Using Data At Santee Community School

 Data Sources  New for School Year  Principals’ Role  Changes made as a result of analyzing data  Challenges Using Data at Santee community School

 Goedustar  National Institute for Direct Instruction (NIFDI)  Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAPS)®  AIMSweb  Nebraska State Assessments (NeSA)  Dynamic Indicators for Basic Early Literacy Skills (DIBELS) Data Sources

 Attendance  Progress Report  Ineligibility Reports  Behavior  Lesson Plans GoEdustar Reports

 Excessive Absenteeism Reports Given to Administration weekly  Monthly Attendance Reports – Analyzed Compared to previous years attendance for that month Compared to other months in the current year Shared with all Teachers, Administration, and Attendance committee  Quarterly Attendance Reports Students in grades 9-12 analyze their own attendance Attendance placed on report cards Attendance Reports

 Students in grades 9-12 examine their grades at least twice a week during PRIDE time  Grades are sent to Parents/Guardians every 3 weeks Progress Reports

Student Graphing their grades

 Includes all D’s and F’s  Printed every Monday morning  All teachers are given report  Letters given to students and parents/guardians  Determines the 9 th hour list Ineligibility Reports

 Printed Monthly  Looked at by PBS Team and Administration Behavior Reports

 Used in Reading, next year will also be Math  Lesson progression  Individual scores – how are students doing on independent work  Look at test scores – did the student pass first time or is re-teaching required  All factors are used to make placement determinations. NIFDI

 Teacher Reports  Student Reports  DesCartes Reports  Data Retreats  After each MAP® Test  For Teachers and Paras  For Students NWEA - MAPS®

Involve all teachers Better understanding of the MAP scores Steps to Analyze Teacher Report 1.Identify grade level of high and low students Use Normative Data charts 2.Identify student performing at grade level Use Normative Data charts (+3 and -3 of RIT) 3.Identify students falling in the %tile range 4.Identify student qualifying as Low & High Achievers High Achievers=95%tile, Low Achievers=2 grade levels below using the Normative Data Chart Staff Data Retreats – Using MAP scores

 Students set goals  Students graph MAP® scores for all subjects Students and MAP®

Students Graphing MAP scores

 AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment.  The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention.  Completed at the beginning and end of school year. AIMSweb

 Reading, Mathematics, and Writing  Compare to previous years  Correlation with MAP tests Nebraska State Assessments NeSA

 Coming School year will be the first year to use DIBELS  Used to progress monitor and benchmark with reading progress  Used Kindergarten through 6 th grade  Benchmarking will be 3 times per year  Progress monitoring will be as needed DIBELS

 Teacher Evaluation Process  Professional Learning Communities (PLC’s)  Implementing Behavior Intervention Support Team (BIST) New for School Year

 Santee will be using a teacher evaluation process based on five domains  Recognize Instructional Excellence  Assess Teaching not the Teacher Teacher Evaluation Process

 Teacher Evaluation  Constantly review data from Goedustar, NIFDI, and DIBELS  Participate in SAT meetings  Monthly Leadership Meetings Principals’ Role

 Reading and Math interventions have been put into place (NIFDI)  9 th hour  Saturday School  Open Library in evening for credit recovery and tutoring  21 st Century after school program and summer school Changes Made as Results of Data

 Pride period for 9 th through 12 th grade  Data visible for students to see  Students analyze their own data  Portfolios for both students and teachers Changes Made as Results of Data

 Some view data as threatening  Some are unsure of how to look and interpret data  Data is new, unknown, and intimidating Challenges