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Collect, Interpret, and Use Data

Conducting a Comprehensive Needs Assessment. Collect, Interpret, and Use Data. Session Questions. What types of data may be collected in a comprehensive needs assessment? How might a comprehensive needs assessment assist school leaders in determining a focus for the improvement work?. 2.

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Collect, Interpret, and Use Data

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  1. Conducting a Comprehensive Needs Assessment Collect, Interpret, and Use Data

  2. Session Questions • What types of data may be collected in a comprehensive needs assessment? • How might a comprehensive needs assessment assist school leaders in determining a focus for the improvement work? 2

  3. Multiple Measures of Data (Handout 1) Bernhardt, V. (2006). Using data to improve student learning in school districts (p. 11). Larchmont, NY: Eye on Education. 3

  4. Bernhardt’s Four Measures of Data School Processes Demographics Perceptions Student Learning 4

  5. Intersections of Data Demographics 1. Is there a relationship between attendance and student learning results? Student Learning 5

  6. Based on the Bernhardt measures… • What kinds of data does your school typically collect? Why? • What kinds of data does your school typically not collect? Why? 6

  7. Creating the School Profile USDoE suggests reviewing data—at minimum—in the following areas: • Student Needs • Curriculum and Instruction • Professional Development • Family and Community Involvement • School Context and Organization USDoE. (2006). Designing schoolwide programs: Non-regulatory guidance. Washington, DC: Author. pp. 10–12. 7

  8. (Handout 4) Adapted from Designing Schoolwide Programs, Non-Regulatory Guidance (USDoE, March 2006, pages 11–13) 8

  9. Creating the School Profile 1. Identify one question that would provide your school with valuable information that is typically not collected. 2. What patterns do you notice about Bernhardt’s four measures of data? 9

  10. Arraying Data for Interpretation: Demographics 10

  11. Arraying Data for Interpretation: Student Learning 11

  12. Arraying Data for Interpretation: Perceptions 12

  13. Arraying Data for Interpretation: School Processes (and Student Learning) 13

  14. Conversation Guide(Handouts 5 and 6) 14

  15. Data from the Conversation Guides (Handout 8) 15 15

  16. USDoE’s Designing Schoolwide Programs, p. 47 (Handout 9) 16

  17. 17

  18. SEDL Content Area Survey Results Teachers in this school communicate to students and parents that the number one priority is that all students will become proficient in the state standards for the content area. 18

  19. SEDL Content Area Survey To set up the survey— http://txcc.sedl.org/ws/survey/admin To take the survey— http://txcc.sedl.org/ws/survey 19

  20. Using Data 20

  21. Questions for discussing the data • What are the strengths and the challenges of the current school instructional program? • Does the evidence gathered support staff assumptions about strengths and needs? • Are there information gaps? What more do we need to know? • What priorities does the information suggest? Adapted from: USDoE’s Designing Schoolwide Programs, page 14 21

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