Planning, Assessment & Research

Analysis and Use of Student DataPart I

Schools are Inundated With Data

ELA NYS

APILanguage Census

NYS Standards

Math AssessmentsAYP

Reading

assessments

Performance Assignments

Regents

ELD Portfolios

Graduation Rate

Teacher credentials

Three Types of Data

Demographic – Who are our students/staff; what are their characteristics

Outcome – What students did; what scores or grades they got

Process – What we/they did to get to the outcomes

Demographic Data Student characteristics

Gender Ethnicity Language classification Grade level Socio-economic status Parent education

Program participation Special Education/GATE Academy

Staff characteristics Gender Ethnicity Credentials Grade level and/or

courses taught

Program participation Professional

Development Committees or other

assignments

Outcome Data What students learned or achieved

Scores on classroom tests Periodic assessments (math & reading) Grades on portfolios Report card marks Scores on standardized tests Graduation / Dropout Post-Secondary enrollment or employment

What the school has achieved AYP Graduation rate / Dropout rate

Types of Outcome Data: Annual and Periodic Assessments

Annual Assessments

Periodic Assessments

Uses of Assessment Data Annual

Public accountability Comparison to other

schools Examination of trends

over time Starting point for

periodic assessments

Periodic Track student progress

during school year Provide information

for instructional planning, to help make improvements while students are still in your class

Disadvantages Annual

Single snapshot

Students may be gone by the time you get results

Not always useful for guiding instruction

Periodic May still be a snapshot;

seldom cumulative

May not be related to state assessments

Combining Demographic and Outcome Data Can tell you more about:

Which groups of students are doing well? Which groups are not doing well?

Can lead you to deeper questions: Are there differing patterns of achievement and/or

participation between groups? Are certain groups under-performing or out-

performing others? In what areas?

Process Data Helps answer why certain subgroups got the

observed outcomes Professional development Use of instructional time and/or resources Classroom organization Scheduling Prior experience (students and teachers) Perceptions Attendance patterns Referrals

Generally measured using observation, surveys, questionnaires

Summary of Types of Data

Demographic – Who are our students/staff

Outcome – How students did

Process – What we/they did to get the achieved outcomes

Reflecting on the Data Collaborative reflection on the data can:

reveal patterns of strengths and weaknesses in the system (define needs)

provide direction for change (set improvement goals & strategies)

identify criteria to use in measuring the effectiveness of planned changes (monitor & evaluate)

Where Do I Get the Data to Analyze?

Student Assessment Data

Types of Data Systems Transactional/ Operational Systems

Data entry system Data varies from day to day or periodically Elementary & Secondary SIS, PTRS, IFS Periodic Assessments (Edusoft); Open Court (SOAR)

Reporting Systems No data entry Reporting system only Decision Support System (DSS), FRDB

Types of Data Available Demographics ELD/ESL Level State Assessment &

Achievement Results District Assessments Health Information Intervention Programs Special Education

Eligibility & Services

Class rosters Course enrollment Marks Attendance (Secondary) Grade Point Average

(Secondary) Master Schedule

(Secondary)