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A Prudent Question is Half of WISEdom

A Prudent Question is Half of WISEdom. Using WISEdash Data Wisely to Leverage Change. Kenneth S. Donahue School Administration Consultant for Data Analysis Wisconsin Department of Public Instruction. Goals.

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A Prudent Question is Half of WISEdom

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  1. A Prudent Question is Half of WISEdom Using WISEdash Data Wisely to Leverage Change Kenneth S. Donahue School Administration Consultant for Data Analysis Wisconsin Department of Public Instruction

  2. Goals • To facilitate the USE of WISEdash to answer questions related to reading achievement for students with IEPs • To make the case that the use of WISEdash is an important but insufficient condition for student-level improvement. • To reiterate the importance of asking good questions once you have “completed” any data analysis • To propose a set of guiding questions regarding the use of student level information in WISEdash

  3. Outline • State-Level Analyses • Question #1: With respect to reading achievement (WSAS reading), what is the nature of being a student with an IEP in Wisconsin? • Question #2: Which primary disability category should be least related to reading achievement, what is the performance of that category, and how does that inform our answer to question #1? • Question #3: Which factors most contribute to the performance gap between students with and without IEPs in Wisconsin? • Student-Level Analyses • Question #1: What data best characterize reading achievement for a student with an IEP? • Question #2: What information is needed to help a student improve from basic to proficient? • Suggested Guiding Questions for WISEdash Analyses

  4. Part 1. State-Level Analyses

  5. Question #1: • With respect to reading achievement (WSAS reading), what is the nature of being a student with an IEP in Wisconsin?

  6. Analysis Options • WSAS SwD vs. SwoD (point in time) • WSAS SwD vs. SwoD (trend) • WSAS by Primary Disability (point in time) • Student Growth Percentiles

  7. WSAS SwD vs. SwoD (point in time)

  8. WSAS SwD vs. SwoD (trend)

  9. WSAS by Primary Disability (point in time)

  10. Student Growth Percentiles

  11. Question #2: • Which primary disability category should be least related to reading achievement, what is the performance of that category, and how does that inform our answer to question #1?

  12. WSAS by Primary Disability

  13. Question #3: • Which factors most contribute to the performance gap between students with and without IEPs in Wisconsin?

  14. Disability and Economic Disadvantage Economic Disadvantage/SwoD No Economic Disadvantage/SwD

  15. Attendance Rate by Primary Disability

  16. 2012-2013 Suspension Rates

  17. 2012-2013 Dropout

  18. Least Restrictive Environment Time-Series

  19. Indicator 8 (Parent Involvement)Time-Series

  20. Part 2. Student-Level Analyses

  21. Question #1: • What data best characterize reading achievement for a student with an IEP? • WSAS Proficiency • Scale Score and Test Percentile Rank • Growth

  22. WSAS Proficiency Level

  23. WSAS Scale Score and Test Percentile Rank

  24. WSAS Student Growth Percentile

  25. Question #2: • What information is needed to help this student improve from basic to proficient?

  26. Demographics

  27. Subscale Raw Scores

  28. Part 3. guiding questions

  29. Suggested Guiding Questions: WISEdash Student Profiles and Reading

  30. Economic Disadvantage • Does a student’s economic disadvantage or access to resources relate to reading achievement? • How does economic disadvantage effect student learning? • What is the interplay of disability and economic disadvantage? • What resources can the school/teacher provide to fill in access gaps related to reading achievement? • Do I have preconceptions about economic disadvantage and academic achievement that effect my expectations or instruction?

  31. Race • Is race a factor in identification as a student with a disability? • Is the curriculum taught in a culturally responsive manner? • Is the student’s culture being engaged in instruction? • Is the student missing instruction because of disciplinary referrals, suspension, expulsion, etc? • Do I have preconceptions about race and academic achievement that effect my expectations or instruction?

  32. ELL Status • What is the interplay between ELL and IEP status? • Is instruction culturally and linguistically responsive? • Is ELL instruction aligned with the general curriculum?

  33. Primary Disability • Does the disability negatively effect reading achievement, and if so how? • What disability specific accommodations will allow the student the same level of access to instruction in the general curriculum as students without IEPs? • In addition to Special Education programming, what supplementary aids and services can enhance instruction in reading? • Do I have preconceptions about disability in general, or specific categories of disability, and academic achievement? Does this effect my expectations or instruction?

  34. Least Restrictive Environment • If the student is not in the regular education environment full time… • To what extent are they removed? • Is removal aligned with individual students needs or school function? • Is instruction during removal aligned with the general curriculum? • Is instruction targeted and intensive? • Is the student making growth in his/her LRE or falling behind?

  35. Migrant Status • Does mobility effect attendance? • Does mobility effect engagement, and if so how? • How does mobility effect access to services, educational and otherwise? • Can I access information from a student’s previous school(s) that can help me understand student need and inform instruction?

  36. Subscale Raw Scores • Where are the student’s strengths and weaknesses within reading? • Are the strengths/weaknesses disability related and if so how? • Does special education programming, aids, and services, mitigate the extent to which the disability negatively effects specific areas within reading? • Are interventions targeting the area(s) of weakness within reading or the disability in general?

  37. Goals • To facilitate the USE of WISEdash to answer questions related to reading achievement for students with IEPs • To make the case that the use of WISEdash is an important but insufficient condition for student-level improvement. • To reiterate the importance of asking good questions once you have “completed” any data analysis • To propose a set of guiding questions regarding the use of student level information in WISEdash

  38. Thank You! • If you're a scientist, and you have to have an answer, even in the absence of data, you're not going to be a good scientist. • Neil deGrasse Kenneth S. Donahue Kenneth.Donahue@dpi.wi.gov 608-266-1068

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