Download - Paint by Number:
![Page 1: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/1.jpg)
Paint by Number:
Understanding Numerical Patterns as Images of
Student Success
![Page 2: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/2.jpg)
• Who’s in the room?
• How comfortable are you with data?
• What made you come to this session?
• Who’s in the room?
• How comfortable are you with data?
• What made you come to this session?
![Page 3: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/3.jpg)
“I am a deep believer in the power of data to drive our decisions. Data gives us the road map to reform. It tells us where we are, where we need to go, and who is most at risk.”
Arni Duncan
“I am a deep believer in the power of data to drive our decisions. Data gives us the road map to reform. It tells us where we are, where we need to go, and who is most at risk.”
Arni Duncan
![Page 4: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/4.jpg)
• ESEA calls for the collection, analysis, and use of student achievement data to improve school outcomes– Includes requirement for state report cards
• Examining implementation of data systems and the broader set of practices involving the use of data to improve instruction
• ESEA calls for the collection, analysis, and use of student achievement data to improve school outcomes– Includes requirement for state report cards
• Examining implementation of data systems and the broader set of practices involving the use of data to improve instruction
![Page 5: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/5.jpg)
• Good: Reduce unrealistic expectations
• Bad: May be lower expectations for some at-risk groups of students & "make it easier for states to mask poor academic performance“
• Bad: Allowing states to combine small subgroups of students into a larger category of at-risk students may reduce the focus on the unique needs of smaller subgroups
• Good: Reduce unrealistic expectations
• Bad: May be lower expectations for some at-risk groups of students & "make it easier for states to mask poor academic performance“
• Bad: Allowing states to combine small subgroups of students into a larger category of at-risk students may reduce the focus on the unique needs of smaller subgroups
![Page 6: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/6.jpg)
1. Help the public understand data2. Determine a better means to compare
the performance of students3. “Drive a national conversation that is
above partisan policy disputes, beyond wars on math and reading, & instead focuses on the facts”
1. Help the public understand data2. Determine a better means to compare
the performance of students3. “Drive a national conversation that is
above partisan policy disputes, beyond wars on math and reading, & instead focuses on the facts”
![Page 7: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/7.jpg)
• Find kids, get them in school
• Find kids, get them in school, count them
• Find kids, get them in school, count them, find out how they’re doing
• Find kids, get them in school, count them, find out how they’re doing, actively help them grow
• Find kids, get them in school
• Find kids, get them in school, count them
• Find kids, get them in school, count them, find out how they’re doing
• Find kids, get them in school, count them, find out how they’re doing, actively help them grow
![Page 8: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/8.jpg)
• Where are you in the data evolution?
• What access do you have to data?
• Do you know who your players are?
• Where are you in the data evolution?
• What access do you have to data?
• Do you know who your players are?
![Page 9: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/9.jpg)
• Golden Rule: ALWAYS be nice to the data people
• Find reasons or ways to do things for them– Review guidance, help train, field questions
• Be mindful of their timelines
• Find ways to help assure quality
• Golden Rule: ALWAYS be nice to the data people
• Find reasons or ways to do things for them– Review guidance, help train, field questions
• Be mindful of their timelines
• Find ways to help assure quality
![Page 10: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/10.jpg)
• Develop a plan– Identify foundations– Can change, but need a clear direction– Do your research
Another tip: make your ask concrete
• Develop a plan– Identify foundations– Can change, but need a clear direction– Do your research
Another tip: make your ask concrete
![Page 11: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/11.jpg)
![Page 12: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/12.jpg)
• Count of students, by grade & housing• Diversity of HCY population• Where the students are• State testing performance• Special populations overview
• Count of students, by grade & housing• Diversity of HCY population• Where the students are• State testing performance• Special populations overview
![Page 13: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/13.jpg)
Can compare multiple years to get general trendCan compare multiple years to get general trend
![Page 14: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/14.jpg)
Can compare multiple years to get general trendCan compare multiple years to get general trend
![Page 15: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/15.jpg)
Actual number vs. percentageActual number vs. percentage
![Page 16: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/16.jpg)
Actual number vs. percentageActual number vs. percentage
![Page 17: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/17.jpg)
Must compare the outcomes for homeless students to other student populations for
true depth of growth and challenges
Must compare the outcomes for homeless students to other student populations for
true depth of growth and challenges
![Page 18: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/18.jpg)
• Graduation rates• Special Education rates• Gifted and Talented• Suspensions
• Graduation rates• Special Education rates• Gifted and Talented• Suspensions
![Page 19: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/19.jpg)
![Page 20: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/20.jpg)
Comparing the HCY Graduation Rate to the Graduation Rate of Other State Subgroups
Comparing the HCY Graduation Rate to the Graduation Rate of Other State Subgroups
![Page 21: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/21.jpg)
Comparing outcomes for populations can give new meaning to data for HCY
Comparing outcomes for populations can give new meaning to data for HCY
![Page 22: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/22.jpg)
Once you’ve got multiple comparison groups and data points, you can mix and
match
Once you’ve got multiple comparison groups and data points, you can mix and
match
![Page 23: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/23.jpg)
PCT of Student Population that Received a SuspensionPCT of Student Population that Received a Suspension
![Page 24: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/24.jpg)
![Page 25: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/25.jpg)
![Page 26: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/26.jpg)
• Do you want to know the same things?
• If not, what do you want to know now?
• What data do you think you need to answer your question?
• Do you want to know the same things?
• If not, what do you want to know now?
• What data do you think you need to answer your question?
![Page 27: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/27.jpg)
• Data gives credibility– Vigo County
• Data can help schools get resources–Mesa County
• Data can help programs get resources–Montgomery County
• Data gives credibility– Vigo County
• Data can help schools get resources–Mesa County
• Data can help programs get resources–Montgomery County
![Page 28: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/28.jpg)
• Qualitative does have its place– Can be harder to collect, analyze– Can tell you the story behind the numbers–What opportunities do you have to gather it– How can you make it reasonably
standardized
• Qualitative does have its place– Can be harder to collect, analyze– Can tell you the story behind the numbers–What opportunities do you have to gather it– How can you make it reasonably
standardized
![Page 29: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/29.jpg)
• Consider requiring liaison verification
• Consider tracking large changes
• Consider comparison groups like free lunch, employment rates, census data
• Consider n size: small group sizes skew
• Consider requiring liaison verification
• Consider tracking large changes
• Consider comparison groups like free lunch, employment rates, census data
• Consider n size: small group sizes skew
![Page 30: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/30.jpg)
• When deciding what to look at, consider format for final report
• Explain your findings
• When deciding what to look at, consider format for final report
• Explain your findings
![Page 31: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/31.jpg)
Data…"can basically take us out of the dark ages of just kinda teaching and
hoping, which is what a lot of folks have done for a very long time. A lot of
teachers have taught their hearts out and don't have a good way of telling who's learning what and what's working and
what's not."
Data…"can basically take us out of the dark ages of just kinda teaching and
hoping, which is what a lot of folks have done for a very long time. A lot of
teachers have taught their hearts out and don't have a good way of telling who's learning what and what's working and
what's not."
![Page 32: Paint by Number:](https://reader035.vdocuments.mx/reader035/viewer/2022062309/56815971550346895dc6b451/html5/thumbnails/32.jpg)
Christina EndresNational Center for Homeless [email protected]://center.serve.org/nche/ibt/sc_data.php
Christina EndresNational Center for Homeless [email protected]://center.serve.org/nche/ibt/sc_data.php