TSDS Pilot – Lubbock ISD Train the Trainer September 26, 2011

1. TSDS Pilot – Lubbock ISDTrain the TrainerSeptember 26, 2011

2. Expected Learning Outcomes • Gain an understanding of the goals of the Texas Student Data System dashboard project • Understand your role and expectations as a trainer • Be able to access, log-in, and navigate the dashboards • Engage in hands on activities to understand student data presented in dashboards • Know how to contact customer support and access materials needed for training

3. Today’s Agenda

4. Texas Student Data System (TSDS) Vision • Enable 100% of educators to have access to timely, relevant, actionable data to drive classroom and student success • A data system for teachers, designed by teachers. • Delivers relevant, timely and actionable student data back to educators to continually improve performance • A “One stop shop” for student data – brings together student information from multiple sources • Reduces reporting and collection burden to districts • Requires no additional data input • User friendly and intuitive and accessible from any location • Available free of charge to all Texas districts

5. Dashboards are Grounded in Best Practices and Vetted by Educators Nationwide Best Practices Audit • Initial dashboards based on national education research and review of best practices across the country • Received and incorporated feedback on dashboard from 2,600 educators in Texas • Enhancements to dashboards based on stakeholder feedback Academic Research Focus Groups with 2,600 Educators

6. Dashboards Consist of Four Levels Driven by Individual Student Data Drill down to the individual Student level from any aggregate view Data originates at the Student Level and rolls up to aggregate views

7. Dashboards Piloted in Six Districts to get Input and Inform Statewide Release 2014 Late-2009 2010 2011 2012 2013 Draft data snapshots defined Snapshots finalized based on feedback Stakeholder engagement Draft data standard defined Transfer tested data standard Initial DCD prototype Limited Product Release Phase Statewide implementation of DCD and dashboards Field test and acceptance of data standard District Connections Database Implemented State-Sponsored SIS requirements released Integrate SSIS and DCD

8. Today’s Agenda

9. After Today’s Session, You Should Be Able To … • Understand the scope and functionality of the Dashboards • Navigate and leverage the Dashboards to understand the needs of your students and campus • Provide introductory training to Teachers and Administrators at your campus • Know how to direct people to the proper support channels

10. Training Best Practices • Train in small groups – 15 people maximum • If possible, group into functional areas – e.g., administrators, teachers, or subject area • Ensure everyone has access to a computer (e.g., computer lab, laptops) • Review the pre-training checklist to ensure no technology issues arise • Review the training materials and video shortly before the training session • Log into and get comfortable with TSDS • Watch the demo video and review the FAQs so you can respond to users • Review the Classroom, Student and Campus exercises and select the examples you plan to highlight from your campus and classroom • Use the training materials during the session • Capture questions you can’t answer and work with the data steward to ensure there is follow-up with the users • Make sure participants complete the feedback forms - during session or send email with URL following session: https://www.surveymonkey.com/s/LubbockQ2Users • Let us know if there are any other tools or materials that can help you!

11. We’re Counting On You! • Ultimately, the Dashboards should save educators time and result in better outcomes for Students • Without You, Training will not take place • Without Training, Dashboard benefits will be limited • Your valuable feedback will ensure training tools will meet the needs of districts statewide

12. Today’s Agenda

13. Goals of Reviewing the Training Module • Help you learn to use the system • Build your familiarity with training content • Build your knowledge base so you can answer questions that might be asked of YOU

14. Dashboard Training Module • The training materials are designed for a 1 hour training session • Today, we will spend more time today to familiarize you with the system and prepare to deliver training

15. Dashboard Training Module

16. Expected Learning Outcomes • Gain an understanding of the goals of the Texas Student Data System dashboard project • Be able to access, log-in, and navigate the dashboards • Engage in hands on activities to understand student data presented in dashboards • Start to create action plans for your students or your campus based on the dashboard data • Know how to contact customer support

17. Dashboard Training Module Outline

18. Dashboards are Grounded in Best Practices and Vetted by Educators Nationwide Best Practices Audit • Initial dashboards based on national education research and review of best practices across the country • Received and incorporated feedback on dashboard from 2,600 educators in Texas • Enhancements to dashboards based on stakeholder feedback • Your feedback in this pilot will drive further enhancements to dashboards Academic Research Focus Groups with 2,600 Educators

19. Dashboards are Targeted Toward Improving Student Outcomes “After the information has been gathered, hopefully I would have a user-friendly service that would allow me to look at the information, serve my students and meet their needs more effectively and efficiently.”

