“it is about focusing on building a culture of quality data through professional development and...
TRANSCRIPT
“It is about focusing on building a culture of quality data through professional development and web based
dynamic inquiries for school improvement.”
MI Access InquiryData for Student Success
December 1, 2009
Activity
• List how your special education students are included in your general education curriculum.– Discuss who is included.– Discuss who is excluded.– Discuss when Special Education students are
included. – How does this model help AYP?
Data Portrait• Students qualifying for SE 14.9%• What does that look like in your district?
– Let‘s take a look… • 14.2% qualify for services• 39% - SLD• 23% - SLI• 7% - EI• 1% - PI• 5% - OHI• 3% -ASD• 1% - VI/HI
• Many students qualifying for special education are at or above average intellectually!
What we know…..• All students need
assess to the GE curriculum to be successful on state assessments.– 2011 – all scores go
to local districts– Time to prepare and
succeed!
Ask the right questions!• Who takes the
MEAP?• Who takes MEAP
Assess?• Who takes Mi-
Assess?– How was this
decision made?– Does this decision
align with the student’s PLAFFP?
Show the data to support the decision!
Probe Question
• What protocol does your district use in determining which state assessment your students with IEP participate?
Time to change the culture of schools and SE!
From ToA focus on teachingEmphasis on what was
taughtCoverage of content
Infrequent summative assessments
RemediationIsolation
A focus on learningA fixation on what
students learnedDemonstration of
proficiencyFrequent common
formative assessmentInterventionCollaboration
Introduction to the Grant
• Federal Title II Part D of the NCLB Act of 2001 Enhancing Education through Technology Grant awarded through CEPI
Goals of Data for Student Success
• Build and bring to scale a program that helps schools develop cultures of quality data in which there are consistent and sustained efforts to:– Focus on existing data that give insight into specific school
improvement questions– Validate data provided to the State and used to support school
improvement decisions
• Identify critical questions whose answers would benefit school districts in decision making to inform instruction
• Provide inquiries designed around the critical questions
• Provide focused professional development on data-based decision making
• Provide a scaffold of support for the CNA and High Priority Schools
Data4SS Web site
www.data4ss.org
Using Data to Improve Student Achievement Modules
• Using State Data to Identify School Improvement Goals
• Using School Data to Clarify and Address the Problem
• Examining Student Work to Inform Instruction
• Using Classroom Data to Monitor Student Progress
For more detailed information please go to www.data4ss.org
Investigating Module: Using State Assessment Data
to Identify School Improvement Goals
MI-ACCESS Inquiry
Agenda
Welcome and Overview of Data 4SS
Statewide assessment options for Students with IEPs (SWI)
Data 4SS Module: Using State Assessment Data to Identify School Improvement Goals
MI-Access Inquiry
Processing and Planning
Feedback and Evaluation
15
Statewide Assessment Options for Students with IEP’s
Impact of NCLB on Students with IEPs
• NCLB plan –– All students must take assessments in the
required areas (ELA, math, science and social studies)
• State assessment with or without accommodations (MEAP)
• Alternate assessment to modified achievement standards (MEAP Access)
• Alternate assessment to state alternate standards (MI-Access) 16
Michigan Educational Assessment System (MEAS)
• Michigan Educational Assessment Program (MEAP)
• Michigan Merit Exam (MME)• MEAP Access• MI-Access
– Participation– Supported Independence
– Functional Independence
• ELPA17
State Assessment Options for SWI
18
Assessment Type of Assessment
Based On
MEAP/MME General GLCEs/HSCEs
MEAP/MME with Accommodations
General GLCEs/HSCEs
MEAP-Access AA-MAS GLCEs
MI-Access – Functional Independence
AA-AAS Extended GLCEs
MI-Access – Supported Independence
AA-AAS Extended GLCEs
MI-Access – Participation
AA-AAS Extended GLCEs
Investigating Module: Using State Assessment Data
to Identify School Improvement Goals
Professional Development
Resources
Inquiry tools
Focus Questions
• How do we analyze our MI-Access data along with our MEAP data to identify strengths and challenges?
• What questions do our data raise for us?
• Where are we in relation to our AYP targets?
• How do we use this data to identify school improvement goals?
