Data for Student Success

Report
MI Access Inquiry
Data for Student Success
December 1, 2009
“It is about focusing on building a culture of quality data
through professional development and web based
dynamic inquiries for school improvement.”
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 MiAssess?
– 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
 A focus on teaching
 Emphasis on what was
taught
 Coverage of content
 Infrequent summative
assessments
 Remediation
 Isolation
To
 A focus on learning
 A fixation on what
students learned
 Demonstration of
proficiency
 Frequent common
formative assessment
 Intervention
 Collaboration
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
Statewide Assessment Options
for Students with IEP’s
MEAP
Access
MEAP
MIAccess
Accountability
15
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
• ELPA
17
State Assessment Options for SWI
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
18
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 Tool
MI-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 Proficiency
All 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 Proficiency
All Students
MI-Access Proficiency
Student Drill Down
Sort
?
MI-Access Proficiency
Student Drill Down
UIC
Last Name
Blue
Bobby
Brophy
Brown
Brown
Cook
Davis
Dynamite
French
Galloway
Gehrig
Gilding
Griswold
Griswold
Griswold
Griswold
Hall
Jenkins
Kirk
Liberato
Luciani
McCoy
McDonald
Me
Oswalt
Patterson-Davis
Patterson-Davis
Patterson-Davis
Powers
Schiller
Scott
Scott-King
Slamer
Sperry
Stewart
van Pelt
van Pelt
Walley
Warren
First Name
Brita
Ricky
Elizabeth
Sally
Charlie
Cynthia
Uncle Bill
Napolean
Giles
Cathy
Mary
Gloria
Clark
Russell
Ellen
Audrey
Timothy
Kristine
James T.
Joseph
Dan
Leonard
Julie
Mini
Michael
Jody
Cissy
Buffy
Austin
Tammy
Montgomery
Patricia
Maureen
Dawn
Peggy
Linus
Lucy
Roy
Tony
ELA Scaled Score
2717
2853
2627
2735
2726
2713
2826
2743
2862
2615
2629
2622
2862
2838
2834
2831
2627
2721
2743
2642
2642
2748
2635
2828
2719
2862
2862
2847
2862
2629
2748
2713
2627
2713
2620
2739
2735
2831
2717
MI-Access Proficiency
Student Drill Down
UIC
Last Name
French
Griswold
Patterson-Davis
Patterson-Davis
Powers
Bobby
Patterson-Davis
Griswold
Griswold
Griswold
Walley
Me
Davis
McCoy
Scott
Dynamite
First Name
Giles
Clark
Jody
Cissy
Austin
Ricky
Buffy
Russell
Ellen
Audrey
Roy
Mini
Uncle Bill
Leonard
Montgomery
Napolean
ELA Scaled Score
2862
2862
2862
2862
2862
2853
2847
2838
2834
2831
2831
2828
2826
2748
2748
2743
MI-Access Proficiency
Student Drill Down
MI-Access Proficiency
Student Drill Down
MI-Access Proficiency
AYP Subgroups
MI-Access Proficiency
AYP 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 Supporting
Data Mining
Building: Content Area Proficiency - SWD
• Using the template and sample data provided,
record data for ELA
 Procedure
1. Fill in “Year”, “District/Building”; Circle “ELA”
Strategy for Supporting
Data 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
Demo Middle School
2007-08
X
MI-Access Content Analysis
Strategy for Supporting
Data 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
Demo Middle School
2007-08
X
2
MI-Access Content Analysis
Check for Understanding
Strategy for Supporting
Data Mining
Building: Content Area Proficiency - SWD
 Procedure (cont’d)
4. Enter the data for estimating the 1% cap.
MI-Access Analysis
Demo Middle School
2007-08
X
2
MI-Access Analysis
MI-Access Analysis
Data for Student Success
www.data4ss.org
1
District Participation – Calculating the 1% (ESTIMATE)
Year:
District:
ELA
Building
MEAP Total
Students
MI-Access
Total Students
MATH
Total # of
Students
MI-Access %
of Students
MEAP Total
Students
MI-Access
Total Students
Total # of MI-Access %
Students 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?
Calhoun Intermediate School District
www.calhounisd.org
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 Building
Talk at Your Table
Where is your building in this first step of
integrating data analysis of both MEAP and MIAccess 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 Success
Key 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!
MI Access Inquiry
Data for Student Success
December 1, 2009
“It is about focusing on building a culture of quality data
through professional development and web based
dynamic inquiries for school improvement.”

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