1. USING DATA TO IMPROVE YOUR SCHOOL Presenters: Area Supervisors for DESE – Jill Janes; Shelly Aubuchon; Nancy Greeley 1

2. Our Focus For Today… Why Does Data Matter?
Missouri School Improvement Plan and Annual Performance Review
Digging Deeper into the 5 Standards
Missouri Comprehensive Data System
What Is Your Data Saying About Your School And Using Data To Make Smart Decisions? 2

3. Let’s begin with the “WHY”
**All graduates college and career ready
**All children kindergarten ready
**Excellent educators and leaders in every classroom
**Effective and efficient department
Missouri State of Education goals 3

4. Missouri School Improvement Program
MSIP began in 1990 and entered its fifth version in MSIP 6 is currently being developed.
The Missouri School Improvement Program has the responsibility of reviewing and accrediting the 520 school districts in Missouri. The process of accrediting school districts is mandated by state law and by State Board of Education regulation.
MSIP 5 Policy Goals
1. Articulate the state's expectations for student achievement with the ultimate goal of all students graduating ready for success in college and careers;
2. Distinguish performance of schools and districts in valid, accurate and meaningful ways so that districts in need of improvement can receive appropriate support and interventions, and high-performing districts can be recognized as models of excellence;
3. Empower all stakeholders through regular communication and transparent reporting results; and
4. Promote continuous improvement and innovation within
each district.
MSIP began in 1990 and entered its fifth version in 2013.
The Missouri School Improvement Program has the responsibility of reviewing and accrediting the 520 school districts in Missouri. The process of accrediting school districts is mandated by state law and by State Board of Education regulation.
A summary of the goals of the Missouri School Improvement Program (MSIP 5) are to:
• Promote continuous improvement and innovation for each district to advance the opportunity for success for each and every student.
• MSIP 5 establishes the state's expectations for districts with the ultimate goal of all students graduating ready for success in college and careers.
• Distinguish performance of schools and districts in valid, accurate, and meaningful ways so that districts in need of improvement can receive appropriate support and interventions to meet expectations and high-performing districts can be recognized as models of excellence.
• Empower all stakeholders through regular communication and transparent reporting of clear data on performance and results so that they can take action appropriate to their roles.
The Department believes high expectations, a clear vision and a few very focused, high impact goals will be critical to drive the improvement efforts necessary to bring about positive results. 4

5. MSIP is organized in three sections: Resource Standards, Process Standards and Performance Standards.
The Resource Standards address the basic requirements that all districts should have in place. They are generally quantitative in nature and include such components as class size, course offerings, and appropriate certification. Some standards are appropriate for all districts. Other standards need to be tailored for districts in different contextual settings.
The Process Standards address the instructional and administrative processes used in schools. They include standards on instructional design and practices, effective teachers and leaders, and governance.
Performance Standards include multiple measures of student performance. The standards against which all school districts will be assessed include academic achievement; subgroup achievement; college and career readiness (K-12) or high school readiness (K-8); attendance; and graduation rate. The Department annually collects and analyzes data for the performance standards as part of the accreditation process.
MSIP is organized in three sections: Resource Standards, Process Standards and Performance Standards.
Resource Standards: basic requirements that all districts should have in place. There are 11 resource standards.
Students – instruction in ELA, Math, Science, S.S.
minutes a week of Art, Music, PE and etc.
Class Size recommendations
Staffing of Lib/Counselors/Supt/Bldg. Principals
Planning Time
Certification Requirements
Process Standards: instructional and administrative processes used in schools.
Teacher Evaluation System
Professional Development
Effective Teaching Practices/Assessments
Administration of state required tests/assessments
Curriculum
Learning Climate
Career Education
Technology
CSIP Plan
Board of Education Requirements.
Performance Standards: multiple measures of student performance. 5 areas (academic achievement, subgroup achievement, college and career readiness, attendance, and graduation rate. 5

