Using Data to Drive Your Schools Instructional Program

Using Data to Drive Your School’s Instructional Program Marilyn Anderson Randy Benigno Annette Star 1

Data Systems in LAUSD • SIS – Elementary (ESIS) and Secondary (SSIS) – Primary data entry system for student data • ISIS – Integrated Student Information System – Will replace ESIS and SSIS – Currently tracking grades and attendance in secondary • SOAR – Student Online Assessment Reports – Data entry and reporting for Open Court • Edusoft – Data scanning and reporting for Periodic Assessments in Math, English Language Arts and Science • DSS – Decision Support System – Reporting system that draws data from SIS, SOAR, Edusoft and other data systems 2

How can you use this data in presentations to staff and parents? 3

SAMPLE 2005 STAR Results Chanel Public School #9 4

Looking at the Data Today: • California Standards Test (CST) • API/AYP In the future: • CAT 6 • CAPA • EDUSOFT • SOAR 5

Elementary CST Comparison English Language Arts 2002 -2005 6

California – CST ELA California Percentage of students Proficient and Advance 7

LAUSD – CST ELA LAUSD Percentage of students Proficient and Advance 8

District One – CST ELA Percentage of students Proficient and Advance 9

Chanel School 10

2005 CST ELA Percent Scoring Proficient or Advanced Elementary California District One LAUSD Chanel #9 School 11

2002 2003 2004 2005 Grade 2 30 54 45 43 Grade 3 42 40 36 25 Grade 4 37 46 37 58 Grade 5 37 39 48 47 12

Elementary CST Comparison Mathematics 2002 -2005 13

California CST Math 14

LAUSD – CST Math 15

District One – CST Math 16

Chanel School +15 +14 +10 +17 +23 +9 +17 +35 17

CST Mathematics Percent Scoring Proficient or Advanced in Grades 2 -5 California +13 +16 District One +16 +20 +13 +15 LAUSD +16 +20 +14 +19 +23 +17 Chanel #9 School +14 +21 +15 +10 18

AYP and API • Accountability Progress Reports, with preliminary AYP and API data, were released on August 31, 2005. • AYP measures students moving from basic, below basic, and far below basic to proficient and advanced performance levels. • API measures student movement between all performance levels. The greatest growth occurs as students move from far below basic to below basic and from below basic to basic. 19

California Standards Tests Scaled Score Ranges for Performance Levels Grade FBB BB Basic Pro Adv ELA 2 <262 262 -299 300 -349 350 -401 >401 Math 2 <236 236 -299 300 -349 350 -413 >413 ELA 3 <259 259 -299 300 -349 350 -401 >401 Math 3 <236 236 -299 300 -349 350 -413 >413 ELA 4 <268 269 -299 300 -349 350 -392 >392 Math 4 <245 244 -299 300 -349 350 -400 >400 ELA 5 <271 271 -299 300 -349 350 -394 >394 Math 5 <248 248 -299 300 -349 350 -429 >429 20

AYP and AMO Annual Measurable Objectives English Language Arts Mathematics State Target for 2006 24. 4% 26. 5% Chanel School 2004 41. 7% 56. 1% Chanel School 2005 48. 8% 55. 8% 21

API 1999 2000 2001 2002 2003 2004 2005 LAUSD Chanel School Local District One ? ? ? 520 570 610 655 695 705 602 665 687 719 774 775 790 ? ? ? 627 672 706 745 785 791 22

API Your School 23

Local District One trends are important, but each school’s CST data is unique and must be analyzed: • grade by grade • teacher by teacher • group by group • student by student 24

Trend Analysis 25

Trend Analysis Take 5 minutes individually to review the data that is contained in your packet and record any trends that you observe. 26

Trend Analysis Talk with your grade level peers about your observations and then discuss the following questions together: 1. What trends do you see when looking at the data for “your school”? 2. In what way are these trends consistent with District One or the State of California data? 3. In what ways are these trends different from District One and or the State’s data? 27

