1Data & Standards Analysisfor School Improvement 2011

Barb Rowenhorst TIERapid City

Outcomes

Understand and analyze the D-STEP eMetrics results Use grade level eMetrics data to guide building goals, instructional strategies, professional development, and assessment practicesUse unpacked standards and student level data to guide classroom instructional practicesBecome familiar with the Common Core State Standards crosswalk documentsPlan a data analysis at your building

3

Data analysis is a critical component of ESEA (Elementary and Secondary Education Act) – formerly NCLB

It’s an opportunity to use data to transform teaching and learning.

State Accreditation- Data analysis required for all schools

Continuous Improvement Process

eMetricsGrade Level StandardsReading & Math

eMetrics - CD

As a Grade Level…answered an average of 4.4 questions correctly on that INDICATOR

eMetrics Scores - MATH

School

As a Grade Level…answered an average of 8.5 questions correctly on that INDICATOR

School

eMetrics Scores - READINGGr. 11 7 12 12 12 7Gr. 3-8

What score is good enough?

Arbitrary

Numbers

Core Standards – Reading

Blueprints doe.sd.gov A-Z index D-Step

Can get Alt. blueprints

Cut scores

D-STEP Blueprints

Reading -

BLUE

Math -

RED

Science -

GREEN

Team Work Time - Outcomes

Analyze reading/math data

Determine… Focus standards for

reading/math (not necessarily your lowest)

Subgroup focus if needed How to share this data with

your building staffSIP driven by areas of need but celebrate, sustain, and replicate your successes

Team Work Time & BREAK

Classroom ConnectionsUnpacked Standards

http://doe.sd.gov/contentstandards/

Continuous Improvement Process

All reflect back on the

SIP GOALS

Standards – Data AnalysisBefore instruction and assessments can be developed, all educators need a clear understanding of what the standards look

like in student work and what measurable learning targets are required for students

to achieve mastery.

Standard

Learning Target

Learning Target

Learning Target

Learning Target

Learning Target

Learning Target

Students

Move

Up

The

Ladder

Through

A

Sequence

Of

Learning

Steps

OF Learning Learning

Assessments FOR

Learning

RC Learning-Assessment Process

Content Standards doe.sd.gov Content Standards - L-hand menu

7.R.2.1 Students can interpret text using comprehension strategies. Learning targets to meet this standard:I can study or determine the relationship of the parts to the whole (interpret) by connecting, questioning, visualizing, determining importance, inferring, synthesizing, and monitoring for meaning (comprehension strategies). Examples: Determining the author’s purpose, cause and effect, compare and contrast, conclusions, facts or opinions, generalizations, graphics, hypotheses, inferences, supporting details, prior knowledge, or purpose for reading

Scientifically-based research strategies Specific strategies determined for each content

(reading/math) and each grade or grade cluster. Specific to student growth. Indicators to judge the effectiveness must be

noted. Assessments that track performance over time

(baseline, mid-year, end). Connect to your target standards on SIP

Classroom Connections

Focus Standards for Each Year

Common Core – Flip Bookswww.mentoringminds.

com

Common Core – Crosswalk http://doe.sd.gov Crosswalk Documents – match low

standards on D-STEP this year with the Common Core Standards

Common Core – Crosswalk

Team Work Time – Outcomes

Determine… Common Core related

standard(s) for your Focus Standard

How to share this data with your building staff

How to begin the process of integrating the common core standards

SIP driven by areas of need but celebrate, sustain, and replicate your successes

eMetricsIndividual Students

Reading & Math

Directions - Sorting Student Data

Student Data – DOE Cut Scores

eMetrics – Student Data

Mary

Bob

JamesBeatrice

10 14 14 7 11

Student Data drives the classroom

instruction/differentiation.

What score is good enough?

K-8 – 69% of your students proficient in Reading, 72% in Math

Gr. 11 – 62% of your students proficient in Reading, 63% in Math

Arbitrary

Numbers

Team Work Time - Outcomes

Determine your goal % Use the AMO chart Determine total # of

students Find AMO % of your students

for each standard

Determine how to share this data with your building staffSIP driven by areas

of need but celebrate, sustain, and replicate your successes

Continuous Improvement Process

All reflect back on the

SIP GOALS

School Improvement Plan

All reflect back on the

SIP GOALS

• Staff has clarity in regard to what students must know, understand, and be able to do.

• The interventions are timely and may require, rather than invite, students to evoke the extra time and receive the additional support for learning.

• The focus on results is critical to both the school’s system of interventions and their culture of celebration.

• Teachers use results to identify strengths and weaknesses in their individual practice, to help each other address areas of concern, and to improve their effectiveness in helping all students learn.

PLC Points to Ponder (DuFour)

Outcomes

Understand and analyze the D-STEP eMetrics results Use grade level eMetrics data to guide building goals, instructional strategies, professional development, and assessment practicesUse unpacked standards and student level data to guide classroom instructional practicesBecome familiar with the Common Core State Standards crosswalk documentsPlan a data analysis at your building

Team Work Time until LUNCH

Afternoon is team work time