Got Data? Make It Work For You Illinois Educational Technology Conference Dr. Anthony Kroll and Mrs. Kathryn Serby November 19, 2009

Got Data? Make It Work For You Illinois Educational Technology Conference Dr. Anthony Kroll and Mrs. Kathryn Serby

November 19, 2009

Objectives

Stimulate thought for wider implementation of learning standards and common assessments

Demonstrate data collection and data reporting possibilities to assist in informing instruction

Provide practical considerations and tips

2© Mundelein High School

Long Range “Plan On A Page” states we will: Guarantee and support a

standard set of academic and social-emotional goals for all students to experience through identified power standards, instructional objectives, and common assessments

Utilize the data warehouse to track and review individual student performance 3© Mundelein High School

Our Goal = Increased Student Achievement Higher PSAE scores Lower failure rates Mastery learning


Curriculum Alignment—A Paradigm Shift

Create Power Standards and Instructional Objectives

(linked to Illinois Learning Standards)

Create common assessments Provide ongoing staff

development Focus becomes content and skill

mastery5© Mundelein High School

Data Warehouse

Data collection and data reporting User-friendly and web-based Works hand-in-hand with curriculum

alignment process Accessible to teachers and

administrators Communicates with Student

Information System Limited access when desired

(password protection)6© Mundelein High School

7

Create Common Assessments• Bubblesheets• Questions and Bubbles• Rubrics• Online Data Entry• Online Testing

Scan Results to p4r server

Create Power Standards/Instructional Objectives• All P/S and I/O’s are created online• Can be viewed by staff• P/S and I/O can be flagged as approved/draft

Students take assessment• Paper and Pencil• Online

Power Standard/Instructional Objective Reports• Which students mastered/did not master

I/O’s• Which I/O’s were not mastered

District Student Information System

partners4resultsdata warehouse

Data Flow = Process Flow =Legend

Faculty Data Analysis Meetings• Review student achievement data

• Create and work toward goals to improve instruction

Informed instruction

© Mundelein High School

Curriculum Alignment Process Overview

PS/IO Specifics

Connection of Power Standards to state standards and College Readiness Standards

Connection of Instructional Objectives to Power Standards

Connections of common assessments to Instructional Objectives

PDF Reports


Our Goal…

Curriculum Alignment: All courses have Power Standards and Instructional Objectives identified in the data warehouse by December 2009.

Common assessments in all courses administered through the data warehouse by May, 2010.


Data CollectionAssessment types

Exam Types

Currently used:

Multiple choicePerformance based rubricsExtended response/ Short

answer


Multiple

choice


Bubble sheets


Exam Types

Currently used:


answer



Instructional Objectives


Exam Types

Currently used:


answer



Exam Types

Currently used:Multiple choicePerformance based rubricsExtended response/ Short

answer

On the horizon:Performance grading

(mathematics)Fitness Benchmarking


Performance Grading


Where we are today…

Multiple versions for assessments

In one year, we have Administered 66 different

assessments 11,635 student exams

Online grading Surveys Standardized exams


Surveys


Data Reporting

Report Types

Staff have access to the following types of reports: Item analysis Instructional Objective analysis Student/Class assessment report Student reports with or without responses Curve analysis histogram Standardized exam results Sender school report Reports created based on need



© Mundelein High School 26

Instructional Objectives

Examples of Reporting

Teacher reports Individual class Sections of same course

Course reports All sections/ all teachers together


Question# 0 1 2 3 4 5 6 7

10 9 8 7 6 5 4 3 2 1 0

I/O Description

1 48 27 31 34 24 11 7 2 3 4U.S. History-

O2.01

Develop a structured and organized thesis statement

that defines the argument/purpose of the

essay.

2 25 22 48 57 20 7 2 1 2 7U.S. History-

O2.03

Provide an explanation/analysis of the evidence to directly support

the thesis statement.

3 40 23 33 50 21 12 3 2 2 5U.S. History-

O2.02

Incorporates relevant pieces of evidence to support the

thesis statement.

4 2 1 11 22 9 44 15 87 U.S. History-

O2.04

Create well developed introductions, body

paragraphs, and conclusions.

5 9 3 31 30 11 39 2 66 U.S. History-

O2.04

Create well developed introductions, body

paragraphs, and conclusions.

Item Analysis Report


Instructional Objective Analysis Report


Student/ Class Analysis Report


Student/ Class Analysis Report


Informing Instruction


Data Analysis Meetings

Weekly professional time

AgendaReflection and response

Each teacher has:Entire course data Individual section dataAssessment


Other Considerations


Savings of Time and Money Placement exams Standardized exams Sender school reports


Comparison Reports

Category 10-9 Excellent

8-Exceeds 7-Sufficient 6-5 -Emerging

4-0 Poor Sandburg Student

score average

ThesisSkill- Develop a structured

and organized thesis

statement that defines

the argument/pur

pose of the essay

Clearly present.

Addresses DBQ question

succinctly.

Thesis is fairly clear. DBQ question is addressed

Thesis present but unclear. Somewhat addresses

DBQ question.

Thesis is irrelevant. Does not

appropriately address the question.

Thesis is unclear or

non-existent. DBQ question

is not answered.

76.9%Course

Average- 71.7

Document Analysis

Skill- Provide an

explanation/analysis of the evidence to

directly support the

thesis statement

Clearly present.

Documents adequately interpreted and used to

support thesis statement. Proscribed number of documents

are analyzed

Document analysis

present, but need to better support thesis

statement. Sufficient number of documents

used.

Document analysis

inadequate or documents

are misrepresente

d. Some documents are used.

Document analysis is unclear.

Questionable interpretation of documents.

Few documents used in the

essay.

Document analysis is

minimal or not present in the

essay. Very few, if any documents are used in the essay.

71.9%Course

Average- 69.7%

Outside Resources

Skill- Incorporate

relevant pieces of

evidence to support the

thesis statement.

Outside resources provide

information beyond

document analysis.

Information strongly supports

thesis

Outside resources

provide some information

beyond document analysis.

Information adequately supports

thesis

Some evidence is provided beyond

document sources.

Information somewhat supports thesis.

Inadequate evidence is

provided that other sources

were used besides the document sources

Minimal or no evidence is

provided that other sources

were used besides the document sources

74.6%Course

Average- 71%

Overall score for Carl Sandburg

students: 75.1%


Special Considerations

Top loading scanning copy machinesConnected to the network and

internet Training and trainer Regular data analysis time

for faculty


Questions ?????


Mundelein High School

Presenters Dr. Anthony Kroll – Director of C & I

[email protected] 847-949-2200 ext 1326 Mrs. Kathryn Serby – Technology Trainer

[email protected] ext 1226

Partner4Results – Data Warehouse Mr. Jim Serpe 414-704-4227 Mr. Joe Crawford 815-233-2367

