Indiana Student Achievement Institute

1. Indiana Student Achievement Institute Indiana Student Achievement Institute InSAI USING DATA TO INFORM DECISION-MAKING Sue Reynolds Executive Director Indiana Student Achievement Institute

2. What separates successful schools from those that will not be successful in their reform efforts is the use of one, often neglected, essential element . . . DATA. Submitted by Thurston Elementary 2000 InSAI Cohort

3. We’d never dream of coaching basketball without player stats, or playing a game without keeping score. Stats tell us if our efforts are having the desired impact. SO, WHY DO WE TEACH WITHOUT STATS? Submitted by Borden Jr-Sr HS 2001 InSAI Cohort

4. DATA COLLECTION

5. DOMINO EFFECT STUDENT ACHIEVEMENT INCREASES BARRIER TO LEARNING (FORCE) STRATEGIES

6. ACHIEVEMENT DATA

7. What should we measure? SCHOOL DATA Evaluates the School a. ISTEP – PL221 (126 days) b. ISTEP – NCLB (162 days) c. Diplomas Awarded d. Graduation Rate

8. What should we measure? CLASSROOM DATA Informs instruction in the classroom a. Frequent classroom assessment (aligned with standards) b. Core 40 End-of-Course Tests c. Standards Assessment on ISTEP

9. GOAL SETTING HOW GOOD IS GOOD?

10. Better than other schools in our county?

11. Better than other schools like our school? Same % of free / reduced, special education, mobile, etc. students.

12. Better than the State Average? 72.6% of all ISTEP tests in the state are passing.

13. American Student Achievement Institute To Meet AYP (NCLB) Benchmark for graduation = 95%

14. American Student Achievement Institute PL221 Categories * Schools will not be placed in the lowest improvement category until two years of the 3-year rolling average is in effect.

15. American Student Achievement Institute • To Meet Safe Harbor (NCLB) • Will not place school in improvement • Applies if a student group: • Does not meet AYP • % of non-proficient students is reduced by 10% from the previous year • Demonstrates improvement in the other indicator (or maintains performance at or above goal)

16. To meet local steps on the way to our vision: 100% over the bar

17. Analysis Questions • How does our data compare to our vision data? • What data fields reflect achievement gaps • What data fields please us? • What data fields disturbs us?

18. PRACTICE ACTIVITY STUDENT ACHIEVEMENT DATA ANALYSIS p. XX-XX

19. FORCE FIELD DATA

20. What should we measure? • KEY ELEMENTS OF HIGH ACHIEVING SCHOOLS • Data should help us understand what is getting in the way of learning: • 1. Expectations • Curriculum • Instruction • Assessment • Extra Help • Guidance • 7. Environment

21. PRACTICE ACTIVITY FORCE FIELD DATA ANALYSIS p. XX-XX

22. STRATEGY DATA

23. What should we measure? STRATEGY DATA - PRIMARY Are the adults doing something differently? a. Who are we trying to change? b. What behavior or attitude do we want to see? c. What will we count to see if the change occurred? EXAMPLE: Project Based Learning a. All Teachers b. Incorporate projects into their instruction c. % of teachers observed facilitating projects during “Principal Walk-Throughs”

24. What should we measure? STRATEGY DATA - SECONDARY Are the students doing something differently? a. Who are we trying to change? b. What behavior or attitude do we want to see? c. What will we count to see if the change occurred? EXAMPLE: Project Based Learning a. Students b. Apply classroom content to real-world problem solving c. % of students who submit a project in which they have used classroom content to solve a real-world problem

25. USING THE RESULTS

26. How should I use the data? SET DATA TARGETS

27. How should I use the data? DEFINING AREAS OF CONCERN

28. How should I use the data? EVALUATING STRATEGIES

29. How should I use the data? CREATING ENERGY

30. How should I use the data? ADVOCACY

31. Sue Reynolds Indiana Student Achievement Institute www.asainstitute.org