20. Dashboards Consist of Four Levels Driven by Individual Student Data Drill down to the individual Student level from any aggregate view Data originates at the Student Level and rolls up to aggregate views

21. Dashboard Training Module Outline

22. Demonstration of the DashboardsStudent and Classroomhttps://www.districtconnections.org/LubbockISD/Docs/Training Materials-Training Demo Video

23. Exercises - Classroom and Student Log-in and let’s go through some examples together: • Classroom: go to the Subject-Specific view and sort your students based on benchmark scores or the Assessment page and sort by TAKS objectives. Traverse this list and identify groups of students for further instruction based on strengths and areas for growth. • Classroom: identify a student having attendance problems. Navigate to their student dashboards. Are the absences mostly excused or unexcused? Is the attendance trend improving or declining? Find their parent’s contact information so you can call to discuss your concerns. • Student: Use the search function to search for a studentthat you suspect has not performed well on their last benchmark assessment • Student: For the student you suspect having low benchmark assessment scores in your subject area of interest, determine the trend of their benchmark assessment scores and which TEK items they struggled with on one of their past benchmark administrations. Explore - Spend 10 - 15 minutes of real time inquiry on your own

24. During the Real Time Inquiry Please Complete the Personal Action Plan • Peruse the system looking at YOUR students and use the Action Plan to record your observations. • Inquire – What do I want to know? What jumps out? • Acquire – Find the data on the Dashboard • Analyze – Test your hypothesis by driving into detail • Share – We’ll share some examples together

25. Dashboard Training Module Outline

26. Demonstration of the DashboardsCampus Viewhttps://www.districtconnections.org/LubbockISD/Docs/Training Materials-Training Demo Video

27. Exercises - Campus Log-in and let’s go through some examples together: • All: Go the Advanced Academics page and look at the TAKS Commended performance. Use the More…Historical drill down feature to determine the change in your campus’ TAKS performance from last year to this year. • All: Go to the Attendance & Discipline page and look at either the Daily or Class Period measures. Which grade has the lowest daily attendance? Which students have the lowest daily attendance? • All: Let’s use the search function to navigate to a particular student or teacher (campus administrators). 4a. Teachers: find the names of 5 students who scored the lowest on their last TAKS. 4b. Administrators: Go to the Operational Dashboard page and look at teacher attendance. Which teachers have a high absence rate. Click a teacher to see if their absences are affecting classroom performance. Explore - Spend 10 minutes of real time inquiry on your own

28. During the Real Time Inquiry Please Complete the Personal Action Plan How will you use the Texas Student Data System to improve your campus? Record your observations using the TSDS Personal Action Plan Prepare to share an example with the group

29. Dashboard Training Module Outline

30. Best Practices - Ways to Use Dashboards • There are several critical times to use the dashboards • At the beginning of the school year or a new grading period • After the results of a benchmark assessment are returned • To identify students for intervention or to assess intervention effectiveness • When you observe problems in your classroom or with a specific student • In preparation for parent – teacher conferences • You can begin exploring the dashboards in several different ways • Use hypothesis-driven analysis, e.g., “I think A and B are causing Jeffry’s performance issues … let me test that hypothesis with real data” • Look for trends and alerts • Look for groupings of students who have similar results • Just explore! • Catch students early before problems become large and pervasive • Print dashboards and share with parents and students

31. Several customer support resources 1 Dashboard Support Form District Data Steward (Customer Support) 2 3 Website https://www.districtconnections.org/LubbockISD/

32. Feedback - Your Charge: Beta Test! • Beta Testing means … • Accessing real data about your students, updated nightly • Testing and perfecting the system before it is rolled out to the entire state

33. Workshop Feedback Form Providing feedback will help future training sessions Complete the survey online - https://www.surveymonkey.com/s/LubbockQ2Users It will take less than 5 minutes to complete the survey

34. End of Dashboard Training Module

35. Trainer References and FAQ The dashboard FAQs summarize responses to questions from other training session It is a reference to help trainers prepare for questions they may encounter Review in detail prior to the first end user training session

