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Stop Just Collecting Data, Act on it!

Stop Just Collecting Data, Act on it!. Mitch Fowler School Data Consultant - CISD Maureen Slamer Data 4SS - CISD. Outcomes. Identify the process used to help schools act on their data Identify key reading, dropout, career and college readiness data points

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Stop Just Collecting Data, Act on it!

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  1. Stop Just Collecting Data, Act on it! Mitch Fowler School Data Consultant - CISD Maureen Slamer Data 4SS - CISD

  2. Outcomes • Identify the process used to help schools act on their data • Identify key reading, dropout, career and college readiness data points • Connect our examples to your data warehouse possibilities • Understand how to integrate these tools and concepts locally

  3. 3rd Grade Reading Readiness • Assessments • DRA or Fountas and Pinnell Benchmark Levels • 3rd Grade Reading MEAP Score • Key Data Points or Benchmarks • Grade level benchmarks • Proficiency cut score • Audience • Teachers and Administrators • Reporting Tool • Local data warehouse • Reading Readiness Excel Workbook

  4. College and Career Readiness • Assessments • Explore • PLAN • ACT • Key Data Points or Benchmarks • ACT Career and College Benchmarks • Audience • Counselors, Teachers, and Administrators • Reporting Tool • Local data warehouse • College and Career Readiness Excel Workbook

  5. Drop Out Prevention • Assessments • N/A • Key Data Points or Benchmarks • Failures (English or Math) • Attendance (More than 10 days of school) • Behavior • Audience • Counselors and Administrators • Reporting Tool • Local data warehouse • Drop Out Prevention Excel Workbook

  6. Using the Tools • Data Warehouse • Collect key data points via the warehouse • Consistent expectation for data entry • Training on data entry and export • Excel Workbooks • Training on editing formulas • Training on import

  7. Acting on the Data – 3rd Grade Reading Readiness • Questions to Consider: • What interventions are in place for our red students? • How are the students responding to these interventions? • What data/evidence are we collecting on these students? • What is the correlation between MEAP scores and reading levels?

  8. Acting on the Data – 3rd Grade Reading Readiness Questions to Consider: Possible Next Steps: Have staff self-monitor intervention frequency. Incorporate intervention observation into Administrator walkthroughs. Why are students proficient on MEAP, but not at grade level reading? • What interventions are in place for our red students? • How are the students responding to these interventions? • What data/evidence are we collecting on these students? • What is the correlation between MEAP scores and reading levels?

  9. Acting on the Data – College and Career Readiness • Questions to Consider: • What interventions were in place for the red students after the Explore test? Plan? • Are the orange and yellow students at risk because of Explore and/or Plan? • How does this data correlate with GPA?

  10. Acting on the Data – College and Career Readiness Questions to Consider: Possible Next Steps: Little credence given to Explore plans. Have departments disaggregate data at the item level. Administer Explore again to 9th grade students to identify areas of strength and weakness. More rigorous grading practices and/or course requirements. • What interventions were in place for the red students after the Explore test? Plan? • Are the orange and yellow students at risk because of Explore and/or Act? • How does this data correlate with GPA?

  11. Acting on the Data – Dropout Prevention • Questions to Consider: • Are the high risk students at risk because of behavioral or academic issues? Both? • What structures are in place to help the student succeed academically? Behaviorally? Both?

  12. Acting on the Data – Dropout Prevention Questions to Consider: Possible Next Steps: Develop Math and English lab for students struggling academically. Implement Positive Behavior Supports for those struggling socially. Develop peer-mentor groups for students at risk due to behavior. • Are the high risk students at risk because of behavioral or academic issues? Both? • What structures are in place to help the student succeed academically? Behaviorally? Both?

  13. Acting on the Data – Dropout Prevention Action Plan

  14. Acting on the Data – Strategy Implementation Document

  15. Questions? Mitch Fowler fowlerm@calhounisd.org Maureen Slamer slamerm@calhounisd.org Web Resources: http://goo.gl/D0EG8

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