Paint by Number: Understanding Numerical Patterns as Images of Student Success.

Paint by Number:

Understanding Numerical Patterns as Images of

Student Success

• Who’s in the room?

• How comfortable are you with data?

• What made you come to this session?

• Who’s in the room?

• How comfortable are you with data?

• What made you come to this session?

“I am a deep believer in the power of data to drive our decisions. Data gives us the road map to reform. It tells us where we are, where we need to go, and who is most at risk.”

Arni Duncan

“I am a deep believer in the power of data to drive our decisions. Data gives us the road map to reform. It tells us where we are, where we need to go, and who is most at risk.”

Arni Duncan

• ESEA calls for the collection, analysis, and use of student achievement data to improve school outcomes– Includes requirement for state report cards

• Examining implementation of data systems and the broader set of practices involving the use of data to improve instruction

• ESEA calls for the collection, analysis, and use of student achievement data to improve school outcomes– Includes requirement for state report cards

• Examining implementation of data systems and the broader set of practices involving the use of data to improve instruction

• Good: Reduce unrealistic expectations

• Bad: May be lower expectations for some at-risk groups of students & "make it easier for states to mask poor academic performance“

• Bad: Allowing states to combine small subgroups of students into a larger category of at-risk students may reduce the focus on the unique needs of smaller subgroups

• Good: Reduce unrealistic expectations

• Bad: May be lower expectations for some at-risk groups of students & "make it easier for states to mask poor academic performance“

• Bad: Allowing states to combine small subgroups of students into a larger category of at-risk students may reduce the focus on the unique needs of smaller subgroups

1. Help the public understand data2. Determine a better means to compare

the performance of students3. “Drive a national conversation that is

above partisan policy disputes, beyond wars on math and reading, & instead focuses on the facts”

1. Help the public understand data2. Determine a better means to compare

the performance of students3. “Drive a national conversation that is

above partisan policy disputes, beyond wars on math and reading, & instead focuses on the facts”

• Find kids, get them in school

• Find kids, get them in school, count them

• Find kids, get them in school, count them, find out how they’re doing

• Find kids, get them in school, count them, find out how they’re doing, actively help them grow

• Find kids, get them in school

• Find kids, get them in school, count them

• Find kids, get them in school, count them, find out how they’re doing

• Find kids, get them in school, count them, find out how they’re doing, actively help them grow

• Where are you in the data evolution?

• What access do you have to data?

• Do you know who your players are?

• Where are you in the data evolution?

• What access do you have to data?

• Do you know who your players are?

• Golden Rule: ALWAYS be nice to the data people

• Find reasons or ways to do things for them– Review guidance, help train, field questions

• Be mindful of their timelines

• Find ways to help assure quality

• Golden Rule: ALWAYS be nice to the data people

• Find reasons or ways to do things for them– Review guidance, help train, field questions

• Be mindful of their timelines

• Find ways to help assure quality

• Develop a plan– Identify foundations– Can change, but need a clear direction– Do your research

Another tip: make your ask concrete

• Develop a plan– Identify foundations– Can change, but need a clear direction– Do your research

Another tip: make your ask concrete

• Count of students, by grade & housing• Diversity of HCY population• Where the students are• State testing performance• Special populations overview

• Count of students, by grade & housing• Diversity of HCY population• Where the students are• State testing performance• Special populations overview

Can compare multiple years to get general trendCan compare multiple years to get general trend

Can compare multiple years to get general trendCan compare multiple years to get general trend

Actual number vs. percentageActual number vs. percentage

Actual number vs. percentageActual number vs. percentage

Must compare the outcomes for homeless students to other student populations for

true depth of growth and challenges

Must compare the outcomes for homeless students to other student populations for

true depth of growth and challenges

• Graduation rates• Special Education rates• Gifted and Talented• Suspensions

• Graduation rates• Special Education rates• Gifted and Talented• Suspensions

Comparing the HCY Graduation Rate to the Graduation Rate of Other State Subgroups

Comparing the HCY Graduation Rate to the Graduation Rate of Other State Subgroups

Comparing outcomes for populations can give new meaning to data for HCY

Comparing outcomes for populations can give new meaning to data for HCY

Once you’ve got multiple comparison groups and data points, you can mix and

match

Once you’ve got multiple comparison groups and data points, you can mix and

match

PCT of Student Population that Received a SuspensionPCT of Student Population that Received a Suspension

• Do you want to know the same things?

• If not, what do you want to know now?

• What data do you think you need to answer your question?

• Do you want to know the same things?

• If not, what do you want to know now?

• What data do you think you need to answer your question?

• Data gives credibility– Vigo County

• Data can help schools get resources–Mesa County

• Data can help programs get resources–Montgomery County

• Data gives credibility– Vigo County

• Data can help schools get resources–Mesa County

• Data can help programs get resources–Montgomery County

• Qualitative does have its place– Can be harder to collect, analyze– Can tell you the story behind the numbers–What opportunities do you have to gather it– How can you make it reasonably

standardized

• Qualitative does have its place– Can be harder to collect, analyze– Can tell you the story behind the numbers–What opportunities do you have to gather it– How can you make it reasonably

standardized

• Consider requiring liaison verification

• Consider tracking large changes

• Consider comparison groups like free lunch, employment rates, census data

• Consider n size: small group sizes skew

• Consider requiring liaison verification

• Consider tracking large changes

• Consider comparison groups like free lunch, employment rates, census data

• Consider n size: small group sizes skew

• When deciding what to look at, consider format for final report

• Explain your findings

• When deciding what to look at, consider format for final report

• Explain your findings

Data…"can basically take us out of the dark ages of just kinda teaching and

hoping, which is what a lot of folks have done for a very long time. A lot of

teachers have taught their hearts out and don't have a good way of telling who's learning what and what's working and

what's not."

Data…"can basically take us out of the dark ages of just kinda teaching and

hoping, which is what a lot of folks have done for a very long time. A lot of

teachers have taught their hearts out and don't have a good way of telling who's learning what and what's working and

what's not."

Christina EndresNational Center for Homeless Educationcendres@serve.org336-315-7438http://center.serve.org/nche/ibt/sc_data.php

Christina EndresNational Center for Homeless Educationcendres@serve.org336-315-7438http://center.serve.org/nche/ibt/sc_data.php