developing the school profile using the nca casi software

Developing the School Profile

Using the NCA CASI Software

Jo Ann Roscoe

NCA AmbassadorAssistant PrincipalBishop Luers High School

333 E. Paulding Road Fort Wayne, IN 46816

[email protected]

(5 year documentation cycle)

Gaining Commitment

Getting StartedCollecting and Analyzing Data

Mission and Writing GoalsPreliminary Chair

Contact/Visit

Implement Improvement Plan

Continue the Process

Develop Improvement Plan Plan ValidationTeam Visit

Monitor ImplementationDocument Improvement

DocumentationTeam Visit

PhasesPhases

1.1.

2.2.

3.3.

4.4.

5.5.

6.6.

7.7.

8.8.

Protocol

NCA CASI SoftwareData Analysis Software

Converting scores to standards scores Comparing pre and post test scores

statisticallyTeam Chair Software

Valuable information on rubrics, responsibilities, team visits, etc.

Not just for the external team chairDeveloping the School Profile

What the software can do for you?

Organizes all information collected during the profiling process

Offers a template or method of printing the profile for your school

Instructs a group in the entire process of profiling

Offers suggestions in each section so that a school may investigate all profiling areas

Easy to navigate

Pie Chart Can always return to starting point

Tool Bar graphic icons to direct tasks

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Defininga

SchoolProfile Creating

and Evaluating a SchoolProfile

Developing and Evaluating a Mission Statement

Selecting Data Collection Instruments

DesigningImplications& Task Lists

PresentingData

Writinga Summary, CoverPage and Table of Contents

Selectinga Profile toView/Sample

Printingthe

Profile

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All content 2000 The North Central Association Commission on Schools

Completing the CapacityAssessment Instrument

Developing the SchoolProfile

About “Developing the School Profile 2.0”

Tool Bar

When the Icons are yellow they are “hot” - meaning that if you click on them it will take you to another area of the software.

Same tool bar for all software pieces

Each piece of the pie contains:

A descriptionExamplesDefinitionsSuggestionsSample informationA place to enter information for your

school

Let’s take a look at the Software


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Create Your Cover PagePlease type in the name of your school as you want it to appear on the cover of your profile.

Please type in the title you want to use on your school profile and the school years this profilecovers [for example: School Profile 1999-2000].

Redtail High School (Sample)

School Profile1999-2000

Please type in the mailing address of your school as you want it to appear on your cover page.

Please type in any additional line you wish to appear under the title line [optional]. This mayinclude one or more names of writers, administrators, or slogan or phrase.

C. PATRICK MCCAIN, Principal

810 North PlatteRedtail, USA 67584Telephone: 555-555-1000Fax: 555-555-1001E-Mail: [email protected] Page: www.redtail.eduWhen you have finished entering information on this page, click the “Next” button above tocontinue.

Hints

Make sure as you enter data you are in the correct section (check the rolodex in upper left corner for the correct number)

Let’s Look at the PIE


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Piece #1Defining a School Profile

Narrative about the profile Defines Describes


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Piece #2 - Creating and Evaluating a School Profile

Ideas for organizing tasks (Chart) Reference to 5 groups for data

Unique Local Insights Follow Up Data on Former Students Existing School Data (Student, Instructional,

Community) Ideas for data collection and the category for

placement Refers to Profiling Rubric Some information on graphs and charts to use


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Piece #3 - School Capacity Assessment Instrument

Explanation of Capacities and StagesCopy of 80 question instrument for

use among teaching staff and for peer review team

Graphical representations of responses according to criteria and stages

School Improvement Plan

Information System

Process of Schooling

Vision, Leadership-Governance, and School Community

Resources and Allocation

Stage 1:Emerging

Stage 2:Developing

Stage 3:Increasing

Stage 4:Exceeding

SIP

IS

PS

VL

RA

Redtail High School (Sample)

SIP

IS

PS

VL

RA

Stage 2: Developing the Capacity for ImprovementA school or system has implemented its improvement plan and is able to document enhancedstudent performance for some of the student performance goals.

Stage 1: Emerging Capacity for ImprovementA school or system has implemented the improvement plan and is able to document enhancedstudent performance for at least one goal.

A school or system has implemented the improvement plan and is able to document enhancedstudent performance for all of the student performance goals. The school demonstrates continuedgrowth relative to the NCA Standard.

Stage 3: Increasing the Capacity for Improvement

Stage 4 is an exemplary level of achievement. The school or system has implemented itsimprovement plan and credentials individual students in academics, career awareness, andemployability skills.

