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ELCA Using Data For School Improvement

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Title: ELCA Using Data For School Improvement


1
ELCA Using Data For School Improvement
  • Making the Pieces Fit Together

2
Rate Yourself Data Amateur or Data Expert?
1 2 3 4 5 6 7 8 9 10
Data Amateur
Data Expert
3
Why Do We Need Data?
  • How would you complete each of these sentences?
  • I need to know how we use data because
  • I think we should use data to

4
Data for AdvancED
  • Standard 5 Using Results for Continuous
    Improvement
  • Indicator 5.2
  • Professional and support staff continuously
    collect, analyze, and apply learning from a range
    of data sources, including comparison and trend
    data about student learning, instruction, program
    evaluation, and organizational conditions.
  • Indicator 5.3
  • Professional and support staff are trained in the
    evaluation, interpretation, and use of data.

5
Data, data everywhereSo much it's hard to
think.Data, data everywhereIf only it would
link.
6
The Math Problem Analogy
  • A man has to be at work by 900 a.m. It takes
    him 15 minutes to get dressed in a suit and tie,
    20 minutes to eat, and 35 minutes to walk to work
    in his Reeboks. He likes to eat Raisin Bran for
    breakfast. His friend at work, Jeanette, is
    usually late for work each day. What time should
    he get up?

7
Albert Einstein said
  • Not everything that counts can be counted and
    not everything that can be counted counts.

Using data well depends on knowing the difference.
8
Remember
  • Data is just numbers until you do something with
    it.

9
Question to Consider
  • What would our school be like if our school was
    achieving all of its expectations operationally
    and for student learning?

10
What is Data?
  • According to dictionary.com, data means
  • Factual information, especially information
    organized for analysis or used to reason or make
    decisions.

This definition goes beyond test scores and
numerical values. It encompasses factual,
objective information about the child.
11
The Challenge
  • Educators have historically relied less on data
    to guide their practice than on intuition,
    teaching philosophy, or personal experiences.
  • -- Cromley, A. (2000) Using Student Assessment
    Data What Can We Learn from Schools? North
    Central Regional Educational Laboratory Policy
    Issues, November 2000 (Issue6).

12
What is Not Data
X
  • Intuition
  • Tradition
  • Convenience

X
X
13
Something to Think About
  • Understanding and using data about school and
    student performance are fundamental to improving
    schools. Without analyzing and discussing data,
    schools are unlikely to identify and solve the
    problems that need attention, identify
    appropriate interventions to solve those
    problems, or know how they are progressing toward
    achievement of their goals. Data are the fuel of
    reform.
  • Joellen Killian Thomas Bellamy

14
Why Bother With Data?
  • Data leads to personnel being able to
  • Reflect on his/her own practices.
  • Generate new strategies.
  • Make practical educational decisions.
  • Meet the needs of individual students.
  • Determine and reevaluate previous decisions for
    effectiveness.
  • Ultimately, be more engaged, effective,
    productive, confident, and happy.

Gall, Joyce P. and M.D., Borg, Walter R. Applying
Educational Research A Practical Guide. NY
Longman, 1999.
15
How effective schools use data
  • In a collaborative professional environment
  • To facilitate focused, intentional instruction
  • To drive changes in instruction and confirm
    successful instruction
  • To communicate effectively with each other and
    the community

16
Data and School Improvement
  • To be a driving force for school improvement,
    data must be
  • clearly relevant to the people using it.
  • reduced or transformed to become clear
    information.
  • trustworthy!

17
Data Helps Us Focus
  • Data should be an essential feature of how
    schools do business.
  • If we collectively focus on goals and regularly
    measure the impact of the methods..., then we
    will get better results.
  • Mike Schmoker, Results, The Key to Continuous
    School Improvement

18
Multiple Sources of Data
  • Demographic Data Who are the students?
  • Enrollment, Attendance, Ethnicity
  • Achievement Data What do they know?
  • Standardized Tests, Teacher Observations
  • Program Data What are we doing to
  • help them learn?
  • School Programs and Processes
  • Perception Data What do they perceive
  • about the learning environment?
  • Learning Environment, Values and Beliefs,
    Attitudes and Observation

19
Collecting the Data
  • What data you collect depends on what you are
    trying to do with it.
  • Is the data for student feedback?
  • Is the data for program evaluation?
  • Is the data to be used to impact classroom
    instruction?
  • Is the data to be used for evaluating support
    services?

