1. DataDirector: Using Customized Reports for School Improvement Fall 2010 Jennifer DeGrie and Stan Masters Lenawee ISD

2. POP Purpose –Explore multiple measures of data for school building/district improvement plans Identify priorities/needs Support documentation/goals Objectives –I can identify intersections of two or more measures of data –I can create a customized report showing the intersection of data –I can identify other measures of data, by type and source Procedures –PowerPoint presentation –Hands on tour of LISD DataDirector site –Hands on tour of LISD Curriculum website

3. School Improvement Process

4. WE MUST UTILIZE AN INQUIRY APPROACH TO DATA ANALYSIS WE MUST USE MULTIPLE SOURCES OF DATA We need a data warehouse for our 21 st century schools WE MUST FOCUS ON DATA TO INCREASE STUDENT ACHIEVEMENT Talking Points for the Purpose of Implementing a Data Warehouse in Lenawee Schools

5. Source: Presentation by Dr. Victoria Bernhardt, April 2007

6. LISD Data Leads Stan Masters Coordinator of Instructional Data Services “Data out” Creation and analysis of data-driven reports Jennifer DeGrie Coordinator of Technology Applications “Data in” Identification, collection, and organization of data

7. FERPA/HIPAA Pre-Test You are in charge of a staff meeting to study student achievement on school improvement goals. As part of your meeting, you are showing a report to the entire staff that shows student scores on a common local assessment. The report shows the student names. In addition, you have given them a paper copy of the report. It is a violation of FERPA to display the results of the assessment to the entire staff. The exception would be a group of teachers working on a specific student strategies, as they are a specific population that then has a “legitimate educational interest” in the information.

8. The Many Meanings of “Multiple Measures” Susan Brookhart Volume 2009, Volume 67:3 ASCD, November 2009, pp. 6-12

9. Would you choose a house using one measure alone?

10. Guiding Principle for Multiple Measures Know your purpose! –What do you need to know? –Why do you need to know it?

11. assessment for learning –formative (monitors student progress during instruction) –placement (given before instruction to gather information on where to start) –diagnostic (helps find the underlying causes for learning problems) –interim (monitor student proficiency on learning targets) assessment of learning –summative (the final task at the end of a unit, a course, or a semester) Purposes of Assessments Sources: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004. Bravmann, S. L., “P-I Focus: One test doesn’t fit all”, Seattle Post-Intelligencer, May 2, 2004.Seattle Post-Intelligencer Marshall, K. (2006) “Interim Assessments: Keys to Successful Implementation”. NewYork: New Leaders for New Schools.“Interim Assessments: Keys to Successful Implementation”.

12. Why use multiple measures for decisions in education? Construct validity –The degree to which a score can convey meaningful information about an attribute it measures Decision validity –The degree to which several relevant types of information can inform decision- making

13. Multiple Measures Measures of different constructs Different measures of the same construct Multiple opportunities to pass the same test

14. Using Multiple Measures for Educational Decisions Conjunctive Approach (All measures count) Compensatory Approach (High performance on one measure can compensate for lower performance on another measure) Complementary Approach (High performance on any measure counts) Measures of different constructs School accreditation ratings based upon student achievement meeting identified targets in Reading, Math, Science, and Social Studies An outside agency identifies the “best schools identified by computing an index of weighted scores AYP “Safe Harbor” by having a percentage of students who scored below proficiency decreasing by ten percentage points from the previous year Different measurers of the same construct Students have to pass a reading comprehension test on two stories at the same reading level before the student is allowed to read stories at the next higher reading level Teachers determine standards-based grades in a course using scores on multiple assessments measuring the same GLCE or HSCE Teachers allow student choice on assessment tasks to demonstrate their understanding of the learning targets for a unit Multiple opportunities to pass the same test Students meeting all requirements will graduate after passing an exit exam, no matter how many opportunities Teachers allow students to retake a unit test to demonstrate mastery of the unit’s outcomes Students must pass one mathematics test in order to graduate; students can choose the state test or an end-of- course exam in either Algebra I or Geometry

15. Other Examples NCLB accountability is conjunctive (i.e., aggregate and subgroups must reach threshold to make AYP) Most classroom grading policies are compensatory (i.e., average, percentage) Getting a driver’s license is complementary (i.e., passing one of the requirements when you want)

16. Suggestions for Using Multiple Measures for Decision Making Classroom assessments linked to the same construct to determine mastery Granting credit for graduation requirements Evaluating school programs

17. Naming Convention for Reports Which 4 th grade students are not making adequate growth based upon the Fall 2007 and Fall 2008 Reading MEAP? The Criteria: –Title in the form of a question –Identify the type(s) of data Demographic, student learning, school processes, and/or perceptions –Identify the source and year(s) of data

18. Login https://www.achievedata.com/lisd Username: lis(first 4 letters of last name)(first letter of first name) ex. Jennifer DeGrie = lisdegrj Password: For new users: 123456dd (will need reset upon login). For existing users: use your existing password.

19. Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-265-1606 (phone) 517-263-7079 (fax) stan.masters@lisd.us Jennifer DeGrie Coordinator of Technology Applications Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-266-4830 517-263-2890 (fax) jennifer.degrie@lisd.us Data Warehouse webpage: https://webapps.lisd.us/sites/Curriculum/Pages/DataWarehousing.aspx