Boone Central Data In-service

January 4th 2011

“Without data, you’re just another person with an opinion.”

Scott Ebbrecht, Principal in Westernville, Ohio

2

District Goals& Measures

Aim of theDistrict

Random Acts of Improvement

District Goals & Measures

Aim of theDistrict

Aligned Acts of Improvement

Teachers were asked “To what attribute do you attribute the lack of achievement of

your students?”

• Some teachers indicated characteristics of students, lack of motivation, their parents, socioeconomic status, etc.

• Some teachers indicated things that teachers do, looking at their skills.

• Students taught by teachers who were concerned about teacher skills achieved 3 times higher than those whose teachers cited student characteristics.

The Real Question

• What is it that WE are doing that might contribute to these results?

• The objective here is to reflect about our

practices and determine where WE can

improve what WE do.

Problem or Condition

• A “problem” is something we can do something about, so we can focus time and energy in that direction.

• A “condition” is something that we cannot do anything about—we acknowledge it and go around it, but we do not waste time trying to change it.

For Example…

• Through disaggregation we find students from single parent families are not reading at grade level by 3rd grade.

• Coming from a single parent family is a condition.• Reading below grade level is a problem.• Strategies and interventions can be implemented

based on the condition.– Establish a mentor program.– Create a before or after school program.

Some Ground Rules

• Don’t blame kids; it is not their fault.• Don’t use kids as excuses.• Don’t blame teachers.• Data is just information about the current state of

affairs.• These are our students.• The real question is “What are we going to help our

students learn.”

continuous improvement

•members of an organization acquire and use information to change and implement action

use data to:

•ask the right questions•define needs•plan interventions•evaluate progress

viewing data

•program•cohort•individual student

Program DataGrade 4 Math Problem Solving

0.0%20.0%40.0%60.0%80.0%

100.0%

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

Math problem

Cohort DataWriting Scores Class of 2006-07

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

2nd 3rd 4th 5th 6th 7th 8th

writing

Data Driven Dialogue

• Phase I: Predictions• Phase II: Observations• Phase III: Inferences

Data Driven Dialogue

• Determine in your teams what data you will be looking at.

• Progress through the dialogue into Phase III when appropriate.

Data Driven Dialogue

• Grade Band or Subject Area Data Teams– PK-1, 2-3 and 4-5– Language Arts, Math, Science, Social Studies and

Career & Technical Education

Resource, PE, Music, and Art:• Split up evenly into the above groups

(an outside and possibly broader perspective)

Data Driven Dialogue

• Determine in your teams what data you will be looking at.

• Progress through the dialogue into Phase III when appropriate.

GROUPS:K-1, 2-3, 4-5, LA, Math, Science, SS, Career & Tech Ed

NeSA, NWEA, State of the Schools

Report, DIBELS, others needed?

BUBBLE STUDENTS

Bubble Student Defined

A score determined to be approximately:

3-4 questions below or

2-3 questions above

a proficient or grade level score.

Bubble Student Defined

NeSA - RM– 135-200 Exceeds– 85-134 Meets– 0-84 Does Not Meet

• Bubble Set @ 90-72 (+5 & -8)

NeSA – W– 4.0-8.0 Meets– 0-3.99 Does Not Meet

• Bubble Set @ 5.0-3.0

Bubble Student Defined

NWEA MAP– +2 and -5 of the National Norms

• National Norm is determined by mean (average) score at that grade level for that time of year (fall, winter, spring).

Blue – Exceeds NeSA, Above Bubble MAPGreen – Meets NeSAYellow – Bubble Students (NeSA & MAP)Red – Does Not Meet NeSA, Below Bubble MAP

Data Analyzer

• Went back 2 years• We set the cut scores• We can add demographics or alter inputs• We can get more detailed as needed

This is a starting point.

Pick 3

• Each teacher picks 2-3 Bubble Students.• Help them within your abilities, but outside

the normal classroom routine. – Utilize Data

• Content Specific • Skill Improvement

– Motivator– Ideas?

• NeSA is the first priority