Fort Recovery Local Schools How the Use of Data Can Drive Student Instruction

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Fort Recovery Local SchoolsHow the Use of Data
Can Drive Student Instruction

• Northwest Ohio Educational Resource Center
• Drive-In Workshop
• December 15, 2005

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Successes and Challenges of Data Driven Decisions

• Jeffrey Tuneberg, Coordinator
• Mercer County ESC

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Fort Recovery Local Schools 400 East Butler
Street Box 604 Fort Recovery, Ohio 419-375-4139 ht
tp//www.noacsc.org/mercer/fr/index.asp David R.
Riel, Superintendent - riel_at_fr.noacsc.org Ed
Snyder, HS Principal snyder_at_fr.noacsc.org Curtis
Hamrick, Technology Coordinator
hamrick_at_fr.noacsc.org        Mercer County
ESC 441 East Market StreetCelina, Ohio
45822Telephone [phone] http//www.noacsc.
org/mercer/mc/ Jeffrey Tuneberg, Coordinator
tunebej_at_mc.noacsc.org
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Fort Recovery Profile and Culture

• David R. Riel, Superintendent

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Fort Recovery Local Schools

• 979 Students 3 buildings
• Low-wealth school district 20 mil floor,
  border/fort town
• Excellent Rating all 6 years of State Report Card
• Graduation Rate 100
• Racial Minorities 1.7
• Economically Disadvantaged 9.1
• Students With Disabilities 15.4
• 73 of Teachers have Masters degree

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Culture

• We have used data for decision making long before
  DSL/DASL now data is more extensive and more
  accessible
• Chronology of Improvement Efforts
• Late 1980s Effective Schools Process
• Early 1990s Venture Capital
• Mid 1990s Network for Systemic Improvement
  Grant

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Culture

• A culture for effective change is a
  pre-requisite for continuous improvement
• Professional Development
• Pressure Support
• Culture of Trust FR administration has always
  trusted staff with student data absolute must
  for any data-driven decision making tool to be
  successful
• Effective Leadership

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Data - Where to start?

• Train people in the use and understanding of your
  data
• Look for easy to use data tools i.e. DASL,
  WebSurveyor
• Make an on-line home for your data i.e.
  Intranet, Internet
• Let staff be creative with uses of data
• Always support decisions with data

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Trust - Where to start?

• Model Let them see you using data for decision
  making
• Allow people to make mistakes dont
  automatically resort to blame
• Trust is mutual you cant get it without giving
  it
• We can't dictate commitment- it has to come from
  the individual thatis why we need a culture of
  trust

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CIP/Report Card Analysis

• David R. Riel, Superintendent

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Continuous Improvement Plan Data
Analysis(Originally Network for Systemic
Improvement - Progress)

• Fort Recovery Local Schools
• As of August 18, 2005
• STATE REPORT CARD Implications for State Report
  Card

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Continuous Improvement PlanCIP Goals

• All students regardless of ability or
  handicapping condition, will
• Goal I - Learn to the best of their abilities
• Goal II - Learn in a safe, supportive, caring
  environment
• Goal III - Graduate with the skills / knowledge
  to compete successfully in work school

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Goal I Performance IndicatorsStudents will
Learn to the Best of their Abilities

• A. All students will pass each area of state or
  off-year tests
• B. Each year an increase in students reaching
  advance level of proficiency in each level
• C. There will be an increase each year in seniors
  graduating with honor diplomas (College Prep and
  Vocational)

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Goal I Performance IndicatorsStudents will
Learn to the Best of their Abilities

• D. Show group progress on locally administered
  tests i.e. KDI, Plan, Iowa
• E. Show group progress on AP tests, PSAT, ACT

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Progress - Goal I, Indicator AAll students will
pass each area of state or off-year tests

• Average passing of all Proficiency and Off-Year
  Tests for Grades 1-9
• New cut scores for off-year test start 1999
• 2004 4th, 6th, 9th Proficiency Tests
  onlySTATE REPORT CARD

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Progress - Goal I, Indicator A All students
will pass each area of state or off-year tests

