here - Association of Educational Researchers of Ontario (AERO)

Report
Driving Decision Making and
Programming:
Big Data in the Special Education
Portfolio
Dr. Steve Killip & Dr. Christine Stager
Research & Assessment Services
Riley Culhane
Superintendent of Student Achievement, Special Education
Data Matters in Special
Education
Research and Assessment Services have been
involved in:
• Determining how to serve the specific needs of
our students with Special Education needs
• Determining how to maximize student learning
• Aiding in discussions about allocation of limited
resources
Research to Practice Gap
Complex System
INTERNAL
FORCES
EXTERNAL
FORCES
DATA
Thames Valley DSB
Students with Special Education Needs
Students
without an IEP
85%
Students with
an IEP 15%
IPRC
60%
IEP Only
40%
Data matters in determining
how to serve the specific
needs of our students with
Special Education needs
2012-13 Unique Student Suspensions by
Exceptionality
MID
10%
Special
Education
33%
Other Students
67%
LD
22%
DD
7%
IEP Only40%
Behaviour
15%
ASD
5%
Reframing the Response
Data matters in determining how to
maximize student learning
Reading Success and PA
Reporting of PA
Class
System
Class
System
Intensive Intervention for PA
Change in PA Score
Average PA Score
33
30
27
24
21
Intervention
Group
18
Early April
End of May
PA Results: Fall and Spring
HIGH NEEDS SCHOOL
100
90
80
70
60
50
40
30
20
10
0
Percent Correct
Percent Correct
SYSTEM
FALL
SPRING
100
90
80
70
60
50
40
30
20
10
0
FALL
SPRING
Data matters in aiding in discussions
about allocation of limited
resources
Prepared by Research & Assessment
Services, April 2014
Reading Recovery : EQAO Scores
Figure 9: EQAO Reading & Writing, Proportion at Level 3 or 4
Reading
0.6
0.4
Proportion
0.2
0.0
Writing
0.6
0.4
0.2
0.0
Baseline I
Baseline II
TREATMENT: RR DISCONTINUED
CONTROL I: ASSESSED WITH NO RR
CONTROL II: HIGHER RISK SCHOOLS
CONTROL III: LOWER RISK SCHOOLS
Baseline III
Pilot Project: Empower
Empower Congregated Class for Students with LD (10 students)
Other Congregated Classes for Students with LD (45 students)
60
50
50
40
32
30
20
10
0
16
5
2
7
Average Number of
Words Spelled
Spelling Feature Points
Levels of DRA Growth Correctly (June, ESI)
(June, ESI)
Supports to use
data effectively
Accessible and
Relevant
Responsive and timely
Ongoing capacity
building
Partnerships to
mobilize data
Multi-disciplinary
Shared responsibility
and decision making
Positive relationships
Opportunities and
challenges
Shared understanding
Consistency and
sustainability
Diverse perspectives
and beliefs
Bridging the research to practice gap
Killip, Stager,
& Wood,
2014

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