Stage 4: Exceeding the Capacity for Improvement

9

3

9

5

1

YourScore

MaxScore

20

8

28

20

4

9/2/2001

NCA COS School Capacity Assessment Instrument 9/2/2001


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Piece #4 - Developing and Evaluating a Mission

Statement

Contains a sample Mission Statement

Describes the process of writing a Mission Statement

Links to Rubric regarding Mission Statement

Place to enter your Mission Statement

a

Your School’s Mission Statement

Write your school’s mission statement below. If you would like to print an 8 1/2” x 11” “posterversion” of your mission to post in rooms around your school, click the Print poster link below.

As a community of educators at Redtail High School, we pledge to provide a safe environmentwhere all students can acquire skills, knowledge, and behaviors necessary to be productivecitizens in an ever-changing world.We will prepare students to:* apply their academic knowledge* use and apply technology* communicate effectively* respect and work cooperatively with others* think critically and be creative problem solvers

To this mission we commit all our resources.

Print poster.


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Piece #5 - Selecting Data Collection Instruments

Process for selecting instrumentsExpert Assistance - suggestions for

places to search regarding data collection

A place to enter the names of your selected data collection instruments

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Unique Local Insights

Follow-up on Former Students Existing School Data: Instructional

Locally Developed Survey Locally Developed Instructional Survey

NSSE Survey Opinion Inventory

Locally Developed Survey

Existing School Data: Community

Existing School Data: Students

Community Information Narrative

CTBS

State Reading

State Math

Math Portfolio

Check to ensure you have selected the correct profile record above. Type in the assessments youused for each of the categories. You may use as few or as many as you want up to five for eacharea. Use the TAB key to move from field to field.



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Piece #6Analyzing Data

Process of analyzing and definitionsDiscussion on disaggregation of data

process, examples, and potential categoriesSample of analyzed dataA place to enter your own analysisNames of instruments entered

previously will appear in this section as you analyze

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Potential Disaggregation CategoriesQuartile Rank (Fourth Quartile, Third Quartile, Second Quartile, First Quartile)Race/EthnicityGenderSocioeconomic StatusTitle ISpecial StudentsVocational StudentsESLMigrant StudentsBilingual StudentsFamily StructureParental Education LevelHomelessRural vs UrbanStudents Who Are Employed Outside of SchoolStudents Who Have Been RetainedAt Risk (Locally Defined)Length of Time in Building/DistrictParticipation in Co-Curricular ActivitiesStudents Who Are Bussed vs Students Who Are NotUnique Local Factors/Categories

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Analyzing Your Data: Unique Local Insights

NSSE Survey Opinion InventoryData Source #1: Unique Local Insights:

Locally Developed SurveyData Source #2: Unique Local Insights:

Data Source #4: Unique Local Insights:


The National Study of School Evaluation opinion inventories for students, teachers, parents andcommunity were selected as the instruments to be used. The inventories allowed us to find outthe views of all stakeholders regarding the school and helped guide our decisions about targetgoals. The survey instruments were given to:

Students 652 (637 returned)Parents 261 (187 returned)Teachers 42 ( 41 returned)Community 100 (This was a random sample and survey was given on the telephone. Seventy-two completed the survey.)

The Findings are shown in Graph 1.

The Analysis is as follows:

When we examined the data we found a consistently low rating in the substance abuse area,preparing students for life, and understanding responsibility. We decided this informationshould be maintained as part of our triangulation of data for an affective goal in our schoolimprovement plan. The data from all four groups surveyed led us to create a follow-up surveyfor use with the same groups to determine clearer direction.

Write a brief analysis of your findings regarding each Data Source. If you wish to see some examples, click the“Example” button below. This software will print up to one full 8.5” x 11” page for each source. Please try tocontain your analysis in the space provided. If you write more, the text may be truncated in the printout! You havethe option of changing font size, but we do not recommend using a font size smaller that 10 pt. [This paragraph iswritten in 10pt type.]

The follow-up survey concentrated on the three low-rated areas from the NSSE survey: 1.Substance abuse; 2. Preparing students for life; and 3. Students understanding responsibility.

The findings were:1. The substance being abused was alcohol.2. The area not being addressed in preparing students for life was career awareness/exploration.3. The area of student responsibility where concerns were registered was punctuality, andattendance.

Our analysis of the finding included:

(a) Students really were involved in substance abuse at a higher level than was acceptable and wedecided as a faculty that part of the reason was a feeling of hopelessness about adult life. Thiswas also reflected in their lack of understanding of career awareness.

(b) It appears students felt they were unprepared for life after school and had not made cleardecisions about careers had led them to irresponsible behaviors which jeopardized their futures.

