McLeod 2007 MN-SDC PowerPoint
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![Page 1: McLeod 2007 MN-SDC PowerPoint](https://reader038.fdocuments.in/reader038/viewer/2022110307/55567b58d8b42abc5a8b5172/html5/thumbnails/1.jpg)
USING DATA TO MAKE DECISIONS:Results from the Minnesota Statewide
DDDM Readiness Study
Dr. Scott McLeodDr. Karen Seashore
University of Minnesota
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Get this presentation
See the RESOURCES
section of your handout!
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Frequent formativeassessments
Professional learningcommunities rooted
in student information
Making instructionalchanges
•Data safety Data transparency
•TechnologyAlignment for results
Go
od
b
ase
line
da
taM
easurableinstructional goals
9 essential elements of data-driven PLCs
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Respondents
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Respondents
• Teachers (n = 3,135 / 11,120?) (28%?)
• Principals (n = 791 / 1,770) (45%)
• Superintendents (n = 202 / 351) (58%)
• District technology coordinators (n = 139 / 351) (40%)
4,267 Minnesota educators
Awesome!
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Respondents by gender, race / ethnicity
96% White
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Respondents by urbanicity
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Respondents by level
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Respondents by AYP status
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Assessment Intensity
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Frequent formativeassessments
Professional learningcommunities rooted
in student information
Making instructionalchanges
•Data safety Data transparency
•TechnologyAlignment for results
Go
od
b
ase
line
da
taM
easurableinstructional goals
9 essential elements of data-driven PLCs
![Page 12: McLeod 2007 MN-SDC PowerPoint](https://reader038.fdocuments.in/reader038/viewer/2022110307/55567b58d8b42abc5a8b5172/html5/thumbnails/12.jpg)
I receive state assessment results each year [teachers]
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I receive state assessment results each year [teachers]
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I receive other yearly assessment results each year [teachers]
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I receive other yearly assessment results each year [teachers]
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Teachers collaborate to create and use common periodic assessments for
student progress monitoring [teachers]
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Teachers collaborate to create and use common periodic assessments for
student progress monitoring [teachers]
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Teachers use other (not teacher-created) periodic assessments for student progress monitoring [teachers]
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Teachers use other (not teacher-created) periodic assessments for student progress monitoring [teachers]
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Summary
• Lots of teachers are NOT intersecting with yearly data
• Some differences between secondary subject areas
• Clear, consistent downward gradient from elementary to secondary
Let’sRecap
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Beliefs About Types of Assessments
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Frequent formativeassessments
Professional learningcommunities rooted
in student information
Making instructionalchanges
•Data safety Data transparency
•TechnologyAlignment for results
Go
od
b
ase
line
da
taM
easurableinstructional goals
9 essential elements of data-driven PLCs
![Page 23: McLeod 2007 MN-SDC PowerPoint](https://reader038.fdocuments.in/reader038/viewer/2022110307/55567b58d8b42abc5a8b5172/html5/thumbnails/23.jpg)
Assessments are aligned withstate curriculum standards
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Assessment results are easy tounderstand and interpret
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Assessment results are detailed enough to adequately inform teachers’ instruction
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Assessment results are timely enough to adequately inform teachers’ instruction
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Summary
• Weak agreement that assessments are aligned with standards
• Non-state assessments are– easier to understand– more detailed– much more timely
Let’s Recap
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Other Components of the Core
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Frequent formativeassessments
Professional learningcommunities rooted
in student information
Making instructionalchanges
•Data safety Data transparency
•TechnologyAlignment for results
Go
od
b
ase
line
da
taM
easurableinstructional goals
9 essential elements of data-driven PLCs
![Page 30: McLeod 2007 MN-SDC PowerPoint](https://reader038.fdocuments.in/reader038/viewer/2022110307/55567b58d8b42abc5a8b5172/html5/thumbnails/30.jpg)
Measurable instructional goals
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Measurable instructional goals
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Measurable instructional goals
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Teacher teams (PLCs) that meet regularly
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Teacher teams (PLCs) that meet regularly
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Teacher teams (PLCs) that meet regularly
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Making instructional changes
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Making instructional changes
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Making instructional changes
