Data for School Improvement

18-EDLD-812 901 S09

Dr. Linda WulffEducational Leadership Program

College of Education, Criminal Justice, and Human Services

Office: Edwards I, 7148 NPhone: 556-2006Cell: 513-702-3056Office Hours: By appointment

Place: Edwards 1 Room 7136 Time Thursday, 7:00 – 9:20

Email: Linda.wulff@uc.edu

Overview & Objectives:

Educational leaders, whether in schools, communities, or research and higher education, must have a comfortable competency working with valid data about students and their learning. Without this, it is very difficult to make effective decisions that will help students—and those who work with them—achieve to high levels. Advances in technology and research have resulted in an explosion of information available to us, with much more possible to collect. Unfortunately, the potential of this information often remains untapped if education leaders and others do not apply the skill and resources necessary to transform data into knowledge and decisions that will support school improvement.

As accountability pressures build at many levels—local, state, national, and global—it becomes imperative that education professionals in each classroom and school building are adept at gathering, analyzing, using, and communicating data about the students with whom they work. Such skill helps puts the responsibility and the authority in the hands of those closest to students, in addition to the “accountability.”

This course is designed to assist the educational leadership candidate in examining assumptions, beliefs and practices regarding the impact of data on student learning as well as foster a climate of continuous improvement among all members of the educational staff in order to support school improvement. This course will assist in developing an understanding of the application of sound research principles in the school settings and aspects of data collection and use, with a particular emphasis on the impact of classroom data. In this course, we will:

explore the principles of assessment that will increase student learning and school improvement

explore ways to analyze and communicate student data including grading data as it relates to teaching and learning

explore the Ohio Department of Education Interactive Local Report Card System,

explore how to use the ODE website to support school improvement, including Data Driven Decisions for Academic Achievement (D3A2) as a resource to improve teaching and learning through technology

review basic data terms related to decision-making, examine accountability mandates and related data measures, to understand what they

mean in meeting NCLB standards review basic elements of Value-Added analysis as a statistical method to measure impact

and examine information about students and their learning, Locate resources using the World Wide Web

EXPECTATIONSEXPECTATIONS

Prerequisites & Requirements:

A solid understanding of common curriculum, instruction, and assessment processes and learning theories.

Computer competency—we will be relying on some Excel spreadsheets in class. For homework, students will need access to the Internet, UC’s Blackboard system, and Excel software.

Students in this course are expected to work through the material and ask for assistance if it is needed at the time it is needed. Please do not get behind on the completion of your assignments. You are expected to have computer competency in the areas of internet web searches, and basic use of excel. Keep in mind that if there are questions students are expected to address the question(s) at the time they arise and not wait until the assignment is due.

When using email, please communicate by the official University of Cincinnati email accounts ending in uc.edu. It is not possible to identify personal email addresses and information will be deleted.

INTRODUCTIONINTRODUCTION

Required reading will come from the following sources:

Theodore J. Kowalski, Thomas J. Lasley II, James W. Mahoney (2008) Data-Driven Decisions and School Leadership: Best Practices for School Improvement, Pearson Education, Inc., ISBN

Additional Readings will be assigned and will be available on the Course web site: http://blackboard.uc.edu

COURSE CONTENT:COURSE CONTENT:

The course content presented in this class will follow a structure that unfolds in three sections: Part 1—Data in the Classroom—the Most Powerful Tool for Effective School

Improvement. Part 2—Data and High-Stakes Testing Part 3—Using Research and Resources for Effective School Improvement

Late PolicyAll work is due by the published deadline. You may submit work earlier if you please. If there is some issue that needs to be consider, please inform the facilitator immediately.

STRUCTURE OF CLASS STRUCTURE OF CLASS

A. Readings and DVD clips –this portion of the class will include reading from the text, additional readings posted in the course documents and viewing DVD clips. Readings from the text will not be followed in the sequence that they are presented. Please observe the indicated page numbers of text readings where indicated.

B. Discussions via Discussion Board —this portion of the class will include three virtual discussions of topics from the assigned readings, videos and web searches. All assignments should be completed and reflected upon prior to posting information by the assigned discussion due date. Please don’t wait until the last minute to post to the discussion board. These are not optional. Participation in the topic discussions is expected and will be part of the final grade. A Discussion Board Rubric can be found in the course documents.

