International Center for International Center for

Leadership in EducationLeadership in Education

Dick JonesDick Jones

Data Driven Decisions

Student AchievementStandardsCurriculum and Assessment

Reading

Add these numbers

100040

100020

100030

100010

???41005000

Add these numbers1000

401000

201000

301000

10

4100

Data is Powerful

Assess the current and future needs of students

Decide what to change Determine if goals are being met Engage in continuous school improvement Identify root causes of problems Promote accountability

Barriers

Lack of training in data use No uniform data collection Lack of leadership at the school

and district level Outdated technology Unclear priorities Distrust of data use

Types of Data

Curriculum Demographics Student Learning School Processes Perceptions of Quality

Types of Data Example

Type of Data Literacy

Curriculum

Demographics

Student Learning Performance on •State Test

Processes

Perceptions of Quality

Types of Data Example

Type of Data Literacy

Curriculum Level of Reading Comprehension on •State Test•Real World•Postsecondary Learning

Demographics Incoming Student Reading Levels

Student Learning Performance on •State Test•Local Assessment

Processes Reading Levels of •Textbooks•Teaching Materials•Success of Reading Practices

Perceptions of Quality

Student Surveys

Suggestions for Using Data

Be Careful What you Count Look At Distribution Rather than

Averages Disaggregate Look at Trends Collect Data to Answer Questions Make Data Understandable Analyze Deeper

Student Achievement

Training - group processes, software, definitions

Disaggregate Do item analysis Ask Questions Dig for Root Causes (Don’t accept

excuses) Use multiple sources

Evaluate lesson plans/curriculum for standards alignment

Revise plans/curriculum to ensure standards alignment

Identify at-risk students Develop academic intervention plan

Recognize need for professional development to support standards

and strengthen instructional strategies

Identify students meeting or exceeding standards

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

Curriculum MatrixCurriculum Matrix

Needed Time

McREL

15,46515,465 HoursHours

Available Time

9,0429,042 HoursHours

Teachers struggling to teach an overloaded curriculum!

Curriculum Survey

?? What should be priority??Language Arts, Math, Science20,000 surveysDistricts across U.SSchool and CommunitySelect 35 priority content topicsSub-group analysis

Curriculum Survey

Top Ranked - skill and content based Low Ranked - more strategy Educators and Community similar except

subject specialists Basic skills low ranked by subject area

specialists Top Ranked English could be

responsibility of all

ICLE Curriculum SurveyLanguage Arts - Top 10 Topics

Apply in writing the rules of grammar, punctuation and spelling Gather, analyze and summarize information from a variety of

sources Give oral directions that are clear and understood Follow oral directions Identify and select pertinent information while reading Follow written directions carefully and accurately Understand rules of grammar, usage, punctuation, and spelling Develop processes for understanding and remembering Prepare and deliver individual speeches Know how to decipher unfamiliar words

Perform operations with numbers include, decimals, ratios, percents and fractions

Understand characteristics of parallel, perpendicular, and intersecting lines

Understand basic algebraic properties Understand characteristics of angles Understand best procedures for statistical data collection,

organization and display Understand basic geometry ( point, line, plane) Understand and use variables in expressions Use correct order for performing algebraic expressions Compute the distance between two points Understand properties of circles

ICLE Curriculum SurveyMathematics - Top 10 Topics

Understand how and why rotation and revolution of earth affect day, seasons and weather

Understand systems of human body Understand nutrition Know the metric system and conversion Make observation of the local environment using senses and

instruments Understand technology changes environment Know processes in water cycle Understand reproduction of living things from cells to species Understand cells and functions Understand human impact on environment and ways to improve

ICLE Curriculum SurveyScience - Top 10 Topics

Curriculum Matrix Kit

Curriculum MatrixState StandardRelated Essential

Skills and priority

Priority on State Test

Overall Priority

Summary

State/Regents ELAState/Regents ELACurriculum Survey of Essential SkillsCurriculum Survey of Essential Skills

High Medium Low

Grade 4 19 7 11

Grade 8 16 9 12

Grade 11 19 8 9

State/Regents ELAState/Regents ELAPerformance Indicators TestedPerformance Indicators Tested

