Using Professional Development to Figure out the Data Puzzle

1
Using Professional Development to Figure out the
Data Puzzle

• Carla Noerrlinger, Director of Research Division,
  Omaha Public Schools, Omaha, NE
• carla.noerrlinger_at_ops.org
• Mitzi Hoback, Director of Professional
  Development, Educational Service Unit 4, Auburn,
  NE
• mhoback_at_esu4.org

2
From Large District to Small District

• OPS has more than 48,000 students
• ESU 4s smallest district enrolls 186 students
• OPS employs more than 3,800 teachers
• ESU 4s smallest district employs 21 teachers

3
Where does your district fit on this continuum?
1
10
4
AGENDA

• Organization
• Data To Inform Instruction
• Specific Objectives and Standards
• Student Groups
• Individual Student
• Next Steps

5
ORGANIZING FOR FOCUS ON DATA
6
Data Retreats

• ESU sponsored
• Multi-district or single-district
• Team approach

7
Role of Academic Data Representative

• Serve as a liaison to school leadership staff in
  the area of academic data
• Interpret and analyze student achievement and
  social indicator data as it pertains to the
  schools EXCELS Plus school improvement planning
  process
• Represent and present data findings to school
  leadership staff
• Participate in discussions with school leadership
  staff about the implications of data for
  teaching and learning
• Respond to staff requests for student achievement
  and social indicator data, both summative and
  formative

8
Role of Academic Data Representative

• Access school data through district data systems
• Assist in the identification, collection and
  interpretation of formative data to further
  inform the teaching/ learning process
• Attend regularly scheduled meetings provided by
  staff from the Department of Curriculum and
  Learning and the Research Division
• Participate in First Class Conference for
  information specific to Academic Data
  Representatives
• Consult state and national websites for
  assessment information, e.g. NDE, Education
  Commission of States, National Council for
  Educational Statistics (NCES), National
  Assessment of Educational Progress (NAEP)

9
USING DATA TO INFORM INSTRUCTION
10
Using Your Data to Inform Teaching/Learning
Decisions
CAT Student Level Results PLAN Student Level
Results CRT Student Level Results
4th
Individual Students
AYP SubgroupsCRT Subgroups State Writing
Subgroups HS Graduation Subgroups Climate Survey
Audiences
Student Groups
3rd
Specific Objectives and Standards

CAT Objectives PLAN Item AnalysisCRT
Standards Climate Survey Item Analysis
2nd
Overall Goal Area

CAT/PLAN Subtests State Writing ScoreCRT Success
Rates Climate Survey
1st
For each goal area, determine if Expected
Assessment Outcome was achieved. Goal 1
Reading/Writing CAT, PLAN, CRTs, State
Writing, AYP Spreadsheet Goal 2 Math/Science
CAT, PLAN, CRTs, AYP Spreadsheet Goal 3
Learning Environment Climate Survey
11
Using Your Data to Inform Teaching/Learning
Decisions
12
Overall Goal Area Spotlight on Schools Data
13
Overall Goal Area

• Broad look at data
• NRT
• STARS assessments
• Other
• ESU 6 spreadsheet
• Lenny VerMaas Toby Boss
• Download
• New thin version

14
8th grade Class of 201543 students are shown
below
15
SPECIFIC OBJECTIVES AND STANDARDS
16
NDE State of the Schools Report
http//reportcard.nde.state.ne.us
17
NDE State of the Schools Report
18
Classroom DataProgrammatic
River City Elementary
River City Elementary
19
STUDENT GROUPS
20
AYP Subgroups
Goals 2002-03 to 2003-04 65
2004-05 to 2006-07 74 2007-08 to
2009-10 83
21
8th grade Class of 201543 students are shown
below
22
INDIVIDUAL STUDENT
23
Individual Student Data Chart
24
Individual Student Data Chart
25
Classroom DataCohort
26
Individual Student Data
Indicators
Indicators
Total
27
Using Your Data to Inform Teaching/Learning
Decisions
28
Next Steps
29

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