Analyze the Data

1
Analyze the Data
Comprehensive Needs Assessment Professional
Development
2
Session Questions

• Why is data analysis a critical aspect of
  school/district improvement?
• How can data analysis focus the improvement work
  in a school/district?

2
3
Data Analysis Can Help Us Answer Several
Questions

• Who are we?
• How do we do business?
• Where are we now?
• What are the gaps? What are the root underlying
  causes of the gaps?
• Where do we want to be? How can we get to where
  we want to be?
• (Bernhardt, 2006)

3
4
Delightful School Scenario
4
5
Questions About Delightful School

• 1. What data are currently being collected by
  Delightful Intermediate School?
• 2. What additional data might the school want to
  collect?
• 3. What strengths and weaknesses do you notice as
  you read the scenario?

5
6
Predictions and Assumptions About What Exists
6
7
Possible Predictions

• Which is higher?
• reading or math performance
• district compared to school
• Has performance increased or decreased over 3
  years?
• Which groups of students are performing high?
  Low?
• Ethnicity
• Economically disadvantaged
• Special education
• LEP
• Other predictions?

7
8
Prediction Cards (Index cards)
Prediction 2
Prediction 1
Prediction 3
Prediction 5
Prediction 4
This activity is adapted from Data-Driven Dialog
A Facilitators Guide to Collaborative Inquiry, by
Bruce Wellman and Laura Lipton.
8
9
Predictions and Assumptions

• One person draws a card and reads a prediction.
• Everyone speculates on assumption(s) underlying
  the prediction.
• Next person draws a card and process continues.
• Spend no more than 3 minutes on each prediction.

9
10
Predictions and Assumptions
Predictions
Assumptions
10
11
Why Assumptions Are Important

• Accepted as fact
• No actual proof that they are true
• Serve as frames of reference for what we believe
  to be true
• Underlie our predictions about future events
• Usually unaware of our assumptions

11
12
AYP Indicators
12
13
2009 Adequate Yearly Progress Guide
http//ritter.tea.state.tx.us/ayp/2009/guide.pdf
2009 AYP Indicators
13
14
AYP Indicators
14
15
15
16
16
17
Delightful School Scenario Data Analysis
17
18
Rules of Engagement

• Make sure everyone participates.
• Respect each others ideas.
• Stay focused on the task.
• Avoid
• because statements,
• the blame game, and
• being defensive.

18
19
BECAUSE
19
20
Rules of Engagement

• Review one piece of data, with everyone at the
  table simultaneously looking at the same data.

• While the data are important to understand, also
  important is the collective nature of this
  activityeveryone discussing the same data.

20
21
District and School AYP Data

• Three years of AYP reports for ABC District and
  Delightful Intermediate School
• Graphs of these reports disaggregated by
  ethnicity, economically disadvantaged, special
  education, and LEP

21
22
Adequate Yearly Progress Guide
http//ritter.tea.state.tx.us/ayp/2009/guide.pdf
22
23
Additional Data Sets

• Demographic data
• Attendance data
• Content area survey results
• Themes from focus groups and conversations with
  leaders
• If availableFindings from system capacity
  rubric, additional relevant data

23
24
Examining the Data

• Use highlighters to indicate data that pop out
• Differences among subgroups of students
• Content areas in the greatest need for
  improvement
• Patterns or trends in demographics or other data
• Need for clarification or more information

24
25
Examining the Data

• Recorder will chart groups pop outs
• Remember No becauses

You have 30 minutes for this review. Spend
approximately 56 minutes on each data piece.
25
26
Reflection

• What are the benefits and challenges of analyzing
  data collaboratively?
• 5 minutes for table discussion, then report out

26
27
References

• Bernhardt, V. L. (2006). Using data to improve
  student learning in school districts. Larchmont,
  NY Eye on Education.
• Texas Education Agency. (2009). 2009 adequate
  yearly progress (AYP) guide for Texas public
  school districts and campuses. Austin, TX
  Division of Performance Reporting.
• U.S. Department of Education. (2006). Designing
  schoolwide programs Non-regulatory guidance.
  Washington, DC Author.
• Wellman, B., Lipton, L. (2004). Data-driven
  dialog A facilitators guide to collaborative
  inquiry. Arlington, MA MiraVia.

27