Data for Student Success May, 2010 Ann Arbor, MI

1. Data for Student Success May, 2010Ann Arbor, MI “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”

2. Introduction to the Grant • Federal Title II Part D of the NCLB Act of 2001 Enhancing Education through Technology Grant awarded through CEPI

3. outcomes:1. Identify important topics related to mme2. Learn more about mme standards, components, and assessment design3. Demonstrate and explore the new MME inquiries

4. What do you know about Mme?

5. MME Spring 2009 Assessment Design (See Handout)

6. Spring 2009 MME Contributing Components (See handout)

7. Spring 2009 MME High School Content Standards by Subject (see handout)

8. www.data4ss.org

11. www.data4ss.org User name: demo_test1 Password: fall_01

14. Michigan Annual AYP Objectives

25. School Data Dig • Access your own school’s data • You may use the templates provided to record your own MME data for • MME Proficiency 11th grade • MME Proficiency Subgroups

26. MME Standard Analysis

27. Accessing Demo Data • www.data4ss.org • Dynamic Inquiry • Access Dynamic Inquiry Tool • User Name: demo_test1 • Password: fall_01 • MME • Standard Analysis

28. Navigation Process for Demo Site • Select Inquiry Settings - tab • Select Demo ISD • Select Disneyland School District • Select Grzebien High School • Select 11th grade • Select Reading • Select 2008-09 • View Results

29. MME Standard Analysis

30. MME Blueprint for 2008-2009

31. MME Standard AnalysisMain Graph • Identifies points possible for each standard within a content area • Identifies average number of points received by the state and the school in each standard assessed • Identifies the Blueprint which shows the breakdown of points and percentage by standard for each content area

32. MME Reading Standard Analysis Spring 2009

34. What information does the detail graph provide? • Identifies the state average number of points on the continuum of points available in the identified standard • Identifies how our students performed on this standard in comparison to the state average.

35. Student Data

36. What information does the student data provide? • Identifies the students who scored in the same point range on a particular standard For each student the following is identified • Scaled score • Proficiency level for content area • Maximum points in the standard • Points scored • Percent Correct

38. Data Narrative Statements… • Are objective statements of FACT about the school data • Represent student achievement, demographics, school programs, school processes, and stakeholder perceptions • Communicate a SINGLE idea • Are clear and concise – written in sentences or phrases • Describe the data; they do not evaluate the data! • MUST stand alone; they do not require the data source to accompany them in order to be understandable

39. How might we use the Tabular results to write data narrative statements about our students?

40. 70 Students scored less than half the points possible in this standard 84% of our students scored less than half the points possible in this standard 13 students scored equal to or more than half the points possible in this standard 16 % of our students scored equal to or more than half the points possible in this standard

41. Standard Analysis Tabular Results

42. School – Data Dig MME Standard Analysis 2008-09 • Complete data dig • Access Data 4SS inquiry tool • Focus on Reading and Math • Templates • MME Main Graph • Tabular Results • Reading Standard Analysis • MME Math Standard Analysis • Data Narrative Statements

43. Navigation Process • Login • Select Inquiries – MME Standard Analysis • Select Inquiry Settings - tab • Select ISD • Select District • Select School • Select Grade Level • Select Subject • Select School Year(s) • View Results

44. Where do we go next?

45. 70 Students scored less than half the points possible in this standard 84% of our students scored less than half the points possible in this standard 13 students scored equal to or more than half the points possible in this standard 16 % of our students scored equal to or more than half the points possible in this standard

46. Use of High School Content Expectation Document • Find the Standard indicated on the MME Standard Analysis Blueprint • Determine the Content Expectations contained within this standard • Which Content Expectations are identified as Pre-MME?

47. Tabular Results for Standard 2.2

48. Expectations identified as Pre-MME by Standard

49. Now that we have identified the Content Expectations within the Standard what is our next question? • What concepts and skills do students need to know and be able to do to be successful on these content expectations?

50. Where are these Content Expectations taught? • What courses? • What grades? • How are these Content Expectations taught? • Do we use common instructional practices? • Are our practices effective? • How are we going to assess these Content Expectations? • Do we use common assessments linked to these Content Expectations? • Do we analyze and use the results of our common assessments?