USING DATA REPORTS AND CONDUCTING NEEDS

ASSESSMENTS &

September 25, 2012

Greg Lobdell, Center for Educational EffectivenessCandace Gratama, The BERC GroupTravis Campbell, K12 Director, OSPI

Sue Cohn, School Improvement Specialist, OSPI

Office of Student and School Success

• Audio is one-way only; all participants are in mute status.

• Please send questions to us via the Comments box. We will answer questions at our first available opportunity.

WEBINAR ETIQUETTE REMINDER

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• Share protocols for using your CEE data report

• Describe Initial Action Plan review and S.M.A.R.T. Strategies

• Outline process to conduct internal Needs Assessments and identify resources available to support the process

• Describe next steps• Respond to questions

GOALS FOR WEBINAR

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USING YOUR CEE DATA REPORT

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• Purpose– To answer: Why was your

school identified?

– To provide you with overall and subgroup performance vs. improvement charts

EMERGING SCHOOL PERFORMANCE ANALYSIS

• This week’s report: 2009, 2010, and 2011 view to provide your team with explicit details on why you were identified

• Report sent 3rd Week of October: 2012 updated view– Provides latest and most relevant view

for your team

2-PHASE APPROACH

• Emerging schools can be identified in 2 ways:– Priority/PLA list (next 5%): Overall

Reading/Math performance over 3 years– Focus list (next 10%): Subgroup

performance in Reading/Math over 3 years

• OSPI wanted to provide you and your team views that covered not only overall performance but each subgroup

RECALL

• 2009, 2010, and 2011 data• Continuously enrolled students only• No margin of error applied• Students with disabilities (handled same as in AYP)

– Portfolio students are counted as proficient– “Basic” (Level 2) proficiency is not counted as

proficient

• N >= 30 rule: per content area per year for all grades tested in the school (N>=20 used in 2012)

METHODOLOGY REFRESHER

• Combined Reading/Math proficiency is the weighted average of “% meeting standard” (weighting based on number of students tested).

METHODOLOGY REFRESHER

Page 1: Introduction / MethodologyPage 2: Subgroup Details for Your SchoolPage 3: All-Students ViewPages 4-11: Subgroup Views: Limited English and

Students with Disabilities represent the two most frequent subgroups identified for Emerging designation.• Page 4: Limited English• Page 5: Students with Disabilities• Page 6: Low-Income• Page 7: American Indian / Alaskan Native• Page 8: Asian / Pacific Islander• Page 9: Black• Page 10: Hispanic• Page 11: White

STRUCTURE OF REPORT

• Average sizes over the 3 years

• “N of 30” is required in each year for identification– so you could have an average greater than 30 in this table and no point on the graph in the report

SUBGROUP DETAILS

Subgroup Sizes (3 year average) Size

All Students 254

American Indian 2

Asian/Pacific Islander 26

Black/African American 15

Hispanic 51

Limited English 39

Low Income 158

Special Education 38

White 147

OSPI Reported Enrollment (Oct. 2011-- All Grades in School)

584

• Combined Reading and Math (used in the identification)

• Reading only (not used in identification but informs Action Planning process)

• Math only (not used in identification but informs Action Planning process)

EACH PAGE- 3 GRAPHS

INTERPRETING EACH GRAPH

-20.0%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Impr

ovem

ent:

3-Y

ear T

rend

Performance: 3-year Reading-Math Percent Meeting Standard

Reading & Math Combined: Limited English State of WA-Limited English

Emerging Elem

Copyright © Center for Educational Effectiveness, Inc., 2012

Focus Emerging

INTERPRETING EACH GRAPH

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Impr

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ent:

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ear T

rend

Performance: 3-year Reading-Math Percent Meeting Standard

Reading & Math Combined: Limited English State of WA-Limited English

Emerging Elem

Copyright © Center for Educational Effectiveness, Inc., 2012

Focus Emerging

Median: Blue dotted line

INTERPRETING EACH GRAPH

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Impr

ovem

ent:

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ear T

rend

Performance: 3-year Reading-Math Percent Meeting Standard

Reading & Math Combined: Limited English State of WA-Limited English

Emerging Elem

Copyright © Center for Educational Effectiveness, Inc., 2012

Focus Emerging

Threshold for Emerging is left (below) this line

INTERPRETING EACH PAGE

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Impr

ovem

ent:

3-Y

ear T

rend

Performance: 3-year Reading-Math Percent Meeting Standard

Reading & Math Combined: Limited English State of WA-Limited English

Emerging Elem

Copyright © Center for Educational Effectiveness, Inc., 2012

Focus Emerging

-20.0%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Impr

ovem

ent:

3-Y

ear T

rend

Performance: 3-year Reading Percent Meeting Standard

Reading: Limited English State of WA-Limited English

Emerging Elem

Copyright © Center for Educational Effectiveness, Inc., 2012Copyright © Center for Educational Effectiveness, Inc., 2012

Median

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Impr

ovem

ent:

3-Y

ear T

rend

Performance: 3-year Math Percent Meeting Standard

Math: Limited English State of WA-Limited English

Emerging Elem

Copyright © Center for Educational Effectiveness, Inc., 2012Copyright © Center for Educational Effectiveness, Inc., 2012

Median

• Reports provided in PowerPoint and PDF format– PDF: Easiest to print and email– PPT: Easiest to extract graphs out of for

other documents and presentations

• Questions? Email Greg@effectiveness.org

USING THESE GRAPHS

INITIAL ACTION PLAN REVIEW AND S.M.A.R.T. STRATEGIES

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• All Initial Action Plans were reviewed by Student and School Success Leaders and Coaches.