20
Using Data to Plan Curriculum Meet Individual
Student Needs
  • Data is only meaningful when it is linked to
    decisions about teaching.
  • Data is used to make decisions about individuals.
  • We must observe, reflect, and respond.

21
Our Challenge
  • Too often, in education, we have been guilty of
    shooting an arrow into the wall and then drawing
    a target around it.

We Need a Data-Driven Target!
22
ONE STEP FASTER
23
Data Available
GRADE LEVEL PTS STAR ACT Aspire PSAT ACT SAT AP
CLASSROOM LEVEL Standardized Formative Summative
Observations Interviews
OTHER TYPES Surveys Attendance Discipline Enrollme
nt Course taking
24
Need a break?
25
Elementary Middle School Tests We Currently
Utilize
  • The PERFORMANCE SERIES TEST allows us to
    evaluate students on an individual basis, as well
    as receive immediate results to guide classroom
    instruction. An online computer-adaptive
    assessment that matches each students ability
    level. All tests begin in relation to a
    students grade level. The test adapts according
    to his or her response. Question difficulty
    decreases with incorrect responses and increases
    with correct responses.
  • The STAR test is designed to help find the
    reading level at which students will most likely
    be successful.

26
Sample PST
Unit Standard Attained Not Attained
Algebra CCSS.Math.Content.5.OA.B.3 The learner will create numerical patterns given two rules. 42 23
Algebra CCSS.Math.Content.5.OA.B.3 The learner will identify the relationship between corresponding terms. 13 52
Algebra CCSS.Math.Content.5.OA.B.3 The learner will create ordered pairs given two patterns. 13 52
Data Analysis Probability CCSS.Math.Content.5.MD.B.2 The learner will display a data set of fractions on a line plot. 39 26
Geometry CCSS.Math.Content.5.G.A.2 The learner will record and plot ordered pairs of whole numbers in a rectangular coordinate system. 40 25
Geometry CCSS.Math.Content.5.G.B.3 The learner will classify two-dimensional polygons by given attributes. 10 55
Measurement CCSS.Math.Content.5.MD.C.4 The learner will calculate volume using number cubes. 28 37
Measurement CCSS.Math.Content.5.MD.C.5b The learner will find the volume of a figure when a formula is given. 26 39
Measurement CCSS.Math.Content.5.MD.C.4 The learner will calculate volume using unit cubes. 21 44
Measurement CCSS.Math.Content.5.MD.A.1 The learner will convert units of capacity within either the metric or standard system. 8 57
Measurement CCSS.Math.Content.5.NF.B.4b The learner will represent fraction products as rectangular areas. 3 62
Measurement CCSS.Math.Content.5.MD.C.5a The learner will represent threefold whole-number products as volumes. 1 64
Measurement CCSS.Math.Content.5.MD.C.5c The learner will calculate the volume of composite figures in mathematical problems. 1 64
Measurement CCSS.Math.Content.5.MD.C.5c The learner will calculate the volume of composite figures in real world problems. 0 65
Number Operations CCSS.Math.Content.5.NF.B.4a The learner will interpret sharing a whole in equal parts as multiplication of a whole number by a fraction. 46 19
27
Understanding the STAR
  • Scaled scores show whether or not a student is
    on track to meet benchmark, or in need of
    intervention.
  • The benchmark scores are set by Renaissance
    Learning.

28
Understanding the STAR
  • The Benchmark Categories are
  • At/Above Benchmark
  • On Watch
  • Intervention
  • Urgent Intervention

29
High School Tests We Utilize
  • SAT and ACT scores are important factors for
    college admissions.
  • ACT Aspire ACT
  • There are 4 ACT subtests English, Math,
    Reading, Science.
  • Percentile ranks are an indication of where
    students stand compared to other high school
    graduates.
  • Benchmark scores indicate the possibility of
    getting a B or C in the first year college
    course in that subject.

