1. Stan Masters Lenawee ISD February 10, 2012
Data Dialogues
Stan Masters
Lenawee ISD
February 10, 2012

2. Data Driven Dialogue
di·a·logue or di·a·log n. Abbr. dial. 1. A conversation between two or more people. 2. An exchange of ideas or opinions: achieving constructive dialogue with all parties present. --di·a·logue v.
The idea is that from this dialogue, new understandings may emerge. This shared understanding forms the base from which we may begin to design changes that will effect our students in positive ways.
Deb Clancy, Washtenaw ISD, 2008

3. Culture of Collaboration
Ways of Talking
Conversation
Deliberation
Dialogue
Discussion
Norms of
Collaboration
Outcome:
Deep Understanding
Outcome:
Decisions
That Stick
Culture of Collaboration
The Center for Adaptive Schools

4. Listening Respectfully
Ear of the Attentive Listener
Eye that is Unswerving
Rectitude of the Heart

5. Third Grade Reading Readiness

6. New Cut Scores for Reading
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
MME
Advanced
364
478
565
653
760
853
1141
Proficient
324
419
521
619
721
818
1108
Partially
301
395
501
602
698
796
1081

8. Using Local Data to Predict MEAP Success
Review your local scores for your 2nd graders from
Know that your target for Fall 2011 MEAP is 324
Predict which students will pass using color-coding to indicate probability
Dark Green
Light Green
Yellow
Orange
Red

9. Elementary Principals Study 3rd Grade Reading Readiness
Last Name
First Name
AIMSweb S-RCBM (90)
AIMSweb S-Maze (14)
Dolch % 100% of all 4 lists
DRA Independent Lev. (28)
Spelling Inven. % 70 12
100 14 86
173 23 15 97
212 30 17 68 11 28 73 9 87

10. How well do the existing local assessments predict success on the Grade 3 Reading MEAP?

11. Predictions
Observations
Inferences
I predict . . .
I can count . . .
I believe that the data suggests because, …

13. MEAP Reading Domains Word Study Narrative Text Informational Text
Use strategies to construct meaning
Determine meaning of words and phrases in context
Narrative Text
Describe genre
Describe elements of story
Describe use of literary devices
Informational Text
Describe genre
Describe use of text features
Comprehension
Retell main idea and relevant details
Compare/contrast relationships across texts
Apply knowledge across subjects

14. Word Study 167-221 Narrative Text 168-226 Informational Text 161-230
Range of Student Scores on NWEA Reading Goal RIT Scores Who Were Also Proficient on Fall 2011 Reading MEAP Strand "Green" Scores
Word Study
Narrative Text
Informational Text
Comprehension

15. Sand Creek Ruth McGregor Data Dialogues
4th Grade Math PreTest
[We] have decided for now to meet with our teachers during one of their grade level meeting times and hold the monthly Data Meetings at that time.   The smaller setting worked great for our teachers – truly had good discussion about data[…] They also seemed to be willing to doing a case study on one student and bring that knowledge back to the table in a month.  Overall,  it was great professional conversations.” 
Standard/Cluster
Average
Michigan MA.4.N.ME ( 4 )
74%
Michigan MA.4.N.MR ( 4 )
43%
Michigan MA.4.N.ME ( 4 )
42%
Michigan MA.4.N.FL ( 4 )
29%
Michigan MA.4.N.FL ( 4 )
31%
Michigan MA.4.N.ME ( 4 )
Michigan MA.4.N.MR ( 4 )
76%
Michigan MA.4.N.MR ( 4 )
10% 33
DORF Retell 65
Grade 3 Comprehension 5 25 14

16. Morenci Elementary Electronic Student Data Profiles
Dolch Word List 3rd Tri
Star Test Grade Equivalent (GE) 3rd Tri
Star Test Independent Reading Level 3rd Tri
AR Comp% 3rd Tri
Math 3rd Tri % Post Test
Addition Facts 3rd Tri %
Subtraction Facts 3rd Tri %
Multiplication Facts 3rd Tri %
Division Facts
3rd Tri %
Writing 3rd Tri
Special Services
Recommendations
100
3.2 86 84 80 57 48 2
TITLE I
4.6
4.2 69 62 99 90 97 PR 89 74 49 71 65 54
6.2
5.5 95 1
speech
3.1 3 79 92

17. Current collaboration time is limited
Data Driven Decision Making in Early Literacy Teaching, Fall RDI Symposium
Current use of data used more to inform decision on intervention groups than to pace or change content
Current collaboration time is limited
Collaboration with literacy expert had most impact on teachers’ data use
The most effective schools allocated time for structured teacher collaboration around data analysis and instructional planning
with colleagues was typically 1/wk,
less often w/ literacy or data expert;
w/admin the least frequent

18. Assessment Calendars

19. Growth Models

20. Pre - Post Procedures Administered before and after instruction
Source: Measurement Issues Inherent in Educator Evaluation,
Presentation by the Michigan Assessment Consortium
to the OEAA Educator Evaluation Best Practices Conference, April 15, 2011.
Pre - Post Procedures
Administered before and after instruction
Look at the scores of individual students to determine how many had higher post-test scores (Simple Growth Model)
Compare the percentage to the threshold agreed upon by school/district
Calculate the mean pre-test score and compare that with the mean post-test score (Simplified Value-Added Growth Model)

