Data Analysis Training2006-07

Objectives1. Understand the purpose of interpreting and analyzing

data2. Learn and use general terminology associated with data3. Identify types and sources of data4. Examine concept of false data and manipulate data to

find trends5. Use data to identify PDP goals that target student

learning6. Develop strategies to communicate with teachers based

on student learning and PDP goals7. Examine and read data in various formats

What is Data Analysis?

• Role play activity #1

• What does data analysis mean to you?

What is data analysis?

• A process of continuous improvement by making choices based on appropriate analysis of relevant data and information focused on student learning– Role Play Activity #2

Why Use Data?• Federal NCLB & State Guidelines

– Identification of specific skill leads to a more accurate diagnosis of strengths and weaknesses which will result in increased student performance

– Professional development for teachers should improve student performance

Data vs Information

• Data is factual information used for analysis or reasoning. Data by itself has no meaning, but becomes information when it is interpreted

• Information is a collection of facts or data

• It’s easy to make judgements—– that’s evaluation

• It’s easy to ask questions about impact—– that’s evaluation

• But…it is hard to put all those pieces together in a meaningful whole which gives us useful information that addresses student learning—– that’s data analysis

“Statistics are no substitute

for judgement”-Henry Clay

Why analyze data?• Data can transform teaching, learning and

administration• Data provides informed decisions about

everything from class schedules to textbook reading levels to professional development needs

• Data provides the rationale for decisions we make for parents, teachers, and taxpayers

Kinds of DataFormative & Summative• Formative Data (data collected on a continuous basis to

monitor progress-daily/weekly quizzes)– Classroom Assessment– Benchmark Assessments– Skill Checklists– Computer Based Programs (SME, READ 180, MyAccess)– Pre & Post Tests– Portfolios– Discipline Referrals– Attendance

Kinds of Data• Summative Data (data collected to sum up

progress at the end of a period of time)– FCAT (TurnLeaf)– SAT 10– GLE’s– STAR (reading levels)– Surveys– Others

Special Considerations When Using Data

– What is going on in the classrooms?• What were the standards taught?• How were the standards taught?• When were the standards taught?• What was the frequency taught?

– What did more successful teachers do?

The bottom line!• What gets measured, gets done!

• By basing instruction on the specific strengths and weaknesses or learning needs, teachers will become more effective.

What do we mean when we say Data Trends?• Trends in data will show us strengths and

weaknesses in sub-groups such as grade levels, ESOL, ESE, etc.

• Trends show patterns of student learning (TurnLeaf bar charts) that can help teachers address student needs or areas of concern.

• Schools can follow grade levels of students through the years to see a pattern of teaching.

Data Trends

• Activity– Accountability Historical Analysis– Grade Level Details– School Accountability Report

Break

Part 2Professional Development Plan Goals• How can we help teachers to analyze data,

see trends and identify what students need?

• How can we help teachers recognize training and strategies that will help them grow professionally and address student learning needs?

Part IIProfessional Development Goal• Specific in terms of target area for improvement and be written in the

future tense.

• Measurable in terms of the desired improvement in student performance.

• Attainable in light of available resources and conditions.

• Relevant to continuous quality improvement of instruction and student performance.

• Track able with the context of flexibility and shall specify a completion date.

Using Data to Help Teachers Write PDP Goals• Role play activity

• Choose an area that will impact the highest degree of student learning– Lower quartile (1 area)– Low level 3 students– High level 2 students

SMART PDP Goals• Increase the number of level 2 students in reading by ___

% (Decrease the # of level 1 students)• 50% of level 1 and 2 students will make one year’s

growth (AYP) in math• 50% of level 2 students will make learning gains in math• 50 % of ESE student will make learning gains in math• Current level of 3 and above students will be maintained

in reading• Decrease # of students scoring level 1 by 50%

PDP Professional Development• Learning Communitieshttp://www.santarosa.k12.fl.us/pdc/followup/

Learning_Communities.htm • Action Researchhttp://www.santarosa.k12.fl.us/pdc/followup/

Action_Research.htm • Literacy Early Learning Free Traininghttp://www.myfloridaeducation.com/earlylearning/emerge.htm• Teacher2Teacher Content two hour videos that covers

many areas and subjectswww.paec.org/teacher2teacher

Web-based Professional Development• Free online videos (Annenberg Sponsored)http://

www.learner.org/channel/workshops/workshop_list.html

• http://www.fldoe.org/JustForTeachers/ • http://www.sunshineconnections.org/ • Math online training. There is a cost associated

with these classes.http://www.theteachercenter.org/

ExperiencedTeacher/MGM/course_information.asp

PDP Goal Writing Activity• Write a SMART goal based on the data that you have on

hand

• Consider your trend data and other information that you may have relative to this group of students or teachers

• Indicate strategies and professional development that might assist with the targeted student learning that your goal addresses (include a literacy goal)

• Share your goal and strategies with your neighbor

Good Luck!