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Data for Student Success MACUL March, 2011

Data for Student Success MACUL March, 2011. “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”. Session Description.

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Data for Student Success MACUL March, 2011

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  1. Data for Student Success MACULMarch, 2011 “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”

  2. Session Description • What resources are available for schools to build a culture of quality data? Thirteen professional development modules have been designed to assist schools in learning to use their data. This session will provide an overview of Data for Student Success professional development resources you can use tomorrow at your school.

  3. How many of you are familiar with Data For Student Success (Data 4SS)?

  4. Outcomes • Understand Data for Student Success • Understand portions of the PD Modules to support the School Improvement Process

  5. Understand Data for Student Success

  6. Overview • Federal Title II Part D of the NCLB Act of 2001 Enhancing Education through Technology Grant awarded through CEPI • Awarded to Calhoun ISD in partnership with Macomb ISD and Shiawassee RESD • Beginning date: January 1, 2007

  7. Goals of Data for Student Success • Build and bring to scale a program that helps schools develop cultures of quality data in which there are consistent and sustained efforts to: • Identify critical questions whose answers would benefit school districts in decision making to inform instruction • Provide inquiries designed around the critical questions • Provide focused professional development on data-based decision making • Provide a scaffold of support for the CNA and High Priority Schools

  8. Collaboration: Why? • “Schools that explore data and take action collaboratively provide the most fertile soil in which a culture of improvement can take root and flourish.” "The Collaborative Advantage." Educational Leadership Dec/Jan (2009)

  9. Who should collaborate? • Curriculum • Technology • Special Education • Principals • Superintendent • School Improvement Team • Leadership Team

  10. Professional Development is Critical

  11. Using Data to Improve Student Achievement Modules • Using State Data to Identify School Improvement Goals • Using School Data to Clarify and Address the Problem  • Examining Student Work to Inform Instruction • Using Classroom Data to Monitor Student Progress For more detailed information please go to www.data4ss.org

  12. www.data4ss.org

  13. Understand the Professional Development modules and their basic content

  14. Understand the Professional Development modules and their basic content • There are 10 Modules that are tool-independent • They can be used with local warehouses and the Data 4SS Inquiry tool • All professional development resources provide a scaffold • To model the data analysis process • To give districts ownership of their data

  15. Understand the Professional Development modules and their basic content • Each professional development module will utilize the following tools: • In depth focus questions to help determine outcomes • PowerPoint presentations to guide the workshop • Worksheets for participants • Facilitation guides

  16. Let’s investigate the Dynamic Inquiry tool… • All data mining efforts must be based on inquiry – asking the right questions, and then asking more questions of the answers in order to make informed decisions. • “Data-driven decision making does not simply require good data; it also requires good decisions.” "The New Stupid." Educational Leadership Dec/Jan (2009) • “The essential-questions approach provides the fuel that drives collaborative analysis.” “Answering the Questions that Count." Educational Leadership Dec/Jan (2009)

  17. Dynamic Inquiry Tool • Inquiries based on essential questions, aligned with the school improvement process, that allow for drill down into student data

  18. Dynamic Inquiry Tools • MEAP • Proficiency • Students Near Proficiency • Comparative Item Analysis • Cohort Proficiency • Admin Review • MME • Proficiency • Students Near Proficiency • Standard Analysis • MI-Access • Proficiency • Students Near Proficiency • CNA Report • PA25 Report • Student History

  19. MEAP Proficiency Inquiry “How did students perform on MEAP tests by content area, strand, and GLCE?” “How did students perform in relation to our school improvement goal?”

  20. MEAP Proficiency - All Students

  21. MEAP Proficiency - Statistical Information

  22. MEAP Proficiency - Student Drill Down

  23. Students Near Proficiency Inquiry “What are the demographic characteristics of students who are close to being proficient on a specified test?” “How well did those students perform by strand, GLCE, and comment codes?”

  24. Cohort Proficiency Inquiry “What is the evidence of one year’s growth for one year of instruction?” (this is one of the tools to support the new requirements)

  25. Comparative Item Analysis Inquiry “How did student performance within a district or building or ISD compare to the State?” • The comparative item analysis inquiry also answers the following question: “How did we do in comparison to the state on items/GLCE in a strand?” • Will help to identify curriculum and teaching areas that may need adjustment

  26. School Improvement Planning Process Gather Getting Ready Collect Data Build Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement • Plan • Develop Action Plan Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Study Analyze Data Set Goals Measurable Objectives Research Best Practice

  27. Module: Using State Data to Identify School Improvement Goals

  28. Assess the Culture of Quality Data • What types of data are available? • How does the data provide access to the learner-centered problem?

  29. Assessing Your Culture of Quality Data

  30. Assessing Your Culture of Quality Data Data Inventory • Data source • Content area • Dates of collection • Assessment Type • Access

  31. Are we summative assessment rich and formative assessment poor?

  32. Module: Assessment

  33. Summative Assessment • It is an assessment OF learning. • It answers, did the student learn? • It is designed for accountability. Module: Assessment

  34. Formative Assessment Is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. • James Popam

  35. Formative Assessment • It is an assessment FOR learning. • It informs both teacher and student. • It guides instruction. • It helps students understand their next steps. • It supports learning.

  36. Starting With the DataModule: Using State Data to Identify School Improvement Goals

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