30
High School Tests We Utilize
  • PSAT SAT
  • The SAT has 3 sections Critical Reading, Math,
    Writing.
  • Percentile ranks are an indication of where
    students stand compared to other high school
    graduates.
  • If a student takes the test more than once, most
    colleges look at the higher score.

31
Understanding the ACT
  • The ACT is a national college admissions
    examination that consists of subject area tests
    in English, Math, Reading, and Science.
  • The ACT is administered on six test dates within
    the United States.
  • Students are encouraged to take the test for the
    first time in the spring of their junior year.
  • The basic registration fee includes score reports
    for up to four college choices.

32
How does ELCA Measure UP???
  • The Nation
  • The State
  • The County

33
The ACT Class of 2015
  • ELCA
  • STATE
  • NATION
  • English --- 22.0 (1.4)
  • Math --- 20.8
  • Reading --- 22.3 (1.1)
  • Science --- 21.5 (2)
  • Composite --- 21.8 (1.2)
  • Tested 93 (27)
  • English --- 20.4
  • Math --- 20.8
  • Reading --- 21.4
  • Science --- 20.9
  • Composite --- 21.0
  • English --- 20.6
  • Math --- 20.5
  • Reading --- 21.6
  • Science --- 20.9
  • Composite --- 21.0

34
The ACT Benchmark ScoresEnglish
18Mathematics 22Reading 22Science 23
35
Profile for Success
36
Practice ACT Score Report
37
ACT Aspire
  • An Aligned Assessment System
  • Grades 3 - 10

38
ACT Aspire is a longitudinal assessment system
that measures student growth towards college and
career readiness from the elementary grades,
beginning in grade 3 through grade 10. Learning
gaps emerge early and become harder to remediate
as students approach middle school and high
school. Therefore, the importance of being on
target to college and career readiness beginning
in grade 3 is critical to having all students
graduate from high school ready for college and
other post-secondary learning opportunities.
ACT Aspire offers the exciting opportunity to
provide information to help all students get on
track early.
Growth by grade
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42
Understanding the SAT
  • The SAT is a globally recognized college
    admission test that lets students show colleges
    what they know and how well they can apply that
    knowledge.
  • It tests a knowledge of reading, writing and math
    subjects that are taught every day in high
    school classrooms.
  • Most students take the SAT during their junior or
    senior year of high school, and almost all
    colleges and universities use the SAT or ACT to
    make admission decisions.

43
The SAT Class of 2015
  • ELCA
  • STATE
  • NATION
  • Critical reading --- 510 (16)
  • Math --- 498 (-3)
  • Writing --- 491 (9)
  • Composite --- 1499 (22)
  • tested 80 (-8)
  • Critical Reading --- 490
  • Math --- 485
  • Writing --- 475
  • Composite --- 1450
  • Critical Reading --- 495
  • Math --- 511
  • Writing --- 484
  • Composite --- 1490

44
The New SAT
  • March 2016

45
What Do Students Need to Know for Post-High
School Success?
  • The College Board has identified a critical set
    of knowledge, skills, and understandings that
    predict student success in college and workforce
    training programs
  • Comprehend challenging literary and informational
    texts
  • Revise and edit extended texts
  • Show command of math, especially algebra and data
    analysis
  • Use evidence in reading and writing
  • Analyze data
  • Use and understand words in context

46
Key Changes in the Redesigned SAT
  1. Words in Context
  2. Command of Evidence
  3. The Essay and Analysis
  4. Focused Math
  5. Problems Grounded in Real-World Contexts
  6. Analysis in Science and Analysis in
    History/Social Studies
  7. Founding Documents and the Great Global
    Conversation
  8. Rights-Only Scoring

47
What Does the Redesigned SAT Look Like?
  • Evidence-Based Reading and Writing Section
  • Reading Test
  • Writing and Language Test
  • Math Section
  • Math Test
  • Optional Essay

48
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50
Changes for the SAT/ACT
  • Pre March 2016 Post March 2016
  • Q2. Solve the If x and y are
  • following system of solutions to the
  • equations system of
  • equations
  • ½x ¼y 10 ½x ¼y 10
  • ¼x ¼y 19 ¼x ¼y 19
  • and x gt y, what is
  • the value of x y?