• Average passing of all Achievement Tests for
  Grades 3-8
• 2004 Reading 3
• 2005 Reading 3,4,5,8 Math 3,7,8 Writing 4
• 2006 Reading 3-8 Math 3-8 Writing 4
• 2007 Reading 3-8 Math 3-8 Writing 4,7 Social
  Studies 5,8 Science 5,8 STATE REPORT CARD

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Progress - Goal I, Indicator A All students
will pass each area of state or off-year tests

• Average passing of all OGT areas for Grade 10
• 2003 and 2004 Reading, Math only
• 2005 forward Reading, Math, Writing, Science,
  Social Studies STATE REPORT CARD

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Progress - Goal I, Indicator AAll students will
pass each area of state or off-year tests

• Average passing of students with disabilities
  Proficiency and Off-Year Tests for Grades 1-9
• New cut scores for off-year test start 1999
• 2004 4th, 6th, 9th Proficiency Tests only
• 2005 4th SS, Sc, M 6th ProficiencySTATE
  REPORT CARD

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Progress - Goal I, Indicator A All students
will pass each area of state or off-year tests

• Average passing of students with disabilities
  Achievement Tests for Grades 3-8
• 2004 Reading 3
• 2005 Reading 3,4,5,8 Math 3,7,8 Writing 4
• 2006 Reading 3-8 Math 3-8 Writing 4
• 2007 Reading 3-8 Math 3-8 Writing 4,7 Social
  Studies 5,8 Science 5,8 STATE REPORT CARD

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Progress - Goal I, Indicator A All students
will pass each area of state or off-year tests

• Average passing of students with disabilities
  OGT areas for Grade 10
• 2003 and 2004 Reading, Math only
• 2005 forward Reading, Math, Writing, Science,
  Social Studies STATE REPORT CARD

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Progress - Goal I, Indicator A All students
will pass each area of state or off-year tests

• District Adequate Yearly Progress (AYP)
• Based upon Building AYP
• STATE REPORT CARD

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Progress - Goal I, Indicator A All students
will pass each area of state or off-year tests

• Performance Index Score (as reported on State
  Report Card)
• Advanced 1.2
• Accelerated 1.1
• Proficient 1.0
• Basic - .6
• Below Basic - .3
• Untested 0
• STATE REPORT CARD

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Progress - Goal I, Indicator B Each year an
increase in students reaching advance level of
proficiency in each level

• Percentage of Advanced Level for Proficiency and
  Off-Year Tests for Grades 1-9
• New cut scores for off-year test start 1999
• 2004 4th, 6th, 9th Proficiency Tests only
• 2005 4th SS, Sc, M 6th Proficiency STATE
  REPORT CARD

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Progress - Goal I, Indicator B Each year an
increase in students reaching advance level of
proficiency (Achievement) in each level

• Percentage of Advanced Level for Achievement
  Tests for Grades 3-8
• 2004 Reading 3
• 2005 Reading 3,4,5,8 Math 3,7,8 Writing 4
• 2006 Reading 3-8 Math 3-8 Writing 4
• 2007 Reading 3-8 Math 3-8 Writing 4,7 Social
  Studies 5,8 Science 5,8
• STATE REPORT CARD

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Progress - Goal I, Indicator B Each year an
increase in students reaching advance level of
proficiency (Achievement) in each level

• Percentage for Advanced Level for OGT for Grade
  10
• 2003 Advanced Level not reported
• 2003 and 2004 Reading, Math only
• 2005 On All 5 Areas STATE REPORT CARD

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Progress -Goal I, Indicator CThere will be an
increase each year in seniors graduating with
honor diplomas (College Prep and Vocational)

• Percentage of seniors with Honor Diplomas (as
  determined by State criteria)

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Progress -Goal I, Indicator D Show group
progress on locally administered tests i.e.
KDI, PLAN, Iowa

• KDI Kindergarten Diagnostic Instrument
• 2003 60 students average 124.9
• 2004 62 students average 134.6
• 2005 76 students average 137.9
• Includes students that have had no school
  experience

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Progress -Goal I, Indicator D Show group
progress on locally administered tests i.e.
KDI, PLAN, Iowa

• PLAN 10th Grade
• pre-ACT test
• National Average 16.5
• 2002 68 students - average 18.1
• 2003 57 students - average 19.4
• 2004 71 students average 18.0
• 2005 76 students average 18.5

