Data Director Customized Reports for Statewide and Local

Data. Director: Customized Reports for Statewide and Local Assessments Winter/Spring 2011 Stan Masters Lenawee ISD

• Purpose POP – Explore multiple measures of data from statewide and local assessments • Objectives – I can identify intersections of two or more measures of data – I can create a customized report showing the intersection of data at the standard or content expectation level • Procedures – Power. Point presentation – Use of LISD Data. Director site – Use of LISD Curriculum website

School Improvement Process

Talking Points for the Purpose of Implementing a Data Warehouse in Lenawee Schools WE MUST UTILIZE AN INQUIRY APPROACH TO DATA ANALYSIS We need a data warehouse for our 21 st century schools WE MUST USE MULTIPLE SOURCES OF DATA WE MUST FOCUS ON DATA TO INCREASE STUDENT ACHIEVEMENT

Source: Presentation by Dr. Victoria Bernhardt, April 2007

FERPA/HIPAA Pre-Test You are in charge of a staff meeting to study student achievement on school improvement goals. As part of your meeting, you are showing a report to the entire staff that shows student scores on a common local assessment. The report shows the student names. In addition, you have given them a paper copy of the report. It is a violation of FERPA to display the results of the assessment to the entire staff. The exception would be a group of teachers working on a specific student strategies, as they are a specific population that then has a “legitimate educational interest” in the information.

The Many Meanings of “Multiple Measures” Susan Brookhart Volume 2009, Volume 67: 3 ASCD, November 2009, pp. 6 -12

Would you choose a house using one measure alone?

Guiding Principle for Multiple Measures • Know your purpose! – What do you need to know? – Why do you need to know it?

Purposes of Assessments • assessment for learning – formative (monitors student progress during instruction) – placement (given before instruction to gather information on where to start) – diagnostic (helps find the underlying causes for learning problems) – interim (monitor student proficiency on learning targets) • assessment of learning – summative (the final task at the end of a unit, a course, or a semester) Sources: Stiggins, Richard J, Arter, Judith A. , Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc. , Portland, Oregon, 2004. Bravmann, S. L. , “P-I Focus: One test doesn’t fit all”, Seattle Post-Intelligencer, May 2, 2004. Marshall, K. (2006) “Interim Assessments: Keys to Successful Implementation”. New. York: New Leaders for New Schools.

Why use multiple measures for decisions in education? • Construct validity – The degree to which a score can convey meaningful information about an attribute it measures • Decision validity – The degree to which several relevant types of information can inform decisionmaking

Multiple Measures • Measures of different constructs • Different measures of the same construct • Multiple opportunities to pass the same test

Conjunctive Approach (All measures count) Compensatory Approach (High performance on one measure can compensate for lower performance on another measure) Complementary Approach (High performance on any measure counts) Measures of different constructs School accreditation ratings based upon student achievement meeting identified targets in Reading, Math, Science, and Social Studies An outside agency identifies the “best schools identified by computing an index of weighted scores AYP “Safe Harbor” by having a percentage of students who scored below proficiency decreasing by ten percentage points from the previous year Different measurers of the same construct Students have to pass a reading comprehension test on two stories at the same reading level before the student is allowed to read stories at the next higher reading level Teachers determine standards-based grades in a course using scores on multiple assessments measuring the same GLCE or HSCE Teachers allow student choice on assessment tasks to demonstrate their understanding of the learning targets for a unit Multiple opportunities to pass the same test Students meeting all requirements will graduate after passing an exit exam, no matter how many opportunities Teachers allow students to retake a unit test to demonstrate mastery of the unit’s outcomes Students must pass one mathematics test in order to graduate; students can choose the state test or an end-ofcourse exam in either Algebra I or Geometry Using Multiple Measures for Educational Decisions

Other Examples • NCLB accountability is conjunctive (i. e. , aggregate and subgroups must reach threshold to make AYP) • Most classroom grading policies are compensatory (i. e. , average, percentage) • Getting a driver’s license is complementary (i. e. , passing one of the requirements when you want)

Drilling Down in the Data Instrument Levels of sources MEAP/MME/MI-ACCESS Performance Level Scaled Score Strand/Domain Score GLCE/EGLCE Score EXPLORE/PLAN/ACT Overall Content Score College Readiness Benchmark Content Areas Score Sub Area Scores Classroom Assessments Overall Score/Grade Sub Area Score Strand/GLCE/HSCE/GLCE Scores

Login • https: //www. achievedata. com/lisd • Username: – District (three letters) + (first four letters of last name + first letter of first name) • Password: – For new users: 123456 dd (will need reset upon login). – For existing users: use your existing password

Naming Convention for Reports • The Criteria: – Title in the form of a question – Identify the type(s) of data • Demographic, student learning, school processes, and/or perceptions – Identify the source and year(s) of data • Which 4 th grade students are not making adequate growth based upon the Fall 2007 and Fall 2008 Reading MEAP?

Suggestions for Using Multiple Measures for Decision Making • Classroom assessments linked to the same construct to determine mastery • Granting credit for graduation requirements • Evaluating school programs

Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517 -265 -1606 (phone) 517 -263 -7079 (fax) stan. masters@lisd. us Data Warehouse webpage: https: //webapps. lisd. us/sites/Curriculum/Pages/Data. Warehousing. aspx