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Arved Harding Koalaty Kid Coordinator for ASQ Section 1106, Associate Statistician for Eastman Chemical Company Chris H

How to Analyze School Data to Drive Academic Improvement – A Case Study with Significant Results in One Year 13 th National Quality Education Conference Session 13 November 13, 2005. Arved Harding Koalaty Kid Coordinator for ASQ Section 1106,

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Arved Harding Koalaty Kid Coordinator for ASQ Section 1106, Associate Statistician for Eastman Chemical Company Chris H

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  1. How to Analyze School Data to Drive Academic Improvement – A Case Study with Significant Results in One Year13th National Quality Education ConferenceSession 13 November 13, 2005 Arved Harding Koalaty Kid Coordinator for ASQ Section 1106, Associate Statistician for Eastman Chemical Company Chris Hampton Vice-Principal of Dobyns-Bennett High School

  2. Objective The objective of this presentation is to provide you with a process that is backed by results that can be used to gather and analyze relevant data in a unique manner to help drive school-wide improvements.

  3. Presentation Guide • We will give you an overview of the process for gathering and studying important data and a preview of the outcome. • We will walk you through the details of the process for gathering and studying important data and show you results as we go. • We will also show you a detailed process for Implementing Successful Academic Improvement Projects

  4. Basic Philosophy in Traveling on any Journey Determine the following: Where are you? Where do you want to go? How are you going to get there?

  5. Basic Philosophy in Traveling on any Journey Determine the following: Where are you? Requires Measures (Example: Dobyns-Bennett High School-targeted school due to achievement of sub-groups on English measures.) Where do you want to go? Benchmarking with other schools or state and national standards (Return to the status of “School in Good-Standing”) How are you going to get there? Need a strategy or process (See Hank Somer's 11 Step Process) (DB-School-wide focus on assessment, i.e., this is a DB problem, not an English problem. Provide data, accept feedback, provide resources, support, and model the importance to students and stakeholders)

  6. Process (Page 1 of 3) • Decide what data you would like to study (TCAP, Gateway, ACT, Graduation Rate, …) • Decide how many years of data you want to include (more is usually better) • Decide the schools with which you want to benchmark (include some close by but also some of the best in the state and nation if possible). Collect the data from your state website or other sources and populate an Excel spreadsheet. This may take some time. Consider dividing this task up.

  7. Process (Page 2 of 3) • Plot the data (See our recommended template. Also consider adding any state mandated goals.) • Interpret the data (think about what each plot is telling you and if it makes sense) Take notes. • Note some of the obvious areas of opportunity, schools to benchmark against, and those areas your school should feel good about.

  8. Process (Page 3 of 3) • Put a presentation together for your school or school system. • Present it first to the administrative leadership team and prioritize the opportunities for your school or school system. • Filter the presentation on to other teams as appropriate. Be sure to field questions and help people draw conclusions. Many people are not used to looking at this kind of data this way. • Put together teams around each major opportunity and implement Hank Somers' 11 Step Process for Successful Academic Improvement Projects. Be sure to include this as part of your School Improvement Plan or other appropriate processes.

  9. Attendance (1994-2004) Desired Direction • Compared to State Average 2003-2004 1% above State Average • Compared to Best in Class 2003-2004 3% below best in class (Greeneville City ) • Possible Benchmarking Opportunities Greeneville City because of their great improvements and Maryville because of their consistent high results. • Comments: It is required by the state to achieve above 93% attendance.

  10. Gateway Algebra I (2001-2004)%Proficient and Above Desired Direction • Compared to State Average 2003-2004 20% above State Average • Compared to Best in Class 2003-2004 2% above 2nd best in class (Maryville) • Possible Benchmarking Opportunities None • Comments: Continued improvement for 2 years, now best in class!!!

  11. DB Education Excellence Steering Team • Principal • 4 Vice-principals • 4 teachers • 2 Students • 2 Community members (Businesses) • 1 Parent • 1 Quality in Education Consultant

  12. We will walk you through the process and show you results as we go. • Chris Hampton – Vice Principal of Dobyns-Bennett High School

  13. Decide what data you would like to study (TCAP, Gateway, ACT, Graduation Rate, …) • AP Data (1996-2004) • Attendance (1994-2004) • Cohort Rate % (1995-2004) • # Students * • System $/Student * • Ethnic minority % * • Free/Reduced Lunch % * • Suspensions % * • Expulsions % * Note that this information is updated annually and the process has become part of our school culture. • ACT (1995-2004) • ACT English • ACT Reading • ACT Math • ACT Science • SAT (1994-2004) • SAT Verbal • SAT Math • Gateway Algebra I (2001-2004) • Gateway Biology I (2001-2004) • Gateway English II (2004) • Writing 11th (1997-2004) • Math Foundations (2002-2004) • English 9 (EOC) (2004) 2002 denotes the 2002-2003 school year.

