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Data Analysis Training 2006-07. Objectives 1.Understand the purpose of interpreting and analyzing data 2.Learn and use general terminology associated.

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Presentation on theme: "Data Analysis Training 2006-07. Objectives 1.Understand the purpose of interpreting and analyzing data 2.Learn and use general terminology associated."— Presentation transcript:

1 Data Analysis Training 2006-07

2 Objectives 1.Understand the purpose of interpreting and analyzing data 2.Learn and use general terminology associated with data 3.Identify types and sources of data 4.Examine concept of false data and manipulate data to find trends 5.Use data to identify PDP goals that target student learning 6.Develop strategies to communicate with teachers based on student learning and PDP goals 7.Examine and read data in various formats

3 What is Data Analysis? Role play activity #1 What does data analysis mean to you?

4 What is data analysis? A process of continuous improvement by making choices based on appropriate analysis of relevant data and information focused on student learning –Role Play Activity #2

5 Why Use Data? Federal NCLB & State Guidelines –Identification of specific skill leads to a more accurate diagnosis of strengths and weaknesses which will result in increased student performance –Professional development for teachers should improve student performance

6 Data vs Information Data is factual information used for analysis or reasoning. Data by itself has no meaning, but becomes information when it is interpreted Information is a collection of facts or data

7 Its easy to make judgements –thats evaluation Its easy to ask questions about impact –thats evaluation

8 But…it is hard to put all those pieces together in a meaningful whole which gives us useful information that addresses student learning –thats data analysis

9 Statistics are no substitute for judgement -Henry Clay

10 Why analyze data? Data can transform teaching, learning and administration Data provides informed decisions about everything from class schedules to textbook reading levels to professional development needs Data provides the rationale for decisions we make for parents, teachers, and taxpayers

11 Kinds of Data Formative & Summative Formative Data (data collected on a continuous basis to monitor progress-daily/weekly quizzes) –Classroom Assessment –Benchmark Assessments –Skill Checklists –Computer Based Programs (SME, READ 180, MyAccess) –Pre & Post Tests –Portfolios –Discipline Referrals –Attendance

12 Kinds of Data Summative Data (data collected to sum up progress at the end of a period of time) –FCAT (TurnLeaf) –SAT 10 –GLEs –STAR (reading levels) –Surveys –Others

13 Special Considerations When Using Data –What is going on in the classrooms? What were the standards taught? How were the standards taught? When were the standards taught? What was the frequency taught? –What did more successful teachers do?

14 The bottom line! What gets measured, gets done! By basing instruction on the specific strengths and weaknesses or learning needs, teachers will become more effective.

15 What do we mean when we say Data Trends? Trends in data will show us strengths and weaknesses in sub-groups such as grade levels, ESOL, ESE, etc. Trends show patterns of student learning (TurnLeaf bar charts) that can help teachers address student needs or areas of concern. Schools can follow grade levels of students through the years to see a pattern of teaching.

16 Data Trends Activity –Accountability Historical Analysis –Grade Level Details –School Accountability Report

17 Break

18 Part 2 Professional Development Plan Goals How can we help teachers to analyze data, see trends and identify what students need? How can we help teachers recognize training and strategies that will help them grow professionally and address student learning needs?

19 Part II Professional Development Goal S pecific in terms of target area for improvement and be written in the future tense. M easurable in terms of the desired improvement in student performance. A ttainable in light of available resources and conditions. R elevant to continuous quality improvement of instruction and student performance. T rack able with the context of flexibility and shall specify a completion date.

20 Using Data to Help Teachers Write PDP Goals Role play activity Choose an area that will impact the highest degree of student learning –Lower quartile (1 area) –Low level 3 students –High level 2 students

21 SMART PDP Goals Increase the number of level 2 students in reading by ___% (Decrease the # of level 1 students) 50% of level 1 and 2 students will make one years growth (AYP) in math 50% of level 2 students will make learning gains in math 50 % of ESE student will make learning gains in math Current level of 3 and above students will be maintained in reading Decrease # of students scoring level 1 by 50%

22 PDP Professional Development Learning Communities unities.htm Action Research Literacy Early Learning Free Training Teacher2Teacher Content two hour videos that covers many areas and subjects

23 Web-based Professional Development Free online videos (Annenberg Sponsored) _list.html Math online training. There is a cost associated with these classes. er/MGM/course_information.asp

24 PDP Goal Writing Activity Write a SMART goal based on the data that you have on hand Consider your trend data and other information that you may have relative to this group of students or teachers Indicate strategies and professional development that might assist with the targeted student learning that your goal addresses (include a literacy goal) Share your goal and strategies with your neighbor

25 Good Luck!

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