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Summary
• Administrators less positive about teacher behavior
• Teachers feel collaboration time is inadequate
• Clear, consistent downward gradient from – elementary to
secondary– AYP to No AYP
Let’s Recap
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Supporting Conditions
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Frequent formativeassessments
Professional learningcommunities rooted
in student information
Making instructionalchanges
•Data safety Data transparency
•TechnologyAlignment for results
Go
od
b
ase
line
da
taM
easurableinstructional goals
9 essential elements of data-driven PLCs
![Page 42: McLeod 2007 MN-SDC PowerPoint](https://reader038.fdocuments.in/reader038/viewer/2022110307/55567b58d8b42abc5a8b5172/html5/thumbnails/42.jpg)
Data access and transparency
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Data access and transparency
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Data access and transparency
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Data safety
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Data safety
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Data safety
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Technology
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Technology
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Technology
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Alignment for results
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Alignment for results
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Alignment for results
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Summary
• Teachers less positive about supporting conditions
• Clear, consistent downward gradient from – elementary to secondary– AYP to No AYP
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Other Factors
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Leadership and support
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Leadership and support
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Leadership and support
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Professional development
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Professional development
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Professional development
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Beliefs
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Beliefs
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Beliefs
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Summary
• Teachers less positive about– administrator support– staff development
• Teachers more likely to believe achievement is out of their control
• Clear, consistent downward gradient from– elementary to secondary– AYP to No AYP
Let’srecap
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A Few Last Things
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Teachers most likely to agree that…
1. They have the knowledge and skills to improve student learning
2. They can significantly affect students’ achievement levels by trying different teaching methods
3. If they constantly analyze what they do and adjust to get better, they will improve
4. District goals were focused on student learning
5. They feel some personal responsibility when school improvement goals are not met
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Teachers most likely to disagree that…
1. They are given adequate time for collaborative planning
2. State assessments are timely enough to adequately inform instruction
3. They have significant input into data management and analysis practices
4. State assessments are detailed enough to adequately inform instruction
5. They have received adequate training to effectively interpret and act upon yearly state assessment results
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Miscellaneous comments
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Our success as educators should be determined primarily by our impact upon student learning
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Our success or failure in teaching students is primarily due to factors beyond our control
rather than to our own efforts and ability
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• State test data aren’t very useful
• Teachers feel less positively about school and district DDDM activity than do administrators
• Significant percentages of teachers are not intersecting with DDDM
• Clear, consistent differences between– elementary and
secondary– AYP and NO AYP
Overall summary of descriptive statistics
Let’srecap
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Frequent formativeassessments
Professional learningcommunities rooted
in student information
Making instructionalchanges
•Data safety Data transparency
•TechnologyAlignment for results
Go
od
b
ase
line
da
taM
easurableinstructional goals
9 essential elements of data-driven PLCs
![Page 74: McLeod 2007 MN-SDC PowerPoint](https://reader038.fdocuments.in/reader038/viewer/2022110307/55567b58d8b42abc5a8b5172/html5/thumbnails/74.jpg)
Next steps = more sophisticated statistics
• Factor analysis
Example
P34 (goals) +P41 (transparency) + P43 (technology) + P47 (prof devt) + P51 + P53 + P54 + P55 (alignment) = ADMIN BEHAVIOR
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Next steps = more sophisticated statistics
• Regression, SEM, maybe HLM– dependent variables
• DDDM study results (including factors)• MDE attendance / mobility• MDE enrollment• MDE languages• MDE licensed staff• NCES Common Core of Data
– independent variables• DDDM study results (including factors)• MDE achievement (AYP status, MCAs)• MDE dropouts / graduation
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Wrap-up
• Questions?
• Reactions?
• Implications for action?