abss data warehouse developing data based decision making heather boysel julie cozort

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