6. My APR – What does it mean?
No matter how you look at it everyone wants to improve….as an individual you know what you want to get better with…. You know that there are things you can do better. You can always improve at your job, on your farm, and etc.
You have to use data to improve your school.
The Annual Performance Data is used for classification.
It is a requirement from both the federal and state departments.
It is a 3 year picture of your district.
It contains a percentage of points earned.
It reflects both academic and non-academic measures.
It is based on outcomes.
It is measurement on efforts not demographics
Look at the APR as an objective and make meaning of it. It is information that is important to use.
• Collecting data
• Analyzing data
• Reporting data
• Using data for school improvement
• Communicating through data Data-driven decision making requires a cultural shift in thinking that must be nurtured so all stakeholders are committed to this effort.
Data-driven decision-making is about gathering data to understand if a school or district is meeting its
purpose and vision. If we do not have a target, we could make decisions that essentially lead to random acts of improvement. Instead a school should strive for focused acts of improvement which occur when schools are clear about their purpose, about what they expect students to know, and about what they expect students to be able to do.
Data help:
• Measure student progress
• Make sure students don’t fall through the cracks
• Measure program effectiveness
• Assess instructional effectiveness
• Guide curriculum development
• Allocate resources wisely
• Promote accountability
• Report to the community
• Meet state and federal reporting requirements
• Maintain educational focus
• Show trends (but not necessarily solutions)
Data does not help:
• If the data is not valid and reliable
• If appropriate questions are not asked after reviewing
the data
• If data analysis is not used for making wise decisions 6

7. District’s earn a level of accreditation based on their APR points.
There are four levels of accreditation as follows:
Accredited With Distinction – Equal to or greater than 90% of the points possible on the APR
and meets other criteria yet to be determined by the State Board of Education.
Accredited – Equal to or greater than 70% of the points possible on the APR.
Provisional – Equal to or greater than 50% to 69.9% of the points possible on the APR.
Unaccredited –Less than 50% of the points possible on the APR.
The APR uses multiple measures and multiple years of data to provide an accurate and meaningful look at districts. 7

8. APR ---- ANNUAL PROGRESS REPORT
To measure progress toward Missouri reaching Top 10 by 20 plan and to distinguish among school and district performance, the Department computes an Annual Performance Report (APR) score for each school and Local Education Agency (LEA).
Five Performance Standards:
Academic Achievement
Subgroup Achievement
High School Readiness (K-8 district’s only) or College & Career Readiness (K-12)
Attendance Rate
Graduation Rate
Missouri’s Top 10 by 20 plan holds as a primary goal that all students will graduate high school college and career ready. To measure progress toward this goal and to distinguish among school and district performance, DESE computes an APR score for each LEA.
Academic Achievement, Subgroup Achievement, High School Readiness (K-8 districts) or College & Career Readiness, Attendance and Graduation Rate are also used for federal accountability determinations, including reward, focus and priority school identification for LEA’s.
3. Status, progress, and growth for each of the 5 performance standards are used to calculate a comprehensive score used to determine the accreditation level of a school district.
There are four levels of accreditation as follows:
Accredited With Distinction – Equal to or greater than 90% of the points possible on the APR and meets other criteria yet to be determined by the State Board of Education.
Accredited – Equal to or greater than 70% of the points possible on the APR.
Provisional – Equal to or greater than 50% to 69.9% of the points possible on the APR. (Around 13)
Unaccredited –Less than 50% of the points possible on the APR. (2 school districts) 8

9. Let’s Dig Deeper into the Standards!
Academic Achievement – The MAP and EOC’s are used to measure academic achievement. Areas that are assessed: ELA, Math, Science and S.S. – Total points possible: 16 in ELA, Math and Science; 8 points in S.S.
Subgroup Achievement – District shows improvement in the following subgroups: F/R lunch, racial/ethnic background, ELL, and students with disabilities. Areas that are assessed: ELA, Math, Science and S.S. – Total points possible: 4 in ELA, Math, and Science; 2 points in S.S.
Data from your APR: can help with planning instruction; spot trends, and better prepare your students.
MAP testing for grades 3-8. All grades are assessed in ELA and MA. Grades 5 and 8 are also given a Science assessment. EOC’s include Eng. 11, Alg. 1, Biology, and Am. Govt. If a district chooses to give optional EOC’s they are not included in the district’s APR. Also ACT is required for all juniors beginning with the class of 2016.
A student that is in one or more subgroup is only counted once. So they can be F/R and Special Education and etc 9

