1 Hanson School District Data Analysis Jan. 2009.

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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

20

40

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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10

20

30

40

50

60

70

80

90

100

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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20

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

0

20

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


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

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


2004-

052005-

062006-

072007-

08


Math * 19.1 20.3 21.4

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


2004-

052005-

062006-

072007-

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Science * 19.9 19.6 22.3

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)

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)

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?

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

[email protected]

1 Hanson School District Data Analysis Jan. 2009.

Documents

Transcript of 1 Hanson School District Data Analysis Jan. 2009.