+ wisexplore data retreat middle school june 2013 billie finco and sherri torkelson day 1

117
+ WISExplore Data Retreat Middle School June 2013 Billie Finco and Sherri Torkelson Day 1

Upload: isaac-young

Post on 26-Dec-2015

217 views

Category:

Documents


0 download

TRANSCRIPT

+WISExplore Data RetreatMiddle School

June 2013

Billie Finco and Sherri Torkelson

Day 1

2

6/25/13

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

3+ Welcome!

Logistics

Introductions

Materials and Resources

Schedule

6/25/13

4+ WISExplore Retreat Materials

1. Original WISExplore Retreat materials are posted in LiveBinder.

2. Go to www.livebinders.com/play/play/899070 (password: wisexplore)

6/25/13

5+ Our ObjectivesLearn how to navigateWISEdash

Use WISEdash to analyze school data

Be introduced to the WISExplore e-learning Modules

Begin the School Improvement Planning process

6/25/13

+ 6Agenda

Opening

Data Inquiry Process

WSAS Dashboard Inquiry

Growth Dashboard Inquiry

Attendance Dashboard Inquiry

Access Dashboard Inquiry

Plan Next Steps

6/25/13

Day One Day Two

7+Norms

Stay engaged

Focus on uncovering/discovering/recovering

Use technology respectfully

Strive for equity of voice

6/25/13

8+Security and Confidentiality

Roles of staff and levels of security

6/25/13

9+ Evolution of Data Work in Wisconsin

6/25/13

10+

6/25/13

11+De

6/25/13

12+Documenting Work During The Retreat

In the past …

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. Note:

• The current Fillable Form will not function effectively on a MAC computer or iPad.

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 teams6/25/13

15Higher Standards

Incr

ease

d

Acc

ounta

bilit

y

More

Rig

oro

us

Asse

ssmentsSo how do we move the

needle on student

achievement?

+

Brief Report Card Walk-Through

6/25/13

16

+ Reconnect to Your Data Reality

Access your school report card online in SAFE

Locate the following two documents:

6/25/13

6/25/13

+ 19

6/25/13

+ 20

6/25/13

+ 21

As you consider last year’s reality…

6/25/13

What are you wondering about this year’s data?

6/25/13

+ 23

6/25/13

24

6/25/13

+ 25

As you consider last year’s reality…

6/25/13

What are you wondering about this year’s data?

6/25/13

+ 27

6/25/13

+ 28

As you consider last year’s reality…

6/25/13

What are you wondering about this year’s data?

6/25/13

+ 30

6/25/13

Part A

Part B

+ 31

As you consider last year’s reality…

6/25/13

What are you wondering about this year’s data?

+ 32

6/25/13

+ 33

As you consider last year’s reality…

6/25/13

What are you wondering about this year’s data?

+ 34Other data…

6/25/13

+ 35Here’s Sherri!

June 2013

Finco & Torkelson

+

Data Retreat

Data Inquiry ProcessJune 25, 2013

Data Inquiry Process

36June 2013

Finco & Torkelson

37+WISExplore Data Inquiry ProcessThe 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

Finco & Torkelson

38+ Question

Begin data inquiry by posing a question that is important to your school’s continuous improvement

June 2013

Finco & Torkelson

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

Finco & Torkelson

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

What do I need to know?

Finco & Torkelson

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

Finco & Torkelson

42+Shaping Data Inquiry QuestionsBIG questions…

How does achievement compare across levels?

June 2013

Add “Filter” Language to Focus the Data Inquiry How does math achievement on the WKCE compare in

7th and 8th 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 7th and 8th 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

43+ Investigate

Based on the data inquiry question, navigate the appropriate dashboard to locate the data picture that best answers your question.

June 2013

Finco & Torkelson

44+Navigation: Functionality “Must-Knows”

Dashboards

Filtering and clearing filters

Related Dashboards

Hovering

Opening up student lists

Sorting student lists

Individual Student Profiles

Managing layers Selecting and copying Exporting

pdfs Excel ms word

Saving to favorites Recalling favorites

June 2013

Finco & Torkelson

45+ClarifyDocumenting data observations, stating specific data findings, trends and gaps

Remembering the Data Inquiry Question, view the data picture to shape the team’s observations

Observe the data, refine and state critical data findings with supporting details.

June 2013

Finco & Torkelson

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

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

47+Sample Data Findings

Non-Examples of Data Findings

• Our kids didn’t 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 8th 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.

June 2013

No!

Yes!

Finco & Torkelson

48+ HypothesizeExamine your system

What practices, policies or procedures might be producing these results?

June 2013

+

Finco & Torkelson

50Posing Hypotheses of Practice

June 2013

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

Finco & Torkelson

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 2013

Finco & Torkelson

52+ Categorizing Your Thinking--

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 2013

Finco & Torkelson

53+

June 2013

Finco & Torkelson

54+2 small tasks and then a break…

Create a data folder for today.

June 2013

My WISExplore Data Folder 2013-14

Log into WISEdash.

55+

June 2013

Finco & Torkelson

+

e Learning Module

Finco & Torkelson

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

June 2013

Finco & Torkelson

58+ e-Learning Modules:

1. Overview of WISEdashin LiveBinders under WISExplore

Retreat Grounding tab

2. WSAS Inquiry Module in LiveBinders under WSAS Data Inquiry tab

June 2013

+ 59

June 2013

Finco & Torkelson

+

WISEdash WSAS Data Inquiry

WSAS Dasboard

Inquiry

60

June 2013

Finco & Torkelson

61+WSAS Entry Points School Report Card

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)• 3rd Grade Reading & 8th

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 2013

Finco & Torkelson

63+Navigation: Functionality “Must-Knows”

Dashboards

Filtering and clearing filters

Related Dashboards

Hovering

Opening up student lists

Sorting student lists

Individual Student Profiles

Managing layers Selecting and

copying Exporting

pdfs Excel ms word

Saving to favorites Recalling favorites

June 2013

Finco & Torkelson

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.

