Triangulating Data to Improve Instruction April 30, 2012

The current climate in education calls for teachers and faculty to develop an understanding of how to use multiple sources of data to formulate a practical improvement plan that contributes to positive changes in student outcomes.

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The Process

1Use multiple sources

Data exists at many levels. In order to effectively target your efforts to improve instruction, you will need a number of sources:

• National• State • District/System

• School • Program• Teacher

• Class• Student • Standards

• Achievement gaps• Differences between subgroups• Trends • Progress

What Data Reveals

Where do you start?

Nursing Assistant Pretest Areas Pretest % CorrectStudent 1

Posttest % CorrectStudent 1

Basic Nursing Assisting 54.6 --Infection Control 30.0 --

Communication Skills 41.1 --

Personal Care Skills 36.4 --

Mental Health/Social Needs 53.8 --

Client’s Rights 36.4 --

Basic Restorative Devices 50.0 --

Employability Skills 27.3 --

Total 43.4

Individual Nursing Pretest

Nursing Assistant Pretest Areas

Student 1 % Correct

Student 2 % Correct

Student 3 % Correct

Student 4 % Correct

Student 5 %

Correct

Student 6 %

Correct

Class Average % Correct

Basic Nursing Assisting

54.6 45.5 42.7 27.3 27.3 54.5 41.9

Infection Control 30.0 20.0 10.0 20.0 10.0 30.0 20.0

Communication Skills

41.1 17.6 23.5 23.5 13.2 35.3 25.7

Personal Care Skills 36.4 54.5 45.5 45.5 36.4 54.5 45.5

Mental Health/Social Needs

53.8 38.5 42.3 38.5 20.8 53.8 41.3

Client’s Rights 36.4 36.4 38.3 36.4 22.5 45.5 35.9

Basic Restorative Devices

50.0 60.0 50.0 60.0 30.0 80.0 55.0

Employability Skills 27.3 18.2 18.2 27.3 9.1 27.3 21.2

Total 43.4 38.4 35.9 38.5 22.8 48.8 38.0

Nursing Assisting Pretest

Nursing Assisting Post test

Nursing Assistant Pretest Areas

Student 1 % Correct

Student 3 % Correct

Student 5 % Correct Group Site State Nation

Basic Nursing Assisting 100.0 92.4 76.2 86.4 79.5 72.5 75.5

Infection Control 91.7 94.5 72.4 79.2 78.2 70.7 70.6

Communication Skills 100.0 100.0 55.3 95.0 83.8 64.3 66.4

Personal Care Skills 92.3 54.5 52.5 69.2 65.8 51.6 52.9

Mental Health/Social Needs 97.4 72.5 60.3 71.8 69.8 63.1 64.1

Client’s Rights 84.8 66.4 44.7 64.6 67.6 58.1 57.8

Basic Restorative Devices 87.5 60.2 45.2 53.1 61.9 55.6 56.5

Employability Skills 87.5 78.5 37.4 79.7 75.6 66.6 67.0

Total 93.9 79.4 58.4 76.8 73.7 64.1 65.2

• Achievement gaps• Differences between subgroups• Trends • Progress

What Data Reveals

National/State• Demographic/workforce trends• State assessments• Standardized achievement tests• Enrollment trends• Accountability measures

Campus/District/School/Program• Enrollment trends (transfer, drop-out)• Student demographic data• Student transcripts• Program participation (free/reduced

lunch, first generation, etc.)

Classroom/Student• Accuplacer results• ACT PLAN or EXPLORE results• Guidance/Advisor records• Student portfolios• Student Surveys (CCSSE, graduate

follow-up, etc.)• Authentic assessments (performance-

based assessments)

• Work-readiness assessments• Daily teacher records and observations

(attendance, participation) • CTSO participation records• Enrollment trends• Parent demographic data• Employer evaluations

Plan for Learning Improvement

• Start with results: Analyze the previous year’s goals, comparing against local unit tests and end-of-course tests, at the student level and classroom level.

• Triangulate: Find relationships between test data and attendance and discipline referrals.

Plan for Learning Improvement

• Disaggregate data by subgroups (e.g., nontraditional students, students

with disabilities, socioeconomic status or those receiving free/reduced lunch).

• Use information from program advisory groups.

• Set goals for the year as well as long-term goals.

Plan for Learning Improvement

• Schedule school and department data team meetings to discuss data and review progress. • Discuss and develop strategies, such as curricular alignment with academic and industry standards, curricular sequence, timing, and depth of instruction.

• Jeanette Rydberg • Central Lakes College• Child Development Instructor• CTEDDI Workshop Participant• NOCTI Pre and Post test Data• Triangulating with Additional Data• Drawing Conclusions from Data• Using Data for Program Improvement

Data Driven Improvement in Action!

• Jeanette Rydberg • Webinar Participants• CTEDDI Pilot Project Participants – MN

West, NE Metro, Oakland and Central Lakes

• NOCTI • Mid Project Feedback Form ASAP• Final Feedback Form in May

Thank You