Data Informed Decision Making that Improves Teaching and Learning

MEIM's 15th Annual Technology Conference & Expo Dec. 2, 2005

Why are educators so fired up about data?

Superintendents ask •How do we know if teachers are teaching our curriculum?

•How do we maximize the value of dollars spent for assessment and data management?

•Are all of our students achieving at acceptable levels?

Professional learning communities ask

•What is it we want our students toknow and be able to do?

•How will we know when they have learned it?

•What will we do when students are not learning?

ImprovingStudent Achievement

Is The Reason.

Why are educators so fired up about “data?”

Creating some common languageabout data in schools

What are the major systems?

How are they related?

What have districts done?

Where do we want to go?

Assessment SystemsStudent Information Systems

Data analysis systems Data warehouse

4 Major Data & Technology Systems in Schools.

Data analysis process

From Matt Stein. Making Sense of the Data: Overview of the K-12Data Management and Analysis Market, Eduventures, Inc., Nov. 2003.

What is a Student Information System?

• Registers new students• Demographic information (address,

emergency contacts, etc.)• Attendance• Scheduling of classes• Achievement data • Examples include: CIMS, Skyward,

Chancery, Pentamation, Zangle, etc.

It is not keeping track of what is going on in classrooms.

What is an Assessment System?

Tool for gathering achievement information– Some deliver item banks

• Benchmark by NCS Pearson

• MAP by the Northwest Evaluation Association

– Some deliver intact tests• Assess2Learn by Riverside

• EdVision by Scantron,

• Homeroom by Princeton Review

– Most are web-based

It is assessing what is going on in classrooms.

Who needs what data?

• Administrators, public, legislators– Evaluation

– Accountability

– Long range planning

• Teachers, parents, students– Diagnosis

– Prescription

– Placement

– Short range planning

– Very specific ach info

e.g., What percent met standards on 4th grade MEAP math?Are students doing better this yearthan they were doing last year?

e.g., Who understood this concept? Why is Becky having trouble reading?

A single assessment cannot meet all needs.

Large Grain Size Fine Grain Size

What is a “data analysis system?” •The vendor maps your data to their system•Predefines the kinds of analyses staff will do•Allows user to create answers to questions•Lots of nice graphs, lists, etc.

Examples:AMS by TurnLeaf,SAMS by ExecutiveIntelligence, QSP,STARS by SchoolCity,Pinnacle by ExcelsiorInform by Pearson.

D’Tool and TestWiz are “sort of” data analysis systems.

File Maker lets districts

invent their own system.

What is a data warehouse?

• It brings all the various sets of data together– Financial data

– Personnel data

– Building infrastructure data

– Student demographic information

– Student program information

– Student achievement information

– Example: Center for Educational Performance and Information’s Michigan Education Information System.

(80% of work is data cleansing.)

MEAP

School Infrastructure

Database (SID)

FinancialInformation

Database (FID)

Student Test and Achievement Repository (STAR)

Registry of Educational

Personnel (REP)

Single RecordStudent Database

(SRSD)

ACT

What’s in CEPI’s data warehouse?

School Code Master

SAT

Why some things aren’t in a warehouse….

hoarding

strayoverlooked

Easier to ignore

Not sure what it isor how to measure it

How are these things related?

You can have a Student Info System and nothing else.

You can have an assessment system and nothing else(but most assessment systems “depend” on data from the SIS).

There is no point in having a data analysis system unless you have data. If you have a SIS & an assessment system,you’ll probably want a data analysis system.

The State of Michigan is creating a data warehouse.A data analysis system could also use data from the warehouse.A data analysis system can bring the pieces together without a warehouse.

Oakland Schools Board of Education agreed to spend up to $1,600,000

in 2005-06 to makePearson Benchmark “Lite” & Inform

available to all districts.

What we are trying to do:Provide Technology that Will Help

• Improve teaching and increase learning for all

• Useful reports for teachers, principals and district administration

• Common assessments tied to GLCEs

• Item banks tied to GLCEs

• Multiple district on-ramps

Project Planning Process

• Fall 2003 – Meetings with focus groups• Fall 2004 create RFP• Oct 2004 – Meeting with Assessment,

Curriculum and Technology directors from Oakland districts to discuss requirements

• Dec 2004 – RFP sent out to bid• Jan 2005 – 10 responses received• May 2005 – Committee selects products• July 2005 – Oakland School BOE approval

Oakland & LEA Members Only(N = 15)

Items are arranged by “Importance” rating.)