51
Understanding the PSAT/NMSQT
  • The Preliminary SAT/National Merit Scholarship
    Qualifying Test (PSAT/NMSQT) is a program
    cosponsored by the College Board and National
    Merit Scholarship Corporation (NMSC).
  • It's a standardized test that provides firsthand
    practice for the SAT. It also gives you a
    chance to enter NMSC scholarship programs and
    gain access to college and career planning tools.
  • The PSAT/NMSQT measures
  • Critical reading skills
  • Math problem-solving skills
  • Writing skills
  • The PSAT offers a wonderful Summary of Answers!

52
What Are My Scores?
52
53
What Are My Scores? (cont.)
53
54
How Did My Score Measure Against College
Readiness Benchmarks?
  • Section, test, and subscores all report scores in
    performance zones which indicate whether you are
    on track for success in the first year of
    college.
  • For section scores
  • Need to Strengthen Skills below grade-level
    benchmark by more than one year
  • Approaching Benchmark below grade-level
    benchmark by one year or less
  • Meets or exceeds Benchmark at or above
    grade-level benchmark
  • For test scores and subscores,
  • Red, yellow, and green ranges reflect areas of
    strengths and weaknesses compared to the typical
    performance of students

54
55
2015 PSAT RESULTS
  • ELCA STATE Nation
  • 995 1076 1010
  • MATH 56 DNM Benchmark
  • ERW 12 DNM Benchmark
  • (63 at ELCA in Elementary School)

56
Instructional Planning Report
  • Provides breakout of student performance in
    section scores, test scores, cross-test scores,
    and subscores
  • Need to strengthen skills (red)
  • Approaching benchmark (yellow)
  • Meets or exceeds benchmark (green)
  • Lists students in each performance group
    (school-level only)
  • Links to state standards aligned to subscores
  • Drills through to Question Analysis report
  • Exports reports to PDF or .xls files

57
Using the Instructional Planning Report
  • Determine areas in which students are meeting and
    exceeding college and career readiness
    benchmarks.
  • Compare areas to curriculum pacing maps,
    instructional strategies, and common assessments.
  • Consider what is helping students to be
    successful in these areas
  • Time-on-task?
  • Spiraled learning opportunities?
  • Questions align to those used on common
    assessments for practice?
  • Compare these processes with those in content
    areas in which students are less successful as
    indicated by the reports. Identify possible
    processes for improvement in less successful
    areas.
  • Collaborate to design common activities,
    assignments, and assessments that build skills
    from year to year.

58
Question Analysis Report
  • Provides performance, by question
  • For disclosed forms
  • Provides individual answer choice performance
  • Links to actual question content (including
    answer explanations)
  • For nondisclosed forms
  • Provides percent correct/incorrect
  • Does not provide question content
  • Links to individual student performance
  • Links to subscores and state standards aligned to
    subscores

PSATTM 8/9 is a nondisclosed form in 2015-16.
PSATTM 10 and April SAT School Day are
disclosed forms.
NOTE All reports are subject to change and
should not be considered final.
59
Using the Question Analysis Report
  • Understand what each question reveals about
    student learning.
  • Consider whether students struggle with
    particular types of questions.
  • Diagnose errors in student choices by
    understanding the distractors.
  • Use difficulty indicators to determine the level
    of question with which students are struggling.
  • All types Are students exposed to this content
    in class?
  • Hard questions How can you raise the level of
    challenge in class? 
  • Look for opportunities for skill reinforcement in
    science andsocial studies courses.
  • Identify questions linked to the cross-test
    scores.
  • Ensure students have the opportunity to practice
    analysis skills in content-area courses.

60
What is My AP Potential?
  • College Board research shows that students who
    score a 3 or higher on an AP Exam typically
    experience greater academic success in college
    and are more likely to earn a college degree on
    time than non-AP students.
  • AP Potential uses scores from the PSAT/NMSQT to
    provide predictions for 23 AP Exams.

