The Importance of Data-Based Decision Making Chapter One: The Importance of Data-Based Decision Making

Standards-Based Reform National/International Legislated standards measurements: NCLB: No Child Left Behind. NAEP: National Assessment of Educational Progress. IAEP: International Assessment of Educational Progress. IEA: International Evaluation of Achievement.

Standards-Based Reform: State Level Legislated standards measurements: State Assessments: Core Testing Reading Assessments Writing Assessments AP Exams State Competitions Other?

Content and Performance Standards Content Standards: What should students know and be able to do? Performance Standards: How well do students know the content?

Curriculum Alignment: Curriculum alignment: focusing teaching and instruction to match the priorities set forth by statewide standards. What responsibilities does this create for you as a future school leader? What experience do You have with curriculum alignment processes?

Assessment and Accountability: NCLB: Every child in grades 3 – 8 tested yearly in reading, Math, and science. To what extent have students mastered the curriculum standards? Disaggregated data by: ethnic groups, LEP, low Income, gender, disabilities.

Understanding the Data: What data is currently available in your classroom? How is that data used? What data is currently available in your school? District? State? See sample pp. 11,12.

The Role of Professional Development: School leaders play A key role in planning And delivering professional development to teachers. How does your school provide DB professional training?

Norm Referenced Scoring: Norm Referenced Scoring: All students who test are compared against the ‘norm’ -- students are compared a spot on the continuum of the ‘curve’. Ex: 80% score means that students performed at a level equal to or better than 80 out of 100 students tested. Multiple choice questions. Widely used. Widely criticized. Inadequate measure of skill application. Example Test Questions: A blacksmith is someone who: a. makes horseshoes b. fixes pipes c. builds houses d. chops wood

Criterion Referenced Testing Statewide Assessment: Developed at state level. Usually a closer ‘fit’ with curriculum taught. Valid within the state for which it was designed. Criterion Referenced (a certain ‘criterion’ or ‘benchmark’ is set for mastery): Evaluates students on the basis of a specific performance standard. Number of students ‘passing’ measured by those that meet the criteria (70% passing, etc.) regardless of how many meet or surpass the performance standard.

Diagnostic Achievement Tests Used to: (1) Pinpoint specific academic problems. (2) Determine special education placements. Wood-cock Johnson Psycho-Educational Battery Key Math-Revised Inventory Peabody Individual Achievement Test Stanford Diagnostic Reading and Mathematics Wide Range Achievement Test Metropolitan Diagnostic (reading, math, language) May include IQ: WIPPSI, WISK, WAIS

Statistical Measures in Testing Measures of Central Tendency: mean, median, mode Measure of Validity: standard deviation. Standard Scores: raw scores transformed to a common scale. Age-equivalent scores, Grade-equivalent scores. Basals: Base line or initial testing point for student. Where information is easy enough for student. Ceilings: Upper limit of test administration. Where information becomes too difficult for student.

Communicating Results w/ Parents Maintain student privacy and confidentiality of records. Focus on information as a place to begin making improvements, not ‘set in stone’. Examine discrepancies between various subtests and what is actually taught in the classroom. Understand how test is scored. Be able to explain to parents.

Climate of Accountability: External accountability: Bureaucratic or political accountability. Market Accountability: School choice programs; vouchers, private /charter schools. Internal Accountability: Inner school norms, goals, decision-making, assessments, etc.