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Becoming Wiser Decision- Makers: A Work In Progress Illinois NWEA Members Seminar Nov 1, 2006 Meridian, Rolling Meadows, IL Edward J. DeYoung, Ph.D Assessment.

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Presentation on theme: "Becoming Wiser Decision- Makers: A Work In Progress Illinois NWEA Members Seminar Nov 1, 2006 Meridian, Rolling Meadows, IL Edward J. DeYoung, Ph.D Assessment."— Presentation transcript:

1 Becoming Wiser Decision- Makers: A Work In Progress Illinois NWEA Members Seminar Nov 1, 2006 Meridian, Rolling Meadows, IL Edward J. DeYoung, Ph.D Assessment Systems Architect School District U-46

2 AGENDA School District U46 context School District U46 context What did we do? What did we do? What went well? What went well? What would we do differently? What would we do differently?

3 U46: Standard Characteristics & Recent History : Huge budget shortage : Huge budget shortage Delayed opening of several new schools Delayed opening of several new schools Significant staff reductions Significant staff reductions Move to neighborhood schools, which led to thousands of students going to different schools Move to neighborhood schools, which led to thousands of students going to different schools

4 Ethnicity & Economically Disadvantaged Status 36.5% of students in received free or reduced lunch 36.5% of students in received free or reduced lunch Percent of children receiving free or reduced lunch is increasing. Percent of children receiving free or reduced lunch is increasing. Percent of Hispanic students is increasing and percent of White students is decreasing. Percent of Hispanic students is increasing and percent of White students is decreasing. Heterogeneous: Heterogeneous: from 7% to 93% free/reduced lunch at ES level

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6 DIP Assessment, Curriculum, and Instruction Assessment, Curriculum, and Instruction Data Management Data Management Refine the student data system and processes. Refine the student data system and processes. Coordinate the technological capacity, appropriate software, and training to make student data accessible and meaningful for administrators and teachers. Coordinate the technological capacity, appropriate software, and training to make student data accessible and meaningful for administrators and teachers. Fiscal Responsibility Fiscal Responsibility Align all resources with the District’s mission to increase efficiencies and effectiveness. Align all resources with the District’s mission to increase efficiencies and effectiveness.

7 Who Makes Decisions? People make decisions People make decisions Data do NOT make decisions (nor does a datum) Data do NOT make decisions (nor does a datum) Analysis and Reflection moves us Analysis and Reflection moves us from Data from Data to Information to Information to Knowledge to Knowledge to Insight to Insight to Decisions or more questions –for which we need access to more data and so forth….. to Decisions or more questions –for which we need access to more data and so forth…..

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9 Started with “the End in Mind” How could/would this assessment: a. Help us improve (measurable) student learning, at the school and at the classroom level? b. Help us align resource allocation decisions with the goal to improve student learning? Embarked on a comprehensive review of U-46 assessments – from the context of a history of decentralization & recent budget crisis A potpourri of tests Implicit guiding assumptions: a. “Test the least possible to accomplish goals” b. “Don’t test if you don’t intend to use the data”

10 How Are Assessments Reviewed/Selected? CRITERIA Effective – Does it align with accountability measures and standards? Effective – Does it align with accountability measures and standards? Efficient – Can it be used for multiple purposes? Diagnostic & Program Review Efficient – Can it be used for multiple purposes? Diagnostic & Program Review Economical – What are the direct and indirect costs (instructional time)? Economical – What are the direct and indirect costs (instructional time)? Mandated –Is it the only option? Mandated –Is it the only option?

11 Choose MAP –but did not (exactly) follow the process..

12 “Demand’-driven change Five-year implementation cycle at ES & MS Five-year implementation cycle at ES & MS “Privilege” to participate with MAP (replace ITBS/CogAT) “Privilege” to participate with MAP (replace ITBS/CogAT) Principal and SIP teacher commitment in spring Principal and SIP teacher commitment in spring Test administration training and data interpretation training Test administration training and data interpretation training Technology resources Technology resources Implementation cycle reduced to four years due to high level of interest in Implementation cycle reduced to four years due to high level of interest in

13 U-46 implementation Spring – ALT (Achievement Level Test) Spring – ALT (Achievement Level Test) Selected 2 middle schools & 2 elementary schools Selected 2 middle schools & 2 elementary schools : ~3500 students : ~3500 students Grades 3 rd through 6 th :4 elementary schools (a 5 th in winter) (add 2 nd grade in spring) Grades 3 rd through 6 th :4 elementary schools (a 5 th in winter) (add 2 nd grade in spring) Grades 7 & 3 middle schools Grades 7 & 3 middle schools Limited high school 3 locations, “high risk” 9 th grade students Limited high school 3 locations, “high risk” 9 th grade students : ~ 13,500 students : ~ 13,500 students 21 elementary schools in the fall plus 2 more in the winter 21 elementary schools in the fall plus 2 more in the winter 5 middle schools 5 middle schools All high schools with variable levels of participation All high schools with variable levels of participation : ~ 30,000 students : ~ 30,000 students 40 elementary schools 40 elementary schools 8 middle schools 8 middle schools 5 high schools & alternative HS settings; primarily “high risk”, special education, and ELL students 5 high schools & alternative HS settings; primarily “high risk”, special education, and ELL students