High Medium Low

Grade 4 18 4 15

Grade 8 16 2 19

Grade 11 22 5 9

State/Regents MathState/Regents MathPerformance Indicators TestedPerformance Indicators Tested

High Medium Low

Grade 4 16 12 12

Grade 8 12 27 8

Grade 11 13 9 10

State/Regents ScienceState/Regents SciencePerformance Indicators TestedPerformance Indicators Tested

High Medium Low

Grade 4 23 8 4

Grade 8 43 3 30

Earth Science 39 16 3

Biology 29 0 0

Chemistry 4 18 26

Physics 4 19 22

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

Career and Technical Career and Technical EducationEducation

CTE Kit components

DataPriority standardsIntegration by Cluster

CTE MatrixState StandardRelated Essential

Skills and priorityPriority on State Test

AppropriatenessFor Integration

Using CTE Matrix

Curricular Mapping Prioritize Instruction

Integrated (Interdisciplinary Instruction) PR--Validate CTE Program Options for Students Accountability--CTE Program

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

ARTSARTS

ARTS MatrixState Standard

Related Essential Skills and priority

Priority on State Test

AppropriatenessFor Integration

How would you use this data?

Options

Adding Rigor and Relevance to your instruction

Theme-based Units taught by multiple teachers

Including other Standards in your instruction

RigorRelevanceAll students

Rigor/Relevance Rigor/Relevance FrameworkFramework

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Basic Nutrition

1 Label food by nutritional groups 2 Explain nutritional value of foods3 Use nutrition guidelines in planning meals4 Examine success in achieving nutrition

goals5 Develop personal nutrition goals6 Appraise results of personal eating habits

over time

Knowledge Taxonomy

Application Application ModelModel

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

Application Model

1 Knowledge of one discipline2 Application within discipline3 Application across disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

Basic Nutrition

1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods

considering nutritional value4 Develop nutritional plan for a health

problem affected by food5 Devise a sound nutritional plan for a

group of 3 year-olds who are “picky” eaters

Application Model

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

Rigor/Relevance FrameworkRigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A

Rigor/Relevance FrameworkRigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

Rigor/Relevance FrameworkRigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

C

Rigor/Relevance FrameworkRigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

Rigor/ RelevanceHandbook

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

ApplicationApplicationModel Model

Decision TreeDecision Tree

Decision Tree

Application Model

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO

Application Model

Level 1Level 1

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO

If YES - Is it real world? If NO and one discipline If NO and interdisciplinary

Application Model

Level 1Level 1Level 2Level 2Level 3Level 3

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO

If YES - Is it real world? If NO and one discipline If NO and interdisciplinary

If YES - Is it unpredictable? If NO If YES

Application Model

Level 1Level 1Level 2Level 2Level 3Level 3Level 4Level 4

Level 5Level 5

International Center for Leadership in Education 1997

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

AcquisitionAcquisition ApplicationApplication

AdaptationAdaptationAssimilationAssimilation

Rigor/Relevance FrameworkRigor/Relevance Framework

Skill

Identify, collect or sort pertinent information while reading.

Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.

Quadrant BLocate and read current articles on biotech.

Quadrant CRead and analyze 3

original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

Quadrant DRead pertinent information

related to El Nino weather patterns and propose possible summer vacation destinations.

Rigor/Relevance Framework

1. Awareness

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Knowledge of one discipline

2. Application within discipline

3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable

situations

Knowledge Application

Rigorous and Rigorous and Relevant Relevant

AssessmentAssessment

NYS Math A QuestionJune 2003D

NYS Math A QuestionJune 2002C

NYS Math Question

A

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

NY Math ANY Math A

26%

42% 10%

22%

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

FCAT Math Grade 10FCAT Math Grade 10

7%

25% 50%

18%

R/R and Assessment Determine the level of Rigor and Relevance

on state tests. Develop your tests to parallel state tests when

preparing for them. Use performance assessment when you want

Quadrant D achievement Keep level of assessment consistent with

expectation for performance.