• How do we engage staff in the data analysis process?
• How do standards change expectations for teachers?
• What are the limitations of state assessment data?
The Dynamic Inquiry Tool
• All data mining efforts must be based on inquiry – asking the right questions, and then asking more questions of the answers in order to make informed decisions.
• “The essential-questions approach provides the fuel that drives collaborative analysis.”“Answering the Questions that Count." Educational Leadership Dec/Jan (2009)
• “Data-driven decision making does not simply require good data; it also requires good decisions.”
"The New Stupid." Educational Leadership Dec/Jan (2009)
Dynamic Inquiry ToolMI-Access
Interactive inquiries that allow a user to drill down into their student data
• Six inquiries based on essential questions aligned with the school improvement process:– MI-Access Proficiency*– Students Near Proficiency*– Cohort Proficiency– Comparative Item Analysis– Student History– Administrative Data quality review
MI-Access Proficiency Inquiry
“How did students perform on MI-Access assessments by content area?”
“What is the participation rate of SWD in MI-Access?”
MI-Access Proficiency Inquiry
MI-Access Proficiency Inquiry
MI-Access Proficiency Inquiry
Also has Participation and Supported Independence
MI-Access ProficiencyAll Students
1. What questions do our data raise for us?2. How do we use this data to identify school improvement goals?3. What limitations are there to this data?
So Many Options…
• Compare school to district
• Compare school to ISD
• Compare school to state
MI-Access Proficiency Inquiry
MI-Access Proficiency - Statistical Information
MI-Access ProficiencyAll Students
MI-Access ProficiencyStudent Drill Down
Sort
?
MI-Access ProficiencyStudent Drill Down
UIC Last Name First Name ELA Scaled Score
Blue Brita 2717Bobby Ricky 2853Brophy Elizabeth 2627Brown Sally 2735Brown Charlie 2726Cook Cynthia 2713Davis Uncle Bill 2826Dynamite Napolean 2743French Giles 2862Galloway Cathy 2615Gehrig Mary 2629Gilding Gloria 2622Griswold Clark 2862Griswold Russell 2838Griswold Ellen 2834Griswold Audrey 2831Hall Timothy 2627Jenkins Kristine 2721Kirk James T. 2743Liberato Joseph 2642Luciani Dan 2642McCoy Leonard 2748McDonald Julie 2635Me Mini 2828Oswalt Michael 2719Patterson-Davis Jody 2862Patterson-Davis Cissy 2862Patterson-Davis Buffy 2847Powers Austin 2862Schiller Tammy 2629Scott Montgomery 2748Scott-King Patricia 2713Slamer Maureen 2627Sperry Dawn 2713Stewart Peggy 2620van Pelt Linus 2739van Pelt Lucy 2735Walley Roy 2831Warren Tony 2717
MI-Access ProficiencyStudent Drill Down
UIC Last Name First Name ELA Scaled Score
French Giles 2862Griswold Clark 2862Patterson-Davis Jody 2862Patterson-Davis Cissy 2862Powers Austin 2862Bobby Ricky 2853Patterson-Davis Buffy 2847Griswold Russell 2838Griswold Ellen 2834Griswold Audrey 2831Walley Roy 2831Me Mini 2828Davis Uncle Bill 2826McCoy Leonard 2748Scott Montgomery 2748Dynamite Napolean 2743
MI-Access ProficiencyStudent Drill Down
MI-Access ProficiencyStudent Drill Down
MI-Access ProficiencyAYP Subgroups
MI-Access ProficiencyAYP Subgroups
Application/Guided Practice Objectives
1. Begin the data mining process.
2. Illustrate percent proficient in ELA and Math at the building and/or district level in a clear and concise format.
3. Compare participation and proficiency rates in MI-Access to those for SWD in MEAP.
4. Calculate an estimate of the “1% cap”.
Application/Guided Practice Procedure
1. Record and analyze the MI-Access results.
2. Record and analyze the MEAP results for SWD in comparison to the MI-Access results.
3. Record the information used in calculating the 1% cap and compare to the number of students scoring as proficient on MI-Access.
Step-by-step analysis promotes our allocating sufficient time to analyze each set of data.
