DATA FORGETTING RESULTS:SOURCES AND TYPES : DATA FOR GETTING RESULTS: SOURCES AND TYPES


Slide2: Teaching-&-Learning How well did students learn? How well did teachers teach? How effective is the instructional program? How’s the school/district doing? What performance improvement targets do we set next? What instructional improvements to reach every student by name? How do we allocate our resources? Accountability for Results & Public Reporting What is the ‘value-added’? Who needs assistance, intervention, & consequences? Who merits recognition & incentives for performance? What progress do we report to the public & in what form? What performance improvement targets do we set next? What are implications for resource allocation, policy-making, etc.? DATA: 2 fundamental Purposes


Slide3: About ‘Data’ ... Data tells ‘symptoms’; the ‘problem’ is often less obvious To be most useful, ‘data’ must be transformed into ‘information’ via disaggregated analysis & interpretation multi-year trends multiple sources – formative, summative, perceptual problem-solving process (e.g., “root cause” analysis) informed discourse among stakeholders


Slide4: 3 types of DATA worth considering Formative “early” indicators Examples: curriculum-based assessments; benchmark assessments; class grades Summative “end-of-the-line” indicators Examples: PSSA; SAT-10; CST; CAT-6; CELDT; API; PVAAS; end-of-course tests Perceptual (“voice” or “opinion” indicators) Examples: surveys; focus groups


Slide8: “Step 1: DATA” -- Analysis of Student Data Directions for Group Work (Summarize your output per template provided) NOTE: ALL COMMENTS & OBSERVATIONS MUST BE BASED ON DATA 1. Individually: Review the data provided What do you see in the data set? What questions do you have about what you see? 2. Within your assigned group: Discuss what you see in the data set Discuss the questions you have about what you see in the data set Identify 2-4 areas of strength in student learning and/or school performance suggested by the data (i.e., what have students learned well or mastered?) Identify 2-4 opportunities for improvement of student learning and/or school performance suggested by the data (i.e., what have students not yet learned as well?) Recommend student achievement areas of focus for 2004-2005 Summarize your output on chart paper; appoint a spokesperson to present your group’s output 3. As a whole: Share the output of each group Summarize the potential student achievement areas of focus for 2004-2005


Slide9: “Step1: DATA”-- Summary of Analysis of Student Data 1. Highlights of INDIVIDUAL data analysis 2. Highlights of GROUP data analysis


Slide10: “The deepest underlying cause, or causes, of positive or negative symptoms within any process that, if dissolved, would result in elimination, or substantial reduction, of the symptom.” Would the problem have occurred if the cause had not been present? Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved? Will correction or dissolution of the cause lead to similar events? If no, then it is a root cause If yes, then it is a contributing cause Ammerman has identified three criteria to determine if each identified cause is a root cause or if it is a contributing cause. What is a ‘Root Cause’? *Adapted from Root Cause Analysis by Paul G. Preuss (p.9-14)


Slide11: “Step 1: DATA” -- Finding ‘root causes’ Directions for Group Work (Summarize your output per template provided) 1. Individually: Using “What’s Important What Works: High-leverage Educational Practices for preK-12” as a guide, identify potential SCHOOL LEVEL ‘root causes’ of the trends you saw in the student data. Repeat the exercise to identify potential DISTRICT LEVEL ‘root causes’ of the trends you saw in your analysis of student data. 2. Within your assigned group: Compile the individual lists of potential school-level and district-level ‘root causes’. Discuss the list to reach mutual understanding about the ‘root causes’ at the school level and at the district level. Prioritize the ‘root causes’ in the order of importance or likely impact on student learning and school performance. Be prepared to explain your rationale for the relative priorities. Based on your assessment, propose the GOAL for student learning and achievement to be accomplished by 2007-2008 school year (i.e., end of 3-year strategic plan). Based on your assessment and the Goal you are proposing, identify specific core educational practices, strategies, programs, etc. that must be implemented or reinforced in order to realize the Goal for student learning & achievement. Summarize your output on chart paper; appoint a spokesperson to present your group’s output.


Slide12: “Step1: DATA”-- Summary of ‘Root Cause’ Analysis 1. Highlights of INDIVIDUAL data analysis 2. Highlights of GROUP data analysis


RESOURCES: RESOURCES PIVOT TABLES AND GRAPHS WWW.PDE.STATE.PA.US CLICK ACCOUNTABILITY SYSTEM THEN SCHOOL IMPROVEMENT BURNHARDT, VICTORIA, DATA ANALYSIS EYE ON EDUCATION JERRY BENNETT PDE 717-783-6540 GBENNETT@STATE.PA.US