+ WISExplore Data Retreat Middle School June 2013 Billie Finco and Sherri Torkelson Day 1.

Download + WISExplore Data Retreat Middle School June 2013 Billie Finco and Sherri Torkelson Day 1.

Post on 26-Dec-2015

212 views

Category:

Documents

0 download

TRANSCRIPT

Slide 1 + WISExplore Data Retreat Middle School June 2013 Billie Finco and Sherri Torkelson Day 1 Slide 2 6/25/13 2 Used well, monitoring tools are not just for outside agencies or leaders, but for students, teachers, principals and parents, too. These tools let us know when the students are on the right path and at the right pace. The right data systems illuminate what to fix. They let us know when we need to intervene with training or support or where we need to craft a new solution to innovate. Dr. Jerry Weast Slide 3 + Welcome! Logistics Introductions Materials and Resources Schedule 3 6/25/13 Slide 4 + WISExplore Retreat Materials 1. Original WISExplore Retreat materials are posted in LiveBinder. 2. Go to www.livebinders.com/play/play/89 9070 (password: wisexplore) www.livebinders.com/play/play/89 9070 4 6/25/13 Slide 5 + Our Objectives Learn how to navigateWISEdash Use WISEdash to analyze school data Be introduced to the WISExplore e-learning Modules Begin the School Improvement Planning process 5 6/25/13 Slide 6 + Agenda Opening Data Inquiry Process WSAS Dashboard Inquiry Growth Dashboard Inquiry Attendance Dashboard Inquiry Access Dashboard Inquiry Plan Next Steps 6/25/13 6 Day OneDay Two Slide 7 + Norms Stay engaged Focus on uncovering/discovering/recovering Use technology respectfully Strive for equity of voice 7 6/25/13 Slide 8 + Security and Confidentiality Roles of staff and levels of security 8 6/25/13 Slide 9 + Evolution of Data Work in Wisconsin 9 6/25/13 Slide 10 + 10 6/25/13 Slide 11 + De 11 6/25/13 Slide 12 + Documenting Work During The Retreat In the past 12 Slide 13 + Moving to the Digital Age Using an electronic Fillable Form Eventually, the Data Inquiry Process will be embedded within the Data Warehouse for easy use. 13 Note: The current Fillable Form will not function effectively on a MAC computer or iPad. Slide 14 + Using Data to Support Continuous Improvement The wait to see how students achieved is too late to make important programmatic and instructional shifts to help students responsively Shift in Federal Requirements External accountability shifts to more high-stakes Educator Effectiveness drives ownership of student achievement Shifting data sources allow for more immediate & ongoing access WISEdash Your local interim assessments Ongoing collaborative data work is needed to drive continuous improvement Teacher PLC teams School Improvement teams 14 6/25/13 Slide 15 15 So how do we move the needle on student achievement? Slide 16 + Brief Report Card Walk- Through 6/25/13 16 Slide 17 + Reconnect to Your Data Reality Access your school report card online in SAFE Locate the following two documents: 6/25/13 Slide 18 Slide 19 + 19 Slide 20 + 6/25/13 20 Slide 21 + As you consider last years reality 6/25/13 21 What are you wondering about this years data? Slide 22 6/25/13 Slide 23 + 23 Slide 24 6/25/13 24 Slide 25 + As you consider last years reality 6/25/13 25 What are you wondering about this years data? Slide 26 6/25/13 Slide 27 + 27 Slide 28 + As you consider last years reality 6/25/13 28 What are you wondering about this years data? Slide 29 6/25/13 Slide 30 + 30 Part A Part B Slide 31 + As you consider last years reality 6/25/13 31 What are you wondering about this years data? Slide 32 + 6/25/13 32 Slide 33 + As you consider last years reality 6/25/13 33 What are you wondering about this years data? Slide 34 + Other data 6/25/13 34 Slide 35 + Heres Sherri! June 2013 35 Slide 36 + Data Retreat Data Inquiry Process June 25, 2013 Data Inquiry Process 36 June 2013Finco & Torkelson Slide 37 + WISExplore Data Inquiry Process The data inquiry process Always begins with a meaningful question Guides teams in intentional data work by providing focus Can be applied to any data question Leads to identifying possible root causes June 2013 37 Finco & Torkelson Slide 38 + Question Begin data inquiry by posing a question that is important to your schools continuous improvement June 2013 38 Finco & Torkelson Slide 39 + Pose a data question first because It provides a clear