Using Data to Develop Your School’s Single Plan

Parent InstituteDecember 7, 2005

Presenter: Reyna Corral, Categorical Coordinator

Goal For the Data Session

Learn how to use the Data Inquiry Process to examine data, facilitate data- driven conversations, and develop your school’s Single Plan.

What is the role of the School Site Council (SSC)? The SSC shall develop and approve the

Single Plan for Student Achievement in consultation with all stakeholders with the review, certification and advice of any applicable school advisory committee.

School Advisory Committees English Learner Advisory Committee

(ELAC) State Compensatory Education Advisory

Committee (CEAC)

Steps in the Data Inquiry Process 1. Begin with a question 2. Examine the data 3. Raise questions about the data 4. Interpret the data 5. Propose actions

Ways to Use Data Start with a Big Picture Analysis

How are students doing overall? Districtwide? By local district? At the school?

Ways to Use Data Narrow Focus on Subgroups

How are students performing by subgroup? By grade level? By language classification By ethnicity?

Ways to Use Data Focus on Individual Students

Who is not doing well? Who needs more intervention? At what level and in what areas?

What are the No Child Left Behind (NCLB) demographic

subgroups that can be part of your school’s Single Plan ? African American (not of Hispanic origin) American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (not of Hispanic origin) Socioeconomically disadvantaged English Learner Students with disabilities

Definitions of Subgroups Socioeconomically Disadvantaged:

A student whose parents both have not received a high school diploma.

A student who participates in the free or reduced lunch program.

English Learner: Does not include students enrolled in U.S. public

schools for less than 1 year. Student with Disabilities:

A student who receives Special Education services and has a valid disability code.

Types of Data

Assessments Report cards Teacher made tests Department/grade level tests District assessments, math and reading California Standards Test Cat 6 CELDT

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 Parent Training Committees or other

assignments

Which demographic variables should be considered when making instructional decisions?

Demographic Variables Student

Age and/or developmental level Attendance Discipline history Cultural background Health factors Mobility

Demograhic Variables Parent and Family

Family configuration Family-parent involvement Mobility Primary language and proficiency Socio-economic status

Combining Demographic and Other Data Can tell you more about:

Who is doing well? Who is not doing well? Are there differing patterns among groups? Are certain groups under-performing or

out-performing others? In what areas?

Raise Questions

What does the data not tell you?What additional questions do we have after reviewing the data?What additional data is needed?How are the results being used?

Questions Does performance vary by grade level? Does performance vary by subgroup, e.g.,

by language classification? Based on the data, what would you expect

the teachers and administrators to do (precise and concrete behavior) differently this year to increase the likelihood that students improve?

Ways to Use Data Begin with the Big Picture Analysis

How are students doing overall? Districtwide? By local district? At the school?

Narrow Focus on Subgroups How are students performing by subgroup?

By grade level? By language classification? By ethnicity?

Focus on Individual Students Who is not doing well?

Who needs more intervention? At what level and in what areas?

Propose Action Plans

What action plans would you suggest? Are there professional development

opportunities that should be made available? Are there school environmental issues that

should be addressed?

How often does the SSC revise and make recommendations on the Single Plan? At least annually, the council must revise

and recommend the plan based on data including proposed expenditures of all categorical funds allocated to the school.