Post on 18-Jan-2016
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Hanson School District
Data Analysis Jan. 2009
Evaluate student achievement data
Discuss data related to Professional Practices, Programs and Structures, & Family & Community
Determine an Action Plan
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Professional educators honor the privacy of student, staff and family information.
I pledge to honor the privacy and confidentiality regarding data and
discussions involving students, staff and other school-related issues. I understand
that the data and discussions shared at this retreat are for professional school
improvement purposes. I will not divulge this confidential information to any persons
outside of the professional education arena.
I pledge to honor the privacy and confidentiality regarding data and
discussions involving students, staff and other school-related issues. I understand
that the data and discussions shared at this retreat are for professional school
improvement purposes. I will not divulge this confidential information to any persons
outside of the professional education arena.
Team TaskRead and honor the pledge of confidentiality.
In successful schools …
…all students are proficient in reading, writing and language skills
… all teachers are teachers of reading so that students may access and understand content.
… teachers are well trained in, and teachers use best literacy practices in the classroom
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What data do we have that reports how our students have performed on reading, writing and language assessments? ◦Dakota STEP◦Stanford Writing◦Other Data Sources…
Dakota STEP Reading
Caution: The Dakota STEP Reading test has been consistent for four years and will be new this year.
Goal: All students will be 100% proficient by 2014.
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50 50
66 6672 72 72
7783
89
100
65 65
78 7882 82 82
8690
94 9610094
0
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60
80
100
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
9-12
K-8
1. Summative Data Table2. Graphic Representation3. Observe, discuss and document
data patterns. 4. Pose Hypotheses – explanations for
the data patterns you observe. 5. Classroom Connections – suggest
and document strategies that may improve the results.
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100
2005 2006 2007 2008 2009
AMO TargetAll StudentsEcon. Dis.SwDMaleFemale
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2005 2006 2007 2008 2009
AMO TargetAll StudentsEcon. Dis.SwDMaleFemale
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2005 2006 2007 2008 2009
AMO TargetAll StudentsEcon. Dis.SwDMaleFemale
Observations Classroom Connections
Elementary◦ 3rd grade: (S) R.1.1 (W) R.4.2 & R.3.1 ◦ 4th grade: (S) R.1.1 (W) R.4.1 & R.3.1 ◦ 5th grade: (S) R.2.1 (W) R.2.2 & R.3.1
Middle School◦ 6th grade: (S) R.4.1 (W) R.4.2 ◦ 7th grade: (S) R.1.2 (W) R.3.1 ◦ 8th grade: (S) R.1.1 (W) R.4.2 & R.4.3
High School◦ 11th grade: (S) R.4.1 (W) R.2.2
5th Grade 2004-05 2005-06 2006-07 2007-08
Ideas and Development 59 77 77 70
Organization, Unity and Coherence 55 70 70 52
Word Choice 55 77 77 74
Sentences and Paragraphs 50 50 50 48
Grammar and Usage 45 63 63 74
Writing Mechanics 45 53 53 52
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40
60
80
100
Ideas Organization Word Choice Sentences Grammar Mechanics
Writing Scores - 5th Grade)
2004-05 2005-06 2006-07 2007-08
7th Grade 2007-08
Ideas and Development 81
Organization, Unity and Coherence 77
Word Choice 81
Sentences and Paragraphs 81
Grammar and Usage 73
Writing Mechanics 69
10th Grade 2007-08
Ideas and Development 72
Organization, Unity and Coherence 66
Word Choice 72
Sentences and Paragraphs 72
Grammar and Usage 66
Writing Mechanics 76
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40
60
80
100
Ideas Organization Word Choice Sentences Grammar Mechanics
2007-08 Writing Scores -- Grades 5, 7 & 10
5th grade 7th grade 10th grade
Observations Classroom Connections
Observations Classroom Connections
2004-05 2005-06 2006-07 2007-08
Number tested 8 11 22 14
English * 15.9 19.5 20.6
Reading * 18.0 19.6 21.6
What other data is currently available?
What does it tell us about student achievement?
What additional data is needed?
How will we gather it?
In successful schools …
…all students are proficient in math skills
… teachers are well trained in, and teachers use instructional practices in math
classrooms
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Dakota STEP Math
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Caution: The Dakota STEP Math test has been consistent since 2006.
Goal: All students will be 100% proficient by 2014.
What data do we have that reports how our students have performed on math assessments? ◦Dakota STEP◦Other Data Sources…
The Dakota STEP Math test has been consistent for three years ◦2004, 2005 - test of “old” standards
◦2006, 2007, 2008… - test of “current” standards
New Math standards will not be adopted until 2011 (tested in spring of 2013)
60 6067
54 54
63 63 63
72
81
90
100
45 45
54
65 6572 72 72
7986
10093
0
20
40
60
80
100
9-12
K-8
1. Summative Data Table2. Graphic Representation3. Observe, discuss and document
data patterns. 4. Pose Hypotheses – explanations for
the data patterns you observe. 5. Classroom Connections – suggest
and document strategies that may improve the results.
