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Boone Central Data In-service

Boone Central Data In-service. January 4 th 2011. “ Without data, you ’ re just another person with an opinion. ”. Scott Ebbrecht, Principal in Westernville, Ohio. Aim of the District. District Goals & Measures. Random Acts of Improvement. Aim of the District. District Goals & Measures.

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Boone Central Data In-service

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  1. Boone Central Data In-service January 4th 2011

  2. “Without data, you’re just another person with an opinion.” Scott Ebbrecht, Principal in Westernville, Ohio

  3. Aim of the District District Goals& Measures Random Acts of Improvement

  4. Aim of the District District Goals & Measures Aligned Acts of Improvement

  5. Teachers were asked “To what attribute do you attribute the lack of achievement of your students?” • Some teachers indicated characteristics of students, lack of motivation, their parents, socioeconomic status, etc. • Some teachers indicated things that teachers do, looking at their skills. • Students taught by teachers who were concerned about teacher skills achieved 3 times higher than those whose teachers cited student characteristics.

  6. The Real Question • What is it that WE are doing that might contribute to these results? • The objective here is to reflect about our practices and determine where WE can improve what WE do.

  7. Problem or Condition • A “problem” is something we can do something about, so we can focus time and energy in that direction. • A “condition” is something that we cannot do anything about—we acknowledge it and go around it, but we do not waste time trying to change it.

  8. For Example… • Through disaggregation we find students from single parent families are not reading at grade level by 3rd grade. • Coming from a single parent family is a condition. • Reading below grade level is a problem. • Strategies and interventions can be implemented based on the condition. • Establish a mentor program. • Create a before or after school program.

  9. Some Ground Rules • Don’t blame kids; it is not their fault. • Don’t use kids as excuses. • Don’t blame teachers. • Data is just information about the current state of affairs. • These are our students. • The real question is “What are we going to help our students learn.”

  10. continuous improvement • members of an organization acquire and use information to change and implement action

  11. use data to: • ask the right questions • define needs • plan interventions • evaluate progress

  12. viewing data • program • cohort • individual student

  13. Program Data

  14. Cohort Data

  15. Data Driven Dialogue • Phase I: Predictions • Phase II: Observations • Phase III: Inferences

  16. Data Driven Dialogue • Determine in your teams what data you will be looking at. • Progress through the dialogue into Phase III when appropriate.

  17. Data Driven Dialogue • Grade Band or Subject Area Data Teams • PK-1, 2-3 and 4-5 • Language Arts, Math, Science, Social Studies and Career & Technical Education Resource, PE, Music, and Art: • Split up evenly into the above groups (an outside and possibly broader perspective)

  18. Data Driven Dialogue • Determine in your teams what data you will be looking at. • Progress through the dialogue into Phase III when appropriate. GROUPS: K-1, 2-3, 4-5, LA, Math, Science, SS, Career & Tech Ed NeSA, NWEA, State of the Schools Report, DIBELS, others needed?

  19. BUBBLE STUDENTS

  20. Bubble Student Defined A score determined to be approximately: 3-4 questions below or 2-3 questions above a proficient or grade level score.

  21. Bubble Student Defined NeSA - RM • 135-200 Exceeds • 85-134 Meets • 0-84 Does Not Meet • Bubble Set @ 90-72 (+5 & -8) NeSA – W • 4.0-8.0 Meets • 0-3.99 Does Not Meet • Bubble Set @ 5.0-3.0

  22. Bubble Student Defined NWEA MAP • +2 and -5 of the National Norms • National Norm is determined by mean (average) score at that grade level for that time of year (fall, winter, spring). Blue – Exceeds NeSA, Above Bubble MAP Green – Meets NeSA Yellow – Bubble Students (NeSA & MAP) Red – Does Not Meet NeSA, Below Bubble MAP

  23. Data Analyzer • Went back 2 years • We set the cut scores • We can add demographics or alter inputs • We can get more detailed as needed This is a starting point.

  24. Pick 3 • Each teacher picks 2-3 Bubble Students. • Help them within your abilities, but outside the normal classroom routine. • Utilize Data • Content Specific • Skill Improvement • Motivator • Ideas? • NeSAis the first priority

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