starting point It is the first step in a process that will lead to clear goals It will connect the data inquiry to the vision It keeps you on track It clarifies your purpose for data navigation The process will be both efficient and effective June 2013 39 Finco & Torkelson Slide 40 + Context for a Data Question Considerations when posing a data question: Past performance Current data results Trends over time Changes in the school community school programs standards June 2013 40 What do I need to know? Finco & Torkelson Slide 41 + Categories of Data Questions Grade level questions Gap and subgroup questions Change, progress and trend questions General questions Subject area and skill questions Course, program questions Achievement questions Individual student questions June 2013 41 Finco & Torkelson Slide 42 + Shaping Data Inquiry Questions BIG questions How does achievement compare across levels? June 2013 42 Add Filter Language to Focus the Data Inquiry How does math achievement on the WKCE compare in 7 th and 8 th grades for all students enrolled for a full academic year in Elm Grove Middle School during 2012-13? Add Related Dashboard Language for Subgroup Comparisons How does math achievement on the WKCE compare in 7 th and 8 th grades for students with disabilities as compared with nondisabled students enrolled for a full academic year in Elm Grove Middle School during 2012-13? Finco & Torkelson Slide 43 + Investigate Based on the data inquiry question, navigate the appropriate dashboard to locate the data picture that best answers your question. June 2013 43 Finco & Torkelson Slide 44 + Navigation: Functionality Must- Knows Dashboards Filtering and clearing filters Related Dashboards Hovering Opening up student lists Sorting student lists Individual Student Profiles 44 Managing layers Selecting and copying Exporting pdfs Excel ms word Saving to favorites Recalling favorites June 2013Finco & Torkelson Slide 45 + Clarify Documenting data observations, stating specific data findings, trends and gaps Remembering the Data Inquiry Question, view the data picture to shape the teams observations Observe the data, refine and state critical data findings with supporting details. June 2013 45 Finco & Torkelson Slide 46 + Data Findings With the Inquiry Data Question in mind, describe the data findings. What do you see in the data picture? What patterns do you observe? June 2013 46 Well-written data findings: Are objective just facts, not opinions or questions Are precise (include the data) Are statements (complete sentences) understandable by stakeholders Include the test type and subject Include the timeframe for the findings Include the specific group of students Finco & Torkelson Slide 47 + Sample Data Findings Non-Examples of Data Findings Our kids didnt do well in reading. The special ed students went down. There are so many students in the red why? Examples of Data Findings Related to the Data Question In 8 th grade Reading on the fall 2012 WSAS, over half (54%) of SwD scored in the minimal category, while only 11% of Students Without Disabilities scored at that same level. 58.5% of Students Without Disabilities were below proficient, compared to 85.7% of Students With Disabilities below proficient in reading in fall 2012 on the same test. 47 June 2013 No! Yes! Finco & Torkelson Slide 48 + Hypothesize Examine your system What practices, policies or procedures might be producing these results? June 2013 48 Finco & Torkelson Slide 49 + Hypotheses of Practice Posing educated guesses about school or classroom practices as possible underlying root causes for critical data findings. June 2013 49 Finco & Torkelson Slide 50 + Posing Hypotheses of Practice June 2013Finco & Torkelson 50 Take quiet time to think about all of the causes for the data pattern. Translate each cause into a hypothesis of practice. Hypotheses of practice Are our best educated guesses about what we are doing or not doing that could be contributing to the results Are guided by the data findings Are shaped by both perceptions of practices and professional experiences in the school Are guided by research-based practices Never place blame on student or family characteristics, or any other unalterable factors Slide 51 + Example Hypotheses Is it because we have not changed our instructional