MI-Access Content Analysis
MI-Access Content Analysis
Strategy for SupportingData Mining
Building: Content Area Proficiency - SWD
• Using the template and sample data provided, record data for ELA
Procedure1. Fill in “Year”, “District/Building”; Circle “ELA”
Strategy for SupportingData Mining
Building: Content Area Proficiency - SWD
Procedure (cont’d)2. Enter the School MI-Access data as indicated for the grade
levels provided.
MI-Access Content Analysis
2007-08 Demo Middle School
X
MI-Access Content Analysis
Strategy for SupportingData Mining
Building: Content Area Proficiency - SWD
Procedure (cont’d)3. Enter the School MEAP data as indicated for the grade levels
provided.
MI-Access Content Analysis
2007-08 Demo Middle School
X
2
MI-Access Content Analysis
Check for Understanding
Strategy for SupportingData Mining
Building: Content Area Proficiency - SWD
Procedure (cont’d)4. Enter the data for estimating the 1% cap.
MI-Access Analysis
2007-08 Demo Middle School
X
2
MI-Access Analysis
Data for Student Success www.data4ss.org 1
Calhoun Intermediate School District www.calhounisd.org
District Participation – Calculating the 1% (ESTIMATE)
Year: District: ELA MATH
Building MEAP Total
Students MI-Access
Total Students Total # of Students
MI-Access % of Students
MEAP Total
Students MI-Access
Total Students Total # of Students
MI-Access % of Students
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
EL MS HS
TOTAL
Is our building/district on target for remaining within the 1% cap for students counting as proficient in MI-Access in each content area?
MI-Access Analysis
Thoughts, Questions, & Comments Regarding Analysis of the Data
Students Near Proficiency Inquiry
“What are the demographic characteristics of students who are close to being proficient on a specified test?”
“How well did those students perform by strand, EGLCE, and comment codes?”
Accessing the Inquiries
• www.data4ss.org
• Username
• Password
• Access to Dynamic Inquiry Tools
Navigation Process
• Login• Select Inquiries: → MI-Access → Proficiency Inquiry• Select Inquiry Settings - tab• Select ISD
– Select District – Select School– Select Grade Level– Select Subject– Select Report Category – All, AYP, Other– Select School Year(s)
• View Results
Application to Your Building Focus Questions
• How do we analyze our MI-Access data along with our MEAP data to identify strengths and challenges?
• What questions do our data raise for us?
• Where are we in relation to our AYP targets?
• How do we use this data to identify school improvement goals?
• How do we engage staff in the data analysis process?
• How do standards change expectations for teachers?
• What are the limitations of state assessment data?
Application to Your BuildingTalk at Your Table
Where is your building in this first step of integrating data analysis of both MEAP and MI-Access data?
What do administrators and leadership teams need to know and be able to do get the most out of this inquiry?
Think about what you will need to put in place to support them.
Data Analysis Strategy
• Concrete experience; Keep it simple
• Look for areas of strength and challenges
• Provide ample hands-on time in analyzing their data
– Norms: Seek application, Ask clarifying questions
– Provide guided practice prior to using the tool to access own data
• Provide the scaffolds your building needs to begin learning the process of using data and making data informed decisions
Goal: Creating ownership and capacity within your building.
MEAP & MI-Access Data Analysis
Feedback Needed!
• Based on what you have seen…– What are the strengths of this inquiry?– What suggestions do you have?
Data for Student SuccessKey Contact Information
• General – www.data4ss.org– [email protected]
• Andrew Henry – Data 4SS Project Director– [email protected]
• Stephen Brodeur – Data 4SS Project Coordinator– [email protected]
• Mary Gehrig, Assistant Superintendent, Calhoun ISD– [email protected]
• Mike Oswalt, Assistant Superintendent, Calhoun ISD– [email protected]
• Becky Rocho, Assistant Superintendent, Calhoun ISD– [email protected]
• Maureen Slamer – Data 4SS PD Director, Calhoun ISD– [email protected]
Evaluations
• Please take time to complete the evaluations!
“It is about focusing on building a culture of quality data through professional development and web based
dynamic inquiries for school improvement.”
MI Access InquiryData for Student Success
December 1, 2009