Strategic Data Monitoring Process

1. Strategic Data Monitoring Process Bob and Debbie Deery Deery Duty Deery Consulting

2. “The combination of three concepts constitutes the foundation for positive results: meaningful teamwork; clear measurable goals; and the regular collection and analysis of performance data.” Mike Schmoker

3. Strategic Data Monitoring An ongoing process to know where our students are at any moment and where we are toward making AYP and continual progress.

4. The Why… • It is critical for schools to be able to make “informed predictions” about anticipated performance on high-stakes assessments such as the Nevada CRTs and High School Performance Exam(HSPE). • Principals must be able to forecast their progress toward the Washoe County School District Pathway Indicators.

5. Principals cannot simply “hope” that their schools will make Adequate Yearly Progress (AYP). • Consistent monitoring of performance data combined with strategically matching the correct intervention with the correct student limits the guesswork with this process.

6. The Strategic Data Monitoring Process must: • Assist schools in preparing effectively for the state assessments and Washoe County School District targets by: • Consistently monitoring student performance data by subgroups • Strategically matching correct intervention with individual student need • Evaluating effectiveness of intervention to make changes as necessary

7. The Strategic Monitoring Tools … • Inform action for staff implementation • Take the data to the individual student level • Place names and faces with the numbers

8. Step 1 • Identify the Annual Measurable Objectives (AMO) for all subgroups for the current academic year, specifically focusing on subgroups of concern in meeting AYP.

9. Reflection • Discuss the challenges you face in monitoring student performance.

10. Step 2 • Estimate the total number of students in each subgroup needed to reach the AMO.

11. Number of students in a subgroup* needed to make AMO = Total number of students in subgroup x current school year AMO% Number of additional students needed to meet new AMO = Total number of students in subgroup x (current year AMO% – % of Proficient/Advanced achievers from previous year)

12. Middle School SampleAYP Calculator for 2010 Nevada Reading 64% Current year AMO Number proficient/ advanced from prior year who should remain proficient/advanced Number of students to strategically monitor for targeted support Size of group The number of basic students from prior year needed to make the AMO

13. Reflection • How do you ensure all teachers own student and subgroup performance?

14. Step 3 • Work collaboratively with staff to establish leading indicators that suggest advanced, proficient, and basic student performance results on Nevada CRTs and HSA.

15. Reflections • In your school what data besides CRT and HSPE scores have guided recent decisions and planning? • Can you think of other data sources that would have provided you with helpful information to make better decisions?

16. leading Indicator Examples • Previous year performance • Screening data • Interim assessment data • Formative assessment data • Walk through observation data • Classroom grades • Attendance patterns • Discipline referrals

17. Step 4 • Create Excel spreadsheets and collect current data for each student in the subgroup.

18. Step 5 • Using the predictor data, “reorder” the students in the entire subgroup using the following filter: • most likely to make proficient/advanced with no interventions • most likely to make proficient/advanced with limited interventions • most likely to struggle to make proficient/advanced without significant interventions

19. After completing each spreadsheet, draw a line below the student name who completes the number needed to reach the AMO. • This will provide a graphic representation of the work that needs to be done.

20. SAMPLE CRT SPREAD SHEET

21. Step 6 • Once the students have been identified, conduct a review of current interventions offered before, during, and after school. • New interventions may need to be created and monitored for success. The intent is to match the appropriate intervention with each student.

22. SAMPLE INTERVENTION SPREAD SHEET

23. Reflection • What interventions are you using with statements that are making a positive difference in performance?

24. Step 7 • The principal meets with school leadership teams to discuss what the data say and to finalize personal or individualized plans for each identified student. • These tools allow principals to utilize data at the student level by discussing “names” instead of numbers.

25. Continued • Focused use of these monitoring tools should lead to the creation of academic intervention plans/ personalized plans of progress for all students not showing sufficient academic achievement.

26. Academic Intervention Plan by Jennifer Morrison

27. Step 8 • Continue to monitor data to ensure that the identified students are working toward proficient or advanced performance. These tools are not restricted to assisting students in reaching proficiency and rigor. As they should also be used to promote acceleration.

28. This is not a one-time calculation. As Nevada CRT and HSPE approach, the principal and staff may determine that students should change “categories” – students originally thought to need no intervention may require some and students identified as needing limited intervention may require less or none. Things to Note

29. This can be determined by the continuous examination of student performance data and teacher discussions of student work. • Creation of this system early will allow for the most effective monitoring and interventions for students.

30. Quote: The most obvious impediment to a results orientation is the failure at the beginning of the year to put data in front of teachers, have them look at it, and then generate a manageable number of measurable goals based on the previous year’s scores. • Mike Schomaker

31. Implications • This system can provide direction for staff development. As student needs are generated, teacher capacity issues arise and define staff development plans. • When staff members perceive data to be valid and reliable, data both confirm what is working well and reveal the gaps between current reality and the shared vision in a way that inspires collective action. • Data analysis and plan creation help teachers and staff gain ownership over the process and changes occurring within the school. Decisions become collegial and “grass roots” rather than “top-down.”

32. Creation and Use of Strategic Monitoring Intervention Tools • Conduct “data chats” with staff to continually analyze • data to inform instruction and interventions • The goal is to have an increasing number of students needing fewer interventions by test time. • The goal is to have students to pass the HSPE the • first time they take the assessment and to reach proficiency or the advanced level on the Nevada CRT.

33. Our Challenge: How can we continue to increase results? How can we use student data to drive systemic improvements. How can we establish a data driven culture? 33