1. 1 Hanson School District Data Analysis Jan. 2009

2.  Evaluate student achievement data  Discuss data related to Professional Practices, Programs and Structures, & Family & Community  Determine an Action Plan 2

3. Professional educators honor the privacy of student, staff and family information. I pledge to honor the privacy and confidentiality regarding data and discussions involving students, staff and other school-related issues. I understand that the data and discussions shared at this retreat are for professional school improvement purposes. I will not divulge this confidential information to any persons outside of the professional education arena. Team Task Read and honor the pledge of confidentiality.

5. In successful schools … …all students are proficient in reading, writing and language skills … all teachers are teachers of reading so that students may access and understand content. … teachers are well trained in, and teachers use best literacy practices in the classroom 5

6.  What data do we have that reports how our students have performed on reading, writing and language assessments? ◦ Dakota STEP ◦ Stanford Writing ◦ Other Data Sources…

7.  Dakota STEP Reading  Caution: The Dakota STEP Reading test has been consistent for four years and will be new this year.  Goal: All students will be 100% proficient by 2014. 7

9. 1. Summative Data Table 2. Graphic Representation 3. Observe, discuss and document data patterns. 4. Pose Hypotheses – explanations for the data patterns you observe. 5. Classroom Connections – suggest and document strategies that may improve the results.

13. Dakota STEP Reading Assessment Observations Classroom Connections

14.  Elementary ◦ 3 rd grade: (S) R.1.1 (W) R.4.2 & R.3.1 ◦ 4 th grade: (S) R.1.1 (W) R.4.1 & R.3.1 ◦ 5 th grade: (S) R.2.1 (W) R.2.2 & R.3.1  Middle School ◦ 6 th grade: (S) R.4.1 (W) R.4.2 ◦ 7 th grade: (S) R.1.2 (W) R.3.1 ◦ 8 th grade: (S) R.1.1 (W) R.4.2 & R.4.3  High School ◦ 11 th grade: (S) R.4.1 (W) R.2.2

15. 5 th Grade 2004-052005-062006-072007-08 Ideas and Development 5977 70 Organization, Unity and Coherence 5570 52 Word Choice 5577 74 Sentences and Paragraphs 50 48 Grammar and Usage 4563 74 Writing Mechanics 4553 52

16. 7 th Grade 2007-08 Ideas and Development 81 Organization, Unity and Coherence 77 Word Choice 81 Sentences and Paragraphs 81 Grammar and Usage 73 Writing Mechanics 69 10 th Grade 2007-08 Ideas and Development 72 Organization, Unity and Coherence 66 Word Choice 72 Sentences and Paragraphs 72 Grammar and Usage 66 Writing Mechanics 76

17. Stanford Writing Assessment Observations Classroom Connections

18. ACT Literacy ObservationsClassroom Connections 2004-052005-062006-072007-08 Number tested 8112214 English *15.919.520.6 Reading *18.019.621.6

19.  What other data is currently available?  What does it tell us about student achievement?  What additional data is needed?  How will we gather it?

20. In successful schools … …all students are proficient in math skills … teachers are well trained in, and teachers use instructional practices in math classrooms 20

21.  Dakota STEP Math 21 Caution: The Dakota STEP Math test has been consistent since 2006. Goal: All students will be 100% proficient by 2014.

22.  What data do we have that reports how our students have performed on math assessments? ◦ Dakota STEP ◦ Other Data Sources…

23.  The Dakota STEP Math test has been consistent for three years ◦ 2004, 2005 - test of “old” standards ◦ 2006, 2007, 2008… - test of “current” standards  New Math standards will not be adopted until 2011 (tested in spring of 2013)

25. 1. Summative Data Table 2. Graphic Representation 3. Observe, discuss and document data patterns. 4. Pose Hypotheses – explanations for the data patterns you observe. 5. Classroom Connections – suggest and document strategies that may improve the results.

29.  Elementary ◦ 3 rd grade: (S) M.G.1 (W) M.M.1 ◦ 4 th grade: (S) M.S.2 (W) M.N.1 ◦ 5 th grade: (S) M.N.2 (W) M.G.1  Middle School ◦ 6 th grade: (S) M.N.2 (W) M.G.2 ◦ 7 th grade: (S) M.A.2 (W) M.A.1 & M.N.2 ◦ 8 th grade: (S) M.N.1 (W) M.A.1  High School ◦ 11 th grade: (S) M.A.2 (W) M.N.3, M.S.2 & M.G.1

30. ACT Mathematics ObservationsClassroom Connections 2004- 05 2005- 06 2006- 07 2007- 08 Number tested 8112214 Math *19.120.321.4

31.  What other data is currently available?  What does it tell us about student achievement?  What additional data is needed?  How will we gather it?