14 Staff Development See calendar (updated often) See calendar (updated often) or or District Homepage and then “Teacher Resources” which takes you to assessment District Homepage and then “Teacher Resources” which takes you to assessment MAP Administration training MAP Administration training Data Interpretation/Application training Data Interpretation/Application training Stepping Stones I (3 hrs. total) Stepping Stones I (3 hrs. total) Stepping Stones II (1.5 hrs, stipend) Stepping Stones II (1.5 hrs, stipend) Stepping Stones III (1.5 hrs, stipend) Stepping Stones III (1.5 hrs, stipend)

15 Key Roles/Services Proctors Proctors SIS data entry (TAA) SIS data entry (TAA) Data Interpreter – stipend in Data Interpreter – stipend in Principal/Asst. Principal/Divisionals Principal/Asst. Principal/Divisionals MAP coordinator MAP coordinator Teacher Teacher Instructional coaches – integration of C & I and Assessment Instructional coaches – integration of C & I and Assessment Data warehouse Data warehouse Data Dialogues Data Dialogues

16 Support for Implementation Data Interpreter –one from each building Data Interpreter –one from each building Instructional coaches Instructional coaches Assessment, Research, & Evaluation office & School Improvements office Assessment, Research, & Evaluation office & School Improvements office Jeri Ridenour & Aurora Lozano* Jeri Ridenour & Aurora Lozano* Laura Hill* & Ed DeYoung Laura Hill* & Ed DeYoung Chris Dennison Chris Dennison Data Dialogues –12 key leadership groups (maximum group size of 20) Data Dialogues –12 key leadership groups (maximum group size of 20) * Additional staff in * Additional staff in

17 The Training Vision: Integrated Delivery of Training Instructional Coaches: Instructional Coaches: Curriculum Roadmap Curriculum Roadmap Data interpretation of MAP, including differentiated instruction Data interpretation of MAP, including differentiated instruction Simplicity from perspective of the school – one person delivering services Simplicity from perspective of the school – one person delivering services Complexity and challenge from perspective of priorities between curriculum roadmap (C& I) and MAP/ISAT/IMAGE/PSAE/ACCESS (assessment) Complexity and challenge from perspective of priorities between curriculum roadmap (C& I) and MAP/ISAT/IMAGE/PSAE/ACCESS (assessment)

18 Capacity Building: District, Building, & Classroom People People Using and interpreting data to guide instruction or inform resource allocation decisions Using and interpreting data to guide instruction or inform resource allocation decisions Becoming skillful in using data retrieval/display/interpretation tools Becoming skillful in using data retrieval/display/interpretation tools Technology Technology Procedures or policies Procedures or policies general general governing data governing data Interface between technology and people Interface between technology and people

19 What do we do with data? District level: District level: Resource allocation – schools at risk Resource allocation – schools at risk Program review Program review ELL exit criteria and process ELL exit criteria and process School level School level Adjust classroom groups Adjust classroom groups Identify students for school level interventions Identify students for school level interventions Classroom level Classroom level Determine which areas need more emphasis Determine which areas need more emphasis Modify instructional groups Modify instructional groups

20 Grade 5 Identify Class RELATIVE Strengths and/or Areas of Concern Teacher Report – Mathematics Spring Strengths Whole class instruction Instructional groups Areas of concern Look for a difference of 3 or more RIT’s

21 Class Breakdown by RIT Class Breakdown by RIT

22 Class Breakdown by Goal – RIT Ranges N, Bryan (224)

23 DesCartes: A Continuum of Learning

24 District Level: Local Assessment for ELL students Exit criteria & process Exit criteria & process Triangulation of data: MAP, ACCESS, teacher recommendation Triangulation of data: MAP, ACCESS, teacher recommendation Start with “end in mind” – success in general classroom Start with “end in mind” – success in general classroom Now ~70%; Before ~30% Now ~70%; Before ~30% Determination of which form for ACCESS: A, B, or C Determination of which form for ACCESS: A, B, or C Maximize student potential to exit Maximize student potential to exit Impact: Ask us in May! Impact: Ask us in May!

25 District & School Level: Predictive Relationship between MAP & ISAT or IMAGE; 3 rd grade example

26 School Level: SIP & Strategic Intervention Plans

27 What would we do differently? Different response from different people!!! Different response from different people!!! Stay with the five year implementation cycle Stay with the five year implementation cycle Quality control on training has deteriorated Quality control on training has deteriorated Go slower with high schools until resources are in place Go slower with high schools until resources are in place Be less accommodating with regard to doing training outside the school day Be less accommodating with regard to doing training outside the school day Participate in selection/recruitment of instructional coaches Participate in selection/recruitment of instructional coaches CHALLENGE: Sustain intensity of focus in context of initial success - “We know it…” CHALLENGE: Sustain intensity of focus in context of initial success - “We know it…”

28 Celebrate the Impact of a combination of U-46 efforts & state’s move to ‘equity’ on ‘cut- scores’: Elementary Schools

29 Celebrate the Impact of a combination of U-46 efforts & state’s move to ‘equity’ on ‘cut-scores’ Middle Schools

30 Opportunity To become wiser decision- makers as we expand our capacity in data collection, storage, retrieval, & interpretation to guide instruction & inform resource allocation decisions The “system” can make a (measurable) difference in student learning.

31 Further Questions? Ed DeYoung ext 5382


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