60
61
Advanced Placement The Basics
  • AP courses are college-level courses offered in
    high school
  • Courses reflect what is taught in top
    introductory college courses
  • Students take AP Exams at the end of the course,
    measuring their mastery of college-level work
  • A score of 3 or higher on an AP exam can
    typically earn students college credit and/or
    placement into advanced courses in college

62
AP Exams
  • AP Exams are administered by schools worldwide on
    set dates in May each year.
  • Exams are typically 23 hours and include
  • Multiple-choice questions
  • Free-response items such as essays, problem
    solving, document-based questions and oral
    response

63
Advanced Placement Highlights 2015
  • ELCA total number of students taking AP exams -
    178 (45 of student population)
  • ELCA total percentage with a score of 3 or higher
    - 48.7
  • HCS total number of students taking AP exams
    1,909 (16 of student population)
  • HCS total percentage with a score of 3 or higher
    - 46.3
  • 6 ELCA students entered college as second
    semester freshmen
  • 2 ELCA students entered college as first semester
    sophomores

64
Need a break?
65
The Using Data Process
66
When Everyone Uses Data
  • Uncommon schools move from the What?
  • to the
  • Why?

67
A Clear and Unified Understanding
  • Do you know why you are getting the results you
    get?
  • Do you know why you are NOT getting the results
    you want?

68
Model for Student Success
Continuous Assessment
Instruction
69
Assessment Data
9
70
4 Basic Questions for Decision Making
  1. What do I want my students to know and be able to
    do?
  2. How will I know they know it and can do it?
  3. How do I account for the students performance?
  4. What am I going to do for the students who dont
    get it? (and those who do get it?)

71
Identify a Goal and a Plan (SIP)
  • Steps that will be taken
  • Persons responsible
  • Additional persons involved
  • Resources needed
  • Time required and a schedule
  • Indicators that will be monitored

72
Writing SMARTSchool Improvement Goals
  • SMART goals are Strategic, Measurable,
    Attainable,Realistic, and Timely.
  • To develop goals, begin by thinking about global
    targets and narrow to measurable objectives,
    strategies and activities, and resources needed
    to accomplish the goals. Use these steps
  • Target General school improvement aim
  • Objectives Measurable statements of success
  • Strategies Actions adults in the school will
    complete to accomplish the goals and meet the
    objectives
  • Activities Actions adults and students will
    complete to accomplish the goals and meet the
    objectives
  • Resources Assets needed to accomplish the goals

73
SMART Objectives Work Towardthe Goal
  • Target Examples
  • In the 2015-16 school year, 42 of students met
    or exceeded the college and career readiness
    benchmark on the PSAT/NMSQT. By 2018-19, at
    least 50 of students will meet or exceed the
    college and career readiness benchmark on the
    PSAT/NMSQT, with all subgroups demonstrating
    growth.
  • In the 2015-16 school year, 75 of the students
    in the class of 2020 met or exceeded the college
    and career readiness benchmark on the PSATTM 8/9.
    By 2018-19, 80 of the students in the class of
    2020 will meet or exceed the college and career
    readiness benchmark on the PSAT/NMSQT.

74
The Imperative K-12 ALIGNMENT
  • Data Analysis
  • School Improvement Plan
  • Scope and Sequence
  • Instructional Strategies
  • Professional Learning

75
Another Final Key for Success
What does our HEART say about our students?
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All Kids Can Learn
  • And we will do whatever it takes to ensure they
    grow academically and spiritually

78
Seven Core Principles in Setting Goals Pastor
Tim Dowdy
  • What needs to be done?
  • How can I contribute best?
  • What are the defined parameters?
  • Aim high and lead.
  • Keep goals aligned with mission and values.
  • Reconsider all goals each time you accomplish
    one.
  • Do justice, walk in kindness, and humble
    ourselves before God.

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Mission Centric
  • A culture of glorifying God, striving for
    academic excellence, and impacting others for
    Jesus Christ.
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