1. “Using Data for Supporting Improved Instruction and
AERA Conference
April, 2005
“Using Data for Supporting Improved Instruction and
Student Learning”
Pat Roschewski, Director
Statewide Assessment
Nebraska Dept. of Education

2. School-based Teacher-led Assessment and Reporting System
Nebraska’s STARS -
School-based Teacher-led Assessment and Reporting System
CLASSROOMS
“Decisions about student learning should occur where the learning takes place – in the classroom.”
Doug Christensen,
Nebr. Commissioner of Education

3. A Balanced Assessment System
Locally developed
Assessments in
Reading
Mathematics
Science
Social Studies
Statewide Writing Assessment
Alternate Assessment _ SPED
Language Acquisiton
NAEP – NRT results - ACT

4. SCHOOL IMPROVEMENT Every educator knows learning targets (standards).
Primary Purpose of STARS?
SCHOOL IMPROVEMENT
Every educator knows learning targets (standards).
Every educator appropriately and accurately measures the targets (assessment).
Every educator uses data for improved instruction and student learning. (accountability)

5. Two Nebraska Case Studies
Customized Data Sessions
Inexperienced Using Data
Desire to learn data analyses
and involve all staff

6. District Two District One 60 staff members 3 administrators
850 students
Homogeneous Population
30% SES
98% Caucasian
15% Mobility
13% SPED
District One
230 staff members
17 administrators
3,500 students
Diverse by Nebr. standards
40% SES
55% Hispanic
25% mobility
17% SPED

7. METHODOLOGY Step 1: NDE staff customized each district’s data
District One
had been collecting large amounts of data
“granular” – no big picture
huge notebook
District Two
didn’t have any data

8. Step 2: NDE staff on-site and taught:
Strategic planning for grouping staff
Formats/purposes of data displays
Embedded assessment literacy – assessment types/purposes

9. DATA ANALYSIS What does the data tell us? (factual)
What might this mean? (hypothesis)
What should we do about it? (action)

10. Commonalities Across Districts regardless of size, demographics
Conclusions:
Commonalities Across Districts regardless of size, demographics
Neither administrators nor teachers knew these steps
Assessment literacy was lacking
“Hungry” for data analysis skill
Willingness to learn and act
Both districts have extended this K-12

11. RECOMMENDATIONS Statewide professional development in data analysis
Statewide professional development in assessment literacy
Improved teacher and administrator preparation
Statewide model of analysis formats tied to instruction
Data support teams