1 harnessing the power of data: effecting improvement in schools please answer our survey at
TRANSCRIPT
1
Harnessing the Power of Data: Effecting Improvement in Schools
Please answer our survey at
www.zellerandassociates.com/IL-TCE.
It’s “zeller and associates” as all one word with “dot com”…
Forward slash…
And “IL-TCE” must be in CAPS!
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Harnessing the Power of Data: Effecting Improvement in Schools
Dr. Leslie R. WilsonGerry Zeller
June 2009
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Agenda
I. Beginnings
II. Illustrative Story
III. The Cycle
IV. Bernhardt’s Four Lenses
V. Tools
VI. CAI Tools
VII. Solutions
VIII. Reflection and Evaluation
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Protocols for this Academy
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Survey Results
How much experience is in the room? How involved are you with data? What do you hope to learn today?
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Know and be able to do
School Improvement = Problem Solving Problem Solving = Process Bernhardt’s Four Lenses
Demographics Student Learning School Processes Perceptions
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Story
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Area of Concern
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Targeted Concern
There were approximately 15 students out of total student population of 1,000 that were dropping out of school when they reached their 16th birthday.
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Generate Hypotheses: Answer the “Why?”
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Hypotheses Generated
Young men leave school. Low income students do not value education. Students who get discipline referrals want out. The lower the GPA, the more likely one is to walk. Parents didn’t finish high school, children won’t. Single parent families and similar find it difficult to
shepherd students through school. These students come to us with poor test scores. These students earn too few credits. These students are frequently tardy or leave early.
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Determine, Collect, Disaggregate and Analyze Needed Data
Gender
GPA
SES
Discipline
Parental Background
Family Makeup
Entry Test Scores
Credits
Attendance
No
No
No
No
No
No
Yes
Yes
Yes
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Develop Solution Criteria
1. Diploma/GED (Rigor)
2. On Campus Program (Relationships)
3. Quick Successes (Relevance)
4. Non-traditional School Day (Relevance)
5. In-depth Knowledge of/Caring for Students (Relationships)
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Investigate Solutions
Brainstorm: What ideas do we have? SBR: What does research suggest? Best Practice: What are other schools
doing?
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Select Best Match to Criteria: Late School
Diploma/GED On Campus Program Quick Successes Non-traditional School Day In-depth Knowledge
of/Caring for Students
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Implement Solution
Human Resources Material/Facility Resources Policies/Procedures
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Communicate Solution
Constituencies• Formally• Informally
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Monitor Progress
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Monitor Progress
Method Frequency Responsibility
2020
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What Does Your Improvement Model Look Like?
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Mission
Why do we exist?
Vision
What promise have we made to our community?
What's Perfect?
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How well are we keeping our promises?
Student Learning Lens
Are all students meeting standards?
Are they in-step with their peers nationally?
Internationally?
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Meeting Standards
Interactive Illinois Report Card Performance Over Time
By Grade Level By Subject Area By Cohort
Comparison To Others Scatter Plots Compare Tool
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Meeting Standards Nationally
College Board http://www.collegeboard.com/splash
ACT http://www.act.org/
Advanced Placement Newsweek
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Meeting Standards Internationally
PISA
Program for International Student Assessment
TIMMS
Trends in International Mathematics and Science Study
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How well does what we do help us keep our promises?
School Processes Lens
Do they get enough instruction?
Do we put them in the right place?
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State Report Card
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Special Educ. Profile
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How well are we keeping our promises to ALL students? Enrollment Mobility Drop out/Retention Ethnicity
Gender Grade Discipline Referrals Suspensions/
Expulsions
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How well does the WHOLE community perceive we are doing? Staff Students Parents Alumni Community
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Bernhardt Perception SurveysSocial – Emotional Measures
When I am at school, I feel:
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On-line Survey Tools
Survey Monkey
http://www.surveymonkey.com/ Zoomerang
http://info.zoomerang.com/ Profiler Pro
http://www.profilerpro.com/
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Do We Have the Whole Picture?
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How well are we keeping our promises?
Do some areas need attention?
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Generate Hypotheses
1. Eighth graders cannot do Math.
2. Eighth grade teachers cannot teach Math.
3. We do not use the appropriate eighth grade textbook.
4. The test is too hard.
5. …
20. It’s the drinking water.
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Correlations
Steven D. Levitt and Stephen J. Dubner
Reading and Writing
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What is it that we are doing that might contribute to our results?
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HoPs are explanations
That come from school and classroom factors
About practices that can be altered
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HoPs should not be about
Characteristics of students
Unalterable factors
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HoPs
Instead of
These students are poor.
Use
Students of poverty are not gaining ample access to reading materials from our school.
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Data Ground Rules
No blaming students No blaming teachers Data are just information Use data for instructional purposes De-emotionalize data
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Analyze Data
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The Five “Gets”
1. Get Data
2. Get Them Electronic
3. Get Them Disaggregated
4. Get Them Graphical
5. Get Talking (Bias and Consensus)
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Get It Graphical: 1869
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Get It Graphical: 2009
http://www.wordle.net/
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Graph the dataOR
Highlight patterns
AYP Projections
61.0% 61.0% 61.0%
67.5% 67.5% 67.5%
74.0% 74.0% 74.0%
80.5%
87.0%
93.5%
100%
37.0% 37.0% 37.0%
47.5% 47.5% 47.5%
58.0% 58.0% 58.0%
68.5%
79.0%
89.5%
100%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
95.0%
100.0%
School Year
% a
t Pro
fici
ent
& A
dva
nce
d
Reading Math
Reading 61.0% 61.0% 61.0% 67.5% 67.5% 67.5% 74.0% 74.0% 74.0% 80.5% 87.0% 93.5% 100%
Math 37.0% 37.0% 37.0% 47.5% 47.5% 47.5% 58.0% 58.0% 58.0% 68.5% 79.0% 89.5% 100%
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
Percent P & A in Math by Grade Level 2005-06
66
78
63
5755
53
60
64
68
0
10
20
30
40
50
60
70
80
90
100
Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr. 11
Grade
% P
& A
3 4 5
2003-04 54 60 50
2004-05 82 55 55
2005-06 78 68 54
Get It Graphical
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Analysis Tools
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Analysis Tools
Databases such as MS Access Spreadsheets such as MS Excel Inspiration’s InspireData Key Curriculum Press’ Fathom Data Warehouse
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SEC: Curriculum, Instruction, and Professional Development
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See Workbook
Investigate Solutions
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Cawelti’s Research
Cawelti, Gordon. Handbook of Research on Improving Student Achievement (3rd Ed.). Arlington, VA: Educational Research Service, 2004.
Meta-analysis by Subject Area
58
5959
Six Types of Involvement1. Parenting2. Communicating3. Volunteering4. Learning at Home5. Decision Making6. Collaborating with the Community
A Team A Plan
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In Summary
School Improvement = Problem Solving Problem Solving = Process Bernhardt’s Four Lenses
Demographics Student Learning School Processes Perceptions
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Reflection
Reflect Share Use
6363
Thank-you
Dr. Leslie R. WilsonWilson Educational Consulting, [email protected]
Mr. Gerry ZellerZeller and Associates
Zeller and Associates