International Center for

1

• International Center for
• Leadership in Education

Dick Jones
2
Data Driven Decisions

• Student Achievement
• Standards
• Curriculum and Assessment
• Reading

3
Add these numbers

• 1000
• 40
• 1000
• 20
• 1000
• 30
• 1000
• 10

???
4100
5000
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Add these numbers

• 1000
• 40
• 1000
• 20
• 1000
• 30
• 1000
• 10

4100
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Data is Powerful

• Assess the current and future needs of students
• Decide what to change
• Determine if goals are being met
• Engage in continuous school improvement
• Identify root causes of problems
• Promote accountability

6
Barriers

• Lack of training in data use
• No uniform data collection
• Lack of leadership at the school and district
  level
• Outdated technology
• Unclear priorities
• Distrust of data use

7
Types of Data

• Curriculum
• Demographics
• Student Learning
• School Processes
• Perceptions of Quality

8
Types of Data Example
Type of Data Literacy
Curriculum
Demographics
Student Learning Performance on State Test
Processes
Perceptions of Quality
9
Types of Data Example
Type of Data Literacy
Curriculum Level of Reading Comprehension on State Test Real World Postsecondary Learning
Demographics Incoming Student Reading Levels
Student Learning Performance on State Test Local Assessment
Processes Reading Levels of Textbooks Teaching Materials Success of Reading Practices
Perceptions of Quality Student Surveys
10
Suggestions for Using Data

• Be Careful What you Count
• Look At Distribution Rather than Averages
• Disaggregate
• Look at Trends
• Collect Data to Answer Questions
• Make Data Understandable
• Analyze Deeper

11
Student Achievement
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Student Achievement

• Training - group processes, software, definitions
• Disaggregate
• Do item analysis
• Ask Questions
• Dig for Root Causes (Dont accept excuses)
• Use multiple sources

13
Using Student Performance Data

• Evaluate lesson plans/curriculum for standards
  alignment
• Revise plans/curriculum to ensure standards
  alignment
• Identify at-risk students
• Develop academic intervention plan

14
Using Student Performance Data

• Recognize need for professional development to
  support standards and strengthen instructional
  strategies
• Identify students meeting or exceeding standards

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(No Transcript)
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Resources for Data Driven Decisions

• International Center for Leadership in Education,
  Inc.

17
Standards
18
Deciding Curriculum Priorities

• Standards
• Community expectations
• State Tests
• Blueprint
• Type
• Rigor/Relevance

19
Curriculum Matrix

• International Center for Leadership in Education,
  Inc.

20
McREL

• Needed Time

15,465
Hours
Available Time
9,042
Hours
21
Teachers struggling to teach an overloaded
curriculum!
22
Curriculum Survey

• ?? What should be priority??
• Language Arts, Math, Science
• 20,000 surveys
• Districts across U.S
• School and Community
• Select 35 priority content topics
• Sub-group analysis

23
Curriculum Survey

• Top Ranked - skill and content based
• Low Ranked - more strategy
• Educators and Community similar except subject
  specialists
• Basic skills low ranked by subject area
  specialists
• Top Ranked English could be responsibility of all

24
ICLE Curriculum SurveyLanguage Arts - Top 10
Topics

• Apply in writing the rules of grammar,
  punctuation and spelling
• Gather, analyze and summarize information from a
  variety of sources
• Give oral directions that are clear and
  understood
• Follow oral directions
• Identify and select pertinent information while
  reading
• Follow written directions carefully and
  accurately
• Understand rules of grammar, usage, punctuation,
  and spelling
• Develop processes for understanding and
  remembering
• Prepare and deliver individual speeches
• Know how to decipher unfamiliar words

25
ICLE Curriculum SurveyMathematics - Top 10 Topics

• Perform operations with numbers include,
  decimals, ratios, percents and fractions
• Understand characteristics of parallel,
  perpendicular, and intersecting lines
• Understand basic algebraic properties
• Understand characteristics of angles
• Understand best procedures for statistical data
  collection, organization and display
• Understand basic geometry ( point, line, plane)
• Understand and use variables in expressions
• Use correct order for performing algebraic
  expressions
• Compute the distance between two points
• Understand properties of circles

26
ICLE Curriculum SurveyScience - Top 10 Topics

• Understand how and why rotation and revolution of
  earth affect day, seasons and weather
• Understand systems of human body
• Understand nutrition
• Know the metric system and conversion
• Make observation of the local environment using
  senses and instruments
• Understand technology changes environment
• Know processes in water cycle
• Understand reproduction of living things from
  cells to species
• Understand cells and functions
• Understand human impact on environment and ways
  to improve

27
Curriculum Matrix Kit
28
Curriculum Matrix
29
Summary
30
State/Regents ELACurriculum Survey of Essential
Skills
31
State/Regents ELAPerformance Indicators Tested
32
State/Regents MathPerformance Indicators Tested
33
State/Regents SciencePerformance Indicators
Tested
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Career and Technical Education

• International Center for Leadership in Education,
  Inc.