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Progress -Goal I, Indicator E Show group
progress on AP tests, PSAT, ACT

• Advanced Placement
• Chemistry, English, Calculus
• 2000 38 tests 1.42
• 2001 30 tests 1.60
• 2002 24 tests 1.50
• 2003 24 tests 2.13
• 2004 33 tests 2.33
• 2005 26 tests 1.96

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Progress -Goal I, Indicator E Show group
progress on AP tests, PSAT, ACT

• PSAT Pre-SAT
• 2003 10th 12 studentsSelection Index 51
• 2003 11th 6 studentsSelection Index 69
• 2004 10th 6 studentsSelection Index 43
• 2004 11th 4 studentsSelection Index 88
• 2005 Not enough students took test for
  reporting purposes

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Progress -Goal I, Indicator E Show group
progress on AP tests, PSAT, ACT

• ACT
• 1999 47 students 21.2
• 2000 51 students 22.1
• 2001 39 students 21.8
• 2002 47 students 20.9
• 2003 64 students 21.7
• 2004 58 students 21.3
• 2005 60 students 21.6
• National Average
• 1999-2001 21.0
• 2002-2003 20.8
• 2004 20.9
• 2005 20.9

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Goal II Performance IndicatorsStudents will
Learn in a Safe, Supportive, Caring Environment

• Yearly student surveys will increase positive
  ratings on students treat each other with
  respect
• Increase rating on our teachers care about the
  students
• Staff survey will show increase in rating of our
  staff is collegial and works well together
• Student surveys will show increase in rating of
  climate section

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Progress Goal II, Indicator A Yearly student
surveys will increase positive ratings on
students treat each other with respect

• Average rating (1-5) of annual student survey
  question students treat each other with
  respect

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Progress -Goal II, Indicator B Increase rating
on our teachers care about the students

• Average rating (1-5) of annual student survey
  question our teachers care about the students

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Progress -Goal II, Indicator CStaff survey will
show increase in rating of our staff is
collegial and works well together

• Average rating (1-10) of annual teacher survey
  question our staff is collegial and works well
  together

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Progress -Goal II, Indicator DStudent surveys
will show increase in rating of climate section

• Average rating (1-5) of Positive Learning Climate
  of annual student surveys

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Goal III Performance IndicatorsAll students
will graduate with the skills / knowledge to
compete successfully in work school

• On BAC surveys, employers rating average of new
  FR graduate employees will increase
• All students will reach age/grade appropriate
  Technology Benchmarks set by District Technology
  Committee
• Senior surveys will show an increase on exposure
  to career choices
• Post-Graduate surveys will show an increase in
  positive results (including SCAN Skills)

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Progress -Goal III, Indicator APriorities as
indicated by area employer surveys

• Need to focus more upon (4 point scale)
• 2005 28 BAC surveys returned

39
Progress -Goal III, Indicator AAverage Rating of
new FR Graduate Employees from Employer Surveys

• Employee Rating (4 point scale)
• 2005 28 BAC surveys returned

40
Progress - Goal III, Indicator B All students
will reach age/grade appropriate Technology
Benchmarks set by District Technology Committee

• Percentage of students reaching grade level Tech
  Benchmarks
• In 2002-03, raised the difficulty level and
  differentiation of Tech Benchmarks
• In 2004-05, once again raised difficulty level
  and differentiation of Tech Benchmarks

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Progress - Goal III, Indicator CSenior surveys
will show an increase on exposure to career
choices

• Percentage of students who answered the question
  Adequacy of programs in career education and
  planning as Satisfied, No Change Necessary
• (ACT HS Profile Report question 188)

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Progress -Goal III, Indicator D Post-Graduate
surveys will show an increase in positive results
(including SCAN Skills)

• Exit Survey - who feel they are well prepared

43
Progress State Report Card RatingGoal I,
Indicators A-EGoal II, Indicators A-DGoal III,
Indicators A-D
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
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Fort Recovery Local SchoolsVision The Fort
Recovery Schools will become a community of
learners where all students learn to the best of
their abilities, become responsible citizens, and
acquire the knowledge and attributes needed to
successfully compete in a global society.
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
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Instructional Conclusions/Implications

