Access and Organization of Data

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Access and Organization of Data
Presented by

• Fred Cohen
• Elaine Zseller, Ph.D.

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Accessing Data

• In Nassau County all districts have access to
  their basic data through the Nassau County Trends
  Analysis cubes in the Data Warehouse
• Superintendents have a password or may obtain a
  password from Alice DeGroots office
  (516-832-2744)

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All Students

• All students enrolled in a public school in the
  district
• Students placed out of the district for
  educational services by the district committee on
  special education or a district official

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No Child Left Behind Accountability

• The federal No Child Left Behind (NCLB) Act of
  2001 included data and reporting requirements.
• Each district shall submit electronic records to
  NYSED for each student.

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95 ParticipationElementary and Middle Schools

• Applies to accountability groups consisting of 40
  or more students
• 95 of students enrolled on the first day of test
  administration received valid scores

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NCLB Accountability Groups

• District
• Schools
• Ethnic
• Disability
• Limited English proficiency
• Economically disadvantaged

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Disaggregated Data
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Performance Index

• PI 100
• Percent Level 2 Percent Level 3 Percent
  Level 3 Percent Level 4 Percent Level 4
• Example (Math 4 Demonstration District 2004)
• PI 3.3534.0834.0861.4561.45
• PI 194.41

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Annual Measurable Objectives for 200203 to
201314

• School Year Elementary
  Middle-Level Secondary-Level
  Level
• ELA Math ELA Math English Math
• 200203 123 136 107 81 142 132
• 200304 123 136 107 81 142 132
• 200405 131 142 116 93 148 139
• 200506 138 149 126 105 154 146
• 200607 146 155 135 117 159 152
• 200708 154 162 144 129 165 159
• 200809 162 168 154 141 171 166

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Adequate Yearly Progress (AYP)

• Any group for which a school or district is
  accountable that fails to meet the Effective
  Annual Measurable Objective and fails to qualify
  for the Safe Harbor will be designated as not
  making Adequate Yearly Progress for the 2004-2005
  school year.

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District Level AccountabilityAll Students

• Each district is treated as if it were one big
  school.
• The district results are aggregated for all
  students attending school in the district as well
  as continuously enrolled students the district
  places outside of the school district (i.e., in
  BOCES, approved private placements).

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Safe Harbor Calculation

• Reduce by 10 the gap between baseline
  performance and goal of 200.
• Example for Grade 4 ELA low-income students
• 2003 AMO 123
• 2002 Index 100
• 2003 Target 100 (200 - 100) X .10110
• AND
• Low-income students must meet Grade 4 Science
  standard

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District Level Accountability AYP

• For a district to make AYP in a grade and
  subject, each district accountability group must
  make AYP in that grade and subject.

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District Level AccountabilityDINI Identification

• A district may be identified for improvement
  even if no school in the district is identified
  for improvement.
• In a district with only one school, the district
  and school can have a different accountability
  status, because the district accountability
  groups include students placed outside the
  district.

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District Level AccountabilityNovember 2004
Amendment

• The U.S. Department of Education has approved
  our NYSED request to amend our accountability
  plan to identify districts for improvement only
  when they do not make AYP in the same subject at
  all grade levels (elementary, middle, and
  secondary) for two consecutive years.
• Kadamus, James A., BiWeekly Newsletter, The State
  Education Department/The University of the State
  of New York/ Albany, NY

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Usefulness of Data Beyond NCLB Accountability

• Systemic change
• Curriculum evaluation
• Instructional evaluation
• Targeted instruction

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Organizing Data

• Individual Instructional Data Versus Group Data
• Disaggregating Data versus Summarizing Data

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Individual Instructional Data

• The basic individual instructional datum would
  be one students answer to one multiple choice
  question.
• Of what use is this single instructional fact?
• Of what use would a battery of such instructional
  data be for an individual student?

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Group Data

• Group instructional data summarizes how a whole
  class or school or district scored on that same
  single multiple choice question or on an entire
  test.
• How might group data be used to improve
  instruction?

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Disaggregated Data

• There are instructional insights that can be
  learned by first grouping data and then
  disaggregating the data without going to the
  individual student level.
• What disaggregations might be useful in analyzing
  instructional practices?

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Todays View of Data is Twofold

• To view instructional data at the greatest level
  of detailindividual student right and wrong
  answers to specific assessment questions
• To view the patterns of wrong answers, by level,
  within a school or district

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Viewing Student Right and Wrong Answers

• For Data Warehouse members, student right and
  wrong answers can be summarized using Item
  Analysis Reports. See the Guidelines
  documentation for details.
• Non-Warehouse members should request the
  Operational Data Layout file from their RIC and
  call Fred Cohen at 516-608-6640 to see how to
  create and use an Item Analysis Report.

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