C. Demonstrations/Hands-on Activities –this portion of the class gives you a chance to explore websites resources for actual use and experimentation. You are expected to practice by locating the identified resources and trying the activities. This will help you understand the resources as outlined in the assignments.

EVALUATION PROCEDURESEVALUATION PROCEDURES

Assignment Due %-agei. Discussion Board (2 discussions) April - May 10%

ii. Advanced Organizer April 9 5%iii. Reflection of Grading Beliefs (2 pages) April 16 15%iv. ODE Website exploration and Reflection (2 pages) April 30 15%v. Quiz: Value Added May 14 10%vi. Quiz: Data Terms May 21 10%vii. Individual Data Presentation April - May 15%

viii. Final Paper June 4 20%

GRADING SCALE GRADING SCALE

A A- B+ B B- C+ C F

94-100

90-93

87-89

84-86

80-83

77-79

73-76

72 and below

The Instructor reserves the right to bump up a grade when a student’s participation adds significantly to the quality of the class.

Academic Misconduct: Academic misconduct of any kind will not be tolerated. If you have questions about what activities constitute academic misconduct you should consult the instructor. Additionally, you may find it helpful to read the official UC policy on academic misconduct at

http://staging.uc.edu/ucinfo/conduct.html

COURES ASSIGNMENTS: COURES ASSIGNMENTS: *All course assignments are due at the designated date. Discussion board assignments are due by midnight the day before the class meets. I. Discussion Board:

You will participate in 3 discussion board activities related to readings, videos, and hands-on activities. Your points will be measured by a Discussion Board Rubric. The discussion board activities will focus on:

1. Assessment—questions from Stiggins’ DVD 2. Reflections on Learning—Part 1 3. Value Added information

II. Assessment FOR and OF Learning:

During the first week of class, you will watch a video on assessment. The video will be available to you on-line as a reference. You will do an Assessment Audit as practice in identifying Assessment FOR Learning and Assessment OF Learning. You will also participate in a discussion board using the questions asked by the hostess at the end of the video and should include you personal ideas, questions, and ideas for future use of the information.

III. Reflection Papers:

There will be two required reflection papers. The papers are to be 2 pages in length. A rubric is located with the assignment that will be used to evaluate your reflective work.

1. Grading Issues--During week 2 you will have assigned readings on issues regarding grading. You will submit a 2 page reflection paper that includes a summary of major issues and concepts presented in the readings.

2. Ohio Department of Education Web Exploration--During week 4 you will be given an exercise to guide you in exploring the ODE web site for data information and resources. This exercise should be helpful in developing a focus for your final discussion board comments and locating resources to use in your effort of improving student achievement. A 2-page reflection of your experience, including specific help that you found or did not find will be turned in as part of your grade.

IV. Exploration: Value Added Data – Purpose and NCLB Reporting

Value-Added analysis is a statistical method used to measure a school’s impact on the rate of student progress from year to year. After viewing a power point presentation on Value Added developed by the Ohio Department of Education, you will be given an exercise to guide you in examining accountability measures related Value-Added analysis. This purpose of this exercise is to help you understand what value added analysis means and the positive impact it can provide in meeting NCLB standards. Learning will be evaluated by your participation in the discussion board activity and the results of a quiz on value added information and graphic representations of how value added data is reported.

V. Demonstrations of Data Use:

Each participant will provide a 5 -15 minute demonstration of how data is used in a classroom, a school, or a district. Personal use of data should be the focus. This may include a presentation that has been presented for a specific audience, or it may be a presentation showing how classroom data is used.

VI. Final paper:

As a final paper for this course, you will use the information gathered from course reading assignments, the Stiggins’ DVDs, Value Added information, exploration of the Ohio Department of Education Website, on-line labs to develop a reflective paper which demonstrates how you can gather, analyze, and interrupt data useful to you in your current position, as well as potential use in a future position. This assignment should demonstrate a commitment to educating all students and provide evidence of meeting all the course standards indicated below. A rubric for the final paper is provided.

