WHITE BEAR LAKE AREA SCHOOLS: PERFORMANCE INDICATORS & DATA SOURCES Week 4 Assignment Kristin Kusche EDU663: Assessment and public policy Dr. Linda Beckham June 20, 2016

WHAT ARE PERFORMANCE INDICATORS?  Data and information that measure the quality of a system (Rowe & Lievesley, 2002)  Measure the success of objectives (Rowe & Lievesley, 2002)  Measure accountability, school effectiveness, and monitor achievement of standards (Rowe & Lievesley, 2002)  Used to guide educational reform (Rowe & Lievesley, 2002)  Use multiple indicators to act as a checks and balances system (Wong & Nicotera, 2007)  Three indicators for White Bear Lake Area Schools (WBLAS):  MAP testing, MCA testing, day-to-day assessments by teachers

MAP TESTING  Measures of Academic Progress (MAP)  Measures growth in mathematics and reading in grades 1-10  Based on state and national standards  WBLAS average reading growth: 127% (1 year, 3 months)  WBLAS average mathematics growth: 144% (1 year, 5 months)  Uses as a performance indicator:  Results could be broken down by grade, demographics  Could measure the growth of an individual student over the course of many years (WBLAS, 2016b)

ACQUIRING MAP DATA  Northwest Evaluation Association (NWEA)  Report: Comparative Data to Inform Instructional Decisions (NWEA, 2016)

MCA TESTING  Minnesota Comprehensive Assessments (MCA)  Required standardized testing under the No Child Left Behind Act  Measures student performance in reading, mathematics, and science  Huge increase in math in both MN and WBLAS averages from , but scores have been declining since 2012  Uses as a performance indicator:  Results could be broken down by grade, demographics  Could measure grade level and curriculum effectiveness from year to year (WBLAS, 2016b) MCA Comparison: WBLAS to State of Minnesota Content AreaState AverageWBLAS Average Reading59.5% proficiency65% proficiency Mathematics60.2% proficiency65% proficiency Science53.4% proficiency60.6% proficiency

ACQUIRING MCA DATA  Pearson  Minnesota Department of Education (MDE, 2015)

DAY TO DAY ASSESSMENTS  Both formative and summative  Standards and content based  Can use Common Core State Standards  Should be examined by other teachers in same grade level and content area  Uses as a performance indicator:  Confirm results of standardized tests, such as MCA and MAP  Use formative assessments to guide instruction  Group students according to mastery to afford differentiated instruction (Wong & Nicotera, 2007)

ACQUIRING DATA IN-DISTRICT  Individual teacher  Schoology  Skyward  Google programs, such as Classroom and Drive  District Staff:  Jill Pearson, support services  Sara Paul, assistant superintendent  Marisa Vette, communications (WBLAS, 2016a)

THE PROCESS OF REFORM/DECISION-MAKING 1)Collect data from multiple sources 2)Conduct needs assessment 3)Set goals for improvement 4)Adapt instructional practices 5)Evaluate impact of decisions 6)Repeat  Use performance indicators to measure and evaluate at all stages (Wong & Nicotera, 2007)

REFERENCES Minnesota Department of Education (2015). Retrieved from Northwest Evaluation Association (2016) MAP Comparative data to inform instructional decisions. Retrieved from Rowe, K., & Lievesley, D. (2002). Constructing and using educational performance indicators. Australian Council for Educational Research. Retrieved from White Bear Lake Area Schools. (2016a). Retrieved from White Bear Lake Area Schools. (2016b). Annual report. Retrieved from Wong, K.K., & Nicotera, A. (2007). Successful schools and educational accountability: Concepts and skills to meet leadership challenges. Boston: Allyn & Bacon.