1. Planning, Assessment & Research Analysis and Use of Student Data Part I

2. Schools are Inundated With Data ELA NYS API Language Census NYS Standards Math Assessments AYP Reading assessments Performance Assignments Regents ELD Portfolios Graduation Rate Teacher credentials

3. Three Types of Data Demographic – Who are our students/staff; what are their characteristics Outcome – What students did; what scores or grades they got Process – What we/they did to get to the outcomes

4. Demographic Data Student characteristics Gender Ethnicity Language classification Grade level Socio-economic status Parent education Program participation Special Education/GATE Academy Staff characteristics Gender Ethnicity Credentials Grade level and/or courses taught Program participation Professional Development Committees or other assignments

5. Outcome Data What students learned or achieved Scores on classroom tests Periodic assessments (math & reading) Grades on portfolios Report card marks Scores on standardized tests Graduation / Dropout Post-Secondary enrollment or employment What the school has achieved AYP Graduation rate / Dropout rate

6. Types of Outcome Data: Annual and Periodic Assessments Annual Assessments Periodic Assessments

7. Uses of Assessment Data Annual Public accountability Comparison to other schools Examination of trends over time Starting point for periodic assessments Periodic Track student progress during school year Provide information for instructional planning, to help make improvements while students are still in your class

8. Disadvantages Annual Single snapshot Students may be gone by the time you get results Not always useful for guiding instruction Periodic May still be a snapshot; seldom cumulative May not be related to state assessments

9. Combining Demographic and Outcome Data Can tell you more about: Which groups of students are doing well? Which groups are not doing well? Can lead you to deeper questions: Are there differing patterns of achievement and/or participation between groups? Are certain groups under-performing or out- performing others? In what areas?

10. Process Data Helps answer why certain subgroups got the observed outcomes Professional development Use of instructional time and/or resources Classroom organization Scheduling Prior experience (students and teachers) Perceptions Attendance patterns Referrals Generally measured using observation, surveys, questionnaires

11. Summary of Types of Data Demographic – Who are our students/staff Outcome – How students did Process – What we/they did to get the achieved outcomes

12. Reflecting on the Data Collaborative reflection on the data can: reveal patterns of strengths and weaknesses in the system (define needs) provide direction for change (set improvement goals & strategies) identify criteria to use in measuring the effectiveness of planned changes (monitor & evaluate)

13. Where Do I Get the Data to Analyze? Student Assessment Data

14. Types of Data Systems Transactional/ Operational Systems Data entry system Data varies from day to day or periodically Elementary & Secondary SIS, PTRS, IFS Periodic Assessments (Edusoft); Open Court (SOAR) Reporting Systems No data entry Reporting system only Decision Support System (DSS), FRDB

15. Types of Data Available Demographics ELD/ESL Level State Assessment & Achievement Results District Assessments Health Information Intervention Programs Special Education Eligibility & Services Class rosters Course enrollment Marks Attendance (Secondary) Grade Point Average (Secondary) Master Schedule (Secondary)