using data to manage interventions
DESCRIPTION
Using Data to Manage Interventions. Managing student supports within City Year and Diplomas Now. Do Now. Fill out the chart provided with as many examples of relevant data that you or teams you work with might use in schools. Objectives. At the end of this session participants will - PowerPoint PPT PresentationTRANSCRIPT
Using Data to Manage Interventions
Managing student supports within City Year and Diplomas Now
Fill out the chart provided with as many examples of relevant data that you or teams you work with might use in schools.
Do Now
Objectives
At the end of this session participants will•Understand data context and terminology for Diplomas Now and City Year sites•Understand uses of data in school contexts
• Kellie Hinkle: Diplomas Now Manager of School Turnaround, CYHQ
• Dan Anderson: Talent Development Facilitator at the Jeremiah E. Burke High School
Who We Are
Agenda (90 minutes)
• Do Now (5 minutes)• Agenda (5 minutes)• Data Review (20 minutes)• Managing the Data (10 minutes)• Data Sorting Activity (25 minutes)• Q & A (15 minutes)• Wrap Up and Evaluation (10)
Data Review
What examples of data did you come up with that would shed light on student patterns in Attendance, Behavior, and Coursework?
Data Review
• Student average daily attendance– Days missed, attended and excused– Sorted by student, homeroom, grade, etc.
• Student tardy rates– How often are students late?– How late are they?
• Logs of phone calls to students and families regarding attendance
Examples: Attendance
• Suspensions• Detentions• Referrals of students for behavior reasons to
administrators, student support, etc• Behavior management/PBIS information• Results of student risk and character skills
assessments such as Success Highways
Examples: Behavior
• Results of diagnostic assessments– DIBELS, GRADE, GMADE, ANet, Gates-MacGinitie– Assessments of skills in various areas, such as fluency,
vocabulary, reading comprehension, etc
• Course grades– Viewed by student, course, section, etc
• Results of state test scores and predictive diagnostics• Results of teacher-designed formative and
summative assessments
Examples: Coursework
• Indication of dropout risk• Research based
DN 101: What Is an EWI?
Indicator Area Off-Track Sliding On-Track
Attendance <85% ADA 85-90% ADA >90% ADA
Behavior >0 suspensions 0 suspensions
Coursework (ELA and Math)
Course grade of F Course grade of D Course grade >D
EWIs – early warning indicators
ABCs – • (poor) Attendance,• (disruptive) Behavior,• Course performance (failure in English and/or math)
DN Goals
Off Track On Track
Attendance: <90% average daily attendance ≥90% average daily attendance
Behavior: 1 or more suspensions no suspensions
ELA/Literacy: a “D” or an “F” ELA grade a “C” or higher ELA grade
Math: a “D” or an “F” math grade a “C” or higher math grade
DN goals– At least 67% of students in focus grades have no EWIs at the end of
the school year– For each ABC: ≥50% of students with an EWI at any point move on-
track by the end of the year
There are a number of tools, processes and systems in which data is used in Diplomas Now:
• DN focus list• DN quarterly reports• School-based data systems• EWI meetings
Data Use for Diplomas Now
DN Focus List
A collaborative process:•the entire DN school team (and school faculty, if available) should work together to identify students
For all students in need:•any student with an EWI should be on the focus list in the indicator area(s) in which they need help
DN Quarterly Reports
Goal: To coordinate and create interventions for students who are exhibiting early warning indicators and to closely monitor their progress towards success.
These meetings:• Are an opportunity for all the adults in a school that work
with a particular set of students to come together to: analyze data craft interventions project manage existing interventions
• Occur at least every other week for each adult team in the school
Early Warning Indicator Meetings
Managing the Data
Components– Compiling and utilizing data– Using the focus list– Holding EWI meetings
Managing the Data
1. Determine what data you need to track2. Determine how you need to use your data3. Determine whether you will use a school- or
district-provided data management system, or manage your own
Compiling and Utilizing Data
Example of Data Dashboard
History ESL A ESL B Gym Spanish Art Tech Advisory JROTC
#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
A #N/A #N/A #N/A #N/A #N/A #N/A P #N/A
#N/A #N/A #N/A #N/A B #N/A A #N/A #N/A
#N/A #N/A #N/A #N/A #N/A D- #N/A P #N/A
B- #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
#N/A #N/A #N/A #N/A #N/A #N/A A #N/A #N/A
#N/A #N/A #N/A #N/A C- #N/A #N/A #N/A #N/A
#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
B #N/A #N/A #N/A #N/A #N/A A #N/A #N/A
C+ #N/A #N/A #N/A C #N/A #N/A P #N/A
#N/A #N/A #N/A #N/A B+ #N/A #N/A P #N/A
#N/A #N/A #N/A #N/A #N/A #N/A #N/A P #N/A
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#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
C+ #N/A #N/A #N/A #N/A #N/A #N/A P #N/A
A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
Core Course Grades Term 4
Using the Focus List
Holding EWI Meetings
Data Sorting Activity
• Take 25 minutes to go through the table provided to plan managing data this year
• Choose the table specifically designed for:– Staff responsible for a specific school site– Operations staff
• We will circulate to answer questions• After the activity we will have further time for
questions
Data Sorting Activity
Q & A
• What questions do you have about expectations for data use or how to manage it?
• What do you feel like you still need to know or could use further coaching/development in with regards to data?
Q & A
WSWC•Attendance – days enrolled & days absent (per month)•Behavior - # of suspensions per month•Math & Literacy – Assessment scores (minimum 2 per student)•Math & Literacy – Prior Year Grade, Each MP Grade, End of Year GradeDN•Only Math & Literacy – Assessment scores (minimum 2 per student)
Data Requirements for City Year
Thanks!
Dan Anderson: [email protected] Hinkle: [email protected]
• On a notecard, please provide us with feedback: – Pluses (+): What helped your learning during this
session?– Deltas (∆): What impeded your learning during
this session?
Evaluation
PITW # 83: Give Immediate Feedback
Follow the link in your email to complete the Learning Evaluation Survey.
orIf you did not receive an email, please go to the Summer Academy 2013 page on cyconnect. Select the “Learning Evaluations” link on the left side of the page and choose the appropriate survey.
Learning Evaluation Surveys