Presentation is loading. Please wait.

Presentation is loading. Please wait.

Data Mining: A Practical Approach to creating Equitable Learning Opportunities for At-Risk Children GCEL Conference Savannah, Georgia February 25, 2014.

Published byKristopher Tate Modified over 8 years ago

Similar presentations

Presentation on theme: "Data Mining: A Practical Approach to creating Equitable Learning Opportunities for At-Risk Children GCEL Conference Savannah, Georgia February 25, 2014."— Presentation transcript:

1 Data Mining: A Practical Approach to creating Equitable Learning Opportunities for At-Risk Children GCEL Conference Savannah, Georgia February 25, 2014

2 What variables create inequitable opportunities in education?

3 How do you provide “equality in education for at-risk students? How do you measure the results?

4 How is that working for you?

5 Fiscal Self Assessment Additional Collaboration with School Improvement Specialists Does this look familiar? Equitable Learning Opportunities for At-Risk Students

6 How do you currently review data for at-risk groups? What is the Problem?

7 Data Faux Pas Where is the “focus”?

8 Distribution of Focus Schools in a Large Metro School District SCHOOL NAMEMAX VALUEMIN VALUEGAPMAX GROUPMIN GROUPREASON School A0.790676417-3.8089579524.6Asian/Pacific IslanderSWDAchievement School B0.302559415-4.287020114.59Asian/Pacific IslanderSWDAchievement School C0.701096892-3.7696526514.47Asian/Pacific IslanderSWDAchievement School D0.521978022-3.7715855574.29HISSWDGrad Rate School E0.120658135-4.0776965274.2HispanicSWDAchievement School F0.163619744-3.9241316274.09LEPSWDAchievement School G0.319926874-3.656307133.98Asian/Pacific IslanderSWDAchievement School H-0.023765996-3.9268738573.9HispanicSWDAchievement School I1.037477148-2.8162705673.85Asian/Pacific IslanderSWDAchievement School J-0.153564899-3.8702010973.72BlackSWDAchievement School K0.302197802-3.402668763.7HISSWDGrad Rate School L-1.395795247-4.9533820843.56BlackSWDAchievement School M-0.821755027-4.340950643.52HispanicSWDAchievement School N0.23583181-3.2276051193.46Asian/Pacific IslanderSWDAchievement School O-0.445155393-3.8638025593.42WhiteSWDAchievement

9 Focus School O MAX VALUEMIN VALUEGAP MAX GROUP MIN GROUPREASON -0.445155393-3.8638025593.42WhiteSWD Achievem ent What are the basic assumptions?

10 School O doesn’t have a subgroup issue! There is more equity than you know!

11 Creating equity is more than bubbling in answers or filling in the blanks… What is the Problem?

12

13 Helpful Questions Did students underperform consistently on all subject areas? Considering one subject area is the outlier, how did the school’s performance compare to the district and/or the state? If the school’s performance is commensurate with the broader context, then there may be a curriculum concern that should be address by other stakeholders. If the school’s performance is below the district and/or state’s performance, then the concern could be unique to that building. If a large percent of students demonstrated the deficiency in a particular school, then you want to review local curriculum. Considering that there are no curriculum issues, you should review instructional practices. How do teachers provide instruction in this area? Are they using evidence based and/or research based practices?

14 More Helpful Questions How does the performance of the subgroup compare to the performance of “All Students”? How does the performance of the subgroup compare to the performance of other subgroups? Considering the school has a “true subgroup issue” (i.e., students with disabilities), what variables are making the difference for the other subgroups? Considering the underperforming students, what are the relevant trends? What kinds of information can be concluded from the progress monitoring data? Are these students represented among multiple subgroups such as EL and ED?

15 I vow not to change the contents of the “plan” regardless…!

16 How well is the solution working? What is the Problem? Why is it happening? What shall we do about it? Problem Solving Process

17 How well is the solution working? What is the Problem? Why is it happening? What shall we do about it? Problem Solving Process Digging the Data What does the data tell us? Are there valid trends? How relative is the data to other data sets? What other questions do we have?

18 Based on your perspective, what are the trends? Keep mining the data until something sticks! State Region District School

19 How well is the solution working? What is the Problem? Why is it happening? What shall we do about it? Problem Solving Process Thinking about “Why” Why do we have the data we have? Is it an “all students” issue, subgroup issue, or student issue? Are there necessary changes for curriculum and/or instruction? What are the “true” barriers?

20 Identify the barriers (why) contributing to the challenges. Go deep enough to ensure you found the root cause of the problem.

21 Why do we have the data that we have? Sometimes, asking “why” forces you to redefine the “what”!

22 How well is the solution working? What is the Problem? Why is it happening? What shall we do about it? Problem Solving Process Planning and Implementing How can we address barriers and develop an effective action plan? What data will inform us that these activities are working? How will we ensure fidelity of implementation?