Rigorous and Rigorous and RelevantRelevant

InstructionalInstructionalStrategiesStrategies

Instructional Strategies: How to Teach for Rigor and Relevance

“Unification” in Science

Temperature

1700

Time

1890

Reading

2000

Lexile FrameworkLexile Framework

Independent measureIndependent measure

200 to 2000200 to 2000

Books, Tests, StudentsBooks, Tests, Students

www.lexile.com

Lexile FrameworkLexile Framework

Semantic DifficultySemantic Difficulty

Syntactic ComplexitySyntactic Complexity

Lexile Literature1500 - On Ancient Medicine1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1200 - War and Peace1100 - Pride and Prejudice1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners

Last GradeCompletedLa

st G

rade

Com

plet

ed

181716151413121110 9 8 7 6 5 4 3 2

400 600 800 1000 1200 1400 1600 1800

2+3+45

6

7

89

10

11

HS+GEDVocational

College<2

Assoc +>2

BA

Postgrad

••

••

••

••

••

••

•

•

Data: National Adult Literacy Study (1992)

Reader measure (in Lexiles)

Reading Requirements ResearchReading Requirements Research

Analyze actual reading Analyze actual reading materialsmaterials

16 Clusters and sub clusters16 Clusters and sub clusters3 Levels of Workers3 Levels of Workers

Reading Requirements ResearchReading Requirements ResearchAg/Natural Resources 1510Transportation/Distr./Log. 1370Architecture/Construction 1350Manufacturing 1330Retail/Wholesale 1320Business and Admin. 1300Law/Public Safety 1300Scientific Research/Engr. 1260Arts/AV Tech/Comm. 1200Health Services 1200Human Services 1140Information Tech 1100

Culinary Arts Academy

Students Core

Textbooks Specialty Textbook

Post Highs School

Requirement 1600

1500

1400

1300

1200

1100

1000 Lexile Range

Tourism, Hospitality & Resort Management

Students Core

Textbooks Specialty Textbook

Post Highs School

Requirement 1600

1500

1400

1300

1200

1100

1000 Lexile Range

Environmental Science & Field Research

Students Core

Textbooks Specialty Textbook

Post Highs School

Requirement 1600

1500

1400

1300

1200

1100

1000 Lexile Range

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

DeterminingDeterminingRoot CausesRoot Causes

Fishbone Diagram

Fishbone Diagram

StudentAbsenteeism

Fishbone Diagram

StudentAbsenteeism

Fishbone Diagram

StudentAbsenteeism

People

Procedures Public Physical Plant

Policies

Fishbone Diagram

StudentAbsenteeism

People

Procedures Public Physical Plant

Policies

Fishbone Diagram

StudentAbsenteeism

People

Procedures Public Physical Plant

Policies

No teacher follow-up

Increase in illness

Parents don’t support

No rewards

Policy unclear

Lack of business supportUninteresting

teaching

No health servicesOpen campus

Lack of security

Limited facilities

Resources for Data Driven Curriculum

Decision Resource

Which Standards? Aligning Standards Kit

NCLB Kit

Special Ed Kit

Which Standards to Integrate?

CTE Resource Kit

Arts Kit

How to Teach for Relevance? R/R Handbook

Strategies

Gold Seal Lessons

How do we address adolescent literacy?

Leading w/ Reading Kit

Reading in the Content Area

Data References Bernhardt, V. L. The school portfolio toolkit: A

planning, implementation, and evaluation guide for continuous school improvement. Larchmont, NY: Eye On Education. 2002.

Preuss, Paul G. Root Cause Analysis: School Leader’s Guide to Using Data to Dissolve Problems. Larchmont, NY: Eye on Education, 2003.

Love, Nancy. Using Data/Getting Results: A Practical Guide for School Improvement in Mathematics and Science Norwood, MA: Christopher-Gordon Publishers. 2001.

Toolbelt. 10 Feb. 2002 <http://www.ncrel.org/toolbelt/>

COSN <http://3d2know.cosn.org/other.html>.

Data Driven Decisions

Student AchievementStandardsCurriculum and Assessment

Reading

PowerPoint Slides

http://www.natpd.com

or

http://dickjones.us