10. 3. College and Career Readiness: The district provides adequate post-secondary preparation for all students.
Indicators *1-3: Includes percent of students who scored at or above the state standard on ACT, SAT, ASVAB, WorkKeys and Compass. The district’s composite score that meet or exceeds the state standard or demonstrate required improvement and the percent of graduates who participated in any of these tests. Total points possible: 10
Indicator 4: Includes percent of graduates who earned a qualifying score on AP, IB, DC or IRS, TSA. PLW courses have been added to this indicator. Total points possible: 10
Indicators *5-6: Post-secondary percent of graduates who attend post secondary education/training or are in the military within 6 months of graduation. Also the percentage of graduates who complete career education programs approved by the department and are placed in occupations directly related to their training, continue their education or are in the military within 6 months of graduating. Total points possible: 10
***K-8 school districts can receive points here if they provide adequate post-elementary preparation for all students. Percent of students who take an EOC while in the elementary school. Total points possible: 10
Indicator 1-3: Each of these have a point value and we will cover that later. It is important that all students be assessed. Compass is going away but replaced with the WorkKeys. District does not get these points until the student graduates from high school.
Indicator 4: AP (Advanced Placement Courses) IB (International Baccalaureate) TSA (Technical Skills Attainment) Also IRS (Industry Recognized Credential) falls in this category. PLW (Project Lead the Way)
Indicator 5-6: Very important that all students are found after they have graduated. 10

11. 4. Attendance Rate: The percent of students who regularly attend school. They follow the 90/90 rule. Total points possible: 10
5. Graduation Rate: The percent of students who complete an educational program that meets the graduation requirements. Total points possible: 30
Three years of consecutive data for each standard are used to determine status, progress and growth.
Once the scores for each Standard have been generated, they are combined into a single score that is your APR score.
4. This is based on the June Core Data cycle when the district’s submit their end of the year reports. This is based on 90% of the students are in attendance 90% of the time. Basically if a student misses more than 17 days…they are below that 90% of the time percentage. If a student drops out and returns at a later date, the Stop Code may be used for reporting purposes.
5. Students have 4 years once they enter 9th grade to graduate in order to count for their 4 year cohort Graduation Rate. There are points given if a student requires more that the 4 years to complete school. 11

12. So Where Is This Data? 12 MCDS – Missouri Comprehensive Data System
Secure information and you must be given permission to access this information.
Make reference to the MSIP 5 Comprehensive Guide 12

13. Log in to Web Applications
Go to the MCDS Portal
Click on Guided Inquiry then Accountability
Click on MSIP 5 Annual Performance
Report 13

14. Here you will find most of the reports that you will need.
Summary Report –
Supporting Data Report –
MSIP 5 Annual Performance Indicator Report
Standard 3 – CCR Indicator 1-4
Standard 3 – CCR Indicator 5-6
Standard 4 – Attendance Rate
Standard 5 – Graduation Rate 14

15. USING AND UNDERSTANDING YOUR APR
*Summary Report *Annual Performance Indicator Report *Achievement Level Report *Standard 3 – CCR Indicators 1-4 *Standard 3 – CCR Indicators 5-6 *Standard 3 – High School Readiness K-8 *Standard 4 – Attendance *Standard 5 - Graduation

16. WHAT WILL 2017 APR LOOK LIKE? District Report: Timeline:
Standards 1 – 2
High School Readiness
Building Level Report:
October 20 – APR Preview
October – Appeals Window
October 27 (5:00 pm) – Data Freeze
November 8 – Final APR behind secure login
November 13 – Embargoed APR to media
November 15 – Final APR release 16

17. *Used for classification *3 Year Picture of Your District
THE APR IS:
*A Requirement
*Used for classification
*3 Year Picture of Your District
*Contains a percentage of points earned based on performance standards
*Reflects both academic and non-academic measures
*Wholly based on outcomes
*Used for planning instruction, spotting trends, and better preparing your students.
APR Data are not intended for ranking!!!!
Requirement
Classification
3 year picture of your district
Used for planning instruction, spotting trends, and better prepare your students.
Ranking---why not…..
Numbers are misleading when you compare. Each school district is unique and different in so many ways.
Components that can effect student achievement:
Influence of parents or others at home – this could be income, household makeup, parent support, family traditions (bed at a certain time, supper at the table….) F/R
Influence of other students – are there students in that environment that require more attention due to low achievement, behavior, learning difficulties, transfer into the district, and etc.
Quality of teaching and resources at the school – this is one you can not ignore. Research shows that effective teachers will produce high achievement however your strongest teacher may be given a challenging group of students to educate…here you have to look at growth or progress.
When you focus on the students, the test will take care of itself. 17

18. ** We accept responsibility for our students education.
** It's not about the points.
** When we FOCUS on students, the tests take care of themselves. 18