1. Pre K-20 Equity Discussion Warm Up
What is the difference between equal and equitable?
What ways does your district provide equitable experiences and instruction for your students?
What's the Difference Between Equal and Equitable poster from VIF International Education | © The Center for International Education. All Rights Reserved.
Used under Fair Use doctrine.
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2. Student Proficiency, Growth and Equity… Oh My!
October 18, 2016

3. Introductions Presented by: In collaboration with:
Learning and Teaching – Kathe Taylor, Assistant Superintendent & Marissa Rathbone, Director of Operations
In collaboration with:
Title Programs – Paula Moore, Director; Reed Rawlings, Data Analyst
Office of Student and School Success (OSSS) – Serene Cook, Instructional Services, Assessment, and Professional Learning Coordinator
Student Information – Deb Came, Assistant Superintendent; Erica Ferrelli, Lance Sisco, and Ashley Colburn, Data Analysts
Data Governance – Tim Stensager, Director & Susan Canaga, Data Coaching Program Manager
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4. Today’s Objectives Demonstrate OSPI’s new ways of presenting data
Show how to access and use the new data platform
Explore ways Learning and Teaching staff can use performance indicator analytics
Suggest ways data can be used to inform equity conversations
Invite conversations about how to use this data in your district
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5. Every student ready for career, college, and life
OSPI Vision
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6. To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.
OSPI Mission
Providing resources, tools, data and technical assistance is a service we can provide to those of you who are much closer to the front lines of impacting student performance than we are.
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7. Measuring Success Performance Indicators
Measures of Success
Increase four- and five-year high school graduation rates
Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education
Performance Indicators
We must help students:
Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS).
Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment.
Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades.
Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit.
Enroll in college-level courses and earn dual credit.
Take the SAT and ACT and earn college-ready scores.
Access financial aid for post-secondary learning.
We must help students avoid:
9th-grade course failure.
Suspensions and expulsions.
Chronic absenteeism.
Measuring Success
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8. Defining Proficiency and Student Growth Percentiles
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9. What Do We Mean by Proficiency?
Proficiency = How well students perform on the state assessments
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10. What proficiency data is included?
Data from state assessments are available as:
Smarter Balanced Assessments (SBA)
Math and ELA – Grades 3rd through 8th & 11th
End of Course (EOC) Exams
Math (Algebra 1 or Geometry) & Biology
Measurements of Student Progress (MSP)
Science – Grades 5th & 8th
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11. What are Student Growth Percentiles?
Describe a student’s growth compared only to other students with similar prior test scores; no other student characteristics are considered.
Allow us to:
fairly compare students who enter school at different levels; and
demonstrate a student’s growth and academic progress, regardless of proficiency.
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12. An Introduction to Student Growth Percentiles
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13. Student Growth Percentiles are Part of the Washington State Achievement Index
The Achievement Index is intended to:
provide a fair and consistent measurement of Washington’s public schools.
present a clear picture of how schools and districts are performing.
demonstrate improvement over time and highlight closing achievement gaps.
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14. SGP Resources
Districts receive individual student growth percentile data through the Washington Assessment Management System (WAMS).
For a deeper understanding of SGP, visit the assessment web page.
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15. Watch SGP Video in Each Region
1. Go to OSPI website. Search for student growth percentiles. (
2. Watch video.
3. In each region, explain to each other what SGPs are. Generate any questions you might have for OSPI about how SGPs “work.”
LINK to PADLET to record questions:
We’re going to stop to give each region a chance to actually watch this video and get to know Anthony just a little bit better. We’ll take a 15 minute break to give you a chance to watch the video and talk about what you saw. When we return, we’ll be joined by one of our OSPI colleagues to respond to any technical questions you might have about how SGPs work. It’s important that you have a good sense of what SGPs are so that you can more fully understand the data we’re about to show you.
Group facilitators: The padlet link on the screen can be used to record the questions that are coming up. For the 7 regions that have an OSPI staff member present—the OSPI staff member can record the questions.
We will resume at _______ (time).
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16. Questions about SGPs? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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17. Accessing the Data Why This is important for learning & teaching staff
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18. How do proficiency analytics add value to what is already on the Report Card?
Report Card allows comparisons of proficiency:
One student group at a time
Proficiency analytics allow easier comparisons across:
Schools
Districts
ESDs
Student Groups
Years
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19. Go Live
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20. What is the added value of student growth analytics compared to SGP Data and Charts?
