Data based Decision Making

1. Data based Decision Making Valerie O’Connor AimswebBootcamp Aug 16-20 Westlake City Schools O’connorv@wlake.org

2. AIMSWEB-INTRODUCTION • A major responsibility of schools is to teach children the academic skills that they will eventually need to take their place as responsible members of society. • But schools not only teach crucial academic skills, they are also required to measure individual children's acquisition and mastery of these skills. • After all, only by carefully testing what a child has learned can the instructor then draw conclusions about whether that student is ready to advance to more difficult material.

3. Tiered System of Intervention Data Monitoring and Analysis Systematic Problem Solving 3 Cornerstones of RTI

4. Why Collect Data… “If we don't change direction soon, we'll end up where we're going.” Professor Irwin Corey

5. What Data Are Important? • Student Achievement: • The results of teaching and learning • OAA • Conditions of Learning: defines what teachers are doing to get the results they get • Reading program • Gifted • Instructional strategies • Classroom practices

6. A Forewarning…. “You can use all the quantitative data you can get, but you still have to distrust it and use your own intelligence and judgment.” Alvin Toffler In other words… Just because you keep weighing the pig it doesn’t necessarily mean it will grow bigger!

7. Problem Solving Process Identify the Concern Monitor & Evaluate Interventions Define the Problem Problem Analysis Develop Interventions

8. Data Intersections Analyzing the overlapping of data type measures enables schools to predict what they must do to meet the needs of all the students they have or will have in the future. Victoria Barnhardt, Using Data to Improve Student Learning in Elementary Schools Triangulation A important decision will never rely on a single data source so you need to look at multiple sources of data.

9. Data Intersections • Two-way • Demographics X achievement • Three-way • Demographics X achievement X learning processes • Four-way • Demographics X achievement X learning processes X perception Victoria Barnhart, Using Data to Improve Student Learning in Elementary Schools

10. 5 Generic Data Reflection Questions • What do the data seem to tell us? • What don’t the data tell us? • What else might we want to know? • What good news is here for us to celebrate? • What opportunities for improvement are suggested by these data? Edie Holcomb, Getting Excited About Data

11. Even More Specific Data Questions • What is the school score for each test and sub-domain? • How do your scores compare to the State Average? District average? • How do the scores compare with where you want to be? • In which subtests did your students perform best? Worst? • Are there any subgroups of students performing below the building average (achievement equity)? • What is the relationship between classroom/local tests and passing the state test? Wahlstrom, Using Data to Improve Student Achievement

12. Now that I got the Data How Do I Organize it?

13. Simple Spreadsheet

14. Simple Spreadsheet “tweaked”

15. Simple Spreadsheet “tweaked”

16. Common Web-Based Databases for Language Arts and Math • AimsWeb • DIBELS • Edcheckup • Yearly Progress Pro • EasyCBM

17. AIMSweb V.23

18. AimsWeb Benchmark Measures • Oral Reading Fluency • Oral Reading Fluency Spanish* • MAZE • Early Literacy • Midé (Spanish Early Literacy) • Written Expression • Math • Early Numeracy

19. Aimsweb has tools to support… • District • School • Grade level • Classroom level & • Individual student …Data-based decision making

20. What Kind of Questions Can DataHelp Answer? • Does Core Curriculum meet the need of the majority of students? • Core for each Subgroup? • Benchmarking (CBM) • Universal screening • Who may need more help • Predicts end-of-year goal • Progress Monitoring (CBM) • Used to monitor student(s) rate of improving in the curriculum and to identify students whose growth is inadequate?

21. What are the benefits of using the AIMSWEB monitoring system? • accelerated learning because students are receiving more appropriate instruction; • more informed instructional decisions; • documentation of student progress for accountability purposes; • more efficient communication with families and other professionals about students’ progress; • higher expectations for students by teachers; and • fewer Special Education referrals.

22. What are the benefits of using the AIMSWEB monitoring system? • Overall, the use of continuous monitoring results in more efficient and appropriately targeted instructional techniques and goals, which together, move all students to faster attainment of important state standards of achievement.

23. District Tools Data-Based Question: Is Core Instruction Meeting Students’ Needs?

24. CCSD #59 00-01 01-02 02-03 03-04 04-05 05-06 So what is happening with our students at Kindergarten? Kindergarten Initial Sound Fluency

25. District Fall Student Distribution 2005 24.4%

26. Assessment and its Relation to the Tiers

27. Is the District Plan Working at the Core Level?

28. District Fall Student Distribution 2006 18.1%

29. District Student Distribution Spring 2007 10.8%

30. How’s the Program Working with Tier 2 and Tier 3?

31. Effectiveness of Reading Programs Tier 1 Tier 2 Tier 3

32. School/Classroom Tools A Case Study: Jordan

33. Grade/Class Level Distribution Chart

34. Grade/Class Level Distribution Chart (cont.)

35. Jordan Fluency and Comprehension: Fall

37. Progress Monitoring

38. Jordan Intervention Progress Monitoring

39. Progress Monitoring: Read Fluency

40. Progress Monitoring: Maze

41. Jordan Fluency and Comprehension: Spring

42. Jordan Fluency Improvement

43. Jordan Comprehension Improvement

44. In conclusion… “Ineffective instruction does not mean bad teaching. It simply means the treatment is not producing the desired behavior.” Ken Howell

46. So let’s look at it.... • www.aimsweb.com

47. Box and Whiskers Graph

48. Box and Whiskers Graph

49. Student Reports

50. Class Reports