35
CTE Kit components

• Awareness
• Overview (I)
• New Foundations for CTE(II)
• Data Driven Achievement (III)
• How to Rigor Relevance (IV)
• Videos

36
CTE Kit components

• Data
• Priority standards
• Integration by Cluster

37
CTE Matrix
38
Using CTE Matrix

• Curricular Mapping Prioritize Instruction
• Integrated (Interdisciplinary Instruction)
• PR--Validate CTE Program
• Options for Students
• Accountability--CTE Program

39
ARTS

• International Center for Leadership in Education,
  Inc.

40
ARTS Matrix
41
How would you use this data?
42
Options

• Adding Rigor and Relevance to your instruction
• Theme-based Units taught by multiple teachers
• Including other Standards in your instruction

43
Curriculum
and
Assessment
44

• Rigor
• Relevance
• All students

45
Rigor/Relevance Framework
46
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Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

48
Basic Nutrition
Knowledge Taxonomy

• 1 Label food by nutritional groups
• 2 Explain nutritional value of foods
• 3 Use nutrition guidelines in planning meals
• 4 Examine success in achieving nutrition goals
• 5 Develop personal nutrition goals
• 6 Appraise results of personal eating habits over
  time

49
Application Model
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51
Application Model

• 1 Knowledge of one discipline
• Application within discipline
• Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

52
Basic Nutrition
Application Model

• 1 Label food by nutrition groups
• 2 Rank foods by nutritional value
• 3 Make cost comparison of foods considering
  nutritional value
• 4 Develop nutritional plan for a health problem
  affected by food
• 5 Devise a sound nutritional plan for a group of
  3 year-olds who are picky eaters

53
Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
54
Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
55
Rigor/Relevance Framework
6
5
4
3
2
A
1
1
2
3
4
5
56
Rigor/Relevance Framework
6
5
4
3
2
B
A
1
1
2
3
4
5
57
Rigor/Relevance Framework
6
C
5
4
3
2
B
A
1
1
2
3
4
5
58
Rigor/Relevance Framework
6
D
C
5
4
3
2
B
A
1
1
2
3
4
5
59
Rigor/ RelevanceHandbook
60
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
61
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

2
B
A
1
1
2
3
4
5
62
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

D
C
5
4
3

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
63
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
64
Rigor/Relevance Framework
6

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
65
Knowledge Taxonomy Verb List
66
ApplicationModel Decision Tree
67
Decision Tree
Application Model
International Center for Leadership in Education
1997
68
Decision Tree
Application Model

• Is it Application?
• If NO

Level 1
International Center for Leadership in Education
1997
69
Decision Tree
Application Model

• Is it Application?
• If NO
• If YES - Is it real world?
• If NO and one discipline
• If NO and interdisciplinary

Level 1
Level 2
Level 3
International Center for Leadership in Education
1997
70
Decision Tree
Application Model

• Is it Application?
• If NO
• If YES - Is it real world?
• If NO and one discipline
• If NO and interdisciplinary
• If YES - Is it unpredictable?
• If NO
• If YES

Level 1
Level 2
Level 3
Level 4
Level 5
International Center for Leadership in Education
1997
71
Reflection on Your Teaching
72
Identify one experience in your class in each
quadrant
KNOWLEDGE
Assimilation
Adaptation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
73
Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
74
Skill

• Identify, collect or sort pertinent information
  while reading.

75
Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

76
Quadrant B

• Locate and read current articles on biotech.

77
Quadrant C

• Read and analyze 3 original newspaper articles
  from WW II and identify reasons for opposition to
  US entry into the war.

78
Quadrant D

• Read pertinent information related to El Nino
  weather patterns and propose possible summer
  vacation destinations.