• Need more accurate and consistent data on CIP
  Goal 3 particularly employee and post-graduate
  data
• Our students academically are doing very well
  when compared to state standards (AYP)
• Strategies may need to be developed and
  implemented to improve the percentage of students
  who score at the Advanced levels

46
InstructionalConclusions/Implications

• We need to learn all we can from our
  participation in the Battelle For Kids Value
  Added Pilot
• May want to look at strategies to review data on
  a more regular basis
• Strategic planning process will likely result in
  CIP revisions

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InstructionalConclusions/Implications

• We need to provide on-going Professional
  Development opportunities for staff to assist
  them in providing instruction that leads to
  sustained and incremental growth in the
  indicators
• We need to find ways to encourage more
  collaboration among our teachers

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InstructionalConclusions/Implications

• Increased attention will need to be paid to our
  subgroups (students with disabilities)
• Apply Plan-Do-Study-Act Model to CIP Development
  and Implementation
• May need to find ways to assist teachers in
  applying research techniques in their classrooms
  (DLT)

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Understanding Building/District Report Cards

• Ohios Accountability System

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Classifications

• Excellent
• Effective
• Continuous Improvement
• Academic Watch
• Academic Emergency

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Two Avenues for Classifications
Indicator Points -or- Performance Index
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INDICATOR POINTS
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2004-2005 INDICATORS

• Reading (75)
• 3rd, 4th, 5th, 6th, 8th, and 10th
• Math (75)
• 3rd, 4th, 6th, 7th, 8th and 10th
• Science (75)
• 4th, 6th and 10th
• Writing (75)
• 4th, 6th and 10th
• Social Studies (75)
• 4th, 6th and 10th
• Attendance (93)
• Graduation Rate (90)

23 AVAILABLE INDICATORS
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NUMBER OF POINTS RECEIVED
NUMBER OF POINTS POSSIBLE
59
Elementary Card
9

100
9
60
MS CARD
8
88

9
61
HS Card
7
____
100

7
62
FR DISTRICT
22
96

23
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What Percent of the Indicators Were Met?

• Excellent 94-100
• Effective 75-93.9
• Continuous Improvement 50-74.9
• Academic Watch 31-49.9
• Academic Emergency 0-30.9

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ELEMENTARY-100 Excellent MIDDLE SCHOOL- 88
Effective HIGH SCHOOL-100 Excellent DISTRICT-9
6 Excellent
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PERFORMANCE INDEX

• Every Child Counts

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THE PROBLEM WITH THE INDICATOR ASSESSMENT IS THAT
STUDENTS TESTS ARE ONLY GRADED AS PASS OR FAIL
AND SCHOOLS ARE ONLY GRADED AS PASS OR FAIL.
THIS GIVES THE SAME WEIGHT TO THOSE
STUDENTS/SCHOOLS WHO BARELY PASSED TO THOSE WHO
BLEW THE DOORS OFF AND THE SAME WEIGHT TO THOSE
WHO JUST BARELY FAILED TO THOSE WHO LEFT THE
ENTIRE TEST BLANK.
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Performance Index Levels and Weights
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2004-2005 TEST INDICATORS
Test indicators include 3rd grade Reading and
Math 4th grade Reading, Math, Writing,
Citizenship, Science 5th grade Reading 6th
grade Reading, Writing, Math, Citizenship, and
Science 7th grade Math 8th grade Reading
and Math 10th grade Reading, Writing, Math,
Social Studies, and Science
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Rating on PI Only
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AYPAdequate Yearly Progress

• No Child Left Behind

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AYP GOAL

• TO SET STANDARDS TO INSURE THAT ALL STUDENTS WILL
  BE PROFICIENT IN MATH AND LANGUAGE ARTS BY THE
  SCHOOL YEAR 2013-2014

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AYP SETS A CEILING AND A FLOOR FOR THE REPORT
CARD RATING

• MET AYP
• Cannot be labeled Academic Watch or Academic
  Emergency
• -or
• DIDNT MEET AYP
• Cannot be labeled Effective or Excellent if
  missing AYP for three years