techniques as our school population has changed? Is it because we have low expectations for our special education students? Is it because we are not using best practices in our literacy instruction? Is it because we need to revamp our curriculum? Is it because we are not teaching our curriculum with fidelity? Is it because our instruction is not engaging students? June 2013Finco & Torkelson 51 Slide 52 + Categorizing Your Thinking-- 52 Hypotheses of Practice Classroom Instruction & Assessment Instructional Planning & Preparation Learning Environment Professional Responsibilities Human Resource Leadership Instructional Leadership Organization Management School Climate Collaborative Culture Stakeholder Relationships June 2013Finco & Torkelson Slide 53 + 53 June 2013Finco & Torkelson Slide 54 + 2 small tasks and then a break Create a data folder for today. June 2013Finco & Torkelson 54 My WISExplore Data Folder 2013-14 Log into WISEdash. Slide 55 + June 2013 55 Slide 56 + e Learning Module Finco & Torkelson Slide 57 + E-Learning Modules 1. For learning 24/7 anytime anywhere 2. Eventually posted on the DPI website 3. Long-term evolving project based on dashboards 4. Can be used by Individual educators for self-paced learning PLC teams Higher education classes 57 June 2013Finco & Torkelson Slide 58 + e-Learning Modules: 1. Overview of WISEdash in LiveBinders under WISExplore Retreat Grounding tab 2. WSAS Inquiry Module in LiveBinders under WSAS Data Inquiry tab 58 June 2013Finco & Torkelson Slide 59 + June 2013 59 Slide 60 + WISEdash WSAS Data Inquiry WSAS Dasboard Inquiry 60 June 2013Finco & Torkelson Slide 61 + WSAS Entry Points School Report Card 61 ACHIEVEMENT (Rdng & Math) % of Students at Proficiency Levels GROWTH (K-8 Rdng & Math) Year-to-year change compared to state GAPS (Rdng & Math) Gap closure for subgroups ON-TRACK (Rdng & Math) 3 rd Grade Reading & 8 th Grade Math Provides focus for Data Inquiry The state assessment plays a major role in external accountability Summative assessments can reveal internal achievement issues Marginalized subgroups Inadequate progress Persistent low achievement June 2013Finco & Torkelson Slide 62 + Navigation Demo 62 June 2013Finco & Torkelson Slide 63 + Navigation: Functionality Must- Knows Dashboards Filtering and clearing filters Related Dashboards Hovering Opening up student lists Sorting student lists Individual Student Profiles 63 Managing layers Selecting and copying Exporting pdfs Excel ms word Saving to favorites Recalling favorites June 2013Finco & Torkelson Slide 64 + Thinking Ahead about Drilling-Down Because WISEdash allows you to drill down to specific students, think ahead about the role that the WSAS plays in planning for students. State assessments are external indicators of internal work. Compare state assessment summative results with local assessment results use caution when comparing fall (WKCE) data with spring local data. Understand that the current WSAS will be implemented for one more year in fall 2013. Therefore, these analyses help prepare staff for the upcoming new era with the Smarter Balanced Assessment in 2013-15. Respect confidentiality. Save data in a secure data folder. 64 Current WSAS (WKCE & WAA) Future SBAC Local Assessment s Local data should predict external assessment results June 2013Finco & Torkelson Slide 65 + 65 June 2013Finco & Torkelson Slide 66 + Navigation: Functionality Must- Knows Dashboards Filtering and clearing filters Related Dashboards Hovering Opening up student lists Sorting student lists Individual Student Profiles 66 Managing layers Selecting and copying Exporting pdfs Excel ms word Saving to favorites Recalling favorites June 2013Finco & Torkelson Slide 67 + Thinking Ahead about Drilling-Down Because WISEdash allows you to drill down to specific students, think ahead about the role that the WSAS plays in planning for students. Respect confidentiality. Save data in a secure data folder. 