EDUCATIONAL LEADERSHIP CONSTITUENT COUNCIL (ELCC) STANDARDS-NCATE-APPROVED EDUCATIONAL LEADERSHIP

ELCC STANDARDSELCC STANDARDS INDICATOR(S)INDICATOR(S) 1.1 Develop a Vision 1.1 a1.2 Articulate a Vision 1.2 b1.3 Implement a Vision 1.3 b2.2 Provide Effective Instructional Program 2.2 a, c2.3 Apply Best Practice to Student Learning 2.3 a, c

COURSE CALENDAR:COURSE CALENDAR:

Part 1Classroom Data- The Most Powerful Tool for Effective School Improvement

Standards 1.1 a, 1.2 b, 1.3 b, 2.2 a, 2.3 a

Week 1 Introduction to Data Decision-Making and information on the use of classroom dataApril 2

Read: Multiple Measures of Data by Victoria Bernhardt Read: Chapter 5 Understanding Data-driven Decision Making Assignment: Watch Stiggins’ DVD using Note Organizer

Week 2 Understanding AssessmentApril 9

Due : Note Organizer Read: Assessment Through the Student’s Eyes Read; Ch: 7 pgs. 159-169 Identifying Learning Targets & Crafting Learning Assessments Assessment Audit Assignment: Discussion Board-Questions from the Stiggins’ assessment DVD and

assigned readings.

Week 3: Data for Testing and GradingApril 16

Due: Discussion Board participation Read: chapter 9 pg. 202-217 Design of Instruction for Maximizing Results Read:

o Six Burning Grading Issues o Chris Brown’s class

Explore: Resources for test construction and student record keeping located in Course Documents

Watch: Stiggins DVD - Chapter 9 of DVD: Record Keeping Demonstration of Data Use Assignment: 2 pg reflection paper on Grading Issues

Part 2Data and High Stakes Testing

Standards: 2.2 c, 2.3 c

Week 4: State Testing and Resources April 23Due: 2 Pg. Reflection Paper on Grading Issues

Read: Chapter 8 Technology and Information Management, and Chapter 9 pgs: 195-201 Curriculum and Instruction

Stiggins DVD: Chapter 13 of DVD: Ethical Test Preparation Demonstration of Data Use Assignment: Begin writing the final paper with a focus on Part I Assignment: Discussion Board: Reflection on learning from Part 1.

Week 5: Desegregating DataApril 30

Explore: ODE website using exploration guide Demonstration of Data Use Assignment: 2 Pg reflection paper on ODE website and resources provided

Week 6: Value AddedMay 7

Due: 2 pg. Reflection Paper on ODE exploration Explore: Value Added exercise Demonstration of Data Use Assignment: Value Added Quiz

Part 3:

Using Research and Resources for Effective School ImprovementStandards: 1.3 b 2.3a, c

Week 7: Educational ResearchMay 14

Due: Quiz: Value Added Read: Chapter 6, Research to Drive Education Decision-Making and Chapter 7

Collecting and Assessing Data Read: Identifying and Implementing Educational Practices Supported by Rigorous

Evidence Demonstration of Data Use Review: Validity and Reliability and Data Terms (Quiz next week) Assignment: Continue with Final Reflection Paper focusing on part 2

Week 8May 21

Due: Data Terms Quiz Demonstration of Data Use Assignment: Practice using excel as a data tool (Picciano labs) Assignment: Explore Total Quality Management Tools as resources for gathering,

interrupting and using data. You may need to copy and paste the address in your web browser: http://www.ifm.eng.cam.ac.uk/dstools/represent/tqm.html

Week 9: Effective, Sustained School Improvement May 28

Due: Excel assignment Read: Chapters 4 Group Decision Making, 10-Effective School Improvement and 11 Implementing and Monitoring Decisions Watch Stiggins DVD Chapter 1, section 2: Learning Teams Resource: Rubric for Effective Teams – Assessing Team Readiness Demonstration of Data Use Assignment: Final Paper Due

Week 10June 4

Due: A 10 page reflection paper of your learning from the Data Use for School Improvement course will complete the requirements for this class. A rubric is provided.