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4 CRITERIA TO MEET AYP
MATH GOAL
READING GOAL
95 PARTICIPATION
93 ATTENDANCE
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Subgroups 30 or more

• African American
• American Indian
• Asian
• Hispanic
• Multi-racial
• White
• Economically Disadvantaged
• Limited English Proficient
• Students With Disabilities
• Requires 45 or more

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Multiple MeasuresNCLB Adequate Yearly Progress
95 Eligible Students Tested
93 Attendance
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FORMULA FOR DETERMINING THE GOAL
(3rd Grade Reading Goal) x ( of Third Grade
Students) (4th Grade Reading Goal) x ( of
Fourth Grade Students) (6th Grade Reading Goal)
x ( of Sixth Grade Students) (OGT Reading
Goal) x ( of Students taking OGT) -DIVIDED
BY- OF STUDENTS IN ALL AYP GRADES
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IF THERE WERE 60 STUDENTS IN EACH GRADE TESTED
THE READING GOAL WOULD BE (60 71.2) (60
46.7) 4272 2802 11,382 (60 71.8)________ _
4308____ ____ 63.23 60 6060
180 180
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2004-2005 AYP Results
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Consequences Schools
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SPECIAL CONSIDERATION FOR PROGRESS
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Three Ways to Meet AYP
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DISTRICTS/BUILDINGS IN ACADEMIC WATCH OR ACADEMIC
EMERGENCY WHO IMPROVE THEIR PERFORMANCE INDEX AT
LEAST 10 POINTS IN TWO YEARS WITH AT LEAST THREE
POINTS IN THE MOST RECENT YEAR, CAN MOVE UP ONE
RATING BUT NO HIGHER THAN CONTINUOUS IMPROVEMENT
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• Value Added Is Coming!
• Only measure not correlated to socioeconomics
• Measures the performance of students compared to
  their predicted performance

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Fort Recovery Data Profile Book

• David R. Riel, Superintendent

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Professional Development Program Review

• Jeffrey Tuneberg, Coordinator
• Mercer County ESC

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Todays Outline

• Ask the Question
• Why Here and Why Now?
• Best Practice vs. Current Practice
• Elements of the Review
• Recommendations to the District

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Ask The Question

• Why Review the Professional Development Program?

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Ask The Question

• Why Review the Professional Development Program?
• Because A well conceived, well planned and well
  implemented professional development program
  leads to

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A well conceived, well planned and well
implemented professional development program
leads to

• An increase in staff understanding of the
  districts purpose.
• An increase in dedication of staff to district
  goals.
• An increase in teacher retention.
• An increase in student achievement.

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Why Here and Why Now? A meta-analysis of over
200 research studies shows that

• Effective staff development programs are
  intentional, ongoing, and systemic.
• Ineffective staff development programs focus on
  documentation rather than results, are too
  shallow/do not have meaningful indicators of
  success, and are too brief/do not extend over a
  period of time.
• What matters less is where and when the training
  is held. What matters more is the training
  design.
• Individual teaching styles and value orientation
  do not often affect teachers abilities to learn
  from staff development. The order of change in
  teachers practice goes as follows 1. Teaching
  practices change, 2. Student learning improves,
  3. Teacher attitudes and beliefs change.

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More Reasons Why

• Change is highly contextual. What works with
  teachers in one school may not work with teachers
  in another.
• The average corporation today allocates 5 of
  employees time toward staff development. In
  some cases, like Motorola, the figure is more
  like 10. In teaching, the average is much less.
• Most staff development problems do not reside
  with individual teachers.
• 80 - 94 of all barriers to teacher improvement
  reside in the organizations structure and
  processes and not in the performance of
  individuals (Deming, 1986). It is imperative
  that both individual and organizational changes
  are addressed simultaneously.

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What We Plan to Investigate

• Best Practice vs. Current Practice
• National Standards - CIP - Reality
• Are the elements present?
• Are the elements good?
• Are the elements used?
• Seeking connectivity

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National StandardsRecommendations from

• Curriculum Management Systems, inc. (CMSi) - Phi
  Delta Kappa
• National Staff Development Council
• Ohio LPDC Advisory Council

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Current Practice in your DistrictWhat will we
investigate?

