harnessing the power of data: effecting improvement in schools please answer our survey at
TRANSCRIPT
Harnessing the Power of Data: Effecting Improvement in Schools
Please answer our survey at
www.zellerandassociates.com/IL-TCE.
It’s “zeller and associates” as all one word with “dot com”…
Forward slash…
And “IL-TCE” must be in CAPS!
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Harnessing the Power of Data: Effecting Improvement in Schools
Dr. Leslie R. WilsonGerry Zeller
February 2008
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Agenda
1. Introductions
2. Protocols
3. Survey Report
4. Illustrative Story
5. The Process
6. Tools
7. Work
8. More Tools
9. Reflection and Evaluation
Protocols for this Academy
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Survey Results
Why are you here? Your School Improvement Involvement Your Expertise
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Know and be able to do
School Improvement = Problem Solving Problem Solving = Process District, School, and Classroom Levels
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Story
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Area of Concern
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Targeted Concern
There were approximately 15 students out of total student population of 1,000 that were dropping out of school when they reached their 16th birthday.
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Generate Hypotheses: Answer the “Why?”
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Hypotheses Generated
Young men leave school. Low income students do not value education. Students who get discipline referrals want out. The lower the GPA, the more likely one is to walk. Parents didn’t finish high school, children won’t. Single parent families and similar find it difficult to
shepherd students through school. These students come to us with poor test scores. These students earn too few credits. These students are frequently tardy or leave early.
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Determine and Collect Needed Data
Gender
SES
Discipline Referrals
GPA
Parental Background
Family Makeup
Entry Test Scores
Credits
Attendance
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Analyze Data
Gender No
SES: No
Discipline Referrals: Yes
GPA: No
Parental Background: No
Family Makeup: No
Entry Test Scores: No
Credits: Yes
Attendance: Yes
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Develop Solution Criteria
1. Diploma/GED (Rigor)
2. On Campus Program (Relationships)
3. Quick Successes (Relevance)
4. Non-traditional School Day (Relevance)
5. In-depth Knowledge of/Caring for Students (Relationships)
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Investigate Solutions
Brainstorm: What ideas do we have? SBR: What does research suggest? Best Practice: What are other schools
doing?
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Select Best Match to Criteria: Late School
Diploma/GED On Campus Program Quick Successes Non-traditional School Day In-depth Knowledge
of/Caring for Students
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Implement Solution
Human Resources• A Multiple Certified Person• U of MO HS Extension Material/Facility Resources• Classroom/Computer Lab Policies/Procedures• Ineligible for Interscholastics• Application and Interview
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Communicate Solution
Constituencies• Formally• Informally
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Monitor Progress
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Monitor Progress
Method• Attendance• Credits• Behavioral Contracts Frequency Responsibility
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(Re)Define Problem
Generate Hypotheses
Collect Needed Data
Analyze Data
Investigate Solutions
Implement Solution
Share with Constituencies
Monitor Progress
School Improvement/Problem Solving Cycle
Develop Solution Criteria
Determine Needed Data
What's Perfect?
Data Confirms Perfection?
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Holcomb, Edie L.
Bernhardt, Victoria
What Does Your DIP/SIP Model Look Like?
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IIRC Access e-Plan Review District Data
State Report Card Special Education Profile Multiple Measures PISA TIMMS
What's Perfect?
District Improvement
School Improvement
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State Report Card
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Special Educ. Profile
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IIRC Review School Data Top Comparables
CPS School Profile Bernhardt’s Perception Surveys Local School Data
Summative Assessment Data Behavioral Trend Data
What's Perfect?
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Interactive Illinois Report Card: School
Performance Over Time By Grade Level By Subject Area By Cohort
Comparison To Others Scatter Plots Compare Tool
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CPS Profile
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High School “Perfect” Resources
College Board http://www.collegeboard.com/splash
ACT http://www.act.org/
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Do We Have the Whole Picture?
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Generate Hypotheses
Brainstorm (Bias and Consensus) Eighth graders cannot do Math. Eighth grade teachers cannot teach Math. We do not use the appropriate eighth
grade textbook. The test is too hard.
Correlations Steven D. Levitt and Stephen J. Dubner Reading and Writing
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Determine Needed Data
Sources of Data Holcomb, Edie L.: Workbook, p. 5
Bernhardt, Victoria L. Data Analysis for Continuous School Improvement. Larchmont, NY: Eye on Education, 2004.
---. Using data to improve student learning in school districts. Larchmont, NY: Eye on Education, 2006.
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On-line Survey Tools
Survey Monkey
http://www.surveymonkey.com/ Zoomerang
http://info.zoomerang.com/ Profiler Pro
http://www.profilerpro.com/
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Bernhardt Perception SurveysSocial – Emotional Measures
When I am at school, I feel:
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Discipline Referral Tracking System (SIS/PBIS)
Student Infraction Reporter Location Day/Date Time Disposition Etc.
Analyze Data
The Five “W’s”
1. Who’s Learning, Who’s Not?
2. Why?
3. What’s Being Learned, What’s Not?
4. Why?
5. What Are You Going To Do About It?
See, Say, So
What do you SEE in the data? What do you want to SAY about the
data? And SO what’s next?
Dr. Jay Linksman
3 Whats
What? So what? Now what?
Rick Prestley
Your Questions
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The Five “Gets”
1. Get Data
2. Get Them Electronic
3. Get Them Disaggregated
4. Get Them Graphical
5. Get Talking (Bias and Consensus)
Get It Graphical: 1869
Get It Graphical: 2009
http://www.wordle.net/
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SI/PS Tools
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Analysis Tools
Spreadsheets such as MS Excel Databases such as MS Access Inspiration’s InspireData Key Curriculum Press’ Fathom Data Warehouse
See Workbook
Investigate Solutions
S.M.A.R.T. Goals
Specific Measurable Attainable Realistic Timely
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Six Types of Involvement1. Parenting2. Communicating3. Volunteering4. Learning at Home5. Decision Making6. Collaborating with the Community
A Team A Plan
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Bloomington H S Goals
1. Improve test scores for all
2. 80% in all populations in core classes
3. Proportionate representation in all classes and levels
4. 90% of all earn 1 year’s credit in 1 year
As presented June 2008 at the High School Coalition Conference
Classroom Improvement
What's Perfect?
IIRC: Individual Student Data Instructional Lenses
Marzano Bloom IES Practice Guide: Seven Recommendations for
Improving Student Learning Cawelti
Survey of Enacted Curriculum Formative Assessment Data Discipline Referral Tracking System (SIS/PBIS)
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Analyze Data
Interactive Illinois Report Card Individual Student Data
Sorts Individual Comparisons Versus School, District, State By Standard Sets Versus Classmates Disaggregations
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Cawelti’s Research
Cawelti, Gordon. Handbook of Research on Improving Student Achievement (3rd Ed.). Arlington, VA: Educational Research Service, 2004.
Meta-analysis by Subject Area
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SEC: Curriculum, Instruction, and Professional Development
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(Re)Define Problem
Generate Hypotheses
Collect Needed Data
Analyze Data
Investigate Solutions
Implement Solution
Share with Constituencies
Monitor Progress
School Improvement/Problem Solving Cycle
Develop Solution Criteria
Determine Needed Data
What's Perfect?
Data Confirms Perfection?
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In Summary
School Improvement = Problem Solving Problem Solving = Process District, School, and Classroom Levels
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Reflection
Reflect Share Use
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Thank-you
Dr. Leslie R. WilsonWilson Educational Consulting, [email protected]
Mr. Gerry ZellerZeller and Associates
Zeller and Associates