Stop Just Collecting Data Act on it Mitch

Stop Just Collecting Data, Act on it! Mitch Fowler School Data Consultant - CISD Maureen Slamer Data 4 SS - CISD

Outcomes • Identify the process used to help schools act on their data • Identify key reading, dropout, career and college readiness data points • Connect our examples to your data warehouse possibilities • Understand how to integrate these tools and concepts locally

3 rd Grade Reading Readiness • Assessments – DRA or Fountas and Pinnell Benchmark Levels – 3 rd Grade Reading MEAP Score • Key Data Points or Benchmarks – Grade level benchmarks – Proficiency cut score • Audience – Teachers and Administrators • Reporting Tool – Local data warehouse – Reading Readiness Excel Workbook

College and Career Readiness • Assessments – Explore – PLAN – ACT • Key Data Points or Benchmarks – ACT Career and College Benchmarks • Audience – Counselors, Teachers, and Administrators • Reporting Tool – Local data warehouse – College and Career Readiness Excel Workbook

Drop Out Prevention • Assessments – N/A • Key Data Points or Benchmarks – Failures (English or Math) – Attendance (More than 10 days of school) – Behavior • Audience – Counselors and Administrators • Reporting Tool – Local data warehouse – Drop Out Prevention Excel Workbook

Using the Tools • Data Warehouse – Collect key data points via the warehouse • Consistent expectation for data entry • Training on data entry and export • Excel Workbooks – Training on editing formulas – Training on import

Acting on the Data – 3 rd Grade Reading Readiness Questions to Consider: • What interventions are in place for our red students? • How are the students responding to these interventions? • What data/evidence are we collecting on these students? • What is the correlation between MEAP scores and reading levels?

Acting on the Data – 3 rd Grade Reading Readiness Questions to Consider: Possible Next Steps: • What interventions are in place for our red students? • Have staff self-monitor intervention frequency. • How are the students responding to these interventions? • Incorporate intervention observation into Administrator walkthroughs. • What data/evidence are we collecting on these students? • What is the correlation between MEAP scores and reading levels? • Why are students proficient on MEAP, but not at grade level reading?

Acting on the Data – College and Career Readiness Questions to Consider: • What interventions were in place for the red students after the Explore test? Plan? • Are the orange and yellow students at risk because of Explore and/or Plan? • How does this data correlate with GPA?

Acting on the Data – College and Career Readiness Questions to Consider: • What interventions were in place for the red students after the Explore test? Plan? • Are the orange and yellow students at risk because of Explore and/or Act? • How does this data correlate with GPA? Possible Next Steps: • Little credence given to Explore plans. Have departments disaggregate data at the item level. • Administer Explore again to 9 th grade students to identify areas of strength and weakness. • More rigorous grading practices and/or course requirements.

Acting on the Data – Dropout Prevention Questions to Consider: • Are the high risk students at risk because of behavioral or academic issues? Both? • What structures are in place to help the student succeed academically? Behaviorally? Both?

Acting on the Data – Dropout Prevention Questions to Consider: • Are the high risk students at risk because of behavioral or academic issues? Both? • What structures are in place to help the student succeed academically? Behaviorally? Both? Possible Next Steps: • Develop Math and English lab for students struggling academically. • Implement Positive Behavior Supports for those struggling socially. • Develop peer-mentor groups for students at risk due to behavior.

Acting on the Data – Dropout Prevention Action Plan

Acting on the Data – Strategy Implementation Document

Questions? Mitch Fowler fowlerm@calhounisd. org Maureen Slamer slamerm@calhounisd. org Web Resources: http: //goo. gl/D 0 EG 8