Using WINSS Data

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• Using WINSS Data
• Part I WINSS as a Report Card and More
• Part II Treasure Hunt
• October 2006

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Goals of this Presentation

• Understand how WINSS is organized
• Learn sources of WINSS data
• Find WINSS data and related resources
• See how WINSS data might help you more
  efficiently address student needs.
• Think about what more could be possible with
  student level data and identifiers

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• Goal 1 Understand how WINSS is organized

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DPI Data Management - Vision and Guiding
Principles

• http//dpi.wi.gov/lbstat/isesprinc.html
• DPI data collection and reporting systems must be
  
• necessary and useful,
• protect student privacy, and
• address long-term capacity to develop and
  maintain.

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• WINSS is a Report Card and More
• Provides a web-based version of mandated reports
  meeting as many state and federal requirements as
  possible
• Facilitates the use of data included in mandated
  collections for school improvement purposes
  Most important

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WINSS can be accessed directly from any DPI Web
page.
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WINSS Data Analysis is just one of four WINSS
sections
Data alone will not improve schools.
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Whats New, Using WINSS, and Site Map Facilitate
Use
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Whats New Recent changes are listed first.
Links go directly to updated resource or new
feature.
Wondering about additions or changes? Check
here. This page is kept current.
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Using WINSS Introduce WINSS to new audiences
with User Tips and Training Tools.
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Site Map See quick links. Scroll for contents
of the four sections.
Scroll down for more.
Popular features and analytical tools
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Site Map Standards and Assessment
Right side includes subquestions or resources to
address guiding questions.
Guiding Questions on left
Standards
Academic and behavioral standards help us focus
on whats important.
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Site Map Continuous School Improvement
Schools that defy myths often have these
characteristics.
Optional data are collected and reported in this
section.
There is also a school improvement planning tool.
CESAs are key partners.
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Site Map - Best Practices
Best Practices helps answer key questions related
to implementing each of the 7 characteristics of
successful schools
Two interactive tools are included the
Curriculum Resource Center and Curriculum Wizard
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Site Map Data Analysis 4 Guiding Questions
Here is a sample Guiding Question
As with other sections, guiding questions are on
the left and additional questions or resources to
address them are on the right.
DPI goal is to make data useful and meet
reporting mandates at the same time.
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• Academic Performance
• Programs and Resources
• Attendance and Behavior
• Demographics

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• The Data Analysis section can be used
• to determine strengths and needs,
• to inform discussions about strategies to address
  needs, and
• to review the effects of improvement efforts.
• The Data Analysis section is limited by
• the data we collect to meet reporting mandates
• the need to protect privacy.
• resource constraints.
• It is possible to have a WINSS-like tool that is
  role-based and password-protected for use by
  authorized local staff only.

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Goal 2 Learn Sources of WINSS Data
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Key Sources of WINSS Data

• PI-1280 Public School Update
• WSLS
• ISES
• SPR aggregate collection
• WSAS
• PI-1563 membership and SFS-collected cost and
  revenue information

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Key Sources of WINSS DataContinued. . .

• .

• PI-1202 Fall Staff Report
• PI-2197 Child Count (special education)
• Teacher Licensing Data Base
• PI-1215 Course Report
• ACT and College Board

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Key Sources of WINSS DataContinued. . .

• WIAA - Athletic Conferences
• Lunch Collection (for school poverty data - will
  be coming from ISES soon)
• Annual Census (ELL enrollment by language -will
  be coming from ISES soon)
• Etc.

Most WINSS topics use data from at least 3
collections.
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• Goal 3 Find WINSS data and related resources

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Data Analysis Section - Guiding Question 1 -
Academic Performance
Here you'll find the data available to DPI about
whether students are meeting academic standards
Topics include state test results, grade
advancement, graduation, college admissions /
placement tests, postgraduation plans
Graduation is a hot topic nationally. WSLS and
ISES facilitate counting of HS completers and
cohort group noncompleters.
Data aligned with standards can tell us how well
programs are working.
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Guiding Question 1 - Academic Performance -
Continued

• Not on WINSS at this Time
• Assessment data by content standard or
  assessment objective.
• These data are available through the WSAS on-line
  reporting system. This detail may help focus
  attention on what students need to learn but this
  too has distinct limits.
• Progress data for cohort group - growth
• DPI will have two years of student-level progress
  data in 2006-07. WSAS data can show if students
  are making expected progress each year. WSAS
  data can also show whether students who were
  below proficient in year 1 were proficient in
  year 2.
• Other possible indicators for targeting
  interventions.
• Examples of data that are or will soon be
  available at DPI include counts and percents of
  students with low attendance rates, students
  with low attendance rates in consecutive years,
  students retained multiple times, students who
  were suspended in consecutive years.
• Local Data Needs?
• Short term student progress data or interim
  assessments.
• These data are important for timely local
  intervention purposes and to celebrate successes
  but are not collected by DPI.