21. Sand Creek High School Pre-Test and Post-Test
Student
Name
Life Skills
Pre-test
Post-test
Growth
Writing Pretest
Writing Post test
Writing 95 55 64 9 85 90 5 38 92 54 70 75 51 65 14 76 11 32
116 84 60 50 4 80 10
-15
103
130 27

22. Onsted Middle School, NWEA Growth, by Teacher, by Class Period
Student Name
Teacher
Name
Class Period
10-11 NWEA
Fall Reading
Test RIT Score
Spring Reading
Test RIT Score Growth
Test Percentile
Test Percentile Growth 7
207
206 -1 15 18 3 2
219 12 10 40 30
212
202
-10 16 9 -7 1 50 35
210
213 14 25 11
220
216 -4 28 32 4 6
226 53 -3
221
214 41 -6
227
-13 56
-21
225 51 70 19
224
223 36 52
231
-29 66 13
-53
232
-19 68 33
-35

23. College and Career Readiness
“On Target” “Off Target”

24. College Readiness Benchmark Scores
Early Indicators of
College Readiness
College Readiness Benchmark Scores
EXPLORE PLAN ACT
English English Composition Reading Social Sciences Math Algebra Science Biology
ACT Subject
Area Test
College Course(s)
Students who meet a Benchmark on the ACT have ≈ 50% chance of earning a B or better and ≈ 75% chance of earning a C or better in the corresponding college course or courses.
Students who meet a Benchmark on EXPLORE or PLAN are likely to have approximately this same chance of earning such a grade in the corresponding college course(s) by the time they graduate high school.

25. Predictions Using EXPLORE to PLAN to ACT
Uses scores in each subject area
Use color-coding to indicate probability
Dark Green
Light Green
Yellow
Orange
Red

26. Reasonable Growth “On Target” “Nearly On Target” “Off Target”
(met or exceeded CRB)
“Nearly On Target”
(<2 points from CRB)
“Off Target”
(>2 points from CRB)

27. Average Growth Points Between Tests
“On Target”
(met or exceeded CRB)
“Nearly On Target” (<2 points from CRB)
“Off Target”
(>2 points from CRB)
Test
EXPLORE to PLAN
PLAN to ACT
English
2-3
3-4 1
Math
1-2
Reading
4-5
Science

28. Secondary Principals Study College and Career Readiness
10-11 PLAN
Expected ACT
Last name
First name
English
Reading
Mathematics
Science 16
16-20 17
17-21 14
14-18 20
21-25 21
22-26 22
23-27
10-11
Expected
EXPLORE
PLAN
Last name
First name
English
Reading
Mathematics
Science 9
10-13 11
12-15 14
15-18 12
13-16 15
16-19 17
18-21 16
17-20 13
14-17 10
11-14

29. PLAN and EXPLORE Item Analysis
Use test booklets from testing
Order extra materials for your staff (no cost)
Review items from the booklet and the student responses

31. Identify students who need assistance with the testing formats
Needs identified by students on PLAN test
Writing
Reading
Math
Study Skills
Identify students who need assistance with the testing formats
Writings using ACT rubric
Analyzing data in graphs, charts, and tables
Use of released items from MDE
Use of release practice items from ACT
Strategies for completing timed portions of ACT
Close and critical reading strategies from MS/HS Literacy Team

32. Dropout Prevention

33. Common Educational Risk Factors Source: http://www. achieve
Attendance: High absences and tardies
Behavior: Poor classroom conduct, office referrals, suspensions
Grades: Failing marks in academic courses
Achievement: Low test scores
Progress: Held back at any point, falling behind in credits during high school

35. Middle School Students Persistently Scoring Below Proficient
110 students in Reading
129 students in Math

36. Suggested Next Steps Move from scores to criteria around the scores
Move from existing rubric/scoring guides to more concise rubric/scoring guides
Move from individual analysis to team analysis

37. Common Assessments
A common assessment is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.

38. So, do your students know what are the targets for their learning?

39. Implementing Assessments with DataDirector
Common Formative and Summative Assessments Aligned to Expectations and Delivered Online Through DataDirector
Common Classroom Summative and Formative Assessments Aligned to Expectations
Classroom Summative and Formative Assessments Aligned to Expectations
Existing Summative and Formative Classroom Assessments Not Aligned with Expectations
Adapted from St. Clair RESA

40. Developing Common Assessments: A Design Overview
Step 1 – Define Purpose
Step 2 – Identify “Fair Game” in Terms of Standards
Step 3 – Balance of Representation
Step 4 – Develop an Assessment Blueprint
Step 5 – Select or Develop Items
Step 6 – Develop the Assessment
Step 7 – Administer and Score the Assessment
Step 8 – Set the Cut Scores
Source: Center for Curriculum Renewal,

41. Personal Communication
Test Blueprint
Methods of Assessment
Selected
Response
Extended
Written
Performance
Personal Communication
Target Totals #
Points
Learning Targets
Target 1 3 2 5
Target 2 1 4 7
Target 3
Target 4
Target 5 8
DOK Totals 6 10 14 20 30

42. Reverse Blueprint Design Adrian—Lincoln Elementary
Teacher 1

43. Excellent Examples Webb (1997) Depth of Knowledge Recall Use Strategic
Extended
Anderson & Krathwohl (2001) Revised Bloom’s Taxonomy

44. Questions? Stan Masters Coordinator of Instructional Data Services
Lenawee Intermediate School District
Fireside Building
4107 N. Adrian Highway
Adrian, Michigan
(phone)
(fax) 44 44