DATA REVIEW A Comprehensive Needs Assessment For School Improvement Planning Susan Wright, Program Evaluator Northside ISD

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DATA REVIEWA Comprehensive Needs
Assessment For School Improvement
PlanningSusan Wright, Program
EvaluatorNorthside ISD
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What will we do in this session?

• Discuss the process.
• Conduct a data review.
• Share the product,
• Promising Practices,
• that arose from data review
• discussions.

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What is Data Review?

• Data review is a
• formal process of
• structured communication
• designed to
• increase student achievement.

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Data is not information any more than 50 tons
of cement is a skyscraper.Clifford Stoll
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Background - Example

• 69,000 students 6th largest
• 355 sq miles rural, urban, suburban
• 42 F/R lunch
• 47 elementary schools
• 12 middle schools
• 11 high schools (7 comprehensive)
• 16 special schools
• Lean and mean CO administrative structure

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Why Data Review?

• Comprehensive needs assessment
• is crucial to campus success.
• Campuses need assistance
• and staff development in
• collecting and analyzing data.
• District staff and campus staff need
• to communicate about specific needs and
  expectations.

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You get what you inspect, not what you
expect.

• Dr. Rod Paige,
• U.S. Secretary of Education

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Providing Decision Support

• Data-driven decision making
• improves performance.

Staff Dev
Instruction
Funding
DATA
Special Programs
Federal Titles
Account-ability
Testing
Planning
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School Improvement Planning Team

• Instruction Executive Director (Chair)
• Administration Assistant Superintendent
• Compensatory Programs Director
• Special Education Executive Director
• Bilingual Education/ESL Director
• Title 1 Supervisor
• At-Risk Coordinator
• Program Evaluator
• Instructional Supervisors for Subjects

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Campus Representatives

• Principal
• Grade Level Team Leaders
• Reading and Math Specialists/Coordinators
• Others
• Vice Principal or Academic Dean
• Counselor
• Special Program Campus Coordinators
• Other Leaders

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Meeting Agenda

• Introductions
• Purpose of the Meeting
• Orientation to the Data Forms
• Data Review
• Discussion of Other Factors
• Not Covered
• Discussion of Strengths and Weaknesses
• Discussion of School Improvement Plan

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Data Collection

• State Tests
• TAKS, SDAA, RPTE
• National Tests
• CogAT, ITBS
• Primary Achievement Measures Standards
• IRI, TPRI, Local Benchmark, etc.
• Other Measures
• Retention, F/R Lunch, Suspensions,
• Stability, Attendance, etc.

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Orientation to the Data Forms

• Distribute forms and highlighters.
• Walk through the data.
• Examine the relationships.

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Data Review Measures

• What percentage of students are passing?
• How do grade levels do from year to year?
• How do groups of students grow as they move
  through the school?
• What subgroups are struggling?
• How do subgroups do compared to District?
• How about higher level achievement?
• What other factors impact achievement?

• 1 District MME/TLI
• 2 Grade Level/Program Trends
• 3 Cohort Analysis
• 4 Substantial Subgroup Variance
• 5 District Comparison
• 6 TAAS Excellence Indicators
• 7 Other Factors

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Data Analysis

• Compare to targets/goals.
• Did campuses meet their targets?
• Should targets be adjusted?
• Compare to district, state and nation.
• Compare to last year.
• Do cohorts grow as they move through school?
• Are subgroups experiencing problems?
• Triangulate with multiple measures.

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Demography is not destiny. --Justice
Leland DeGrasse Supreme Court of the State of
New York
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Were from Central Office and were here to help.

• Let the data speak for itself.
• Ask campus to provide context
• for interpretation.
• Recognize campus efforts.
• Be positive and supportive.
• Find ways to improve support.

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Discussion

• Gains higher than expected
• Document successful strategies.
• Gains lower than expected
• Reasons? Low cohort? Next grade ready?
• Successes on other campuses?
• Staff concerns
• Trained in programs? Program consistency?
• Staff development? New staff supported?
• Curriculum alignment? Grade level planning?

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• Grade 3 performance a critical measure
• How does primary program support 3rd?
• Are TAAS/TAKS scores consistent with other
  measures, i.e. aptitude?
• Low subgroups
• Are special strategies in place? Did they work?
  Are safeguards in place?
• How are at-risk students targeted?
• How are special programs operating (DOI)?
• Special factors
• Are there boundary changes, overcrowding, high
  mobility, staff factors (high turnover, etc.)?

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"You can't fix by analysis what you bungledby
design." Light, Singer and Willett
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School Improvement Plan

• Were district initiatives addressed?
• Were campus goals addressed?
• Were needs uncovered in data review addressed?

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Promising Practices

• Successful practices are
• discussed on each campus.
• Examples and documents are collected.
• Books are produced and disseminated to each
  campus at the end of the process.

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Remember

• Not everything that
• can be counted counts, and
• not everything that counts
• can be counted.
• Albert Einstein

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Campus Reaction

• You all did a terrific job today. I really
  appreciate your coming out and presenting to
  everyone. It set the stage for (our campus
  planning) day. One of my goals this year is
  Working Together to Build Community. Sometimes
  last year the team leaders felt like they were
  highly involved in things but others were not.
  We are working this year to broaden input and
  involvement. With everyone down to Pre-K hearing
  the scores it really let them know and see what
  our strengths are and what our stretches need to
  be and how everyone needs to be involved in order
  to help our students be more successful. Thanks
  again.