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Using Data EffectivelyUsing Data Effectively
ABE Directors’ MeetingOctober 9th and 10th, 2002
AGENDAAGENDA
Current Use of DataWhat Types of Data Can Be Used Improving Your Program: Current Practices A Model for Program ImprovementCase StudyNext Steps: Develop a Program
Improvement PlanEvaluation
Current Use of DataCurrent Use of Data
What two statistics (e.g., attendance hours, enrollment rates) do you use frequently or would you like to use?
What Types of Data Can Be UsedWhat Types of Data Can Be Used
Learner Data - Demographic / background characteristics
- Labor force status
- Educational gains
- Education and employment outcomes
- Class participation
- Community participation
- Family outcomes
- Learners’ perceptions of instructional services
Staff Data - Background of instructional staff
- Staffs’ employment and training experience
- Characteristics of instructional approaches
• Program OperationsProgram Operations
- Recruitment
- Learner intake
- Learner placement
- Structure and hours of instruction
- Assessment instruments and procedures
- Support services
- Learner transition
- Fiscal management
- Program management
- Interagency collaboration
- Data management
Improving Your Program: Improving Your Program: Current PracticesCurrent Practices
What internal and external priorities have prompted changes or improvements?
What types of data do you collect? How do you use these data? What actions have you taken, or what
changes have you made based on the analysis of data?
A Model for Program ImprovementA Model for Program Improvement
Analyze current data and determine questions to ask
Identify areas for improvement Design a program improvement plan Document and monitor use of the new practice Evaluate implementation and outcomes
Analyze Current Data and Analyze Current Data and Determine Questions to AskDetermine Questions to Ask
Identify trends in data that raise questions Analyze data related to an issue or question
that has prompted interest Identify and review additional information that
can be examined to confirm or clarify results of data analysis
Define preliminary issues or problems that need to be addressed
Identify Areas for ImprovementIdentify Areas for Improvement
Use benchmarks to assess extent of problem and target population
Determine area for change based on importance of problem and other factors
Create team to identify new
practice / process for target population; promote effort Access information about practices from online
systems, websites, reports, other programs/states
Design a Program Improvement PlanDesign a Program Improvement Plan
Determine new practice Specify learners, classes, or sites for pilot Develop communication networks / new policies Identify training and technical assistance Determine resources / staff Set timeline for training and pilot testing the
practice Specify data collection Review the change process
Document and Monitor Use of Document and Monitor Use of New PracticeNew Practice
Collect information about implementation of practice
Specify materials, staff, and resources Chart time for implementing Identify barriers to use Identify aspects of practice or use that appear to
be successful Identify factors affecting use Chart unexpected outcomes
Evaluate Implementation and Evaluate Implementation and OutcomesOutcomes
Analyze data to identify elements of the practice implemented and not implemented
Assess what worked, what didn’t, and why Identify missing elements in practice Describe outcomes from using practice Refine practice and its use
Case StudyCase Study
Funder: Local Education Agency (LEA)
Services Funded: ABE, ESOL, Family Literacy, Workplace
Sites: Five sites - three sites provide ABE and ESOL services, one site provides Even Start, and the other site
provides workplace literacy
Total Enrollments: 524
* approximately 50% of the students are ESOL - of those 30% are Brazilian
* approximately 10% of the ABE students entered at the beginning literacy level, 20% were at the ABE/Pre
ASE level, and 20% were at the ASE level
Assessment to Measure Educational Gain:
* For ESOL students, last year the program used a program-developed tool with a rubric developed by one
ESOL teacher. This year the program will use BEST and REEP.
* For Beginning Literacy ABE students, last year the program used a home grown tool translated into
Spanish. They will continue to use that tool this year.
* For ABE, Pre ASE, and ASE students, last year the program used TABE 5 Level M for all students. This
year the program will use TABE 7 and 8.
Assessments for Class Placement:
* For ESOL students, the program uses a program-developed instrument which includes an oral and writing
section.
* For all ABE students, the program uses the TABE Locator.
Instructional Methods:
The delivery of instruction has not been an emphasis in professional development in recent years. Each teacher uses methods that he/she feels comfortable with. There is no formal curriculum in place and the program does not use the Curriculum Frameworks. The ASE classes are totally individualized and student attendance is sporadic. The ESOL attendance is high yet the % completing a level is low. On the Federal Report Table 4, the overall percent for completing the educational levels is 20.56% for one site and Cognos shows that the overall percent for class attendance for one of the sites is 54%.
Program and Staff Development:
The program development is determined by the Program Coordinator who assigns hours equally to all staff members. Staff development is decided by each staff person with no plan in place.
Counseling:
Counseling hours are allotted to each ESOL teacher, and the Program Coordinator provides counseling to ABE/ASE students.
Staffing:
All staff are white. One teacher is bilingual in Spanish. All staff are part time and are paid $20/hour with no benefits. They are not compensated for prep time. They are allotted additional paid hours for assessment and follow-up.
Next Steps: Develop a Program Next Steps: Develop a Program Improvement PlanImprovement Plan
Analyze current data and determine questions to ask
Identify areas for improvement
Design a program improvement plan
Document and monitor use of the new practice
Evaluate implementation and outcomes