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Tough! Questions, Answers and Action
Transcript of Tough! Questions, Answers and Action
SURF the Data
They have a large number of behavior referrals.
They have free lunch periods.
Are we listening?
Ask Good Questions
Data Can Answer
1. How are our scores trending in Reading over the last three years?
2. What factors might contribute to the increase in discipline referrals this year?
Data Cannot Answer
1. Is Math more important than Reading?
2. Do standardized tests really matter?
Plan For Action
Implement, Monitor and Sustain
Action Steps: The activities that need to be completed to implement the strategy
Interpret the Data
What is causing the low Reading
scores for students with disabilities
in the 3rd grade?
Collect and Prepare Data
Identify Driving Factors for the challenge
Types of Data
This type of data includes descriptors of students, including gender, ethnicity, socioeconomic status, and descriptors of the organization, including enrollment and attendance.
Includes stakeholder observations, surveys and questionnaires.
1 in every 6 parents do their kids
homework for them because it saved them from stressing out if they did it themselves.
15% of all school absenteeism is directly related to fears of being bullied at school.
3rd graders are scoring lower than their
4th, 5th and 6th grade peers in Total Reading.
This type of data includes anything that measures final results or conclusions for students. Examples are graduation rates, dropout rates, mobility rates, suspensions and expulsions, behavior rates, remediation rates, college acceptance and attendance, and career readiness. This data can also include long-term outcomes, such as career achievement, personal milestones (such as marriage or childbearing), or mortality rates.
This type of data includes descriptive data about how education and related activities are conducted within the organization, including, for example, the textbooks used, the levels of staffing or professional development at the school, the schedule of classes, curricular sequences, instructional strategies, the nature and frequency of assessments, extracurricular activities, and even the school setting.
Disaggregation. By breaking the data into subgroups, the team can consider more distinct patterns related to the focus question. The team can use the same calculations described above, but apply them to more specified groupings. The team can also sort a full data set according to the disaggregation variables. For example, the team might determine that, in mathematics, the average male 6th grader receives a B but the average female 6th grader receives
a C+. This gives them more nuanced information about math performance. This pattern may help the team to formulate actions in the later stages of the process.
Of 671 students in the
3rd grade, 35 students
with IEPs took the state
assessment in 2014.
In 2014 3rd graders score
below the 45th percentile
in phonetic analysis
Non IEP students scored below the
46th percentile in Word Study Skills
while IEP students scored
below the 86th percentile.
In 2014, 3% of the students
who scored in the 75% percentile or above also had attendance rates of over 86% or better.
Teachers are not differentiating instruction for their learners with disabilities.
Teachers do not believe their students with disabilities can learn to read.
Teachers are not encouraging their students with disabilities to do well on the tests.
Administrators and central office can call meetings and require teachers to focus on instruction for their students with disabilities, but they cannot force their teachers to encourage students to do well.
Most 3rd graders with IEPs do not have basic phonetic awareness skills.
Curriculum specialists and teachers can collaborate on basic reading strategies for all students. When teachers are equipped and feel confident, they are motivated and so are their students.
Why do they have more time to misbehave?
Why is there such a high suspension rate in the 10th grade?
Why do they have such a large number of discipline referrals?
They have more free time to misbehave.
Because . . .
Because . . .
10th grade students have the highest suspension rates in the school.
Time between classes
Too many kids in the hallway
Sports: Cliques and rivalries
Prom: extra curricular activities
Lack of parenting skills
By June 2015, increase 10th grade suspension rates from 25% to 10% by communicating with families and implementing weekly home-school behavior contracts for at risk students.
Inquiry Tool Kit
Responsibilities: Identification of the team members and/or other stakeholders responsible for each of the
Deadline: The date by which each action step should be completed
Resources: Identification of any specific materials or resources that will be needed to complete the action steps
Sharing is Caring