32. Mathematics Classroom ConnectionsHypotheses

34.  Elementary ◦ 5 th grade: (S) S.P.1, S.L.3 & S.S.2 (W) S.L.2  Middle School ◦ 8 th grade: (S) S.S.1 (W) S.P.1  High School ◦ 11 th grade: (S) S.N.2 (W) S.L.1 & S.L.2

35. ACT Science Observations Classroom Connections 2004- 05 2005- 06 2006- 07 2007- 08 Number tested 8112214 Science *19.919.622.3

36. Science Observations Classroom Connections

38. Professional Practices Data Sources  Teaching Assignments  Higher Education  Years of Experience  Highly Qualified Teachers  Highly Qualified Paraprofessionals  Technology Integration  Professional Development Activities  Methods for Instructing “Challenging Learners”  Teaching Strategies  Teacher Attitudes, Behaviors, Values  Attendance  Substitute Teacher Qualifications, Use  Teacher Perceptions (surveys)

39.  To what extent are your teachers highly qualified… ◦ to teach the classes to which they are assigned? ◦ to teach the students in their classes?  To what extent are your paraprofessionals qualified to assist the teachers to whom they are assigned?

40.  District Initiatives ◦ Literacy – Guided Reading, Month by Month Phonics, etc. ◦ Math – CGI ◦ Technology Training ◦ Professional Learning Communities ◦ Book Reads/Discussions ◦ Achievement Series ◦ Alternative High School ◦ School to Work ◦ Independent Reading (Books in Bags)

41.  What other data is currently available?  What does it tell us about student achievement?  What additional data is needed?  How will we gather it?

42. Professional Practices ObservationsClassroom Connections

44. Programs and Structures Data Sources  Course Offerings  DDN Offerings  Spec. Ed. Referrals  Spec. Ed. Referral Process  Spec. Ed. Modifications  Textbook Adoption Cycle  Programs for gifted and talented students  Computer Classes  Schedule for “specials” classes (PE, Music, etc…)  Time out of school for extra-curricular activities  Time for lunch, recess  Early childhood programs  Perceptions (surveys)

45.  What other data is currently available?  What does it tell us about student achievement?  What additional data is needed?  How will we gather it?

46. Programs and Structures Observations Classroom Connections

48. Family and Community Data Sources  Attendance at Parent/Teacher Conferences  Parent Volunteers  PTO/PTA Participation  Parent Complaints  Parent Attendance at Events  Community Volunteers  Community Participation in Events/Initiatives  Community Complaints  Perceptions (surveys) of both parents and community members

49.  How do we communicate student achievement goals with all stakeholders?  How do we involve parents, families and community members in our students’ education?

50.  What other data is currently available?  What does it tell us about student achievement?  What additional data is needed?  How will we gather it?

51. Families and Community Observations Classroom Connections

52.  Team Task  Use the template to craft the goal as a team. 52 (specific skills) (subgroups and grade levels of students) (percent of students) (level of performance) (name of assessment)(month and year) Staff who will do the work Commitment We will of so that will demonstrate as measured by by

53. Team Task  How can we prepare for potential pitfalls? Those who fail to plan … plan to fail. 1. Plan ahead for possible resource barriers. 2. Plan ahead for possible sabotage by staff or others. 3. Plan ahead for errors in the data. 4. Plan ahead for other potential pitfalls. 53

54.  Prioritizing Issues ◦ As a group, discuss each issue. ◦ Classify each issue according to the categories.  Observe – where do most issues fall? Why? 54 Diversity Factor Resource Factor Expertise Factor Organization Factor

55.  Set dates to measure periodic progress and outcomes.  Determine who will be responsible for monitoring progress.  Look at the concept of mini-reflection retreats after each periodic assessment.  What is your plan? 55

56.  Initiate structures and systems  Create processes for monitoring  Reallocating resources  Posing the right questions  Model what is valued  Celebrate progress  Confront violations of commitments 56

57.  Once you have written your new goal along with strategies and monitoring timeline, complete the assets worksheets.  Determine what tangible assets you have to help the district meet this goal.  How can you utilize the intangible assets to help maximize your effectiveness to meet the goal? 57

58.  In your group, discuss the tangible & intangible assets your school has.  Identify examples of how you can emphasize each asset in your school to accomplish your goal. (What will this look like in our school?)  Choose at least one of the assets and write the steps necessary to accomplish your goal.  Be prepared to share your plan with the group. 58 Tangible AssetsIntangible Assets

59.  What will it look like (what will I see, hear, do) in the district/building if we are all working on this goal? 59

60. 60  Refine your goal and strategies based upon feedback.  Finalize your goals, strategies, timeline, monitoring system.  Establish your plan to share the goals with parents & community members.

61. Education Service Agency, Region 2 61 Pat Bruinsma Melissa Goodwin Marge Hauser Pat Hubert Cate Sommervold Lori Stoltenburg Vickie Venhuizen 367-7680 esa2@edec.org