• Coaches assessed one strategy using a rubric focused on essential elements of an effective S.M.A.R.T. Strategy; coaches also provided additional feedback on remaining strategies.

• Principals and schools teams will use feedback on their Initial Action Plan when they craft their Student and School Success Action Plan.

INITIAL ACTION PLAN REVIEW

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1. What are the expected outcomes of implementing the strategy for students/sub-groups?

2. What are the expected outcomes of using this strategy for educator practice?

3. What professional development or technical assistance (PD/TA) is provided to support effective implementation of this strategy?

4. What resources are allocated to support effective implementation of this strategy?

5. What evidence will be utilized to determine the effectiveness of this strategy in achieving the desired outcomes?

ESSENTIAL QUESTIONS

• Specific• Measurable• Actionable/Attainable• Realistic/Results-oriented• Timely/Time-bound

S.M.A.R.T. Strategies articulate both the evidence supporting the strategy and measurable outcomes for students and educators.

S.M.A.R.T. STRATEGIES

CONDUCTING AN INTERNAL NEEDS ASSESSMENT

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HIGHLIGHTS OF INTERNAL NEEDS ASSESSMENT PROCESS Engages principals, teams, and other stakeholders in reflection

around: Feedback on Initial Action Plan Current realities based on locally-developed data (disaggregated

student assessment, demographic, perceptual, and contextual data) Beliefs about students and learning and educator capacity to address

opportunity gaps among students Changes required to strengthen leadership and instructional practice

and boost student achievement Research and evidence-based strategies and approaches Systems-level supports and barriers to change

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STEPS1. Select Leadership Team and Facilitator to shepherd

process

2. Identify and invite key stakeholders

3. Allocate sufficient time for Leadership Team and Stakeholders to engage in process

4. Collect and sort data; examples includea. CEE Data Reports b. Healthy Youth Surveysc. State Report Card data (Demographic,

Achievement, Perceptual, Contextual)

5. Analyze data, with focus on identified students/subgroups

6. Complete Student and School Success Principles Rubric

7. Collate rubric results

8. Identify findings and recommendations for high-leverage actions

Step 1. Select Leadership Team and facilitator.

Step 2. Identify and invite key stakeholders.

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Step 3. Allocate sufficient time for Leadership Team and Stakeholders to engage in the process

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Step in ProcessTime

RequiredParticipants

Step 4. Collect Data Approx. 1 week

Leadership Team

Step 5. Analyze Data 2-3 hours Leadership Team and Stakeholders

Step 6. Complete Rubric

1-2 hours Leadership Team and Stakeholders

Step 7. Collate Rubric results

1 hour Leadership Team and Stakeholders

Step 8. Identify findings and recommendations for high-leverage actions

1-2 hours Leadership Team; may include Stakeholders

Step 4. Collect and sort data.1. State Report Card Data comparing school, district, and state

a. Demographic datab. Achievement data for all students and disaggregated by subgroup for 2012c. Trend data for all students and disaggregated by subgroup for 2008 to 2012

2. CEE Data Reports 3. Feedback on Initial Action Plan4. Healthy Youth Surveys5. Perceptual Data (Staff, Student, and Parent Surveys)6. Classroom instruction data from classroom walk-throughs7. College and Career Readiness Data – High Schools (Course taking patterns

and college attendance, persistence, gradation rates)

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STATEWIDE ASSESSMENT TRENDS (MSP/HSPE)

STATEWIDE ASSESSMENT TRENDS – LIMITED ENGLISH

*Step 5. Analyze data

*Step 6. Complete Student and School Success Principles Rubric

*Step 7. Collate Rubric results.

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LEADERSHIP TEAM AND STAKEHOLDERS

Step 8. Determine Findings and Recommended Areas for Study

•Based on the findings from the Rubric, what do we believe are the areas of highest need in our school? •What areas do we recommend for further study?

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AVAILABLE RESOURCES

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OSPI’s Division of Student and School Success

Regional Educational Service District (ESD)

Title I set-aside and other district funds

NEXT STEPS

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Select your Leadership Team and Key Stakeholders

Begin to gather data for the Needs Assessment

Review findings from your Initial Action Plan (will be sent week of October 1-5)

Complete steps 3-8 of the Needs Assessment

View the webinar for using the Indistar action planning tool (week of October 1-5)

QUESTIONS?

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For assistance, please contact Andy Kelly @

Andrew.kelly@k12.wa.us or (360) 725-4960