations Objectives & Goals

  3. ABSS Data Warehouse Phase 1 - Development & Purpose

  4. (2011)Basic/Operational needs Support RTTT Objectives

  5. Basic Needs Turnaround Schools

  6. One Stop Shop

  7. Budget Cuts?

  8. Operational Uses Need: Efficient access to resources for students DWH Provides: process insures account access Need: Identify students living out of district and/or zone DWH Provides: process easily identifies & prompts for collection • Need: send one envelope per household? • DWH Provides: streamlined process eliminating duplicate addresses • 7,000 duplicates – huge savings in postage. • ~$3,000 savings per mailing Simple Examples:

  9. FAQ’s Does the DWH take the place of other Resources? Absolutely NOT! Information from current resources provide information FOR the DWH Does the DWH do the same thing as the CLOUD? Absolutey NOT! Does the DWH take the place of PowerSchool? Absolutely NOT! PowerSchool provides information FOR the DWH like many other Vendors NO other resource will provide EVERYTHING ABSS needs Other resources will provide what it’s owner wants you to have

  10. The CENTER of data integration

  11. From the What to What’s Next? Scholastic Iowa Study Island Gaggle School Fusion Online School Payments Think Central Data Warehouse Running Records Castle Learning Soar to Success SAT Prep Wireless Generation (mClass) My Data First NCVPS Math Expressions Discovery Education

  12. “Mend” ALL the pieces – not just some

  13. “The district-created data warehouse provides an immediately responsive system for current and future data needs. The data warehouse staff provides immediate support to schools in training and further development of capabilities within the warehouse based on feedback from schools. By creating the data warehouse, ABSS created a system in which curriculum, instruction and assessment throughout the system can be monitored and adjusted systematically and systemicallyin response to data from multiple assessments of student learning. The data warehouse allows administration and teachers to readily access student achievement data and have the capacity for responsive, timely, data-driven instructional decisions...” Excerpt:AdvancedEd External Review

  14. (2013) Interactive comprehensive assessment system Support RTTT Objectives

  15. ABSS Data Warehouse Phase 2 – Description & Purpose

  16. Interactive data management system • District goals drive development • Designed to meet the specific needs of our comprehensive assessment system • Intended to put all data into one location to increase teacher and administrator efficiency Data Warehouse – What’s Next?

  17. Provides data to meet district, school, and classroom needs • Offers a logical and organized system of how to use various assessments to drive instructional decision making • Delivers a continuous flow of student data throughout the year to enable district and schools to determine instructional effectiveness Comprehensive Assessment Plan

  18. How assessment results are used determines if they are formative or summative! Determining Purpose

  19. Identify need. Validate need. Plan & implement support. Evaluate instructional supports. Review outcomes. Adapted from Dynamic Measurement Group

  20. Students must have skills and be able to apply them – we need evidence of both. ELA Standards Writing Reading Language Speaking & Listening Text with Purpose Conventions of Standard English Key Ideas & Details Collaboration & Comprehension Production & Distribution Presentation of Knowledge & Ideas Craft & Structure Knowledge of Language Integration of Knowledge & Ideas Build & Distribute Knowledge Vocabulary Acquisition Range of Reading & Complexity of Text Range of Writing Reading Foundational Skills – Phonics/Phonemic Awareness/Fluency/Print concepts, Word Development From Rachel Powers & Amelia Van Name Larson

  21. Completing the whole child with academic data…

  22. Using the DWH for Data based Decision Making Distinguishing Grade Level Needs from Individual Student Needs

  23. Purpose of Tier 1 Meetings: • To identify the percentage of students at each proficiency level • To create goals to be met by next screening window, as well as instructional practices to reach those goals • To identify the instructional strategies/materials most effective at facilitating the acquisition of essential reading and math skills Tier 1 Meetings:Analyzing Universal Screening

  24. Identifying need.

  25. How does this data wall compare to the previous one? Identifying need.

  26. When data suggests core instruction isn’t meeting the needs of 80% of students, teams document strategies to adjust and revise instruction. Plan & Implement SupportsGrade Level Plans

  27. Using the DWH for Data based Decision Making Individual Student Plans

  28. Based on NWF MOY results, how effective is phonics instruction? • How would a teacher identify students needing additional supports? • By clicking on the colored bars, teachers are able to identify students scoring in each proficiency range.

  29. DWH lists students in each proficiency level. Tier level, EC, AIG, and LEP status is provided along with assessment result. • To access individual students, teachers simply click the number to far left.

  30. Teachers have a history of universal screening information, tier level, and instructional supports over the past 3 years. Validating need.

  31. On the student academic tab, teachers can: • Record diagnostic assessment results. • Compare screening results to other data sources, such as TRC, EOG, etc. Validating need.

  32. Teachers/Staff can review the following to assist in developing support: • Transiency • Attendance • Discipline • Medical information Plan & Implement SupportsConsidering All Data

  33. Plan & Implement SupportsDocumenting Plans: Individual Student

  34. If reviewed on 9/6, then 6 weeks have passed since BOY. About how many words per minute has the 3rd grade student increased per week? Evaluating Support:Is progress sufficient?

  35. 8/16/13 DORF: 61wcpm 9/6/13 DORF: 67 wcpm Student will read 86 wcpm on DORF at the mid-year screening window. Evaluating SupportIndividual Student

  36. Evaluating SupportGrade Level Plans

  37. Summer Analysis: • How well did 3rd grade universal screening measures predict EOG performance? • How well did 6th grade universal screening measures predict EOG performance? • Future Analysis: • How well did the TRC predict EOG performance? • How well did Discovery Ed predict EOG performance? • How well did SMI data predict EOG performance? Evaluating Outcomes

  38. Other data sources (TRC, QRI, Discovery Ed, etc) • Reporting Capabilities • Goal Calculations • Behavior Screening Data Our to do list…

  39. www.teachthedifference.org.uk • www.examiner.com • Ruth, K., Cummings, K.D., (2008). Linking Assessment to Instruction: Using Dynamic Indicators of Basic Early Literacy Skills in an Outcomes-Driven Model. Dynamic Measurement Group. Retrieved 06, 2014, from https://dibels.org/pubs.html Credits

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