Virginia State University Summer Data Institute: Digging into Data to Identify the Learner-Centered Problem Presented by: Justina O. Osa, Ed.D

Introduction If schools and school systems are to continuously improve, they must measure growth in student achievement. After all, the core of all activity in schools and school systems is teaching and learning.

Food for Thought Data do not provide right answers or quick fixes, but data offer decisionmakers an opportunity to view a phenomenon through a number of different lens, to put forward hypotheses, to challenge beliefs, and to pose more questions. (Earl & Katz, 2005.) School Improvement is a systemic, research-based, data-driven process that helps schools maximize student performance. ( NCA CASI, SACS CASI, and NSSE, 2008.)

Data Analysis, A Process Of Looking For Meaning In Data Data analysis is a process of looking for meaning in data. Knowing what data is available and knowing how to use them are of vital importance in this era of school accountability and continuous improvement In order to adequately use assessment data to improve student performance we need a deeper understanding of data. We need to refine our skills in analyzing, interpreting, and making informed decisions. Use data to identify gaps and trends.

Data Use and Key Questions 1. Are the students learning? 2. What are they not learning? 3. Why are they not learning? 4. What needs to be done to help them learn? 5. Who needs to be involved to help them learn? 6. How do we know when they are learning?

What Data Do We Need?

Three Steps To Digging Into Data 1. Getting more out of what you are given 2. Understanding data elements that make it possible to get more than what are given. 3. Exploring trends in performance

Step 1: Getting More Out Of What You Are Given Knowing how to look at what you are given Look for surprising and expected results in data in your hand

Step 2: Understanding Data Elements That Make It Possible To Get More Than What Are Given Know the many data elements and coding options incorporated into the data management systems.

Step 3: Exploring Trends In Performance Can be done in many ways. Look at overall data Look at breakdowns Look at changes in test scores across grades within a given year – e.g. scores for students in grades 3,4,5, in 2006 can be compared Examine data across years to identify changes in the scores of students within specific grades e.g. the performance of grade 4 students can be compared in , , 2006 – 2007 Look at the performance of the same student as they progress across grades. Thurton, Elliott, and Ysseldyke, 2003

Remember !!! Look at the nature of errors that significant numbers of students have made. Benchmark your district’s curriculum and instruction to the errors that many students have made -- you are likely to produce significant improvements in student achievements.

Digging into Data – Identify Levels

Triangulation of Data Sources Enhances the accuracy and specificity of learner-centered problem An individual piece of data has little meaning until it is compared to a larger benchmark Most useful when done objectively and prepared for surprises, unexpected trends and leads

Triangulation of Data Sources -- Examples

Error Analysis – How? Test item analysis – content and type Look for patterns across item groups Look at individual test items Find student logic pattern

Identifying Learner-Centered Problem Dig into data Triangulate data Identify problems Prioritize problems Choose the problem(s) to tackle

Action 1. What is our real situation or problem? 2. What is our goal -- where do we want to be? 3. Why are we not where we want to be? 4. How can we counteract the causes of the focused learner-centered problem? 5. What do we need – human and material? 6. Planning 7. Develop evaluation tool (s) 8. Implementation 9. Evaluation

Group Work – Dig into Data Dig into as many sources of data as possible Identify learner-centered problem Develop a plan of action Prepare to share

Group Work -- Questions What is the overall score? Is it at benchmark? What is the accuracy rate? What error patterns do you observe? Are there similar trends in the data from one grade level to the next? … THEN THINK ABOUT INSTRUCTIONAL IMPLILCATIONS … REMEMBER THAT A COMPLEX SET OF FACTORS INTERACT TO IMPACT STUDENT LEARNING

Group Work Study the distributed data Complete the tasks on previous slide Design a plan of action

Reports, Sharing & Comments

Perceived Barriers To Using Data

Identifying & Solving Learner-Centered Problems: Tips Establish and maintain a safe and non-threatening work environment Promote culture of collaboration, collegiality, respect and trust Promote culture of inquiry Share leadership for improvement of teaching and learning Encourage constructive criticism Design adequate guidelines to guide conversation Address issues and not persons Promote participation by all Schedule regular faculty review and work sessions Engage in practices that support the ongoing improvement of teaching and learning

Enhancing Teacher Collaborative Identification of Learner-Centered Problem -- Cont’d Develop a common language to use during teacher collaborative identification of learner- centered problem Develop a glossary of terms to guide discussions – for consistency and accuracy

Thanks for Your Attention & Contribution *