Using WINSS Data Part I: WINSS as a Report Card and More Part II: Treasure Hunt October 2006

1. Using WINSS Data Part I: WINSS as a Report Card and More Part II: Treasure Hunt October 2006

2. Goals of this Presentation • Understand how WINSS is organized • Learn sources of WINSS data • Find WINSS data and related resources • See how WINSS data might help you more efficiently address student needs. • Think about what more could be possible with student level data and identifiers

3. Goal 1: Understand how WINSS is organized

4. DPI Data Management - Vision and Guiding Principles http://dpi.wi.gov/lbstat/isesprinc.html DPI data collection and reporting systems must be • necessary and useful, • protect student privacy, and • address long-term capacity to develop and maintain.

5. WINSS is a Report Card and More • Provides a web-based version of mandated reports meeting as many state and federal requirements as possible • Facilitates the use of data included in mandated collections for school improvement purposes – Most important

6. WINSS can be accessed directly from any DPI Web page.

7. WINSS Data Analysis is just one of four WINSS sections Data alone will not improve schools.

8. What’s New, Using WINSS, and Site Map Facilitate Use

9. What’s New – Recent changes are listed first. Links go directly to updated resource or new feature. Wondering about additions or changes? Check here. This page is kept current.

10. Using WINSS – Introduce WINSS to new audiences with User Tips and Training Tools.

11. Site Map – See quick links. Scroll for contents of the four sections. Scroll down for more. Popular features and analytical tools

12. Site Map – Standards and Assessment Right side includes subquestions or resources to address guiding questions. Guiding Questions on left Standards Academic and behavioral standards help us focus on what’s important.

13. Site Map – Continuous School Improvement Schools that defy myths often have these characteristics. Optional data are collected and reported in this section. There is also a school improvement planning tool. CESAs are key partners.

16. Site Map - Best Practices Best Practices helps answer key questions related to implementing each of the 7 characteristics of successful schools Two interactive tools are included: the Curriculum Resource Center and Curriculum Wizard

17. Site Map – Data Analysis – 4 Guiding Questions Here is a sample Guiding Question As with other sections, guiding questions are on the left and additional questions or resources to address them are on the right. DPI goal is to make data useful and meet reporting mandates at the same time.

18. Academic Performance • Programs and Resources • Attendance and Behavior • Demographics

19. The Data Analysis section can be used • to determine strengths and needs, • to inform discussions about strategies to address needs, and • to review the effects of improvement efforts. The Data Analysis section is limited by • the data we collect to meet reporting mandates • the need to protect privacy. • resource constraints. It is possible to have a WINSS-like tool that is role-based and password-protected for use by authorized local staff only.

20. Goal 2: Learn Sources of WINSS Data

21. Key Sources of WINSS Data • PI-1280 Public School Update • WSLS • ISES • SPR aggregate collection • WSAS • PI-1563 membership and SFS-collected cost and revenue information

22. Key Sources of WINSS DataContinued. . . . • PI-1202 Fall Staff Report • PI-2197 Child Count (special education) • Teacher Licensing Data Base • PI-1215 Course Report • ACT and College Board

23. Key Sources of WINSS DataContinued. . . • WIAA - Athletic Conferences • Lunch Collection (for school poverty data - will be coming from ISES soon) • Annual Census (ELL enrollment by language -will be coming from ISES soon) • Etc. Most WINSS topics use data from at least 3 collections.

24. Goal 3: Find WINSS data and related resources

25. Data Analysis Section - Guiding Question #1 - Academic Performance Here you'll find the data available to DPI about whether students are meeting academic standards Topics include state test results, grade advancement, graduation, college admissions / placement tests, postgraduation plans Graduation is a hot topic nationally. WSLS and ISES facilitate counting of HS completers and cohort group noncompleters. Data aligned with standards can tell us how well programs are working.

26. Guiding Question #1 - Academic Performance - Continued • Not on WINSS at this Time • Assessment data by content standard or assessment objective. • These data are available through the WSAS on-line reporting system. This detail may help focus attention on what students need to learn but this too has distinct limits. • Progress data for cohort group - growth • DPI will have two years of student-level progress data in 2006-07. WSAS data can show if students are making expected progress each year. WSAS data can also show whether students who were below proficient in year 1 were proficient in year 2. • Other possible indicators for targeting interventions. • Examples of data that are or will soon be available at DPI include counts and percents of students with low attendance rates, students with low attendance rates in consecutive years, students retained multiple times, students who were suspended in consecutive years. • Local Data Needs? • Short term student progress data or interim assessments. • These data are important for timely local intervention purposes and to celebrate successes but are not collected by DPI.