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

Useful reports for teachers

Useful longitudinal reports for administrators

Comprehensive data analysis tool

Useful reports for administrators

Aligns to district curriculum

Softw are is user friendly

Easy to create & manage tests

Useful item & test statistics for administrators

Scanning & scoring is good

Useful longitudinal student profile for teachers

Allow s creation of multiple item types

Helps w ith collaboration on instruction

Provides item bank

SIS interface is good

Training model is good

Useful reports for students & parents

Web based testing is good

Provides instructional resources

Vendor A

Vendor B

Pearson

St. Disagree

Disagree

Not Sure

Agree

St. AgreeSAS-DAT Team -- Oakland only

Importance

Higher

Lower

Measure, Manage and Maximize Measure, Manage and Maximize Student AchievementStudent Achievement

Benchmark Test Results

By Test

• This view displays one or all tests that the selected student population has taken. Student scores are plotted across a proficiency scale.

• The view displays the percentage of students who scored within the range of each level on the proficiency scale.

• This view displays each assessed standard and graphs the percentage of students who mastered and did not master the standard on each assessment.

• Selecting a single test displays detailed results by standard for that test.

• Selecting all tests displays student performance on the standards over time.

Benchmark Test Results

By Standard

• This view displays all mastery records for the given student, sorted by standard.

• This represents a detailed running record of a student’s mastery across all benchmark tests.

Benchmark Test Results

By Individual - View Mastery Details

• Click on the question number to see the question itself.

• Click on the icon next to the question number to see a breakdown of the item’s performance by demographic category.

Benchmark Test Results

Item Analysis

• This view plots a line-dot graph based on the test frequency distribution, and calculates the range, mean, standard deviation, and standard error.

• In addition to this baseline data, you can choose to plot up to four graphs for particular demographic groups.

• The sample displays the distribution of female scores compared to the overall baseline.

• The view also displays how the • scores fall along the selected • proficiency scale.

Benchmark Test Results

Frequency Distribution

Pearson Benchmark

Benchmark Lite ends here

Pearson School Systems

*** School District*** School DistrictSelf-Guided Product TourSelf-Guided Product Tour

Please see comments in Notes Section, using “Notes Page” view.

Principal’s Dashboard

All users can run queries and reports(Teachers, principals, counselors, etc.)

All tests are also broken down byConcepts (“Strands”)

Parent’s / Student’s Dashboard

Oakland Schools Support

• Models defined to support diverse needs of districts and multiple on-ramps

• Monetary support – Oakland Schools resources aligned

• Curriculum, Item Banks, and Assessments delivered to all districts

Professional Development for LEA’s• Using data to inform instruction• Using Benchmark & Inform for grouping and

differentiation• Using the Benchmark with Common Assessments• Using the Benchmark for Classroom Assessments• Administrator use of Inform• SIP Planning using both products

Current Status

Pearson Benchmark & Inform

25

20

26

18

0

4

8

12

16

20

24

28

Inform Data Validation Lite Full

Inform Benchmark

Num

ber o

f Dis

trict

s

As of November 21, 2005

(Completed, Scheduled, or Planned)

Early successes

Lake Orion High School•5 departments•14 courses•36 teachers (about 25%)•72 sections•Over 2200 scan sheets

Phase I (Sept-Nov)

• Meet individually with department heads• Review exams with course teams• Create answer keys• Verify data • Distribute results to participating teachers• Review detailed results to participating teachers• All-staff professional development (11-11-05)

Impact of Phase I

• Improved dialogue between participating teams – Discussion and modification of course assessment

schedule

– Question issues

– Assessment design

• Increased participation• Improved teacher comfort level of common

assessment procedures

Phase 2 (Nov-Jan)

• Try online testing

• Try using rubrics

• Additional course benchmarks

• Build new tests

• Identify & train department experts

Phase 3 (Jan-March)

• Initiate middle school implementation– Benchmarks– Create common assessments for core courses– Collaborate with high school departments– Coach high school teams

Phase 4 (March – August)

• Create and administer benchmark assessments in all high school courses

• Administer common assessments in middle schools

• Design/modify instructional practices based on data

Inform

• Create structure for naming/filing queries for– Principals– Teachers

• Create a consistent set of queries for each

• Teach all principals to run their own queries

• Get additional test data into Inform

“Favorite Queries/Reports”To Facilitate Initial

Pearson Inform Training

Depending on AnIndividual’s Access Permissions …

“Favorite Queries” Can Be Viewed

At the District, School and Class Levels