SD LEAP Data Retreat 2013 bit.ly/spearfish13

SD LEAPData Retreat 2013

http://bit.ly/spearfish13

Melanie Hurley

Listen with Engagement

Honor Confidentiality of data

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Limit Side Conversation

Take Care of Your Needs

Turn Cell Phones Off or Vibrate

OutcomesReceive updates on major shifts in South Dakota and determine how these impact individual schools.

Work with Target, Gap and Non-Gap, Report Card, SPI and AMO reports to guide data decisions.

Examine D-STEP and CCSS reports to guide data decisions.

Examine local data reports to guide data decisions.

Develop or modify school goals and outcomes based on data findings.

Posted Materials

http://bit.ly/spearfish13

Ice Breaker

On an index card, write down 3 one-digit numbers between 0 and 10.

Form groups of three or four.

Relate something in your life to each of the 3 numbers you wrote down.– For example: If I wrote down #3, #6, #1, I

would share that I have 3 children, have been to 6 countries (Canada, Germany, Belgium, Austria, Switzerland, France) and have the best granddaughter in the world (Elsie Mae)

Share your numbers and stories with your small group.

You will have 4 minutes to share.

Diggin’

in Deeper –

Let’s get

started

As a team, refer to glossary of terms.

• Highlight any areas you might have

questions about

• If we will not be covering it in the data

retreat I can add some additional

information to help develop understanding

• Information to keep in mind as we move

through today.

Glossary of Terms

Data Analysis Process

It’s Your Day; It’s Your Way1. Each school is unique

2. Assign Roles(This is your gift of time)LeaderRecorderTime KeeperPresenterErrand Monitor

3. Display data in ways that make sense to your team

Graphs, words, charts, etc. (No right way)

Data Analysis Process1. Observe the data and discuss what you are

seeing. Write your data findings on the flip chart in summative statements that include the data

Facts Only – I observe that …

Look at all subgroups

2. Pose hypothesesWhy might the data patterns be occurring?

What practices might need to be discussed?


Goals and Targets• Refer to goals and targets from 2012-13 school

year – using SD-Stars Report Card Data

Discuss• Did you meet your goals?

• What data do you have to determine if goals were met?

State’s vision for goals and targets:

• Goals and targets tied specifically to Indicator #1: Student

Achievement

• Overarching goal: Reduce by half the percentage of students (all

subgroups) who score below Proficient on state assessment

within six years

• Annual targets to increase proficiency over six years

• Goals and targets set separately for math and reading

• Data from 2011-12 school year baseline for setting goals and

targets

Future Goals and Targets

We will examine your targets when we begin looking at student achievement data

Targets (Example)Overarching goal: Reduce by half the percentage of students (all

subgroups) who score below Proficient on state assessment within six years

Annual Measurable Objectives

(AMO)

Annual Measurable Objectives (AMO)

• Based on idea of decreasing by half the percent of non-proficient students over 6 years

• Each district, school, subgroup has their own unique AMOs

• Help determine exit from Focus/ Priority school status when that time comes

• Sent early Spring 2013 based on 2011-12 assessment results – this was the baseline

• Fall 2013 new AMOs will be released in needed cases:– New schools– Now more than 10 students in a subgroup or school

Annual Measurable Objectives (AMO)

• Utilize Two data sources:– Spreadsheet sent to you from DOE

• or the one TIE sent you

– Report Card Data

• either from DOE website or SD-STARS

• Will show example of SD-STARS

• Have printed Report Card Data from public site

AMO Data: Did we make it?

GAP and Non-GAP

What is a GAP Group?

The GAP group is an aggregate count of student groups in South Dakota that have historically experienced achievement gaps. At this time, South Dakota includes the following student groups in its GAP group:

Black, Native American, Hispanic, Economically Disadvantaged, Students with Disabilities, and Limited English Proficient.

What is the Non-GAP Group?

The Non-GAP group includes all students not in the GAP group. Those scoring proficient or higher in the Non-GAP group would be included in the student achievement calculation. (Non-GAP: WHITE, ASIAN, & HAWAIIAN/PACIFIC)

Under the proposed system, the minimum N-size will be 10 for each group. Using an aggregated GAP group means almost every school in the state will have a focus on students in GAP groups. Individual subgroups of students will still be disaggregated and reported, but not used for computing the total points for the student achievement indicator.

AMO Data: Did we make it?

• Dark orange is baseline data (from 2011-12)

• Blue line is your AMO – target for 2012-13 assessment

• Light orange line – how your kids scored

• Goals and Targets will be based on AMO moving forward

AMO Data: Did we make it? Examine your building’s

AMO report for both math and reading

Remember Data Analysis Process: Observe/Hypothesis


Common Core State Standards

Since 2011

Smarter Balanced

Assessment2014-15

Educator Effectiveness

2014-15

Accountability Model (Reform)

2011-12 to 2014-15

SD-STARS2013

Major Shifts in South Dakota

Accountability Model - AYP

No more AYP

Accountability Model - AYP

Now…Progress is centered on a 100-point index, called the School Performance Index or SPI. The SPI consists of five (5) key indicators. A numeric value is assigned to each of the indicators. These values are added to create a final Overall Score out of 100 total points.

Accountability Model - Rating

SPI Index: How to Read the Report

Remember Data Analysis Process: Observe/Hypothesis

Attendance(K-8)

Attendance Data Indicator

At the Elementary and Middle School levels, the indicator will be attendance rate based on the average daily attendance of all students.

