Indiana
Student
Achievement
Institute
InSAI
USING DATA TO
INFORM
DECISION-MAKING
Sue Reynolds
Executive Director
Indiana Student Achievement Institute
Indiana Student
Achievement Institute
What separates successful
schools from those that will
not be successful in their
reform efforts is the use of
one, often neglected,
essential element . . . DATA.
Submitted by
Thurston Elementary
2000 InSAI Cohort
We’d never dream of coaching
basketball without player stats, or
playing a game without keeping score.
Stats tell us if our efforts are having the
desired impact.
SO, WHY DO WE
TEACH WITHOUT
STATS?
Submitted by
Borden Jr-Sr HS
2001 InSAI Cohort
DOMINO EFFECT
STUDENT
ACHIEVEMENT
INCREASES
BARRIER TO
LEARNING
(FORCE)
STRATEGIES
What should we measure?
SCHOOL DATA
Evaluates the School
a. ISTEP – PL221 (126 days)
b. ISTEP – NCLB (162 days)
c. Diplomas Awarded
d. Graduation Rate
What should we measure?
CLASSROOM DATA
Informs instruction in the classroom
a. Frequent classroom assessment
(aligned with standards)
b. Core 40 End-of-Course Tests
c. Standards Assessment on ISTEP
GOAL SETTING
Better than
other schools
in our county?
Better than other
schools like our school?
Same % of
free / reduced,
special education,
mobile, etc.
students.
Better than the State
Average?
72.6%
of all ISTEP tests
in the state
are passing.
To Meet AYP (NCLB)
Indiana Improvement Intervals
Year (Fall)
Eng
Math
2002, 2003, 2004
58.8
57.1
2005, 2006, 2007
65.7
65.3
2008
72.6
71.6
2011
79.5
78.7
2012
86.4
85.9
2013
93.3
93.1
2014
100
100
Benchmark for graduation = 95%
American Student
Achievement Institute
PL221 Categories
Improvement
Performance
Exemplary
Progress
Commendable Progress
≥ 90%
Academic
Progress
Academic
Watch
(Priority)
Academic
Probation *
(High Priority)
Exemplary School
≥ 80%
≥ 1%
≥ 70%
≥ 3%
≥ 2%
≥ 1%
< 1%
≥ 60%
≥ 4%
≥ 3%
≥ 2%
< 2%
≥ 50%
≥ 5%
≥ 4%
≥ 3%
< 3%
< 0%
≥ 40%
≥ 6%
≥ 5%
≥ 4%
< 4%
< 1%
≥ 6%
≥ 5%
≥ 3%
< 3%
<40%
Commendable School
* Schools will not be placed in the lowest improvement category until two
years of the 3-year rolling average is in effect.
American Student
Achievement Institute
To Meet Safe Harbor (NCLB)
Will not place school in improvement
Applies if a student group:
1. Does not meet AYP
2. % of non-proficient students is reduced
by 10% from the previous year
3. Demonstrates improvement in the other
indicator (or maintains performance at or
above goal)
American Student
Achievement Institute
To meet local steps on
the way to our vision:
100% over
the bar
Analysis Questions
1. How does our data compare
to our vision data?
2. What data fields reflect
achievement gaps
3. What data fields please us?
4. What data fields disturbs us?
PRACTICE ACTIVITY
DATA ANALYSIS
p. XX-XX
What should we measure?
KEY ELEMENTS OF HIGH ACHIEVING SCHOOLS
Data should help us understand what is
getting in the way of learning:
1. Expectations
• Curriculum
• Instruction
• Assessment
• Extra Help
• Guidance
7. Environment
PRACTICE ACTIVITY
DATA ANALYSIS
p. XX-XX
What should we measure?
STRATEGY DATA - PRIMARY
Are the adults doing something differently?
a. Who are we trying to change?
b. What behavior or attitude do we want to see?
c. What will we count to see if the change occurred?
EXAMPLE: Project Based Learning
a. All Teachers
b. Incorporate projects into their instruction
c. % of teachers observed facilitating projects
during “Principal Walk-Throughs”
What should we measure?
STRATEGY DATA - SECONDARY
Are the students doing something differently?
a. Who are we trying to change?
b. What behavior or attitude do we want to see?
c. What will we count to see if the change occurred?
EXAMPLE: Project Based Learning
a. Students
b. Apply classroom content to real-world problem
solving
c. % of students who submit a project in which they
have used classroom content to solve a real-world
problem
How should I use the data?
How should I use the data?
How should I use the data?
How should I use the data?
How should I use the data?
Sue Reynolds
Indiana Student
Achievement Institute
www.asainstitute.org