  14. Decide how many years of data you want to include (more is usually better) Collect as many as you can and this will vary depending on the measure. Attendance (1994-2004)

  15. Decide which schools you want to benchmark with (include some close by but also some of the best in the state and nation if possible) Dobyns-Bennett chose: • Science Hill – proximity and similar size and demographics/city school • Sullivan South – proximity and reputation • Tennessee High – proximity and city school • Oak Ridge – reputation as a strong academic school • Greeneville City – proximity and city school • Maryville – reputation as a strong academic school • State Average • National Average • We will adjust these for the 2005-06 school year based on info from TVAAS. On TVAAS website administrators can search for schools most like theirs based on four demographics: Economically Disadvantaged, Enrollment, Special Education, and Minority Population. www.tvaas.sas.com

  16. Collect the data from your state website or other sources and populate an Excel spreadsheet. This may take some time. Consider dividing this task up.

  17. Plot the data (See our recommended template. Also consider adding any state mandated goals.) • Compared to State Average 2003-2004 8% above State Average • Compared to Best in Class 2003-2004 1% above 2nd best in class (Maryville & Oak Ridge) • Possible Benchmarking Opportunities None Only 2 years of data are available for this measure.

  18. Interpret the data (think about what each plot is telling you and if it makes sense) Take notes. • Due to previous year improvement plan implementation DB made great improvement in this measure, going from worst in class to best in class in one year. • Note improvement from 84 to 97% proficient and above. This is a major improvement.

  19. Note some of the obvious areas of opportunity, schools to benchmark against, and those areas your school should feel good about. Gaps Compared to Best in Class School Year 2003-2004 DB-Best in Class x 100 Best in Class Gateways are now equivalent or better than all of the comparison schools. Graduation Rate is an obvious opportunity area, especially since our mission is to graduate each student.

  20. Put a presentation together for your school or school system. • Parts of DB's presentation are in this document. For more details contact Chris Hampton at champton@k12k.com

  21. DB Mission and Vision Statements • The mission of Dobyns-Bennett High School is to graduate each student and provide a challenging and diverse learning environment which fosters intellectual growth, individual integrity, and community responsibility. • The vision of Dobyns-Bennett High School is to be nationally recognized for educational excellence in a supportive learning community.

  22. Present it first to the administrative leadership team and prioritize the opportunities for your school or school system. DB Identified Areas to Proceed to Next Step2003-2004 School Year • Attendance – This area is suggested because DB averages very close to the state requirement of 93 and thus underperforms some years. There is opportunity for improvement and looking at peer schools indicates it can be done. • Graduation Rate – DB was identified as a Targeted School for 2003/2004 but this was successfully appealed. Nonetheless, at 79% we are well below the target of 90% and need to make obvious gains to reach this target by 2009/2010. We are also only better than 1 of the schools we compared to, Greeneville City. There is opportunity for improvement and looking at peer schools indicates it can be done.

  23. Filter the presentation on to other teams as appropriate. Be sure to field questions and help people draw conclusions. Many people are not used to looking at this kind of data this way. • Groups to present to include • Department Teams • School Board • Chamber of Commerce • PTSA • other appropriate groups for your community.

  24. Put together teams around each major opportunity and implement Hank Somers' 11 Step Process for Successful Academic Improvement Projects. Be sure to include this as part of your School Improvement Plan or other appropriate processes. • Due to the the performance of certain sub-groups on the English Gateway test, DB was listed as a targeted school, as outlined by the state of Tennessee from the "No Child Left Behind" legislation. Accordingly, this need was added to DB's Tennessee School Improvement Plan. • The students and faculty were made aware of the importance of this test result and given ownership to help resolve the issues. • Data was used to determine which subgroups of students were negatively impacting the test results. • A team was formed consisting of diverse stakeholders including: English teachers, students, administration and teachers outside of English.

  25. Gateway English II (2002) %Proficient and Above Desired Direction • Compared to State Average 2002-2003 3.4% below State Average • Compared to Best in Class 2002-2003 15.2% below best in class (Maryville) • Possible Benchmarking Opportunities None • Comments: D-B is one of three(Science Hill and Tennessee High) schools in this study that had more than 45 students identified as economically disadvantaged.