67 Student Lists Will you need lists of Students who are at minimal or basic levels? Students who achieve at advanced levels? Students who took the WAA? Student Profiles Will you need individual student data such as Standards Performance Index (SPI) skill data in reading or math? The primary disability and educational environment? The language proficiency level? June 2013Finco & Torkelson Slide 68 + Demo Drilling Down into WSAS Data Example: Student List of math minimal WSAS students in a school 68 June 2013Finco & Torkelson Slide 69 + Demo Drilling Down to the Student Profile Example: Note yellow tabs for further details for a student Provides entire WSAS test history Note SPI scores are extrapolated percent correct scores. Sort to discover lower scoring skill areas. 69 June 2013Finco & Torkelson Slide 70 + WSAS Data Inquiry Get Started Go to your Report Card questions and choose 1 related to student achievement in math or reading. We will use this question to apply the data inquiry process to the WSAS dashboard. 70 June 2013Finco & Torkelson Slide 71 + Documenting Your Work- Introducing the Fillable Form The WISExplore Fillable Form is designed to help you document the data inquiry process. To use the Fillable Form, you must use a PC rather than an iPad, or MAC platform. Also, the Fillable Form is not compatible with Google Docs. June 2013 71 Finco & Torkelson Slide 72 + The Fillable Form Leads the team through the Data Inquiry Process Guides thinking Keeps the team on task 72 June 2013Finco & Torkelson Slide 73 + Well Use the Fillable Form to Guide our Data Inquiry Process QUESTION Enter your data question and select the data source INVESTIGATE Enter WISEdash. Navigate and apply filters to find the data picture that answers the data question. CLARIFY Document data findings. Fill in the areas indicated on the Fillable Form. HYPOTHESIZE Pose and categorize hypotheses of teacher and leadership practices related to the data findings. 73 June 2013Finco & Torkelson Slide 74 + How Do I Find the Fillable Form? Replaces the large flip charts and miscellaneous notes previously used at Data Retreats LiveBinder: go to www.livebinders.com/play/ play/899070 (password: wisexplore) www.livebinders.com/play/ play/899070 Open up the Fillable Form 74 June 2013Finco & Torkelson Slide 75 + WSAS Question Topics Which question will you start with? 75 Common WSAS Data Inquiry Topics (Rdng/Math) Our Data Inquiry Question Achievement by grade level Achievement by grade level - trends over time Inconsistencies in grade level achievement Achievement differences between comparisons (gaps) Gap Trends by Gender Gap Trends by Disability Gap Trends by Race/Ethnicity Gap Trends by ELL Status Gap Trends by Economic Status June 2013Finco & Torkelson Slide 76 + Question What meaningful question have you determined from the examination of your report card? June 2013 76 Finco & Torkelson Slide 77 + Enter the Data Question Type the meaningful data question in the top section of the Data Inquiry Process Form. June 2013 77 Finco & Torkelson Slide 78 + Selecting the Data Source Using the Fillable Form, select the WISEdash dashboard needed to explore the data question for this section, we will use the WSAS WISEdash dashboard. June 2013 78 Finco & Torkelson Slide 79 + Investigate Based on the data inquiry question, navigate the WSAS dashboard to locate the data picture that best answers your question. June 2013 79 Finco & Torkelson Slide 80 + Investigation Steps: Saving a Data Picture. Find the data picture that best answers your data inquiry question. When you find the picture, save it on the Fillable Form. To save the picture Copy and paste (easiest) Use a snipping tool or similar tool Export to pdf and save the picture in a folder Export to Excel and copy the picture 80 June 2013Finco & Torkelson Slide 81 + Clarify Documenting data observations, stating specific data findings, trends and gaps Remembering the Data Inquiry Question, view the data picture to shape the teams observations Observe the data, refine and state critical data findings with supporting details. June 2013 81 Finco & Torkelson Slide 82 + List the Data Findings With the Inquiry Data Question in mind, describe the data findings. What do you see in the data picture? What patterns do you observe? June 2013 82 Well-written data findings: Are objective just facts, not opinions or questions Are precise (include the data) Are statements (complete sentences) understandable by stakeholders Include the test type and subject Include the timeframe for the findings Include the specific group of students Finco & Torkelson Slide 83 + Sample Data Findings June 2013 83 Non-Examples of Data Findings Our kids didnt do well in reading. The special ed students went down. There are so many students in the red why? Examples of Data Findings Related to the Data Question In 8 th grade Reading on the fall 2012 WSAS, over half (54%) of SwD scored in the minimal category, while only 11% of Students Without Disabilities scored at that same level. 