data-driven decision-making using electronic learning assessment resources (elar)

Data-Driven Decision-Making using Electronic Learning Assessment Resources

(ELAR)Group Name

Date

Presentation Focus

• Analyzing Data

• Why Focus on Data?

• Understanding ELAR website

• How to use ELAR as an educational leader

Data Analysis - Basketball TeamA

1. Won 41; lost 39 2. Second place in the Western

Division 3. Record away from home was 18

wins and 22 losses (league average was 13 – 27)

4. Team be aten in the s ec ond round o f the playoffs

B 1. Team averag ed 102 points per game 2. Team ga ve up 99 po ints per game

(lea gue average = 94) 3. Team perc entage s hooting = 48 .2

(lea gue average = 46.1) 4. Team 3 point perc entage s hoot ing =

39.2 (l eague average = 34 .5)

C 1. Team averag ed 12.6 turnovers

(lea gue average = 14.2) 2. Team free throw perce ntage = 67.3

(lea gue average = 75.2) 3. Team averag ed 39 reb ounds per

game, 16 off ensive, 23 de fensive (lea gue average 13.4; 26.6)

4. Team committ ed 47% of its fouls in the 4th quarter.

D 1. Team pract ices 3 hours per day,

75% of which is on offense. 2. It has be en determi ned by a

bask etbal l analyst that 3 of the 5 starters have a q ues tionable free throw s hoot ing s tyle.

3. In a 48 minu te game, the five starters a veraged 37, 42, 38, 35 and 35 mi nu tes of play.

4. Pre seaso n two a day pract ices last a s horter time than for most teams.

5. There is un res t among the reser ves.

Data Analysis - Basketball Team

1. Which set of data, A, B, C, or D is the most important to the team’s stakeholders? Why?

2. Which set of data is most useful to help the team improve? Why?

3. Which set of data is least useful to help the team improve? Why?

Data Analysis - High School Language Arts

A 1. Students were at the 41st percentile

in reading and the 54th percentile in math on the State Test.

2. 62% of the Grade 10 students passed the High School Exit exam in Language Arts and 48% passed in math. State figures were 69% and 42%.

3. 56% of Grade 4 and 68% of Grade 7 students were at the proficient level in writing on the state writing assessment.

4. The school failed to meet its API target by 11 points and had a similar schools rank of 3.

B 1. 48% of the s tudents currently have

not mas tered s tandard "A" in readi ng.

2. The main problem with the Grade 3 be nchmark writing res ults is the lack of "orga nization".

3. On the district writing sample (6 point r ubric; 4 is "adequate"), 5% got a 6 and 54% g ot a 4-5-6

4. 59% of the grade 12 empl oyabi lity port folios were judg ed s atis fac tory or bet ter.

C 1. When s tudent grad ed the s chool's

quality, the distri bution was 15% A's, 29% B's, 36% C's, 20%D's and F's.

2. On the average, 87% of the st udents attend class each da y.

3. On four random da ys of c hecking, 57, 42, 60, and 56 perc ent comple ted their homework.

4. 62% of the s tudents participate in extra -curricular acti vities.

5. On the November benchmark tests in mat h, 62 perce nt of the s tudents were "o n target."

D 1. 68% of the Engli s h te achers are

impleme nting the language arts standards.

2. Grade 11 s tudents on the average write 2 p apers every three weeks (1-2 pa ges)

3. There are ser ious philos ophical differ ences within the s taff regardi ng the math st andards .

4. There is no org anized curriculum for tea ching writing.

5. 70% of teachers st ated o n the evaluation form that they were read y to initially impleme nt the math st andards.

6. There is dis content among teach ers with the ma nner in whic h plan ning o cc urred for the standards bas ed language arts program.

Data Analysis -High School Language Arts

1. Which set of data, A, B, C, or D is the most important to the school’s stakeholders?

2. Which set of data is most useful to help the school improve?

3. Which set of data is least useful to help the school improve?

4. What data quadrants are most useful for: superintendent/board, curriculum director/staff developer, principal, teacher?

Why focus on data?• Research-based

• Standards approach

• Political-Legislative– NCLB requires gathering student performance data, and

acting appropriately with “research based” interventions.

– Need to meet AYP, avoid sanctions

• Replace hunches with evidence

• Identify gaps and their sources

• Identify what does/does not work

School / District Challenges• Overabundance of data• Fragmented data• Focus on importance of data• Perceptions

– Using statistics to manipulate results– Data collection “is for someone else”

• Need for cohesive system in districts– Lack of data analysis software– Rudimentary databases

• Need for training of teachers and principals• Creating a DDDM culture in the school / district

Leadership Responsibility

Data-driven

Decision-making in

action

To:

Who cares?

This, too, will pass.

From:

ELAR can help

No ELAR• Understand

DDDM• Identify ELAR

services• Determine

district needs• Provide

reviewed resources

ELAR can help

No ELAR• Understand

DDDM• Identify ELAR

services• Determine

district needs• Provide

reviewed resources

Not Satisfied• Clarify

capabilities• Explore

specific uses• Identify

additional assessment resources

ELAR can help

No ELAR• Understand

DDDM• Identify ELAR

services• Determine

district needs• Provide

reviewed resources

Satisfied• Reinforce

direction• Access new

ideas• Provide

additional DDDM resource links

Not Satisfied• Clarify

capabilities• Explore

specific uses• Identify

additional assessment resources

Created by Learning Resources, Inc.

LearningResources

ELAR Website Organization

• Three major components

The ELAR Decision

• Benefits• Keys to Success• Research

Articles

Selecting An ELAR

• Find the Right ELAR

• Selection Tips• Free Resources

UsingAn ELAR

• Keys to Success• Implementation

Resources• Professional

Development Resources

ELAR Website Organization

Created by Learning Resources, Inc.

LearningResources

Resource Summary Page

Created by Learning Resources, Inc.

LearningResources

Categories

Category Yes MajorData Warehouse 16 6Data Analysis and Reporting 28 24Curriculum Management 13 4Instructional Practice 13 5Assessment and Diagnostic 23 17

31 of 34 resources have category ranking (as of 8/07)ELAR Category Definitions

Created by Learning Resources, Inc.

LearningResources

Price Categories

• $ - 3• $$ - 9• $$$ - 6• $$$$ - 6• $$$$$ - 3• Free - 128 of 34 resources have price category (as

of 8/07)

Created by Learning Resources, Inc.

LearningResources

Free Resources

Free tools• Excel systems• STAR / CELDT Data Extractor• Just for the Kids

Common Points

• Assessment resource is a tool

• Embrace DDDM philosophy

• Create a culture (top-down; bottom-up)

• Research-based• Professional development, Professional development,

and more Professional development

Key document links worksheet

Non-ELAR districts/schools• What is DDDM? • How does an assessment resource support

DDDM?• Are you ready to select an ELAR?• Do you know what you want / need?• Selection tips• Creating an understanding and culture• Selecting an ELAR

What strategies are you using?Key document links worksheet

ELAR districts/schools

• What features and capabilities does your resource have?

• Building collegial support for using an assessment resource

• Implementation strategies

• Policy development

• Professional developmentWhat strategies are you using?

Key document links worksheet

Suggestions for upcoming features

• Screenshot expansion - integration with resource narrative descriptions

• Links to animated resource demo

• New resource links - what is best?

• Ideas, notify: bbeuthel@earthlink.net