Data & Standards Analysis for School Improvement 2011

1. Data & Standards Analysisfor School Improvement 2011 • Barb Rowenhorst • TIE Rapid City

2. Outcomes • Understand and analyze the D-STEP eMetrics results • Use grade leveleMetrics data to guide building goals, instructional strategies, professional development, and assessment practices • Use unpacked standardsand student level data to guide classroom instructional practices • Become familiar with the Common Core State Standards crosswalk documents • Plan a data analysis at your building

3. Data analysis is a critical component of ESEA (Elementary and Secondary Education Act) – formerly NCLB • It’s an opportunity to use data to transform teaching and learning. • State Accreditation- Data analysis required for all schools

4. Continuous Improvement Process

5. eMetricsGrade Level StandardsReading & Math

6. eMetrics - CD

7. eMetrics Scores - MATH School As a Grade Level…answered an average of 4.4 questions correctly on that INDICATOR

8. eMetrics Scores - READING Gr. 11 7 12 12 12 7 Gr. 3-8 School As a Grade Level…answered an average of 8.5 questions correctly on that INDICATOR

9. What score is good enough? Arbitrary Numbers

10. Core Standards – Reading

11. D-STEP Blueprints Blueprints • doe.sd.gov • A-Z index • D-Step • Can get Alt. blueprints • Cut scores

12. Reading - BLUE

13. Math - RED

14. Science - GREEN

15. Team Work Time - Outcomes • Analyze reading/math data • Determine… • Focus standards for reading/math (not necessarily your lowest) • Subgroup focus if needed • How to share this data with your building staff SIP driven by areas of need but celebrate, sustain, and replicate your successes

16. Team Work Time & BREAK

17. Classroom ConnectionsUnpacked Standardshttp://doe.sd.gov/contentstandards/

18. Continuous Improvement Process All reflect back on the SIP GOALS

19. Standards – Data Analysis Before instruction and assessments can be developed, all educators need a clear understanding of what the standards look like in student work and what measurable learning targetsare required for students to achieve mastery.

20. Standard Students Move Up The Ladder Through A Sequence Of Learning Steps OF LearningLearning Learning Target Learning Target Learning Target Assessments FOR Learning Learning Target Learning Target Learning Target

21. RC Learning-Assessment Process

22. Content Standards • doe.sd.gov • Content Standards - L-hand menu

23. 7.R.2.1 Students can interpret text using comprehension strategies. • Learning targets to meet this standard: • I can study or determine the relationship of the parts to the whole (interpret) by connecting, questioning, visualizing, determining importance, inferring, synthesizing, and monitoring for meaning (comprehension strategies). • Examples: • Determining the author’s purpose, cause and effect, compare and contrast, conclusions, facts or opinions, generalizations, graphics, hypotheses, inferences, supporting details, prior knowledge, or purpose for reading

24. Classroom Connections • Scientifically-based research strategies • Specific strategies determined for each content (reading/math) and each grade or grade cluster. • Specific to student growth. • Indicators to judge the effectiveness must be noted. • Assessments that track performance over time (baseline, mid-year, end). • Connect to your target standards on SIP

26. Focus Standards for Each Year

27. Common Core – Flip Books www.mentoringminds.com

28. Common Core – Crosswalk • http://doe.sd.gov • Crosswalk Documents – match low standards on D-STEP this year with the Common Core Standards

29. Common Core – Crosswalk

30. Team Work Time – Outcomes • Determine… • Common Core related standard(s) for your Focus Standard • How to share this data with your building staff • How to begin the process of integrating the common core standards SIP driven by areas of need but celebrate, sustain, and replicate your successes

31. eMetricsIndividual StudentsReading & Math

32. Directions - Sorting Student Data

33. Student Data – DOE Cut Scores

34. eMetrics – Student Data Student Data drives the classroom instruction/differentiation. 10 14 14 7 11 Bob James Beatrice Mary

35. What score is good enough? Arbitrary Numbers K-8 – 69% of your students proficient in Reading, 72% in Math Gr. 11 – 62% of your students proficient in Reading, 63% in Math

36. Team Work Time - Outcomes • Determine your goal % • Use the AMO chart • Determine total # of students • Find AMO % of your students for each standard • Determine how to share this data with your building staff SIP driven by areas of need but celebrate, sustain, and replicate your successes

37. Continuous Improvement Process All reflect back on the SIP GOALS

38. School Improvement Plan All reflect back on the SIP GOALS

39. PLC Points to Ponder (DuFour) • Staff has clarity in regard to what students must know, understand, and be able to do. • The interventions are timely and may require, rather than invite, students to evoke the extra time and receive the additional support for learning. • The focus on results is critical to both the school’s system of interventionsand their culture of celebration. • Teachers use results to identify strengths and weaknesses in their individual practice, to help each other address areas of concern, and to improve their effectiveness in helping all students learn.

40. Outcomes • Understand and analyze the D-STEP eMetrics results • Use grade leveleMetrics data to guide building goals, instructional strategies, professional development, and assessment practices • Use unpacked standards and student level data to guide classroom instructional practices • Become familiar with the Common Core State Standards crosswalk documents • Plan a data analysis at your building

41. Team Work Time until LUNCHAfternoon is team work time