58.5% of Students Without Disabilities were below proficient, compared to 85.7% of Students With Disabilities below proficient in reading in fall 2012 on the same test. No! Yes! Finco & Torkelson Slide 84 + Identify the Data Findings 84 June 2013Finco & Torkelson Slide 85 + Criticality June 2013 85 How do you determine which data findings are most critical to target for improvement? Some critical patterns and trends to note: 1.Persistent low achievement over time 2.Declining achievement over time 3.Increasing or persistent gaps between groups of students Finco & Torkelson Slide 86 + Identify the Most Critical 86 June 2013Finco & Torkelson Slide 87 + Consider Trends and Patterns 87 June 2013Finco & Torkelson Slide 88 + Any Other Data Findings? 88 June 2013Finco & Torkelson Slide 89 + Prioritize High Priority. Very critical. Data findings show persistently low results, unacceptable gaps or declining performance. Medium Priority. Serious, but not especially critical. Some concerns in the results due to inconsistencies, mediocre performance or slow progress. Low Priority. Not critical. Data patterns should be monitored. 89 June 2013Finco & Torkelson Slide 90 + Prioritize 90 June 2013Finco & Torkelson Slide 91 + Hypothesize Examine the system What practices, policies or procedures might be producing these results? June 2013 91 Finco & Torkelson Slide 92 + Hypothesize Getting to Root Causes 92 June 2013Finco & Torkelson Slide 93 + Hypotheses of Practice Posing educated guesses about school or classroom practices as possible underlying root causes for critical data findings. June 2013 93 Finco & Torkelson Slide 94 + Posing Hypotheses: Focus on the Data Picture Pose the question What is it that we are doing or not doing that may have contributed to this picture? June 2013 94 Finco & Torkelson Slide 95 + Importance of Hypotheses of Practice Thoughtful posing of hypotheses of practice will help educators determine alterable school variables that impact results. Identifying these variables will be a vital step to the proposed strategies in the School Improvement Plan. June 2013 95 We have a problem. Hypotheses of Practice Proposed Strategies Desired Results Finco & Torkelson Slide 96 + Posing Hypotheses of Practice Take quiet time to think about all of the causes for the data pattern. Translate each cause into a hypothesis of practice. Hypotheses of practice Are our best educated guesses about what we are doing or not doing that could be contributing to the results Are guided by the data findings Are shaped by both perceptions of practices and professional experiences in the school Are guided by research-based practices Never place blame on student or family characteristics, or any other unalterable factors June 2013 96 Finco & Torkelson Slide 97 + Categorizing Our Thinking-- 97 Hypotheses of Practice Classroom Instruction & Assessment Instructional Planning & Preparation Learning Environment Professional Responsibilities Human Resource Leadership Instructional Leadership Organization Management School Climate Collaborative Culture Stakeholder Relationships June 2013Finco & Torkelson Slide 98 + Add Hypotheses of Practice Insert the new Hypotheses of Practice (HOPs) into the Data Inquiry Process Form (step 3). List specific actions for each HOP that would be needed to make measured improvements. (step 4) For each HOP, select the appropriate category of improvement. (step 5). June 2013 98 Finco & Torkelson Slide 99 + Completion of the Data Inquiry Process Save the data inquiry process form and all related data pictures in the data folder. Note the three final steps that will need to continue after the Data Inquiry Process. June 2013 99 Finco & Torkelson Slide 100 + June 2013 100 Slide 101 + What did you learn through this Inquiry Process? 