Attendance rate is 94 percent.

Attendance

Attendance




Observe all subgroups



High School (9-12)

High School Completion Indicator

At the High School level, the indicator is High School Completion.

This indicator consists of two weighted measures:

High School Completer Rate

4-Year Adjusted Cohort Graduation Rate

High School Completion

4-Year Cohort Grad

College & Career Readiness Indicator

At the High School level, the indicator is College and Career Readiness

This indicator consists of two measures:

Percent of student whose ACT math sub-score is 20 or above

Percent of students whose ACT English sub-score is 18 or above

College & Career Ready




Observe all subgroups



The Future of Accountability in SD

• Growth:– Workgroup has recommended

investigation of two models; preliminary data fall/winter 2013-2014

• Residual Gain• Student Growth Percentiles

• Climate:– Stakeholders have come up with

recommendations; DOE working to develop a model system

• Career Readiness:– NCRC Pilot in 2013-2014 year


• Effective Teachers and Leaders:– Commission on Teaching and Learning has

developed recommended principal and teacher evaluation systems for piloting

– Rewritten Principle 3 based on these– 75 school pilots for teacher evaluation (20 full

scale, 55 scale-up)– 12 districts pilots for principal evaluation

• Flexibility:– Testing / designations for 2014– Using testing data for high stakes decision making– No DakotaSTEP in 2014 – practice test with Smarter

Balanced Consortia Assessment


• Amendments to come in 2013-2014 on– Teacher and Leader Effectiveness– Climate

• Investigating Attendance and College Ready measures as states moves to new assessments

SDAP (eMetrics)

SouthDakota

AssessmentPortal

D-STEP – Individual Student Scores

Excel Document – emailed to you

Demonstration of Sorting

Common Core Standards


Common core training/professional developmentImplementation of common coreCommon core field items embedded in D-STEPAssessment of Common Core in 2013-2014


Locate CCSS Documents; CCSS Appendix;

SD Disaggregated Standards; Blueprints, and Checklists

http://doe.sd.gov/ Click on Curriculum/CTE

CCSS Documents and Appendix

sdccteachers.k12.sd.usDisaggregated Standards, Blueprints and Checklists

http://doe.sd.gov/

http://doe.sd.gov/

http://www.sdccteachers.k12.sd.us/

Use the Acronym HandoutReading and Language CCSS

Strand: Anchor Standard (RL-KID)Reading Literature – Key Ideas & Details

Math CCSS Domain: Standards (NS 1-2)Number Systems – Standards 1-2

The Item Count varies because each Form (A, B, C, D) had a different number of field test items that measured the CCSS.

Form Athere may be 5 items aligned to the CCSS standardForm Bmay have 7 items aligned to that standardForm C9 itemsForm D 6 itemHence, the reason for item ranges from 5-9 items assessing RI-CS

These Item Counts include the D-STEP items that were also aligned to the CCSS.

CCSS – Data

Please be very careful when making decisions concerning these standards – especially when making curriculum decisions around this data.

Any standard that has less than 7 items (item count), you need to be careful with what kinds of decisions are being made.


Examine your building’s reading and math standards for:

• Patterns for improvement• Patterns of success

• CHART Observations

Local Assessment

Data

Local Assessment DataPurpose: Local assessment data

can be used to show student growth throughout the year and to help guide instruction.

Guiding Questions:How do our students perform on local assessments?How does this compare to the results from the state assessment?


1. Observe the data and discuss what you are seeing. Write your data findings on the flip chart in summative statements that include the data




Mining for Nuggets

Mining for Nuggets

One chart paper

Examine all data charts

“Zoom In”

Extract “nuggets” for goal development

(school/grade level/student level)

Areas for further reflection

Create graphic representation showing how all “nuggets” support each other

Report Out

Assessment

We have been a “Blooms” state

Blooms Taxonomy describes the type of thinking

Moving to a “Webb Leveling” state

Depth of which we expect students to demonstrate understanding of the contentWebb’s describes complexity of both the content and the task requiredUse, Acquire, Extend

Smarter Balanced Assessment

SMARTER Balanced Assessment Consortium

SMARTER Balanced released a draft document outlining the content specifications that are intended to ensure that the assessment system accurately assesses the full range of the standards (including the Practice Standards).

Include a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

Assessment in 2014 will be based on Webb Leveling

Computer generated test

Results available in two weeks (for MC)

Leveled

Type of assessment questions

South Dakota gets same vote as California

Technology specs

Grades: 3-8 and 11



2014 – no DakotaSTEP test; replaced with SBAC online assessment

System Requirements Are you ready?What current assessment practices are in place aligned to CCSS rigor?What “instruction” needs to change to ensure students are ready for CCSS rigor?

Cake WalkShare:

Area of strength

Area of opportunity

Walking Music

http://www.youtube.com/watch?v=Yh3ml8gzrd4

OutcomesReceive updates on major shifts in South Dakota and determine how these impact individual schools.

Work with Target, Gap and Non-Gap, Report Card, SPI and AMO reports to guide data decisions.

Examine D-STEP and CCSS reports to guide data decisions.

Examine local data reports to guide data decisions.

Develop or modify school goals and outcomes based on data findings.

Red Light Reflection

Have a Great Year!

Melanie [email protected]

605-394-1876

mailto:[email protected]