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Data Analysis Section - Guiding Question 2
Programs, Money, Staffing
Here are DPI data about school programs and
resources that may have an impact on student
success.
WI has teacher level data but no data to match
teachers and students. Some groups recommend
matching in order to evaluate teacher training
programs and for other purposes.
Topics include course offerings and
school-supported activities, staffing patterns,
teacher qualifications, district revenue and
costs 
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Data Analysis Section - Guiding Question 3
Attendance Behavior
Here are data about student behaviors affecting
academic success, the learning environment of
classmates, and student growth into caring
responsible adults.   Standards of the heart. 
Topics include attendance, truancy,
course-taking, student participation in
school-supported activities, discipline, and
dropouts.
WI has district level coursetaking information.
Some groups recommend the collection of student
level course information because coursetaking and
successful completion over time are tied to
graduation and success in higher education.
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Data Analysis Section - Guiding Question 4
Demographics
Here you'll find data about student diversity
which may have an impact on strategies and
programs to help all students meet standards
Topics include enrollment by grade, gender,
race/ethnicity, English language proficiency,
disability status, primary disability, and
poverty status.
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Goal 4 See how WINSS might help you identify and
address student needs at your school or district
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To identify student strengths and needs at your
school, first select your school.
Instructions on left
Four ways to search
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Using the CESA Map
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Select a guiding question academic performance
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Clicking on any question below takes you directly
to data.
Click here to find out how Hawthorne students did
on the latest state tests
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Links on left side mostly navigation
If you have questions about the data used in the
graphs and tables, click here
The scatterplot link works only on WSAS and
teacher qualifications web pages
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Links on bottom downloads, accountability, and
other information
Most of the WINSS data topics have the same types
of links and graph types to make using WINSS
easier to learn.
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Looks like Hawthorne Elementary is making
satisfactory progress on all the indicators.
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Clicking on the Download raw data link below
the graph. . .
opens a CSV file that includes all the data in
the graph and other relevant counts and codes.
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Links at top customize your graph
Use View By options to check student performance
or behavior by student group
Use Compare To options to check trends, whats
typical, and data for schools like or near yours.
See how similar schools did on WSAS
Hawthorne Elem has many students who scored at
prof or adv in reading.
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High poverty schools doing well on reading test.
You can select as many similar criteria as you
want.
Click on Prior Years to find out if this is a
one-year phenomenon.
A higher of FAY students at Hawthorne
Elementary scored at the reading advanced level
than any other high poverty school in the state
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I changed Grade from Combined to Grade 4
because we only had grade 4 data before Nov 2005.
Overall, prior year data look pretty good. And
Hawthorne is improving.
But not all students are proficient which is the
goal. Student level data by content standard or
assessment objective would be useful to develop
interventions. WSAS includes these data now.
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Economically disadvantaged students at Hawthorne
Elementary are outperforming students statewide
who are not economically disadvantaged.
Click on Scatterplot to find out how other high
poverty schools are doing on WSAS Reading test.
Hawthorne is closing achievement gaps - might
have ideas for other schools to try.
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Many high poverty schools have high s scoring in
the prof and adv categories.
See upper right quadrant. These are schools
defying myths.
Y-axis is Adv Prof.
X-axis is economically disadvantaged
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We are now looking at advanced for schools in
Milwaukee County.
Note that the points seem to be clustering around
a downward sloping line.
Hawthorne is a standout.
What might funding have to do with this? Click
on Show Differences in District Spending
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Y-axis is Adv
Hawthorne
What school is this?
Schools in higher spending districts have up
arrows.
X-axis is Econ Disadv
District spending levels are noted by plotting
symbols. Lots of square symbols - 75 of
districts spend 8000 - 10000 per member.
Milwaukee spends just under 10000.
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Scatterplot data can be downloaded or viewed in
table format.
If you downloaded the scatterplot data, youd
find out that the turquoise dot appears to be a
low poverty school with nearly all students coded
as econ disadv (final). Most likely an error in
the data this district submitted in ISES.
Minimizing errors makes data more useful for
everyone.
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So there are some high poverty schools that
appear to have very successful students as
measured by performance on state reading tests
(only one measure of success). Why do these
schools have so few students scoring in the
advanced category?
Click on any Data Analysis ribbon to go back to
the 4 guiding questions.
Click here to look at teacher qualifications as
a possible explanation.
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Teacher qualifications may be one of the most
important school-related factors
Click here to view teacher data about license
status, experience, education, etc.
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You can graph teacher data by subject taught.
At Hawthorne, all but one or two FTE teachers
over the past 3 years have been fully licensed.
(blue bars) Good but the goal is 100.
Click on scatterplot to find out about teacher
qualifications at other high poverty schools.
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100 of teachers in most schools, including high
poverty schools, are fully licensed.
Y-axis is percent of FTE teachers with full
license for their assignment
X-axis is the of students who are econ disadv
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Low poverty schools seem to have more experienced
teachers than high poverty schools.
Y-axis is of FTE teachers with gt 5 yrs
experience
Hawthorne has relatively inexperienced teachers.
What can be done to attract and retain
experienced teachers at high poverty schools?
Do turnover rates have something to do with staff
climate at these schools? (WINSS Staff Climate
Survey could be used.)
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Hawthorne is a school that defies myths

