How to Use Data for System Wide Change

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How to Use Data for System Wide Change

• IRA 53rd Annual Convention
• Kerry Sewell, Ed.D.
• May 4, 2008

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The fierce urgency of now
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There is a marked difference between vague, well
intentioned improvement efforts and
carefully targeted, goal-oriented, short term
efforts aimed explicitly getting measurable,
substantive results quickly. The former
characterizes the disappointing failures of the
past the latter can achieve better short term
and long term results. This strategy requires
leadership that any dedicated administrator can
provide it does not require immediate and vast
increases in resources. Schmoker, 1999
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Knowing where to start

• What is your data system? Do you have one?
• What do you currently measure?
• What do you want to measure?
• Schools
• Demographics
• Achievement
• Who has access?
• Who has the expertise?
• Who can lead the needed conversations?
• Who has the formal and informal power to make it
  happen?

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NECAP Reading Percent Proficient Milton Compared
to the State 2006-2007 (Where were we?)
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SMART Goal Specific strategic, Measurable,
attainable, results-oriented, Time bound
INDICATORS Standards and objectives (weak areas
for students)
MEASURES Tools well use to determine where
students are now and whether they are improving
TARGETS The attainable performance level wed
like to see
60 of Kindergarten population will score at 18
or above
Word Analysis Phonemic Awareness Skills Grades K
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DIBELS Phoneme Segmentation
Students in the 1st grade target group will score
greater than or equal to 25 on the phoneme
segmentation fluency assessment from DIBELS
Spring MCA scores will indicate a 25 decrease in
the difference between the achievement in index
rates between white students and students in the
No Child Left Behind Subgroups
Initial Sound Fluency. Hearing Sounds and Words
Test
80 of Kindergarten population will be at 25 or
above
By midyear 1st grade target group will have
between 27 and 30 sounds they can record
Writing Ideas, Conventions and Organization
Grades K 1
Using the District Rubric to score a writing
assessment that will be created by the classroom
teacher
40 of Kindergarten population will score a 2
By midyear 90 of the 1st grade target group will
score a 2 or better
Word reading Grade 2
Dolch word list
By the end of May 04, fluency assessment scores
will be at 75 or better
Dolch word list
Students will read 200 or better Dolch words
correctly by May 05
Sentence reading Grade 2
Practice fluency assessments
80 of students will read in the range of 95-124
words per minute
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NECAP Reading Percent Proficient Milton Compared
to the State2007-2008(Where are we now?)
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MES School Level Data
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• Without data you are just another person with an
  opinion

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Demographics
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School variables
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Assessments

• State assessments
• DRA
• Rasinski 3- Minute Reading Assessments
• Gates McGinite
• Fontas and Pinnell Benchmark Assessment System
• DIBELS
• Locally developed assessments