• Governance function
• Administrative function
• Design and Implementation function

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Current Practice in your DistrictHow will we
investigate?

• Governance function
• Curriculum Management Systems, inc. (CMSi)
• Review of District Governance Documents (board
  policy, continuous improvement plan, board
  meeting minutes, budget items related to staff
  development, grants, etc.)

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Current Practice in your DistrictHow will we
investigate?

• Administrative function
• Curriculum Management Systems, inc. (CMSi)
• Review of District Administrative Documents
  (committee meeting minutes, staff development
  documentation, staff development planning items,
  etc.)

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Current Practice in your DistrictHow will we
investigate?

• Design and Implementation Data
• National Staff Development Council
• Ohio LPDC Advisory Council
• Complete a staff development survey by selected
  staff members.

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Best PracticeCurriculum Management Systems, inc.

• Has policy that directs staff development
  activities and actions to be aligned to and an
  integral part of the district long-range planning
  and implementation.
• Requires an evaluation process that includes
  multiple sources of information, focuses on all
  levels of the organization and is based on actual
  changed behavior and increased student
  achievement.
• Fosters a norm of improvement and development of
  a community characterized by professional and
  personal growth.
• Provides for organizational, unit and individual
  development in a systematic manner.
• Is provided for all employees. Requires each
  principal/supervisor to be a staff developer of
  those supervised.
• Is based on a thorough analysis of data and is
  data driven. Uses disaggregated student
  achievement data to determine adult learning
  priorities, monitors progress and helps sustain
  improvement of each person carrying out his/her
  work.

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Best PracticeCurriculum Management Systems, inc.

• Focuses on approaches that have been shown to
  increase productivity.
• Provides for the following phases awareness,
  initiation, implementation, institutionalization,
  and renewal/support.
• Is based on adult human learning and development
  theory and directs staff development efforts and
  uses a variety of staff development approaches.
• Provides for follow-up and requires on-the-job
  application necessary to ensure improvement.
• Provides for system-wide management oversight of
  staff development efforts.
• Provides support and resources to deliver staff
  development called for in the district long-range
  planning and is reflected in the district budget
  allocation.

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Best PracticeNSDC and Ohio LPDC Advisory
CouncilQuality Professional Development

• increases the capacity of educators to improve
  student achievement.
• addresses educators varied experience and
  learning needs.
• applies knowledge from research, as well as what
  has been learned from sound educational practice.
• is based on student data, aligned with building
  and district goals, and focused on a specific set
  of targeted improvements in student learning.
• is relevant to and embedded in each educators
  principal work.
• is a process that occurs over time with system
  support for acquiring new skills and
  incorporating them into practice.
• creates communities of educators that support
  continuous inquiry, collaboration, and growth.

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What Will We Review?

• District Governance Documents (board policy,
  continuous improvement plan, board meeting
  minutes, budget items related to staff
  development, grants, etc.)
• District Administrative Documents (committee
  meeting minutes, staff development documentation,
  staff development planning items, etc.)
• Design and Implementation Data (survey of staff)

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What Will You Receive?

• A written report
• A list of findings. Where your district stands
  compared to the standards.
• A list of governance and administrative
  recommendations.
• An exceptions report

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Questions?

• Where will it take place?
• When will it take place?
• Who will do the work?
• How long does it take?
• When will you get the report?
• Who receives the report? Confidentiality.
• Who completes the survey?
• Etc

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School View

• Jeffrey Tuneberg, Coordinator
• Mercer County ESC

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Fort Recovery Data Tool Kit

• A brief description of some of the most widely
  used data tools in Fort Recovery Local Schools

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DASL

• Curtis Hamrick, Technology Coordinator

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Use of DASL in the Classroom (Teachers)

• Testing Results
• Classroom Management
• Student Management

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DASL Testing Results

• Test Results for a Specific District
• Test Results for a Specific Teacher
• Assessment Strand Display

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Classroom Management

• Student Pictures
• Class List with or without Pictures
• Demographics address, parent info
• Contacts
• Medical
• Information for Sub Folder
• Seating Chart
• Student Schedule
• Daily Attendance and Lunch Count

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Example of Student Profile
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Student Management