Trend Analysis What specific action did “your school” take that caused these results? What specific actions did your grade level take that caused these results? 28

Trend Analysis What specific action should “your school” take to further improve student achievement over the next year? 29

What other sources of data can we use to drive instruction? Overheads…. 30

School Information System Log-on (with your username) ______ Enter your MD Password ________ At Main Menu, enter again Menu Screen Select 7 for Testing Menu Select CST Menu (or CAT 6, CAPA or Aprenda) Option 3 – Previous teacher class results Option 2 – Current teacher class results 31

3 rd grade class – Previous Teacher Attachment A 32

4 th grade class – Current Teacher Attachment B 33

5 th grade class - current teacher Attachment C 34

SIS INTERVENTION -intervention record keeping -data collection -attendance -student history of intervention Sentence: SORT XXXX WITH 658 = “ 7/6/05” BY GRN BREAK-ON GRN NAME GRADE 766 658 659 767 763 769 770 (N) 35

Intervention records for individual students Attachment D 36

DSS Log-on to Inside LAUSD Enter Username (e-mail address) ____ Enter Password ___________ Select DSS 37

Attachment E 38

Attachment F Math Performance Over the Last 3 Years 39

Marilyn Anderson Coordinator, Elementary Mathematics Local District One (818) 654 -3608 EDUSOFT 40

Attachment G 41

Attachment H 42

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Attachment I 44

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Attachment J 46

Annette Star Coordinator, Elementary Literacy Local District One (818) 654 -3664 SOAR 47

Attachment J 2 Steps to Access and Use SOAR (For new users) 1. 2. 3. 4. 5. 6. http: //esis. lausd. k 12. ca. us Enter user name (usually employee number) Enter password Click on: Student Online Assessment Report (SOAR) Click on: Continue to SOAR Click on: Create a Grade Level Report • • • 7. Check for 2000/2002 Program Select criteria for report Create PDF Can create graph Click on: Teacher name • • Create a class report (once again, select criteria) Click on child’s name For assistance or to set up an account, please contact Annette Star at (818) 654 -3664. 48

Levels of SOAR Available üGrade Level Reports üClass Reports üStudent Reports 49

Attachment K Grade Level Report 50

Attachment L Class Report 51

Attachment M Student Report 52

Attachment N Graphs 53

Types of SOAR Available Types of Reports üBy Assessment Period (all content areas) üBy Assessment Area (all periods) üDisaggregate by Subgroup 54

Attachment O 55

Disaggregate by Subgroup • By Teacher • Ethnicity • By Teacher – Anonymous • Special Education Placement • All Students • Language Proficiency • Gender • Gifted Designation 56

Assessment Information Attachment P (Regular/Reading Teacher) 57

Attachment Q Master Plan Information 58

Attachment R Demographics 59

Looking at First Grade Data • Every student should be scoring at 8, 9 and 10 in spelling and word reading on the first 3 assessments. • Consider a special intervention program within classrooms or across the grade to catch children early. • If more than 5 students in a class are not being successful, consider in class support to insure that all the daily lessons are skillfully taught. 60

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Randy Benigno Coordinator, Testing & Intervention Local District One (818) 654 -3665 California Department of Education Website 62

CDE Website California Department of Education www. cde. ca. gov Click on Testing & Accountability www. cde. ca. gov/ta/ Click on: STAR - www. cde. ca. gov/ta/tg/sr or http: //star. cde. ca. gov/ API – www. cde. ca. gov/ta/ac/ap/omdex. asp AYP – www. cde. ca. gov/ta/ac/ay/index. asp Then click on “Reports” 63

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AYP School Accountability report School Summary - Attachment U School API Index Chart - Attachment V School AYP Overview - Attachment W School AYP Report - Attachment X School AYP Chart – Attachment Y School PI Report – Attachment Z 66

Monitoring Student Progress 67

Monitoring Student Progress • Periodic Assessments -Language Arts -Mathematics -Science • Student Work Samples -Class assignments -Teacher Designed Exams • STAR -CST, CAT 6, CAPA and Aprenda 68

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