abss data warehouse developing data based decision making heather boysel julie cozort
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ABSS Data WarehouseDeveloping Data Based Decision MakingHeather Boysel
Julie Cozort
Objectives & Goals
• Share development of our Data Warehouse • Process to drive instructional decisions• Analyze/evaluate comprehensive assessment plans• Practice using data in various situations
ABSS DATA WAREHOUSEPhase 1 - Development & Purpose
Support RTTT Objectives
(2011) Basic/Operational needs
Turnaround Schools
Basic Needs
ONE STOP SHOP
Budget Cuts?
OPERATIONAL USESSimple Examples:
Need: Identify students living out of district and/or zoneDWH Provides: process easily identifies & prompts for collection
Need: Efficient access to resources for studentsDWH Provides: process insures account access
Need: send one envelope per household?DWH Provides: streamlined process eliminating duplicate addresses
7,000 duplicates – huge savings in postage. ~$3,000 savings per mailing
FAQ’S
Does the DWH take the place of PowerSchool?Absolutely NOT!PowerSchool provides information FOR the DWH like many other VendorsDoes the DWH take the place of other Resources?Absolutely NOT!Information from current resources provide information FOR the DWH
Does the DWH do the same thing as the CLOUD?Absolutey NOT!
NO other resource will provide EVERYTHING ABSS needsOther resources will provide what it’s owner wants you to have
THE CENTER OF DATA INTEGRATION
From the What to What’s Next?
Data Warehouse
Scholastic
Think Central
Soar to Success
Math Expressions
Wireless Generation (mClass)
NCVPS
My Data First
Running Records
GaggleSchool Fusion
Study IslandIowa
Online School
Payments
SAT Prep
Discovery Education
Castle Learning
“Mend” ALL the pieces – not just some
Excerpt:AdvancedEd External Review
“The district-created data warehouse provides an immediately responsive system for current and future data needs. The data warehouse staff provides immediate support to schools in training and further development of capabilities within the warehouse based on feedback from schools. By creating the data warehouse, ABSS created a system in which curriculum, instruction and assessment throughout the system can be monitored and adjusted systematically and systemically in response to data from multiple assessments of student learning.
The data warehouse allows administration and teachers to readily access student achievement data and have the capacity for responsive, timely, data-driven instructional decisions...”
Support RTTT Objectives
(2013) Interactive comprehensive assessment system
ABSS DATA WAREHOUSEPhase 2 – Description & Purpose
Data Warehouse – What’s Next?
• Interactive data management system • District goals drive development
• Designed to meet the specific needs of our comprehensive assessment system
• Intended to put all data into one location to increase teacher and administrator efficiency
Comprehensive Assessment Plan
• Provides data to meet district, school, and classroom needs
• Offers a logical and organized system of how to use various assessments to drive instructional decision making
• Delivers a continuous flow of student data throughout the year to enable district and schools to determine instructional effectiveness
Determining Purpose
Formative Assessment Summative Assessment
• Assessment for learning• Occurs during the instructional
process
• Assessment of learning • Occurs after the instructional
process
Examples:• Universal screening• Progress Monitoring • Diagnostic Assessments• Common Formative Assessments• Running Records
Examples:• EOG/EOC• End of 9 week benchmark
How assessment results are used determines if they are formative or summative!
Universal Screening Measures risk and is used in to determine effectiveness of core instruction Should be compared with results from other school wide data to determine/analyze skill and
conceptual understanding
Diagnostic Assessments Used to determine specific areas
of weakness so the root of student learning issue is better identified
Formative Assessments Used to determine student
understanding of standards being taught
Includes Running Records (TRC, QRI, etc)
Can be informal or formal
Benchmark Assessment End of 9 weeks assessments Measures student understanding of
standards taught
Summative Assessment EOG/EOC
For students below benchmark on DIBELS Next or AIMSweb
For students above benchmark on DIBELS Next or AIMSweb…
ABSS Assessment Flowchart
May 2012
Identify need.
Plan & implement support.
Evaluate instructional supports.
Validate need.
Review outcomes.
Adapted from Dynamic Measurement Group
Reading Foundational Skills – Phonics/Phonemic Awareness/Fluency/Print concepts, Word Development
ELA Standards
Reading Speaking & Listening Language
Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Complexity of
Text
Collaboration & Comprehension
Presentation of Knowledge &
Ideas
Conventions of Standard
English
Knowledge of Language
Vocabulary Acquisition
Students must have skills and be able to apply them – we need evidence of both.
Text with Purpose
Production & Distribution
Build & Distribute Knowledge
Range of Writing
From Rachel Powers & Amelia Van Name Larson
Writing
Completing the whole child with academic data…
USING THE DWH FOR DATA BASED DECISION MAKINGDistinguishing Grade Level Needs from Individual Student Needs
Tier 1 Meetings: Analyzing Universal Screening
Purpose of Tier 1 Meetings:• To identify the percentage of students at each proficiency
level• To create goals to be met by next screening window, as
well as instructional practices to reach those goals• To identify the instructional strategies/materials most
effective at facilitating the acquisition of essential reading and math skills
Identifying need.
Identifying need.
How does this data wall compare to the previous one?
Plan & Implement SupportsGrade Level Plans
When data suggests core instruction isn’t meeting the needs of 80% of students, teams document strategies to adjust and revise instruction.
USING THE DWH FOR DATA BASED DECISION MAKINGIndividual Student Plans
• Based on NWF MOY results, how effective is phonics instruction?
• How would a teacher identify students needing additional supports?
• By clicking on the colored bars, teachers are able to identify students scoring in each proficiency range.
• DWH lists students in each proficiency level. Tier level, EC, AIG, and LEP status is provided along with assessment result.
• To access individual students, teachers simply click the number to far left.
Validating need.
Teachers have a history of universal screening information, tier level, and instructional supports over the past 3 years.
Validating need.
On the student academic tab, teachers can:• Record diagnostic assessment results.• Compare screening results to other data sources, such as TRC, EOG, etc.
Plan & Implement SupportsConsidering All Data
• Teachers/Staff can review the following to assist in developing support:• Transiency• Attendance• Discipline• Medical information
Plan & Implement SupportsDocumenting Plans: Individual Student
Evaluating Support:Is progress sufficient?
If reviewed on 9/6, then 6 weeks have passed since BOY. About how many words per minute has the 3rd grade student increased per week?
Evaluating SupportIndividual Student
8/16/13 DORF: 61wcpm9/6/13 DORF: 67 wcpm
Student will read 86 wcpm on DORF at the mid-year screening window.
Evaluating SupportGrade Level Plans
Evaluating Outcomes
• Summer Analysis:• How well did 3rd grade universal screening measures predict
EOG performance?• How well did 6th grade universal screening measures predict
EOG performance?
• Future Analysis:• How well did the TRC predict EOG performance?• How well did Discovery Ed predict EOG performance?• How well did SMI data predict EOG performance?
Our to do list…
• Other data sources (TRC, QRI, Discovery Ed, etc)• Reporting Capabilities• Goal Calculations• Behavior Screening Data
Credits
• www.teachthedifference.org.uk• www.examiner.com
• Ruth, K., Cummings, K.D., (2008). Linking Assessment to Instruction: Using Dynamic Indicators of Basic Early Literacy Skills in an Outcomes-Driven Model. Dynamic Measurement Group. Retrieved 06, 2014, from https://dibels.org/pubs.html