23 Devise a plan to address the main causes of the problem. Ensure that each plan is measurable!

24 How well is the solution working? What is the Problem? Why is it happening? What shall we do about it? Problem Solving Process Reflecting, Celebrating & Regrouping Are we getting the desired results? How can we celebrate small successes? How can we adjust plans, as needed?

25 Don’t forget to check your progress…Monitor and Adjust!

26 What does my school’s enrollment look like (e.g., racial/ethnic group and disability category)?

27 How do I begin to put a face on the at- risk subgroup within the subgroup?

28 Autism Specific Learning Disabilities Speech/Language Impairment Emotional & Behavioral Disorders Other Health Impairments Hispanic White Black Pacific Islander Asian Intellectual Disabilities Economically Disadvantaged English Language Learner

29 Are there trends among the at-risk students? If so, how can you address these barriers first?

30 Economically Disadvantaged Transient General Education Setting Attendance Behavior Course Completion Homelessness Developmental Delays

31 How can I apply the problem solving framework to resolve student-level issues?

32 How well is the solution working? What is the Problem? Why is it happening? What shall we do about it? Problem Solving Process

33 Next Steps

34

35

36

37

38

39

Download ppt "Data Mining: A Practical Approach to creating Equitable Learning Opportunities for At-Risk Children GCEL Conference Savannah, Georgia February 25, 2014."

Similar presentations

WV High Quality Standards for Schools

WV High Quality Standards for Schools
DEPARTMENT OF SPECIAL SERVICES 2013-14 PROJECTIONS PREPARED BY KIM CULKIN, DIRECTOR OF SPECIAL SERVICES MARCH 2013.

DEPARTMENT OF SPECIAL SERVICES PROJECTIONS PREPARED BY KIM CULKIN, DIRECTOR OF SPECIAL SERVICES MARCH 2013.
SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.

SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.
Local Control and Accountability Plan: Performance Based Budgeting California Association of School Business Officials.

Local Control and Accountability Plan: Performance Based Budgeting California Association of School Business Officials.
Pennsylvania’s Continuous Improvement Process. Understanding AYP How much do you know about AYP?

Pennsylvania’s Continuous Improvement Process. Understanding AYP How much do you know about AYP?
Understanding the IEP Process

Understanding the IEP Process
Adrian School of Performing Arts AYP Report. Trends Overall, the rate of students not meeting required criteria has increased over the past three years;

Adrian School of Performing Arts AYP Report. Trends Overall, the rate of students not meeting required criteria has increased over the past three years;
Carroll County Public Schools Gifted & Talented. On February 28 th, 2012, the Maryland State Board of Education approved regulations that set the minimum.

Carroll County Public Schools Gifted & Talented. On February 28 th, 2012, the Maryland State Board of Education approved regulations that set the minimum.
Why RTI? Understanding Response to Intervention Prepared by Liz Angoff, PhD Response to Intervention Coordinator Oakland Unified School District

Why RTI? Understanding Response to Intervention Prepared by Liz Angoff, PhD Response to Intervention Coordinator Oakland Unified School District
CA Multi-Tiered System of Supports

CA Multi-Tiered System of Supports
Facilitators of School Improvement February 2013 Dr. Jennifer Parker-Moore Macomb ISD.

Facilitators of School Improvement February 2013 Dr. Jennifer Parker-Moore Macomb ISD.
DISPROPORTIONALITY DATA GUIDE Using Discipline Data within SWPBIS to Identify and Address Disproportionality Session B9 Kelsey R. Morris, EdD—University.

DISPROPORTIONALITY DATA GUIDE Using Discipline Data within SWPBIS to Identify and Address Disproportionality Session B9 Kelsey R. Morris, EdD—University.
1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.

1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.
BARROW COUNTY SCHOOL SYSTEM NEEDS ASSESSMENT ANNUAL PLANNING FY 2016 Title I Title II-A Title III Professional Learning.

BARROW COUNTY SCHOOL SYSTEM NEEDS ASSESSMENT ANNUAL PLANNING FY 2016 Title I Title II-A Title III Professional Learning.
Minnesota Manual of Accommodations for Students with Disabilities Training Guide 2007- 2008.

Minnesota Manual of Accommodations for Students with Disabilities Training Guide
Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability

Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability
March 20081 Creating and Sustaining Culturally Responsive Educational Systems High Achievement for All Students, Closing Gaps and Eliminating Disproportionality.

March Creating and Sustaining Culturally Responsive Educational Systems High Achievement for All Students, Closing Gaps and Eliminating Disproportionality.
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.

1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
Improving Teaching and Learning: One District’s Journey Curriculum and Instruction Leadership Symposium February 18-20, 2009  Pacific Grove, CA Chula.

Improving Teaching and Learning: One District’s Journey Curriculum and Instruction Leadership Symposium February 18-20, 2009  Pacific Grove, CA Chula.
Special Education in the United States Susie Fahey and Mario Martinez.

Special Education in the United States Susie Fahey and Mario Martinez.

Similar presentations

Ads by Google