Accessing Real Time Data to Drive Continuous

ImprovementDawes Middle SchoolNDE Data Conference

April 3, 2012

We Care, We Learn, We Hope…..1. Building Positive

Relationships

2. Intentional Teaching and Learning

3. Fostering Hope in our Community

So ALL students can be successful.

The Road to Continuous Improvement

Collaboration

Student Learning Data

Dawes Middle School

Teaching/Appraisal

Continuous Improvement

Continuous Improvement

Data Dilemmas

Summative Sources ITBS, District Summatives, NeSA Useful for placement and initial problem solving

AS400 Reports were difficult to manipulate

Access to data was limited to a few

Access to data was not timely

Data Sources and Access

Data System Needs & Wants

“Real Time” Data- Meaningful formative data collected and published in a timely manner

“Equal Access”- Accessibility to data at all levels- leadership, teachers, support staff at any time, even the same time.

“Efficient & Effective”- Easy to enter, access, manipulate, and use. We don’t want this to take too much time or not be worth the investment.

“Aligned with Work”- Data that is part of our work not isolated and used to inform and drive work.

What do we collect?

“Real Time” formative data

Academics- grades, teachers use formative assessment data specific to their classrooms or PLCs

Behavior- BIST movements, referrals, escorts/coaches

Attendance- Tardy 2-7, Tardy to school

Socio Emotional- SCIP, Bullying, Social Worker, Counseling referrals and ongoing work

How do we collect/manage?

Google Doc Spread Sheets Teams upload information using google forms Teachers upload information using links or logging in Support staff upload information using link

Organize by Tabs Grades Months

Organize by Zones Reeves Data Team Model (Red, Yellow, & Green

Zones) Holly Lueth

Example Form

Example Spread Sheet

How do we use it

Design Teams Continuous Improvement Behavior Problem Solving Academic Problem Solving

Individual Classrooms Continuous improvement Manage and analyze data Differentiation of

instruction

School Wide Continuous Improvement System Monitoring Identify concerns or gaps

PLCs Continuous Improvement

process Manage and analyze data Differentiation of instruction

School Wide Data Systems

School Wide Data Systems

Tardies to Period 2-7

Purpose in creating this system:Have a process to track tardies by month and a system put in place that will decrease the number of tardies.

DataStarted in January 2000 - Averaging 200 tardies/dayFeb 2012 – Averaged 8.5 tardies/day

Tardies to Period 2-7

Tardies to Period 2-7

Tardies to School

• Looking at the brutal facts!Month Total Average

August 202 20

September 300 14

October 477 24

November 469 23

December 353 22

January 459 29

February 624 30

Total 2884

Tardies to School

• More brutal facts• 1 student missed 515 minutes of

instruction in one month• On Jan 20th there were 40 tardies and

697 instructional minutes were lost because of tardies

Tardies to School

Tardies to School

We made adjustments and changed the tardy to school policy.

After 8 days:Average tardies to school 13/day

On March 19th – 295 instructional minutes lost

Nine of the students have 5 or more

Behavior Problem Solving

Purpose in creating this system:• Have a process for intervening

behaviorally for studentsOutcomes:• -Teachers will be able to develop

protective plans for students who are missing skills and make a positive difference in student learning.

Behavior Problem Solving

• Step 1 – Teachers enter student movement into the google doc form.

Behavior Problem Solving

• Step 2 – After the information is dumped in the spreadsheet, we look for students who have 3 or more movements in a month.

Behavior Problem Solving• Step 3 – Student is placed on team’s agenda to develop a

protective plan. Prior to the meeting teachers fill out google docs form to gather information.

Behavior Problem Solving

• Step 4 – Team meets to develop a plan. Plan is uploaded into docushare. Log of students who have gone through the problem solving process is kept in a spreadsheet in google docs.

Behavior Problem Solving

Academic Problem Solving

2 Purposes in Creating this System:

• Have a process for intervening academically for students

• Help teachers identify the priority students (lots of D’s and F’s)

2 Outcomes:

• -Teachers will be able to plan and differentiate instruction to engage individual and groups of students so they master learning objectives.

• -Teachers will collaborate to identify strategies and practices that engage all students and make a positive difference in student learning.

Academic Problem Solving

• Google docs created for teachers to enter grades—”Zoning Data”

• Teachers enter/update grades at beginning of a department meeting for about 10 minutes once per month

• Teachers use the data to look for priority students

• Problem solving began for priority students with considerations of all students

Academic Problem Solving

Zoning Data Coding System

Red Zone=Decrease in grades

Yellow Zone=Stayed same or entered list for first time

Green Zone=Improvement in grades

Academic Problem Solving

Academic Problem Solving

• Semester 1 grade 6: 29 in red zone

• February review point: 24 in red zone

• Semester 1 grade 7: 35 in red zone

• February review point: 29 in red zone

• Semester 1 grade 8: 43 in red zone

• February review point: 29 in red zone

Academic Problem Solving Next Year

Transition data for next year’s students collected including summative data points like: ITBS, NESA, COGATS

This will be available to all staff to start the year next year as a school wide screening tool.

Academic Problem Solving

Literacy Team

• Use docushare to store spreadsheets for multiple data points

• Each teacher responsible for entering own data

• Psychologists uses data to propose groupings for re-teaching

• Team Meetings (1x per week) and PLC’s groupings are reviewed, progress reviewed and instructional plan altered as needed.

Literacy Team

Docushare Benefits

Excel sheets with “functions” already created

Anyone on staff can access the forms

Google Doc Benefits

Anyone can access the data in real time

*May look into switching over for next year.

Professional Learning Communities

As a PLC, we collect: Formative classroom data Summative Assessment data

We collect it in order to: Know what skills students have mastered Know what skills students are struggling with

Professional Learning Communities

8th English PLC NeSA-W Zoning 2012

8th English PLC: Character Analysis Essay Data

8th English PLC Reading Comp. Data 2010-11

Professional Learning Communities

Using GoogleDocs as a PLC provides: Early intervention with missing skills Guidance for our daily instruction An effective and efficient way to monitor student work Opportunities for an immediate response

Regrouping

Classroom Teacher Perspective

Zoning Data

Formative Assessments

6th Grade Math Class

Visual Learning Progression

I collect formative data

I give real-time feedback

This process increases: Student engagement Student involvement Student motivation Positive Community Student achievement