  26. Put together teams around each major opportunity and implement Hank Somers' 11 Step Process for Successful Academic Improvement Projects. Be sure to include this as part of your School Improvement Plan or other appropriate processes. The team • Restructured the format of our lowest level English course • Incorporated curriculum mapping into all English courses • Incorporated technology by using Gateway geared software • Used a team teaching approach for that course • Emphasized school-wide the importance of the core Gateway English skills in all curriculum areas. • Incorporated some intrinsic and extrinsic motivators to promote student success • The school recognized and celebrated the achievements.

  27. Gateway English II (2002-2004)%Proficient and Above Desired Direction • Compared to State Average 2003-2004 8% above State Average • Compared to Best in Class 2003-2004 1% above 2nd best in class (Maryville & Oak Ridge) • Possible Benchmarking Opportunities None • Comments: Note improvement from 84 to 97% proficient and above. This is a major improvement. Last year DB was a targeted school for this measure this year they are best in class!!!!!!! Congratulations!!!!

  28. Onto Next Year

  29. New Goals for 2005 • To increase the percentage of students that successfully complete Algebra I by the end of their 2nd year of high school from 60% to 75% by the end of the 2006-2007 SY (5% increase annually), while maintaining Gateway Math results at the required AYP standards or higher in all 9 subgroups. • To increase the Graduation Rate from 78.8% to 90% by the 2009-2010 school year.

  30. Gateway Algebra I (2001-2004)%Proficient and Above Desired Direction • Compared to State Average 2003-2004 20% above State Average • Compared to Best in Class 2003-2004 2% above 2nd best in class (Maryville) • Possible Benchmarking Opportunities None • Comments: Continued improvement for 2 years, now best in class!!!

  31. Discussion of Algebra Gateway • 99% of the students who took the Gateway Algebra test scored proficient or above • What's to improve? • Students who take Algebra I and do not make a C or above the 1st semester do not take the Algebra Gateway test. • The objective is to increase the # that make a C or above and progress to complete the course and take the Gateway. For 2004-2005 DB was 95.4%.

  32. Graduation Rate (2003-2004) Desired Direction 2003-2004 (78.8%), 2004-2005(84.7%). No Child Left Behind mandates 90% by 2009-2010. • Compared to State Average 2003-2004 4% above State Average • Compared to Best in Class 2003-2004 16% below best in class (Maryville ) • Possible Benchmarking Opportunities Maryville and Science Hill. • Comments: DB is better than only Greeneville City in this group.

  33. Implementing Successful Academic Improvement Projects “ASQ Quality Tools Training” H. Somers June 1–2, 2005 Stolen with permission.

  34. Why Process Improvement Needed? • This Is About Change! • Academic improvement • SIP targets • NCLB improvement • Expectations for Present Actions • Change Is Difficult!

  35. Why Use A Systematic Improvement Process?

  36. Helps Educators Achieve Good Results – Fast!

  37. Success Stories • Elementary • Math • Writing • High School • Gateways • English to “Best in Class”

  38. 11 Step Improvement ProcessFive Key Sections • Start • Analyze • Plan • Implement • Improve

  39. 1. Select School Academic Need • Aligned with School Improvement Plan • Normally Area of Greatest Need

  40. Barriers to Support the Educational Excellence Effort • Perceived notion that they did not need to improve • Working on Educational Excellence was not a priority, no time • Resistance to change • Using data to drive decisions was not common practice • Change in administration at school and district levels

  41. 2. Appoint Project Team • One member from each grade • Interface for Grade Level Teams • Share data, best practices, and needs • To project team • From project team • SIP Team / Project Team – Same?

  42. Steering Team Data & Improvement Best Needs Practices Grade Level Teams

  43. 3. Analyze Data – Develop Measures • Where Does Our School Stand? • Detailed Data Analysis • Compare to Peers • Validate the Need • Develop Measures • Long term measure (Lagging) • Short term measure (Leading)

  44. 4. Chart Historical Performance – Develop Goal & Gap • Use Line Charts • Chart School Performance • Chart Peer Schools • Chart Superior Performance • Develop a Goal • Establish a Gap

  45. 5. Benchmark Best Practices • Determine Superior Performance • Determine Best Practices • “Honorably Adopt” Best of Best • Saves Huge Time and Effort

  46. 6. Develop Plan for Improvement • Develop Strategy for Improvement • Use Best Practices /Quality Tools • Develop Plan • Include Entire Faculty (Build –in Participation) • Include Reinforcement Plan

  47. PDSA Process Define Adjust the Plan Assess Analyze Cause ACT PLAN Specific Steps for Improvement STUDY DO Evaluate the Results Implement the Plan

  48. PDSA Improvement Plan

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