1. Data-Driven Decisions Effective Communication and Inquiry

2. iSucceed Virtual High School Boise, ID 100% Virtual Setting Major Transitons; 9th 12th Grade2012-13 Enrollment 400+ Administration Programs Gen. Ed Special Ed 504 Honors/AP Pathway Student Profile Documentation Office/LeadershipStructure Curriculum Interventions Same PageTransformation 3. Where We Were 4. Where We Are Many of the decisions we make are rooted in and supported by data directly related to our students. - Teacher, iSucceed Virtual High School 5. Data. Everyone is using it! 6. Professional Development Many of the decisions we make are rooted in and supported by data directly related to our students. - Teacher, iSucceed Virtual High School 7. Professional Development Decision-making supported by data On-going Process The Process = Inquiry-Based (Action Research) Identify relevant data, develop aplan, commit, repeat Math Support, ELA Support drilling down Assessment Attendance Progress vs. Seat Time Advisory Roles Teacher-led goal setting 8. Digging Deeper 2011-12 Proficient/Advance d2012-13 Proficient/Advance d Reading Reading79.5% Math80.0% Math44.7% Language Usage50.5%58.5% Language Usage58.9% 9. Some Historical Data 2011-12 ISAT Avg (Proficient/Advanced) iSVHS = 44.7% State = 78.0%- 33.3 AMO not met 2012-13 ISAT Avg (Proficient/Advanced) iSVHS = 58.5% State = 76.4% AMO met- 17.9Growth = +13.8% 10. Idaho Virtual HS Comparison 2012-13 Reading State Average iSVHS Average77.6%80.0% Math State Average iSVHS Average55.4%58.5% Language Usage State Average iSVHS Average58.9%59.5% 11. Intervention: Math Readiness 2012-13 ALL 10th grade students and upperclassmen lacking passing scores (grad requirement) 33% of students enrolled, completed course 13 students that didnt complete course passed ISAT with 244 avg (high-end of Proficient) ALL students that passed course passed ISAT with an average score of 259 (Advanced) 12. What Does the Data Suggest? Not all 10th graders needed this intervention. Strong correlation between course completion and assessment success. Buy-in to taking the course was low. How was participation presented to students, parents, and staff? Drilling down to identify individual student need is necessary Are we meeting the needs of ALL students (high-performers, vocational aptitude)? 13. Student Motivation 14. Enrollment/Registratio n First NameReading ProficiencyMathProficiencyLang. Usage ProficiencyMaya251Advanced253Advanced241Shante207Below Basic 227Below Basic 206Support Comments Proficiency Level RangesProficient Below Basic R/M/LUA = Advanced, P = Proficient, B = Basic, BB = Below BasicDiagnostics neededJessicaDanielle239Advanced257Shannon208Below Basic 215Katherine232ProficientCory228Jessica239Advanced241ReadingMathLang. UsageProficientA>234>250>241Below Basic 210Below Basic R/M/LUP220-234238-250226-241244Proficient230ProficientB211-219230-237218-225Proficient238Proficient233ProficientBB