36. Metric Definitions - Algebra I • Why measure Algebra I vs. other courses? • Research indicates that students who enroll and complete Algebra I by the 9th grade (a key prerequisite for higher math) will graduate in higher numbers and are more likely to be college ready. • Algebra I Metrics-High School: • Taking or have Taken: % of students who have taken Algebra I by the 9th grade. In the case of students who have never enrolled, teachers and counselors can quickly identify students who need to be enrolled and, based on each student’s academic history, provide the necessary support to register and prepare them for Algebra I. • Passing or have Passed: % who are passing/have passed by the 9th grade. For students who are currently enrolled in Algebra I, teachers can quickly identify students who need additional academic support to successfully complete the course. In the case of former Algebra I students, teachers of advanced math courses can view Algebra I performance to evaluate the level of support students may require as they engage in more rigorous coursework. • Algebra I Metrics - Middle School: • This measure, defined as enrolling and successfully completing Algebra I by the 8th grade, helps campuses identify the level of students who show potential for more advanced coursework and their ability to master higher level math skills to be successful at the post-secondary level.

37. Metric Definitions - Attendance (Campus Level) Common measure used by districts to track attendance and for state reporting Use to pinpoint specific students negatively impacting ADA. Value often lower than ADA. Catch students with attendance problems that aren’t reflected in daily attendance measures above

38. Metric Definitions – Discipline (Campus Level) • All Discipline Incidents: percentage of students with repeat occurrences (5 or more) of discipline incidents representing minor infractions (school code of conduct incidents) or one or more discipline incidents representing the most serious incidents, excluding school code of conduct incidents. • School Code of Conduct Incidents: percentage of students who have one or more minor infractions (school code of conduct incidents) in a given grading period. Identifies students with chronic discipline issues Identifies students with early signs of discipline problems

39. Today’s Agenda

40. A Structured Data Inquiry Process can help you get the most out of the Dashboards * Model based on work done by Jeffrey Watson, Wisconsin Center for Education Research

41. Inquire and Acquire Data • Which students are consistently missing class? • From the Subject Specific Class Overview page, sort by Current Class Absences • Seven students have a high number of absences

42. Analyze Data – Layer 1 • Look across each student’s metrics • Most have a troubling attendance trend and poor performance • Ryan Plata’s data look a little different • Troubling attendance trend • Declining benchmark and grades • But, meeting TAKS standard

43. Analyze Data – Layer 2 • Go to Ryan’s student page to investigate • Attendance and Course Grades are flagged telling you to dig deeper in these areas • Interestingly, Advance Academics shows a red stoplight • Go to the detailed metric pages to learn more

44. Analyze Data – Layer 3 • Start by looking at the attendance page • The daily attendance rate detail available in the more menu shows us Ryan has just started having unexcused absences this grading period

45. Analyze Data – Layer 4 • The class period absence detail available in the more menu shows us Ryan recently had a death in the family

46. Analyze Data – Layer 5 • Exploring the Advance Academic page shows us Ryan is not meeting his potential • Ryan scored commended on TAKS ELA, but is not enrolled in an advanced class

47. Take Action and Evaluate • Speak with Ryan about the recent loss in his family • Contact the counselor and/or parents for support • Potentially, change Ryan’s schedule to an advanced ELA course • Check back to the dashboards frequently to monitor his attendance and academic metrics

48. Today’s Agenda

49. Next Steps and Roll-out Schedule • Trainers are expected to share responsibility for training all educators on their campus • Campus administration – principals, assistant principals, counselors • Department heads • Specialists • Teachers • Plan for one hour to cover training material • Workshop materials and attendance forms - Kathy Rollo (krollo@lubbockisd.org) • Training should be complete by November 29th • Feedback session will be held on November 29th to share findings, observations and suggestions

50. Dashboards Available to Q2 September 26th! • Data will reflect current school year – 2011-2012 • Some data will be blank until the current year data becomes available: • Class grades-after the first six-week grades are final • District assessments-after the first administration • You can start using the dashboards today! • Review student dashboards and academic history • Monitor attendance and discipline data • Analyze TAKS results to group students and guide instruction; address campus-wide improvement areas • Identify students with credit deficiencies • Identify students with potential for advanced courses