1. 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

2. 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

3. 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)

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

5. 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 2011-2012, 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) 2014-15 MCA Comparison: WBLAS to State of Minnesota Content AreaState AverageWBLAS Average Reading59.5% proficiency65% proficiency Mathematics60.2% proficiency65% proficiency Science53.4% proficiency60.6% proficiency

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

7. 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)

8. 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)

9. 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)

10. REFERENCES Minnesota Department of Education (2015). Retrieved from http://education.state.mn.us/ Northwest Evaluation Association (2016). 2015 MAP Comparative data to inform instructional decisions. Retrieved from https://www.nwea.org/resources/2015-comparative-data/ Rowe, K., & Lievesley, D. (2002). Constructing and using educational performance indicators. Australian Council for Educational Research. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1013&context=learning_processes White Bear Lake Area Schools. (2016a). Retrieved from www.whitebear.k12.mn.us White Bear Lake Area Schools. (2016b). Annual report. Retrieved from http://www.whitebear.k12.mn.us/Files/about/15_wbl_ar_web_3.pdf Wong, K.K., & Nicotera, A. (2007). Successful schools and educational accountability: Concepts and skills to meet leadership challenges. Boston: Allyn & Bacon.