79
Rigor/Relevance Framework
Knowledge
Application

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

1. Knowledge of one discipline 2. Application
within discipline 3. Application across
disciplines 4. Application to real world
predictable situations 5. Application to real
world unpredictable situations
80
Rigor/Relevance Challenge
81
R/R Challenge
Standard Quadrant A Performance
Understand rules of grammar, usage, punctuation, and spelling Memorize spelling Words
Perform operations with numbers Solve word problems
Demonstrate U S geography Label States on a map
Understand systems of human body Write description of human system
82
Rigorous and Relevant Assessment
83
NYS Math A Question June 2003
D
84
NYS Math A Question June 2002
C
85
NYS Math Question
A
86
NY Math A
KNOWLEDGE
D
C
26
22
B
A
42
10
A P P L I C A T I O N
87
FCAT Math Grade 10
KNOWLEDGE
D
C
7
18
B
A
25
50
A P P L I C A T I O N
88
R/R and Assessment

• Determine the level of Rigor and Relevance on
  state tests.
• Develop your tests to parallel state tests when
  preparing for them.
• Use performance assessment when you want Quadrant
  D achievement
• Keep level of assessment consistent with
  expectation for performance.

89
Rigorous and RelevantInstructionalStrategies
90
Instructional Strategies How to Teach for Rigor
and Relevance
91
Reading
92
Unification in Science
93
Lexile Framework

• Independent measure
• 200 to 2000
• Books, Tests, Students
• www.lexile.com

94
Lexile Framework

• Semantic Difficulty
• Syntactic Complexity

95
Lexile Literature

• 1500 - On Ancient Medicine
• 1400 - The Scarlet Letter
• 1300 - Brown vs. Board of Ed.
• 1200 - War and Peace
• 1100 - Pride and Prejudice
• 1000 - Black Beauty
• 900 - Tom Swift in the Land of Wonders
• 800 - The Adventures of Pinocchio
• 700 - Bunnicula A Rabbit Tale of Mystery
• 600 - A Baby Sister for Frances
• 500 - The Magic School Bus Inside the Earth
• 400 - Frog and Toad are Friends
• 300 - Cliffords Manners

96
Last Grade Completed
Reader measure (in Lexiles)
Data National Adult Literacy Study (1992)
97
Current Job
Reader measure (in Lexiles)
Data National Adult Literacy Study (1992)
98
Reader measure (in Lexiles)










Data National Adult Literacy Study (1992)
99
Reading Requirements Research

• Analyze actual reading materials
• 16 Clusters and sub clusters
• 3 Levels of Workers

100
Reading Requirements Research

• Ag/Natural Resources 1510
• Transportation/Distr./Log. 1370
• Architecture/Construction 1350
• Manufacturing 1330
• Retail/Wholesale 1320
• Business and Admin. 1300
• Law/Public Safety 1300
• Scientific Research/Engr. 1260
• Arts/AV Tech/Comm. 1200
• Health Services 1200
• Human Services 1140
• Information Tech 1100

101
Culinary Arts Academy
102
Tourism, Hospitality Resort Management
103
Environmental Science Field Research
104
DeterminingRoot Causes

• International Center for Leadership in Education,
  Inc.

105
Fishbone Diagram
106
Fishbone Diagram
Student Absenteeism
107
Fishbone Diagram
Student Absenteeism
108
Fishbone Diagram
People
Policies
Student Absenteeism
Procedures
Public
Physical Plant
109
Fishbone Diagram
People
Policies
Student Absenteeism
Procedures
Public
Physical Plant
110
Fishbone Diagram
People
Policies
Policy unclear
No teacher follow-up
No health services
Open campus
Increase in illness
Student Absenteeism
Parents dont support
No rewards
Lack of security
Lack of business support
Uninteresting teaching
Limited facilities
Procedures
Public
Physical Plant
111
Resources for Data Driven Curriculum
Decision Resource
Which Standards? Aligning Standards Kit NCLB Kit Special Ed Kit
Which Standards to Integrate? CTE Resource Kit Arts Kit
How to Teach for Relevance? R/R Handbook Strategies Gold Seal Lessons
How do we address adolescent literacy? Leading w/ Reading Kit Reading in the Content Area
112
Data References

• Bernhardt, V. L. The school portfolio toolkit A
  planning, implementation, and evaluation guide
  for continuous school improvement. Larchmont, NY
  Eye On Education. 2002.
• Preuss, Paul G. Root Cause Analysis School
  Leaders Guide to Using Data to Dissolve
  Problems. Larchmont, NY Eye on Education, 2003.
• Love, Nancy. Using Data/Getting Results A
  Practical Guide for School Improvement in
  Mathematics and Science Norwood, MA
  Christopher-Gordon Publishers. 2001.
• Toolbelt. 10 Feb. 2002 lthttp//www.ncrel.org/toolb
  elt/gt
• COSN lthttp//3d2know.cosn.org/other.htmlgt.

113
Data Driven Decisions

• Student Achievement
• Standards
• Curriculum and Assessment
• Reading

114
PowerPoint Slides

• http//www.natpd.com
• or
• http//dickjones.us