(c) We also determined that all four survey groups were concerned about making a commitmentto school (by attendance and punctuality) which would lead to better preparation for life.Parents felt inadequate to help their students, faculty felt unprepared in career awareness trainingand students were involved in substance abuse to avoid the same issues.


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Exercise in Data Analysis ACTIVITY

Consider the graphed data for Center City Elementary School. How would you complete the analysis section?

Reading

707580859095

1998 1999 2000 2001

Test Years

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rce

nti

le

Reading

Reading -McCormick RCA

0

20

40

60

80

100

1998 1999 2000 2001

Testing Year

Pe

rce

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Boys

Girls

Boys Reading McCormick RCA

020406080

100

1998 1999 2000 2001

Testing Years

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rce

nti

les

Non ESL

ESL


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Piece #7 Designing Implications and Tasks Lists

Process of determining implications and tasks lists

A place to enter your implications and tasks lists for each section of the profile Unique Local Insights Follow up of Former Students Existing School Data

Student, Instructional, Community

Implications: Non Student Performance Goals

Implications: Student Performance Goals

Both the NSSE Survey and the follow-up survey indicated a need to address careerawareness and exploration with our students.

Implications: Other Data to be Collected

Implications: Clarification of Goals

Implications: Intervention Group(s) Identified

Implications: Other Actions Needed


In each of the fields below, write a brief discussion of the implications of the data you haveidentified and the tasks the analysis has suggested. You may write up to one half page for eachfield: more than that amount will be truncated in printing.

Implications of Data and Task Lists

The follow-up survey helped us narrow the focus of our affective goal to career decisionmaking skills.

No implications.

No interventions identified at this time.

After the initial NSSE Survey, we decided additional data was required and developed afollow-up survey on the items ranked lowest on the NSSE Survey.

The need for staff development on career decision making skills is a major implication. Theconcern of the staff reflected little knowledge of what would be involved in creating aprogram of decision making skills for our students.

Exercise in Implications and Tasks ACTIVITY

Again, use the Center City Elementary School data and determine any implications and tasks that may emerge from these pieces.


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Piece #8Presenting Data

Guidelines for presenting dataExamples of data presentationDirections for importing/pasting

graphs, charts, etc.A place to enter your presentations

of data

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012345

Teacher

Student

Parent

Community

Redtail High NSSE Opinion Survey: Spring 1998

Display 1

Display 2

Display 3

Display 4

Display 5

Display 6

Enter graphs, charts, or other graphic displays from other programs into the fields below. Typethe highlights for each display into the fields below each display. It is not necessary to printthese pages. If you wish to see how the display will look in your finished profile, return to theColor Wheel and select Section 11: Printing the Profile. You may enter up to six displays in thissection.


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Piece #9Triangulating Data

Process of TriangulationExample of TriangulationA place to enter your triangulation

Triangulating Data

ISTEP +

Follow up Survey

Locally developed assessment tool

Goal Area

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All students will improve their career decision making skills.

Triangulation of Data: Goal 1

NSSE Survey

Locally Developed Survey

Information from Former Students

Students, parents, and teachers all provided data that indicated a need to address the area ofpreparation of students for life. They believed our current programming was not providinggraduates with all the skills they needed for transition to their next level, especially if that nextstep did not include post-secondary education.

Gather printouts of the three primary data points (sources) and other materials you used inarriving at the goal. Enter the names of these sources below. Enter the goal in the field below thedata points. After studying the data sources (points), write a brief analysis of what the datashow and why you believe this is an area worthy of targeting for improvement. The finalprintout of your profile can contain up to two pages of analysis. More than that amount will betruncated.

Data Point 1:

Data Point 2:

Data Point 3:

Goal:

Analysis and conclusions:


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Piece #10-Writing a Summary, Cover Page and Table of Contents

Place for the profiling committee to reflect and develop a summary of this section of the School Improvement Plan

Sample of Cover PageA place to create your cover pageA place to create a table of contents


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Piece #11Selecting a Profile to View

Contains list of all profiles that have been entered and saved

When you select one in this location, all windows will reflect data from this school

This can also be checked and changed with the rolodex in the upper left corner of the screen


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Piece #12Printing the Profile

Permits you to print each part of the profile

You will need to be careful to make sure that you enter the page numbers with each section as you print.

How to present the report

Use the printed report from the software

++ Do not need to word process, report prints from software

--may not be format from which staff can work

Use the software as a template or a way to organize work.

++may be easier to work

--need to create another format and word process report

NCA CASI is here to assist you.

For Working to Meet Students’ Needs

If I can be of assistance, please contact me:

Jo Ann Roscoe

219-456-1261

[email protected]

Bishop Luers HS 333 E Paulding Fort Wayne

developing the school profile using the nca casi software

Documents

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