101 Reflecting June 2013Finco & Torkelson Slide 102 + June 2013 102 Slide 103 + Growth Dashboard Inquiry 103103103 Summer 2013Finco & Torkelson Slide 104 + GROWTH Entry Points School Report Card 104 ACHIEVEMENT (Rdng & Math) % of Students at Proficiency Levels GAPS (Rdng & Math) Gap closure for subgroups ON-TRACK (Rdng & Math) 3 rd Grade Reading & 8 th Grade Math Provides focus for Data Inquiry The state assessment plays a major role in external accountability Summative assessments can reveal internal achievement issues Marginalized subgroups Inadequate progress Persistent low achievement GROWTH (K-8 Rdng & Math) Year-to-year change compared to state Summer 2013 Slide 105 + GROWTH Question Topics Which questions will be most important to explore? 105 Common GROWTH Data Inquiry Topics (Rdng/Math) Our Data Inquiry Questions Growth by grade level Growth Trends and Gaps by Gender Growth Trends and Gaps by Disability Growth Trends and Gaps by Race/Ethnicity Growth Trends and Gaps by ELL Status Growth Trends and Gaps by Economic Status Growth Patterns for a List of Students Growth Patterns for an Individual Student Summer 2013 Slide 106 + About the Growth Dashboard Growth data are available only for grades 3-8. Bubbles represent student groupsbubble size corresponds to the number of students. The y axis indicates the percent of students achieving at proficient & advanced levelsthe higher the bubble, the higher the achievement. The x axis indicates the median student growth percentile or the average amount of change in test performance from one year to the next, as compared to students across Wisconsin. The more the bubble is to the right, the greater the growth. 106 x y Summer 2013Finco & Torkelson Slide 107 + Exploring Growth Gaps To analyze growth gaps, select the related dashboards in the left panel. This example shows the difference in both achievement and growth percentile between students with disabilities and students without disabilities. 107 x y SGP Gap Ach. Gap Summer 2013Finco & Torkelson Slide 108 + Thinking Ahead about Drilling-Down Because WISEdash allows you to drill down to specific students, think head about the role that the WSAS plays in planning for students. State assessments are external indicators of internal work. Compare state assessment summative results with local assessment results use caution when comparing change in WKCE testing to growth on local measures. Understand that the current WSAS will be implemented for one more year in fall 2013. Therefore, these analyses help prepare staff for the upcoming new era with the Smarter Balanced Assessment in 2013-15. Respect confidentiality. Save data in a secure data folder. 108 Current WSAS (WKCE & WAA) Future SBAC Local Assessment s Local data should predict external assessment results Summer 2013Finco & Torkelson Slide 109 + 109 Summer 2013Finco & Torkelson Slide 110 + Thinking Ahead about Drilling-Down Because WISEdash allows you to drill down to specific students, think head about the role that the WSAS Growth plays in planning for students. Respect confidentiality. Save data in a secure data folder. 110110110 Student Lists Will you need lists of Students who showed lower or higher growth on the WSAS as compared to the state? 0 to 34 th SGP indicates low growth 35 to 65 SGP indicates typical growth 66 and higher SGP indicates high growth Summer 2013 Finco & Torkelson Slide 111 + Demo Drilling Down into GROWTH Data (student list) Example: Student List of students in the bubble selected. Student list is sorted according to the SGP (student growth percentile) column showing low to high SGPs. This list can be exported to Excel for further analysis. 111 Summer 2013Finco & Torkelson Slide 112 + Demo Drilling Down to the Student Growth Profile Example: Indicates test performance change from year to year Each SGP shows the degree of growth as compared to students with the same starting point in Wisconsin. Colors correspond to degree of growth. Note the bottom table reveals WKCE cutpoints. Use this data to determine the amount of growth needed to move to a new proficiency level. 112 Summer 2013 Slide 113 + Dont forget about your growth friend MDATMDAT June 2013 113 Slide 114 + GROWTH Data Inquiry Get Started Go to your data inquiry GROWTH question to start. Follow the four steps. 114 Summer 2013Finco & Torkelson Slide 115 + June 2013 115 Slide 116 + What did you learn through this Inquiry Process? 116 Reflecting June 2013Finco & Torkelson Slide 117 June 2013 117

Recommended

View more >