• SIS Student Search by grade, activity, gender,
  etc.
• Student Proficiency Scores
• Membership Lists
• Transcripts
• Course History
• Attendance and Attendance History

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District Secretaries

• Student Registration
• Locker Assignment
• EMIS Entry
• Find Students name, ID, birth date, SSN
• Download for Student Emergency Medical Forms

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District Central Office

• Download to Transportation Database
• Civil Rights Reporting
• Download to Parent/Student Directory
• SIS Student Search

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District Tech Coordinator

• Schedules
• Grade Quick interface
• Downloads Transportation Database, Student
  Emergency Medical Forms, Parent/Student Book,
  Cafe Terminal

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Value Added

• David R. Riel, Superintendent

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Curriculum Alignment Tool (CAT)

• Curtis Hamrick, Technology Coordinator

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How the CAT was Born

• The Curriculum Alignment Tool (CAT) was developed
  by Fort Recovery Local Schools in response to
  teachers requests for help with aligning their
  curriculum to the State standards and grade level
  indicators.

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Contents of the CAT

• The Standard, Benchmark, and Grade Level
  Indicators were all preloaded into the database
  and cannot be changed by the teacher.

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Contents of the CAT

• The teacher can then input data in different
  areas (tabs) that documents their curriculum
  alignment with the specified grade level
  indicator.

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Input Areas

• Input Tabs Include
• Assessment
• Instructional Strategies
• Unit Themes
• Enrichment
• Adaptations/Modifications

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Input Areas

• Resources
• Assessment Bank
• Companion Indicators
• Technology
• Reflections
• Vocabulary

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Assessment Tab
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Instructional Implications of the CAT

• Alignment to State Standards
• Common Instructional Materials and Assessment
  Items
• Avenue for Teachers to Realize Cross-Curricular
  Connections
• Wealth of Sources and Strategies from Veteran
  Teachers Documented

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Web Surveyor

• Curtis Hamrick, Technology Coordinator

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• Every person wants to feel like a valued
  contributor

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SurveysGathering the Data

• Invaluable sources of data
• Gives people a voice
• Online surveys are often truth serums
• Teacher, Student, Parent Surveys
• Technology Benchmark Surveys
• Surveys on various programs IATs, Gifted, etc.
• Surveys after every in-service session

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SurveysSharing and Using the Data

• Shared with various committees
• Posted on Intranet and Internet
• Analyzed and developed into Action Plans
• Shared with parents and students
• Make decisions based on this data
• Staff trusts that data is used to improve the
  district

136
Example of Results fromHigh School Parent Survey
137
Staff Selection Process

• David R. Riel, Superintendent

138
D3A2

• Curtis Hamrick, Technology Coordinator

139
D3A2 Data Driven Decision-Making for Academic
Achievement

• Linking Student Information Systems
  (DASL/eSIS/etc.) with existing on-line content
  (InfOhio, ORC, IMS, etc.)
• D3A2 is infrastructure that connects the analysis
  with the resources
• D3A2 Committee is made up of over 100 members in
  4 User Groups
• Long-term project in pilot phase right now

140
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141
DASL Item Analysis
142
DASL Item Analysis View Graph
143
DASL Item Analysis View Item
144
DASL Item Analysis Annotated Item
145
DASL Item Analysis View Resources
146
DASL Item Analysis View Resources
147
Performance Index Calculator

• Curtis Hamrick, Technology Coordinator

148
Why Focus on Performance Index Data?

• Report Card Rating is Based on Higher of
  Indicator Points or Performance Index
• Performance Index Gives Credit for High
  Performing Students
• Differentiated Instruction and Intervention
  Strategies can be Developed Based on Results

149
Information on Report Card
150
Information from PI Calculator
151
Additional Features of PI Calculator

• Functionality to adjust reported scores to see
  affect on score
• Ability to enter scores to predict future PI
  scores
• Detailed reports that include student names and
  scores for each test area and achievement level
  (coming soon)

152
Question and Answer/Round Table Discussion

• Ed Snyder, High School Principal

153
Action Planning

• Ed Snyder, High School Principal

154
This Presentation is Available Online

• http//www.noacsc.org/mercer/fr/CENOFF/administ.ht
  m
• Link titled Using Data to Drive Instruction on
  the left side of the page