CurrentWSAS

(WKCE & WAA)

FutureSBAC

Local Assessme

nts

Local data should predict external

assessment results

June 2013

Finco & Torkelson

65+

June 2013

Finco & Torkelson

66+ Navigation: Functionality “Must-Knows”

Dashboards

Filtering and clearing filters

Related Dashboards

Hovering

Opening up student lists

Sorting student lists

Individual Student Profiles

Managing layers Selecting and copying Exporting

pdfs Excel ms word

Saving to favorites Recalling favorites

June 2013

Finco & Torkelson

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.

Student ListsWill you need lists of …

• Students who are at minimal or basic levels?

• Students who achieve at advanced levels?

• Students who took the WAA?

Student ProfilesWill 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 2013

Finco & Torkelson

68+ Demo – Drilling Down intoWSAS Data

Example: Student List of math “minimal” WSAS students in a school

June 2013

Finco & Torkelson

69+Demo – Drilling Down to theStudent 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.

June 2013

Finco & Torkelson

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.

June 2013

Finco & Torkelson

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

Finco & Torkelson

72+ The Fillable Form

Leads the team through the Data Inquiry Process

Guides thinking

Keeps the team on task

June 2013

Finco & Torkelson

73+We’ll Use the Fillable Form to Guideour 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.

June 2013

Finco & Torkelson

74+How Do I Find the Fillable Form?

Replaces the largeflip charts andmiscellaneous notespreviouslyused at Data Retreats

LiveBinder: go to www.livebinders.com/play/play/899070 (password: wisexplore)

Open up the Fillable Form

June 2013

Finco & Torkelson

75+ WSAS Question Topics Which question will you start with?

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 2013

Finco & Torkelson

76+Question

What meaningful question have you determined from the examination of your report card?

June 2013

Finco & Torkelson

77+Enter the Data Question

Type the meaningful data question in the top section of the Data Inquiry Process Form.

June 2013

Finco & Torkelson

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

Fillable Form

Finco & Torkelson

79+ Investigate

Based on the data inquiry question, navigate the WSAS dashboard to locate the data picture that best answers your question.

June 2013

Finco & Torkelson

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

June 2013

Finco & Torkelson

81+ClarifyDocumenting data observations, stating specific data findings, trends and gaps

Remembering the Data Inquiry Question, view the data picture to shape the team’s observations

Observe the data, refine and state critical data findings with supporting details.

June 2013

Finco & Torkelson

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

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

83+Sample Data Findings

June 2013

Non-Examples of Data Findings

• Our kids didn’t 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 8th 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

84+ Identify the Data Findings

June 2013

Finco & Torkelson

85+ Criticality

June 2013

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 time2. Declining achievement over time3. Increasing or persistent gaps between groups

of students

Finco & Torkelson

86+ Identify the Most Critical

June 2013

Finco & Torkelson

87+ Consider Trends and Patterns

June 2013

Finco & Torkelson

88+ Any Other Data Findings?

June 2013

Finco & Torkelson

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.

June 2013

Finco & Torkelson

90+ Prioritize

June 2013

Finco & Torkelson

91+ HypothesizeExamine the system

What practices, policies or procedures might be producing these results?

June 2013

Finco & Torkelson

92+Hypothesize Getting to Root Causes

June 2013

Finco & Torkelson

+ 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 201396

Finco & Torkelson

97+ Categorizing Our Thinking--

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 2013

Finco & Torkelson

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

Finco & Torkelson

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

100+

June 2013

Finco & Torkelson

101+

What did you learn through this Inquiry Process?

Reflecting…

June 2013

102+

June 2013

Finco & Torkelson

+

Growth Dashboard Inquiry

103

Summer 2013

104+GROWTH Entry Points

School Report Card

ACHIEVEMENT (Rdng & Math)• % of Students at Proficiency

Levels

GAPS (Rdng & Math)• Gap closure for subgroups

ON-TRACK (Rdng & Math)• 3rd Grade Reading & 8th

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

105+ GROWTH Question Topics Which questions will be most important to

explore?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

Finco & Torkelson

106+ About the Growth Dashboard

Growth data are available only for grades 3-8.

“Bubbles” represent student groups—bubble size corresponds to the number of students.

The y axis indicates the percent of students achieving at proficient & advanced levels—the 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.

x

y

Summer 2013

Finco & Torkelson

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.

x

y

SGP Gap

Ach

. G

ap

Summer 2013

Finco & Torkelson

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.

CurrentWSAS

(WKCE & WAA)

FutureSBAC

Local Assessme

nts

Local data should predict external

assessment results

Summer 2013

Finco & Torkelson

109+

Summer 2013

+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.

110

Student ListsWill you need lists of …

• Students who showed lower or higher growth on the WSAS as compared to the state?

• 0 to 34th SGP indicates “low growth”

• 35 to 65 SGP indicates “typical growth”

• 66 and higher SGP indicates “high growth”

Summer 2013Finco & Torkelson

Finco & Torkelson

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.

Summer 2013

112+Demo – Drilling Down to theStudent 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.

Summer 2013

113+Don’t forget about your growth friend MDAT…

June 2013

Finco & Torkelson

114+GROWTH Data Inquiry – Get Started

Go to your data inquiry GROWTH question to start.

Follow the four steps.

Summer 2013

115+

June 2013

Finco & Torkelson

116+

What did you learn through this Inquiry Process?

Reflecting…

June 2013

117

June 2013