• High achievement
• High poverty
• High percentage students of color
• Average district spending
• Relatively inexperienced teachers
• See the Hawthorne home page and this useful link
  http//www2.dpi.state.wi.us/sst/nwps/2006/mps_hawt
  horne_elem.html
• for more information about Hawthorne
• Other Wisconsin schools defy myths too.
• http//www2.dpi.state.wi.us/sst/nwps/2006/default.
  asp

Hawthorne has provided information to share with
other schools.
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Whats happening at Hawthorne Elementary?

• Note the connection to the Characteristics of
  Successful Schools

• Note the ongoing use of student progress data

• Note that the entire school takes responsibility
  for non-achieving students.

Scroll for more information
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Attendance identifying student needs in zzzz
high school
View By economic status and English proficieny
are coming this fall. Data from ISES.
To target students for intervention, schools need
to know which students have low attendance rates.
ISES (and WINSS) could provide this info.
Statewide attendance rate for high schools is 93
Click here to download any or all data on WINSS.
Students cant benefit from school programs
unless they show up.
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Download options provide flexibility for more
advanced data users.
Click here for instructions

• Analyze data in ways not possible on WINSS graphs
  pages.
• Produce customized district report cards or
  performance reports.

Links to this page are on the left side of all
the WINSS graphs pages.
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Tips for using the Download Options page.
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• WINSS includes available data required for
• ESEA Report Card,
• Wisconsin School Performance Report
• Adequate Yearly Progress
• WINSS is beginning to incorporate IDEA and other
  reporting requirements.

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Goal 5 Think about what more could be possible
with student level data and identifiers.--Role-b
ased, password-protected access to additional
data, including confidential data, for authorized
users is possible.-- LDS
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Part II Treasure Hunt

• Pick any district and identify the grade level
  with the lowest performance on WSAS math last
  year.
• Find high poverty schools in your CESA that have
  high WSAS scores (any subject, any grade).
• Find a district with very high percentages of ELL
  students in tested grades and compare district to
  state WSAS results (1) by English proficiency (2)
  all students.
• How do pupil suspension rates vary by disability
  status, race, or school type.
• How do the number of students taking calculus
  advanced placement courses vary by gender? Over
  time?
• What are state level disability prevalence rates
  by race/gender combination for 2005-06?
• Find Ideas for Administering the Staff Climate
  Survey.
• What is the most recent change made to WINSS?
• Which district in your CESA has the highest
  current education cost per member? Lowest cost?
  
• In which grade is the truancy rate the highest?
• Download data (link at bottom) from any WINSS
  graphs page and open the file in Excel.
• Find a powerpoint presentation describing the
  School Climate and Successful Schools Surveys.