27. Data Analysis Section - Guiding Question #2 – Programs, Money, Staffing Here are DPI data about school programs and resources that may have an impact on student success. WI has teacher level data but no data to match teachers and students. Some groups recommend matching in order to evaluate teacher training programs and for other purposes. Topics include course offerings and school-supported activities, staffing patterns, teacher qualifications, district revenue and costs 

28. Data Analysis Section - Guiding Question #3 – Attendance & Behavior Here are data about student behaviors affecting academic success, the learning environment of classmates, and student growth into caring responsible adults.   Standards of the heart.  Topics include attendance, truancy, course-taking, student participation in school-supported activities, discipline, and dropouts. WI has district level coursetaking information. Some groups recommend the collection of student level course information because coursetaking and successful completion over time are tied to graduation and success in higher education.

29. Data Analysis Section - Guiding Question #4 –Demographics Here you'll find data about student diversity which may have an impact on strategies and programs to help all students meet standards Topics include enrollment by grade, gender, race/ethnicity, English language proficiency, disability status, primary disability, and poverty status.

30. Goal 4: See how WINSS might help you identify and address student needs at your school or district

31. To identify student strengths and needs at your school, first select your school. Instructions on left Four ways to search

32. Using the CESA Map

34. Select a guiding question – academic performance

35. Clicking on any question below takes you directly to data. Click here to find out how Hawthorne students did on the latest state tests

36. Links on left side – mostly navigation If you have questions about the data used in the graphs and tables, click here The scatterplot link works only on WSAS and teacher qualifications web pages

37. Links on bottom – downloads, accountability, and other information Most of the WINSS data topics have the same types of links and graph types to make using WINSS easier to learn.

38. Looks like Hawthorne Elementary is making satisfactory progress on all the indicators.

39. Clicking on the “Download raw data” link below the graph. . . opens a CSV file that includes all the data in the graph and other relevant counts and codes.

40. Links at top – customize your graph Use View By options to check student performance or behavior by student group Use Compare To options to check trends, what’s typical, and data for schools like or near yours. See how “similar schools” did on WSAS Hawthorne Elem has many students who scored at prof or adv in reading.

41. High poverty schools doing well on reading test. You can select as many “similar criteria” as you want. Click on Prior Years to find out if this is a one-year phenomenon. A higher % of FAY students at Hawthorne Elementary scored at the reading advanced level than any other high poverty school in the state

42. I changed “Grade” from Combined to Grade 4 because we only had grade 4 data before Nov 2005. Overall, prior year data look pretty good. And Hawthorne is improving. But not all students are proficient which is the goal. Student level data by content standard or assessment objective would be useful to develop interventions. WSAS includes these data now.

43. Economically disadvantaged students at Hawthorne Elementary are outperforming students statewide who are not economically disadvantaged. Click on Scatterplot to find out how other high poverty schools are doing on WSAS Reading test. Hawthorne is closing achievement gaps - might have ideas for other schools to try.

44. Many high poverty schools have high %s scoring in the prof and adv categories. See upper right quadrant. These are schools defying myths. Y-axis is % Adv + % Prof. X-axis is % economically disadvantaged

45. We are now looking at % advanced for schools in Milwaukee County. Note that the points seem to be clustering around a downward sloping line. Hawthorne is a standout. What might funding have to do with this? Click on “Show Differences in: District Spending”

46. Y-axis is % Adv Hawthorne What school is this? Schools in higher spending districts have up arrows. X-axis is % Econ Disadv District spending levels are noted by plotting symbols. Lots of square symbols - 75% of districts spend $8000 - $10000 per member. Milwaukee spends just under $10000.

47. Scatterplot data can be downloaded or viewed in table format. If you downloaded the scatterplot data, you’d find out that the turquoise dot appears to be a low poverty school with nearly all students coded as econ disadv (final). Most likely an error in the data this district submitted in ISES. Minimizing errors makes data more useful for everyone.

48. So there are some high poverty schools that appear to have very successful students as measured by performance on state reading tests (only one measure of success). Why do these schools have so few students scoring in the advanced category? Click on any Data Analysis ribbon to go back to the 4 guiding questions. Click here to look at teacher qualifications as a possible explanation.

49. Teacher qualifications may be one of the most important school-related factors Click here to view teacher data about license status, experience, education, etc.

50. You can graph teacher data by subject taught. At Hawthorne, all but one or two FTE teachers over the past 3 years have been fully licensed. (blue bars) Good but the goal is 100%. Click on scatterplot to find out about teacher qualifications at other high poverty schools.