Digging Into Data. . .

1. Digging Into Data. . . Questions to Ask “Helping Schools Help Students” General Education Department Wexford-Missaukee ISD

2. Digging Into Data Click on a menu item to view it! Displaying results with Data Posters What is the performance, by proficiency levels? (Outcome Data) What has been our trend in achievement for the past three years? (Outcome Data) What does that data suggest about the written curriculum? (Process Data) What does the data suggest about the taught curriculum? (Process Data) Resources Quit

3. Displaying Results with Data Posters • Data posters are one technique for displaying student achievement data. Data posters are best created by teachers and administrators working together as a professional learning community. Use the analysis questions to find the treasures and discuss strategies that lead to this success. Look for areas of weakness as this may be where the curriculum is out of alignment. Teachers will need to look closely at their instruction. In order to improve student learning, instruction, curriculum and assessments must be in tight alignment. “More real accountability occurs when teachers actively participate in the development, refinement and reporting of accountability data.”

4. Creating Data Posters • Display the related data • Display the question • Discuss the implications • Determine the processes that were successful and processes recommended for improvement HOW

5. Creating Data Posters • Display where they can be useful for discussion, information and focused improvement WHERE

6. Creating Data Posters • Data posters provide student centered accountability • Data posters are a tool to discover effective practices that impact teaching and learning • Data posters are visual communication for staff, student, parents and community members • Data posters help to focus discussion and problem solving that will impact student learning WHY

7. Performance by Proficiency Levels How did we perform in comparison to the district and State on each item in our item analysis? (Outcome Data) Outcome Data paints the performance picture

8. Performance by Proficiency Levels What is the performance by proficiecy levels? (Demographic Data) • What percentage of our students scored in each proficiency level? • When looking at ALL STUDENTS did our students meet or exceed the Michigan AYP target for this year? • Which sub group of students performed the best, as measured by this MEAP test? • Which sub group of students performed the worst, as measured by this MEAP test? Demographic Data describes the students who are included in the outcome data

9. Performance by Proficiency Levels What results do the Rubrics indicte? (Outcome Data) • MEAP rubric scores are found on the bottom of the item analysis • For Constructed Response • Reading • Writing Outcome Data paints the performance picture

10. Performance by Proficiency Levels Analyze the Comment Codes • MEAP comment codes are provided on the bottom of the item analysis. • An explanation of the comment codes can be found on page 11 of the “Guide to Reports”. • This guide can be accessed on the secure MEAP website.

11. Three Year Trend What is the trend in achievement for this MEAP test? (ELA, Mathematics, Science, Social Studies) • Do achievement scores go up? • Do achievement scores go down? • Do achievement scores stay the same? In which years did students perform best? Worst? a. What might be some reasons for this? Based on this trend line, is the school heading in the right direction?

12. Three Year Trend Have we improved the performance of sub groups over time?(Demographic Data) What is the trend in achievement for this MEAP test? (ELA, Mathematics, Science, Social Studies) a. Do various sub groups share the same trend? In which years did students in the sub groups perform best? Worst? a. What might be some reasons for this? Should more attention be focused on certain sub groups? Demographic Data describes the students who are included in the outcome data

13. Sample Trend Chart

14. Suggestions about the Written Curriculum For which item did we show a strong performance? (Process Data) • Percentage of students with correct answers for each descriptor • For which item descriptors did 80% or more of our students answer the corresponding MEAP test question correctly? These represent our stronger items • For which time descriptors did 79% or fewer students answer the corresponding MEAP test questions incorrectly? These represent our weaker items • Which standards are measured by the items for which there were weaknesses? (Refer to your district’s curriculum guide or The Michigan Curriculum Framework (GLCE’s at a Glance) Process data is power data. This is the type of data that gives you clues to why students achieved at the level they did.

15. Suggestions about the Written Curriculum Where do we have curriculum alignment? (Process Data) • Analysis Questions • On which strand or domain did our students perform best? Worst? • In which strands or domains is our curriculum probably tight? (Look for 94%-100% of students scoring proficient) • Would focusing on instructional strategies benefit our students? (Does the data reflect curriculum alignment but a lot of students are still failing?) • In which strands or domains does our curriculum need tightening? Process data is power data. This is the type of data that gives you clues to why students achieved at the level they did.

16. Suggestions about the Taught Curriculum “What gets monitored gets done.” – an old adage (Process Data) • Looking at the data by teacher (class), what has been the trend in achievement? • What instructional strategies are considered and used? • Have curriculum and/or instructional changes taken place? • Should more attention be focused on instructional strategies? Process data is power data. This is the type of data that gives you clues to why students achieved at the level they did.

17. Suggestions about the Taught Curriculum Alignment of Curriculum, Instruction and Assessment • “Remember, when curriculum, instruction and assessment all support one another, it’s called alignment. Alignment is a good thing and it’s one of the areas a school should focus on to improve student achievement. You could even call this learning alignment. Remember, student achievement, at least partially, reflects the alignment of the teaching and learning process.” (Debrah Wahlstrom, Using Data to Improve Student Achievement, chapter 8, page 148) Curriculum Instruction Assessment

18. Suggestions about the Taught Curriculum Alignment of Curriculum, Instruction and Assessment • “In this example the parts of the teaching for learning process are not aligned. Curriculum and Assessments are aligned, but the Instruction is not. For some reason the right lessons aren’t being delivered in the classroom.” (Deborah Wahlstrom) Curriculum Instruction Assessment

19. Suggestions about the Taught Curriculum Alignment of Curriculum, Instruction and Assessment • “In this case, curriculum and instruction are aligned, but the assessment doesn’t match. These assessments might be textbook or classroom assessment that aren’t really aligned to the standards. They might even be norm-referenced assessments that are not designed to measure curriculum.” (Deborah Wahlstrom) Curriculum Instruction Assessment

20. Suggestions about the Taught Curriculum Alignment of Curriculum, Instruction and Assessment “In the 1st diagram all three components of learning framework are aligned. In this model, you would have a curriculum (learning targets) aligned to the state/district standard, you would be using specific strategies (instruction) to help students learn the curriculum and then you would use appropriate assessment tools (assessment) to determine whether your students met the learning targets, or standards.” (Debrah Wahlstrom) Curriculum Instruction Assessment Quarterly common assessments aligned with the curriculum and instruction provides regular information to guide instructional decisions and improve student success in learning.

21. Resources Using Data to Improve Student AchievementA Handbook for Collecting, Organizing, Analyzing & Using DataBy Deborah Walstrom, 1999Douglas ReevesAccountability for Learning How Teachers and School Leaders Can Take ChargeThe Center for Performance AssessmentRichard StigginsClassroom Assessment for Student LearningAssessment Training Institute

22. Wexford-Missaukee ISD “Helping Schools Help Students” General Education Department 9905 East 13th Street Cadillac, MI 49601 231-876-3374