Lenawee Cradle to Career
Data Committee Meeting
March 26, 2015
Ground Rules
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Decision Making toward consensus building
Deliverables
o Collect and disaggregate baseline data by
key subpopulations for the core indicators
o Prioritize a subset of core indicators
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Meetings held face to face and share electronic correspondence
Stan serves as Point person for committee
From Individual Action to Collective Impact
Collective Impact
• A group working towards the same outcome,
• Looking at student level data,
• To continuously improve practices over time
Coordinated Impact
• A group working on the same issue,
• Sharing program level data
• To identify best practices and align efforts
Individual Impact
• Individual practioners working on specific issues
• Collecting qualitative and quantitative data
• To demonstrate impact with individual students
Meeting Agenda
10:00 – 10:45
Early Literacy Data
10:45 – 11:00
Kindergarten Readiness Update
11:00 – 11:15
Post-Secondary Update
11:15 –11:30
High School Graduation Rates
11:30 – 12:00
Contributing Indicators
Updates on Student Success Networks
Data Sets Criteria
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population based at the community level
valid measure outlined on the pathway
easily understandable to local stakeholders
reasonably similar across school districts
produced by a trusted source
have the ability to be compared
need to be affordable to gather and report
available consistently over time
changeable to a significant degree by local action
useful in the work of the partnership
Lenawee Reading School Assessments, Grades 1-3
Observations
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Different tests
Different skills, even with same test
Different number of times a year
Four schools choose one piece of data
School has multiple ways to measure reading within a year
Teachers can collect at benchmark; reading specialist may work with teacher in
some schools but not across district.
Holes in answers in this data collection
More eyes looking at the students and data in some schools
A benchmark score is identified in some cases, with scores identified in others.
More NWEA used starting in grade 3.
Assessments are identified, but the data is not available/reported
Separate data bases for housing data
Three forms are mainly given: DIBELS Next (new and former goals) & NWEA
Different goals for different grades
Lower scores as grade level increases.
Lenawee Reading School Assessments, Grades 1-3
Inferences
• Is there an attitude or a value demonstrated
in the data collection
• There may be more supports/data meetings in some
schools
• Who completes the data collection?
• Is there a reasonable difference between grade 2 and 3?
• What is being added in DataDirector?
• Why are those assessments chosen?
• Is there more consistency with just one test?
Data Committee Recommendations
• The data sets currently collected meet most
of the data sets criteria
– The data would be reasonably similar across the
districts if the schools were clearer on what they
were measuring (reading skills than scores on
assessments)
– The data would be useful in the work of the
partnership if the dialogue with the data goes
beyond the schools
Updates on Student Success Networks
Domain and Assessment Targets
for Kindergarten Readiness Data Collection
Domain
Academic/ Cognitive
Language Development
Assessment Target
Knows Personal Information
Names Parts of the Body
Physical Development
Physical Development
Physical Development
Academic/ Cognitive Literacy
Gross Motor Skills
Visual Motor Skills
Prints Personal Information
Recites Alphabet
Academic/ Cognitive Mathematics
Sorts Objects by size, color, and shape
Academic/ Cognitive Mathematics
Counts by Rote
Academic/ Cognitive Mathematics
Matches Quantities with Numerals
Academic/ Cognitive Mathematics
Determines Total of Two Sets
Academic/ Cognitive Literacy
Reads Uppercase Letters
Academic/ Cognitive Literacy
Experience with Books and Text
Language Development
Verbal Fluency and Articulation
Kindergarten Readiness Update
• Kindergarten Roundups are occurring
• Kindergarten screenings occurring this spring
• Great Start is collecting demographic and
preschool experiences
– Housing, utilities, socio-emotional screener
– Sharing planned with kindergarten teachers
• June 26th – standard setting using data
Updates on Student Success Networks
Post Secondary Enrollment Update
• Completing grant process for MCAN
• Post-secondary retention with JC students on
a mentoring program
– 20 month relationship with mentor
– Criteria prioritizes first generation, students of
color and low income
– AC and SHU providing training for volunteers
Updates on Student Success Networks
Class of 2014 4-Year Graduation Rate
High School Graduation Update
• The group decided that 5 areas that were
already being collected:
–Attendance
–Academic Performance – GPA or ACT?
–Behavior/Discipline
–Parental Involvement
–Homelessness
• Develop Class of ___ Profiles
Contributing Indicators
•“Drivers” identified that align to the
associated outcome and the prioritized Core
Indicators, but are not the direct or main metric
being used to track progress on improving the
outcome.
•Core Indicators
Identified &
Prioritized
• Contributing
Indictors
•Outcomes
•12
Absences
Past conversation
• Local Superintendents want
– Uniform school codes used with absences
– Uniform school absence policy
• Current Michigan Senate Bill 1151/1152 in Michigan
– Does not preference the reason why an absence occurred
– 90% of the day counts as “present”
• Impacts the use of marking tardy students
• Absences must be valid for interventions
– Non-countable recommended:
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Funerals
Doctor visits
School-related
Court dates
Hospitalizations
– Local school determines the intervention to put into place
• Communication with parents is essential
Thresholds
• 10% of school days in year = 18 absences
• Recommendation for thresholds
– First: after four absences
– Second: five to seven absences
– Third: nine absences triggers truancy action
• Attendance team members need to be identified
– transportation, school nurse, special education
services, classroom teacher
• Front line personnel have present knowledge
of conditions surrounding student absences
Absences Update
• Meeting with General Services
Superintendent’s Subcommittee
– Shared input on policies needing board approval
• eSchool codes cleanup will occur for next fall
Students with 10% or more School Absences
as of December 17, 2014
180
160
Number of Students
140
120
100
80
60
40
20
0
Pre K K
1
2
3
4
5
6
Grade Level
7
8
9
10
11
12
Tasks
– Who, from the students who received a LCEF
scholarship, received a degree?
– Who can explore data connected with the
trades/military service?
– Who does a follow-up on post high school
students?
– Who completed a post-secondary application
during College Application Week?
Disaggregation
Key Subpopulations Definition
• Populations in which the partnership determines
– a need for a more intentional focus
• eliminate disparities in academic achievement.
Lenawee C2C
Community
Outcome
3rd Grade
Reading
Proficiency
8th Grade Math
Proficiency
8th Grade
Science
Proficiency
High School 4Year
Graduation
Rate
Post Secondary
Enrollment
within first 12
months
Post Secondary
Completion
Rates within six
years of high
school
graduation
Aggregate Asian
Source
Black or
Two or
Hispanic/
Special
Economically
African
more
Latino
Education Disadvantaged
American
races
Fall 2013 MEAP
MDE Reporting
69.0
20.0
60.1
57.9
36.0
59.9
Fall 2013 MEAP
MDE Reporting
36.9
25.0
22.9
35.7
8.3
25.3
Fall 2013 MEAP
MDE Reporting
22.6
20.0
15.0
27.6
3.0
14.4
57.1
69.5
Class of 2014
MDE Reporting
Class of 2013
National
Student
Clearinghouse
Class of 2008
National
Student
Clearinghouse
84.4
100.0
80.8
75.9
81.8
67.8
50.0
50.0
59.3
78.6
33.5
27.9
Next Meetings
Leadership Team Meeting
• April 20, 10:00 a.m. – 12:00 p.m., WJRESC
Data Committee
• Watch for survey link