ARCHDIOCESE OF WASHINGTON CATHOLIC …adw.org/wp-content/uploads/2014/09/H1-Data-Fundamentals...ARCHDIOCESE OF WASHINGTON CATHOLIC SCHOOLS 2014 Data Conference DATA FUNDAMENTALS Objectives

L E S H A U N Q U A N D E R - M O S L E Y D I R E C T O R F O R A S S E S S M E N T A N D R E S E A R C H

DATA FUNDAMENTALS

Oct 17

2014

ARCHDIOCESE OF WASHINGTON ♦ CATHOLIC SCHOOLS

2 0 1 4 D a t a C o n f e r e n c e


2014 Data Conference DATA FUNDAMENTALS

Agenda • Introductions • U.S. Department of Education, Data Scenarios • Text-based Seminar – The Best Value in Formative Assessment

Break – 5 min. • Scantron BINGO! • Review 2014 Baseline Test Data Set • Determining Goals • Four Quadrant Analysis Tool



Objectives Participants will: • Practice applying the basic skills required to use data to inform

and improve instruction. • Become aware of protocols, models and tools for engaging

self and others in developing a data-informed approach to teaching and leadership.

• Review types of scores and terminology used with the Scantron Performance Series standardized assessments.

• Read ADW data sets to become aware of academic trends across the Archdiocese, and review the process for identifying school and classroom trends.

• Apply analysis tools to develop group learning plans, group and individual goals, and to determine what’s working and what’s not working and how to respond.

U.S. Department of Education Data Scenarios

The educator will be able to: • Find the relevant pieces of data in the

data system or display available to them (data location)

• Understand what the data signify (data comprehension)

• Figure out what the data mean (data interpretation)

• Select an instructional approach that addresses the situation identified through the data (instructional decision making)

• Frame instructionally relevant questions that can be addressed by the data in the system (question posing)



Text-Based Seminar

• Silently read the article (5 min.) • Highlight words, phrases, sentences or

short sections that resonate with you. • Take turns freely, reading aloud the

highlighted text, referencing the page, column and paragraph before reading aloud. (Refrain from adding lengthy commentary.)

• Be an active listener. • Build on what others say; converse

directly with each other • Monitor your ‘air time’.



Question: How does a teacher’s ability to use data impact on instruction, and does a teacher’s proficiency with use of data effect learning outcomes?



Know your standardized assessment terminology!







Assessment Analysis & Communication Resources

• Curriculum Alignment Guides and Templates (PS)

• Individual and Group Learning Plan Templates

• Use with the Scantron Summary Report



https://sites.google.com/site/adwteacher www.adw.org/dataconference

How to generate a Summary Report: Click on the District Reports Tab > Current Scores (under Performance) > Math (or other subject) under the Summary column and Student row.





Assessment Analysis & Communication Resources

• Scantron PS Cut Scores by Quartile

• Gains Analysis Reports

• Determine EOY gains target and the EOY accelerated gains target for each student



https://sites.google.com/site/adwteacher www.adw.org/dataconference

How to generate a Gains Analysis Report: Click on the District Reports Tab > Current Scores (under Performance) > Math or Reading under the Gains Analysis column and Student row.



The Data Toolkit: Ten Tools for Supporting School Improvement by Robert T. Hess and Pam Robbins

Four Quadrant Analysis Tool

• Use to analyze whether instructional strategies are effective - What is our goal and how are we going to get there?

• School teams use the tool to

determine whether they are moving in the right direction with school improvement

• The Learning Leader, Reeves (2006)

– four L framework • Start the causal analysis with a

question and an “if/then statement”

Sample Causal Analysis Question and Statement: Q: Why are our Math scores lower than we want them to be? A: Cause #1, #2, #3 …

Goal: >80% Proficient in Math (SIP≥75) Corrective Action: If ______, then _______.



2013-2014 END-OF-YEAR

RESULTS CATHOLIC SCHOOLS

EOY Assessment Summary

Math Below Target

Growth On Target Growth

On Target Mastery 1 2

Below Target Mastery 32 21

Reading Below Target Growth On Target Growth

On Target Mastery 30 23

Below Target Mastery 2 1

2013-2014 END-OF-YEAR

RESULTS CATHOLIC SCHOOLS

EOY Assessment Summary

Math

Below Target Mastery / Below Target Growth

On Target Growth / Below Target Mastery

On Target Mastery / Below Target Growth

On Target Mastery / On Target Growth

On Target Rank 7 3 1 2

Below Target Rank 25 18 - -

Reading Below Target Mastery / Below Target Growth

On Target Growth / Below Target Mastery

On Target Mastery / Below Target Growth

On Target Mastery / On Target Growth

On Target Rank - - 12 10 Below Target Rank 2 1 18 13


2014 Data Conference DATA FUNDAMENTALS What have we accomplished?

We have: • Practiced applying the basic data comprehension and

interpretation skills. • Become aware of protocols, models and tools for engaging

self and others in developing a data-informed approach to teaching and leadership – Collaborative Inquiry, Four Quadrant Analysis, ADW assessment resources

• Reviewed types of scores and terminology used with the Scantron Performance Series standardized assessments.

• Read ADW data sets to become aware of academic trends across the Archdiocese, and reviewed the process for identifying school and classroom trends.

• Applied data tools to develop group learning plans.



Thank You!

Enjoy the rest of the Conference!

Documents

ARCHDIOCESE OF WASHINGTON CATHOLIC …adw.org/wp-content/uploads/2014/09/H1-Data-Fundamentals...ARCHDIOCESE OF WASHINGTON CATHOLIC SCHOOLS 2014 Data Conference DATA FUNDAMENTALS Objectives