SGP charts display median SGPs relative to proficiency:
One student group at a time
One year at a time
Student growth analytics allow users to compare:
Across student subgroups
School or district growth relative to the growth of others regardless of proficiency
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21. Why report proficiency and SGP in this way?
Provide a user-friendly way to identify disparities between student groups
Expand conversations that often focus only on proficiency to also include student growth
Reveal places where achievement and growth are notable
Invite conversations about equity
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22. Accessing the Data
How to find these resources and what to do with them when you get there
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23. Accessing the Data: Easy as 1-2-3
The assessment analytics (proficiency and student growth) will be released October 31.
Until October 31, the analytics can be accessed through a separate URL, which you will receive at the end of the presentation.
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24. Step 1
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25. Step 2
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26. Step 3 Will be posted in early November 2016 after district preview.
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27. What is Tableau? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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28. Actually…
Tableau is a data visualization software tool that helps people see and understand their data.
similar to Excel, but with greater flexibility
works better across platforms and devices
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29. Data Dashboard OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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30. Navigation Page Proficiency Tab (P)
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31. Proficiency + SGP (P.S.) SGP Data (S) Metadata:
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32. Go Live
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33. Data Highlights
TWO EXAMPLES OF DATA PRESENTATIONS AVAILABLE WITH THE NEW ASSESSMENT AND STUDENT GROWTH ANALYTICS
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34. On the surface, what are these bar charts saying?
What stories might these data be telling?
How could your district use these data? If this were your district, what would you want to explore?
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35. On the surface, what is this line graph saying?
What stories might this graph be telling?
How could your district this information? If this were your district, what would you want to explore?
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36. For Technical Information
Susan Canaga, Data Governance Program Manager Questions about access to data and today’s presentation | Tim Stensager, Director of Performance Management Questions about OSPI’s performance indicators | Ashley Colburn, Data Analyst, Student Information Questions about SGP data and charts | Erica Ferrelli, Data Analyst, Student Information Questions about Tableau assessment analytics |
Photo by Paola Kizette Cimenti | CC BY NC ND
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37. For Program Information
Kathe Taylor, Assistant Superintendent of Learning and Teaching Questions about program applications | Marissa Rathbone, Director of Operations | Serene Cook, Instructional Services, Assessment, and Professional Learning Coordinator Questions about OSSS coaching | Reed Rawlings, Research Analyst Questions about Title I programs |
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38. To view analytics during the district preview period (until October 31)
Go to:
Click on “Assessment Analytics”.
The analytics along with a video tutorial are available on this webpage.
The PPT presentation and recording posted at this site are from an earlier presentation. For a copy of the slides from this PPT presentation, ask your ESD group facilitator.
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39. For Further Discussion
When you look at your data, what results make you wonder, “hmmmmm…..”?
What factors are affecting student performance, and how can your district impact them?
What can you do to engage in conversations about these data in your district?
Who would you want to share this information with? Who should be part of the conversation?
What would you want to learn from other districts that are getting better results?
What can you do to learn from another district?
What can the ESD do to help districts learn from each other?
How can you use these new ways of looking at data to inform your district’s efforts to improve equity?
(Recorders: Record discussion themes/questions on Padlet:
L & T Staff: Record themes and questions on Padlet:
Kathe
We leave you with some thoughts about what you might do after you’ve had a chance to explore your own data. We hope that these new ways of looking at your district’s data will give you new opportunities to learn more about the performance of your students, and that it will become a catalyst for conversations in your district, schools, and community.
Here are some questions you might consider today, or take back to your districts to dig deeper into the stories your data is telling. We’ll pause to let you read the questions.
We’ll conclude with two comments. First, the question, “What factors are affecting student performance, and how can your district impact them?” is easy to ask, but very complex to answer. It could engage people in a continuum of systems-level conversations, from the more profound (e.g., what are your district’s core beliefs and values?) to the eminently practical (e.g., what instructional strategies and materials do we use?). You have to decide how deep you want to go.
Second, implicit in these questions is the urgency to learn. We may not have answers for you, but we hope that these resources will invite you to explore the big questions.
We leave you today in your regions to begin exploring your data and start the conversation. Thank you for tuning in!
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40. Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons 4.0 International License.
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