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009
AMO TargetAll StudentsEcon. Dis.SwDMaleFemale
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10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009
AMO TargetAll StudentsEcon. Dis.SwDMaleFemale
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009
AMO TargetAll StudentsEcon. Dis.SwDMaleFemale
Elementary◦ 3rd grade: (S) M.G.1 (W) M.M.1 ◦ 4th grade: (S) M.S.2 (W) M.N.1◦ 5th grade: (S) M.N.2 (W) M.G.1
Middle School◦ 6th grade: (S) M.N.2 (W) M.G.2 ◦ 7th grade: (S) M.A.2 (W) M.A.1 & M.N.2◦ 8th grade: (S) M.N.1 (W) M.A.1
High School◦ 11th grade: (S) M.A.2 (W) M.N.3, M.S.2 & M.G.1
Observations Classroom Connections
2004-
052005-
062006-
072007-
08
Number tested 8 11 22 14
Math * 19.1 20.3 21.4
What other data is currently available?
What does it tell us about student achievement?
What additional data is needed?
How will we gather it?
Classroom ConnectionsHypotheses
Elementary◦ 5th grade: (S) S.P.1, S.L.3 & S.S.2 (W) S.L.2
Middle School◦ 8th grade: (S) S.S.1 (W) S.P.1
High School◦ 11th grade: (S) S.N.2 (W) S.L.1 & S.L.2
Observations Classroom Connections
2004-
052005-
062006-
072007-
08
Number tested 8 11 22 14
Science * 19.9 19.6 22.3
Observations Classroom Connections
Teaching Assignments Higher Education Years of Experience Highly Qualified
Teachers Highly Qualified
Paraprofessionals Technology Integration Professional
Development Activities
Methods for Instructing “Challenging Learners”
Teaching Strategies Teacher Attitudes,
Behaviors, Values Attendance Substitute Teacher
Qualifications, Use Teacher Perceptions
(surveys)
To what extent are your teachers highly qualified…◦ to teach the classes to which they are assigned?
◦ to teach the students in their classes? To what extent are your paraprofessionals qualified to assist the teachers to whom they are assigned?
District Initiatives◦Literacy – Guided Reading, Month by Month Phonics, etc.
◦Math – CGI◦Technology Training◦Professional Learning Communities◦Book Reads/Discussions ◦Achievement Series◦Alternative High School◦School to Work◦Independent Reading (Books in Bags)
What other data is currently available?
What does it tell us about student achievement?
What additional data is needed?
How will we gather it?
Observations Classroom Connections
Course Offerings DDN Offerings Spec. Ed. Referrals Spec. Ed. Referral
Process Spec. Ed.
Modifications Textbook Adoption
Cycle Programs for gifted
and talented students Computer Classes
Schedule for “specials” classes (PE, Music, etc…)
Time out of school for extra-curricular activities
Time for lunch, recess
Early childhood programs
Perceptions (surveys)
What other data is currently available?
What does it tell us about student achievement?
What additional data is needed?
How will we gather it?
Observations Classroom Connections
Attendance at Parent/Teacher Conferences
Parent Volunteers PTO/PTA
Participation Parent Complaints Parent Attendance
at Events
Community Volunteers
Community Participation in Events/Initiatives
Community Complaints
Perceptions (surveys) of both parents and community members
How do we communicate student achievement goals with all stakeholders?
How do we involve parents, families and community members in our students’ education?
What other data is currently available?
What does it tell us about student achievement?
What additional data is needed?
How will we gather it?
Observations Classroom Connections
Team Task Use the template to craft the goal as a team.
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(specific skills)
(subgroups and grade levels of students)
(percent of students)
(level of performance)
(name of assessment) (month and year)
Staff who will do the work Commitment
We will
of
so that will demonstrate
as measured by
by
Team Task How can we prepare for potential
pitfalls?
Those who fail to plan … plan to fail.
1. Plan ahead for possible resource barriers.2. Plan ahead for possible sabotage by staff
or others.3. Plan ahead for errors in the data.4. Plan ahead for other potential pitfalls.
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Prioritizing Issues◦ As a group, discuss each issue.◦ Classify each issue according to the categories.
Observe – where do most issues fall? Why?
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Diversity Factor
Resource Factor
Expertise Factor
Organization Factor
Set dates to measure periodic progress and outcomes.
Determine who will be responsible for monitoring progress.
Look at the concept of mini-reflection retreats after each periodic assessment.
What is your plan?
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Initiate structures and systems Create processes for monitoring Reallocating resources Posing the right questions Model what is valued Celebrate progress Confront violations of
commitments
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Once you have written your new goal along with strategies and monitoring timeline, complete the assets worksheets.
Determine what tangible assets you have to help the district meet this goal.
How can you utilize the intangible assets to help maximize your effectiveness to meet the goal?
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In your group, discuss the tangible & intangible assets your school has.
Identify examples of how you can emphasize each asset in your school to accomplish your goal. (What will this look like in our school?)
Choose at least one of the assets and write the steps necessary to accomplish your goal.
Be prepared to share your plan with the group.
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Tangible Assets Intangible Assets
What will it look like (what will I see, hear, do) in the district/building if we are all working on this goal?
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Refine your goal and strategies based upon feedback.
Finalize your goals, strategies, timeline, monitoring system.
Establish your plan to share the goals with parents & community members.
Education Service Agency, Region 2
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Pat BruinsmaMelissa Goodwin
Marge HauserPat Hubert
Cate SommervoldLori StoltenburgVickie Venhuizen
367-7680esa2@edec.org