Data Rooms: Committee Recommendations

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10/9/2009

Data Rooms:

Committee Recommendations

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Contents

Committee Recommendations ... 3 Data Room Evaluation Form ... 8 Professional Reading ... 9 Data Room Committee Members ... 10

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3

Data Room Committee Recommendations

1.

Purpose

To provide a venue for collaborative decision making that drives instruction and results in increased student achievement.

2.

Setting

Data Rooms should be set up in such a way as to be conducive to the work of using data to improve student achievement. Data needs to be posted in the room, so that it can be visual. Schools should consider the confidentiality of individual student scores and take the necessary measures to protect this data when setting up their rooms.

3.

Use

Data Rooms should be used by any staff member involved in student learning on a weekly or monthly basis and should be changed as new data is received.

4.

Data

Sources

for

Use

in

Data

Rooms

Attendance By examining attendance data, schools may form their own action plans to increase student attendance through interventions (e.g. counseling, teacher encouragement, incentives, etc.). Schools should target at‐risk groups and track as necessary in the data room. Discipline By analyzing discipline records, schools can report whether discipline procedures are helping them or hurting them in terms of having students in class and ready to learn. They can learn when infractions are occurring and become more pro‐active. Schools should target students at risk for suspension/expulsion and use data to inform appropriate interventions.

High Stakes Testing (LEAP, iLEAP, GEE)

High stakes testing data will help schools to schedule students into appropriate classes for initial instruction and remediation. It can also be used in the data room comparatively with progress shown through Edusoft test scores and with LEAP and iLEAP test scores. Edusoft Data While this data may not be the best core data for the Data Wall at the secondary level, Edusoft data is very useful for targeting differentiation and re‐teaching. This data is useful for tracking student performance in the ELA or math course and seeing patterns that might be emerging in a department (i.e. patterns of strength and weakness). It is useful in determining which students to move into tutoring or provide with supplementary support. Additionally, teaming teachers should be using Edusoft data as they build interdisciplinary activities to address weaknesses indicated by unit

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test results. If it is too much to post on a wall, reports could be kept in binders in the Data Rooms and referred to for uses specified above.

5.

Other

Potentially

Useful

Sources

of

Data

Middle and High Schools

• CimsView provides an excellent way to capture several data sources in an easy‐to‐read, concise report. • Report card and progress report grades • Students who have failed Carnegie Unit classes and are no longer on track for graduation with their cohort. • Common assessments • LEAP Query system is useful for pinpointing groups for targeted assistance. Elementary Schools • Pre‐K‐‐developmental skills checklist and 12 week progress reports • Kindergarten‐‐report card, possibly GLE tracking, DIBELS, Brigance, Reading Levels, Rigby Pre‐screener

• First Grade‐‐Reading Level, AIMSWEB, DIBELS, STAR, DRA, Math Unit Test

• Second Grade‐‐DRA, DIBELS, STAR, Reading Level, Math Unit Test

• Third Grade‐‐DRA, DIBELS, STAR, Math Unit Test

• Fourth Grade‐‐DIBELS, STAR, Reading Level

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Additional Suggestions for Protocols in Data

Rooms

All Levels Leadership teams/data teams should seek out partner schools to work with in order to share resources and ideas. High School Discipline should correlate (color wise) to PBS model, e.g., red zone kids and yellow zone kids denoted with a red dot or a yellow dot on student’s data card. Attendance should also be color‐coded throughout the system, e.g., a blue dot (5 days) and a purple dot (10 or more days).

High Stakes Testing could use another dot color, e.g., white (Pass) and (Fail) orange. Edusoft data is divided by

performance band, and teachers are identified color‐coded card stock. The Data Room should not only be where collaborative (grade level/department/team) meetings are held. Middle School Attendance At 3 absences the attendance clerk can check to see if there’s a history. If there is a history, this student is flagged on the data wall. Otherwise, students are flagged on the data wall at 5 absences. Flags are color‐coded yellow and red based on the total number of absences. Discipline • (PBS) Number of students without referrals, the number of students on the Honor Roll. • Suspensions o Yellow—1 in‐school suspension o Red—2 in‐school suspensions o Green—No more problems with this student • Discipline history will be checked every 6 weeks. The time of day when most referrals are written will be identified and posted. The infraction and disposition of referrals will be documented and posted by grade level.

High Stakes Testing (LEAP, iLEAP)

This data will be posted and color‐coded by achievement levels on grade level sub‐tests. • Red—Unsatisfactory • Yellow—Approaching Basic • Green—Basic • Blue—Mastery • Purple—Advanced Groups not targeted could be placed on a list using color‐coded sheets.

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PBS Action Protocol In order to determine whether or not behavior is tied to a lack of understanding, the designated team pulls the following anytime a student is flagged: *Prior referrals *Prior year test scores and classroom grades *Current year classroom grades *Current and prior years’ absences The designated team then asks the following questions: 1. Are the referrals from one particular teacher? 2. If so, what is the student’s performance in the course? 3. Does the teacher have a history of excessive referrals? 4. What is the student trying to get/get away from? 5. If student performance is poor in the class, does student have prior history of poor performance? 6. Can a correlation to be made to behavior/performance? 7. What interventions (academic/behavioral) are available and would they be appropriate for the student?

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7

Resources

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Data

Room

Evaluation

Form

School:

_____________________________

Date:

____________

Location:

___________________________

Grade

Levels:

___________

Data Sources:

__________________________________________________________________________________________

What is the purpose of the information displayed in the data room?

________

Basic

Grade

Level

Information

________

Tracking Progress by Grade Level

________ Individual

Student

Information

________

Tracking Progress by Student

________ Other

________________________________________________________________________

What did the information displayed in the room tell us?

__________________________________________________________________________________________

What questions do we have about the room?

__________________________________________________________________________________________

Comments:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

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9

Professional

Reading

Barringer, Darrell, Ph.D. A Sense of Urgency. Available at

https://www.edline.net/pages/Carolina_Springs_Elementary_Sc

Reeves, Doug. Data for Learning: A Blueprint for Improving Student Achievement Using Data Teams. Available for purchase at www.LeadandLearn.com. You may access photographs of working data walls in Lafayette Parish schools on the LPSSS intranet at www1.lpssonline.com/datarooms.

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Data Room Committee Members

Tina Barnaba Randy Bernard Sandra Billeaudeau Virginia Bonvillain Loretta Caldwell Sam Clay Stacy Danos Jeff Debetaz Donna Denny Lashona Dickerson Christine Duay Connie Fontenot Cathy Fulcher Virgil Fulcher Lori Gerard Pat Hanisee Brian Hebert Jed Hebert Anne Herrmann Vachella Jones‐ Dobbins Jelanie Khalid Sandy LaBry Catherine Landry Al Lasseigne Phyllis Ledet Jason Leonard Shelly Lilly Monique Magee Harriet Maher Carol Mays Michelle McCarley Vicki Moras Libby Nehrbass Scott Richard Ken Roebuck Dana Schmersahl Mary Sonnier Shirley Strother Ada Thomas Lisa Thomas Madeline Wenger Julia Williams Loretta Williams‐ Durand

https://www.edline.net/pages/Carolina_Springs_Elementary_Sc