Data Analysis for Continuous School Improvement

by Victoria L. Bernhardt

absent,

pro...

Class sizes, number of years of teacher experience by grade level, number of students in special education programs, by gender and ethnicity, and the subgroups of students enrolled in differ...

pick a point in time (census) to gather demographic data elements and then include at least three years of information to show a trend.

strengths, challenges, implications for the continuous school improvement plan, and identify other data they wished they had.

By using “challenges” to replace “weaknesses,” staff are able to address real school challenges.

Implications are placeholders until all the data are analyzed.

constructive responses to challenges.

consolidated implications for demographics, perceptions, student learning, and school processes.

some data, such as attendance and behavior, that require staff to look across months and weeks to understand them.

subgroupings of achievement or perceptions measures allow us to isolate variations among different student groups to understand if all students are achieving or experiencing school in the same way, and to know if there is something the adults need to learn about particular student groups to better meet their needs.

Disaggregation helps us find student groups that are not responding to our processes in the way others are—enabling us to understand why and to search for new processes so every student learns.

student achievement, perceptions, and school process data by demographic variables

use 40 as a minimal group size they believe will lead to reliable results.

get appropriate data

structures for teachers to collaborate

leadership to hold the process and people accountable.

what students know and do not know

how students are learning;

how teachers are teaching;

what teachers need to do ...

who is getting different (bett...

If formative assessments are not aligned to learning standards, there will be a problem.

Teachers need support in getting real-time formative data to review in a timely fashion.

Data Leadership Team

Supporting and facilitating dialogue

data are available

teacher ownership of the data

exploration of current processes,

implementation, monitoring, and follow-through of next steps.

data tools

appropriate reports and graphs are available in a timely fashion

re-roster or reorganize student achievement results

data in perspective to other data,

longitudinal reports of individual students, for each teacher, for grade levels, and for the school

planning a work calendar

understand the purpose of the team

meeting norms.

conditions for trust.

challenging questions.

participate in the meetings.

Use time well

make instructional decisions based on data

analyze the data,

which instructional strategies need to be improved.

target their instruction

implementation of instructional strategies

Monitor and measure

use of protocols

Prepare questions