st
21
Data Portal for
Century Success
Juan D’Brot
Executive Director
Office of Assessment and Accountability
1. Examine
the high-level
data (e.g.,
DP21)
7. Evalute
how the
decision
affects the
data.
6. Make and
implement
your
decision.
2. Ask
questions
and identify
flags or
trends.
Decision
Wheel
5. Review the
literature and
other
historical
evidence.
3. What are
tools you can
use to inform
questions
and trends?
4. Examine
the data to
inform your
root cause
analysis.
Origins of DP-21
– Conversations Around “Data on
Demand”
– Supporting the Goal of Promoting
Continuous Improvement
– Useful for Title I and Schools in
Improvement
– A Place to Provide Information on
Specific Indicators
What is DP-21?
– Interactive “Data Portal”
– Localized data analysis
• School and student success
• Repackaging data efficiently
• Utilizing current data approaches
What are the Objectives of
DP-21?
– Provide a High Level System of
Analysis
– Identify Strengths and Weaknesses
– Make Diagnoses for More Detailed
Conversations Around Data
– Identify Symptoms
What are DP-21’s Next Steps?
A comprehensive system for school
improvement
– School: DP-21
– Student: WVEIS on the Web
– Self-reporting: Early Warning System
TBD(eveloped)
Wild n’ Wonderful High
Charleston, WV 25305
You are logged on as John Smith
COMMON ELEMENTS
Data representative of menu selection…
Monthly Indicators
–
–
–
–
–
–
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Attendance
Discipline
Dropouts/Entries
TechSteps
Acuity
Child Nutrition
WV Writes
January 2011
Formative Indicators
– TBA
Semester/Annual
Indicators
– Course Failures
– AP Exams
Wild n’ Wonderful High
Charleston, WV 25305
You are logged on as John Smith
Wild n’ Wonderful High
Charleston, WV 25305
You are logged on as John Smith
Intended Uses
– Complementary vs. Supplementary
• Complements current systems
• Complements current approaches
– Look at monthly data to determine areas
of success/concern
• Baseline/previous month compared to
current month
• Data context (different for each indicator)
• Degrees of change instead of absolute
change (color coding)
• Met/Did not meet normative benchmark
(flagged indicator)
What Questions?
• What differences do you see between this
month and last month’s data?
• What differences do you see between the
school and grade level data?
• Are there differences between aggregate
and more detailed data?
• Are the differences between the data
statistically significant or practically
significant?
Intended Uses
– Assumptions:
• Interactive
– Intended to promote information-seeking
discussion and behaviors
• Driven by collaboration
– Intended to support collaboration around data
analysis
• Should drive further analyses
– Intended to promote drill down
Logical Next Steps
– Considerations
• Context defines areas of focus
• Within-school vs. Between-school
• Indicators supplement current
approaches to define areas of best
practice and areas of need
– High-level vs. Ground-level Planning
• Day-to-day attendance logs
• WVEIS on the Web
Logical Next Steps cont’d:
F-A-I-P Worksheet
• Find
– Find and record data
• Analyze
– Identify trends and flags
• Interpret
– What are the possible reasons behind these trends and
flags?
• Plan
– What policies or resources are we currently leveraging?
– What are some proposed next steps?
– Record those items with asterisks in the commentary
box
Logical Next Steps
– Future Dates:
•
•
•
•
•
•
DP-21 limited release: Ongoing
Hands-on training: Ongoing
“Beta test” feedback: Ongoing
Additional training: Spring 2011
DP-21 state-wide release (tentative): TBA
Evaluation and Feedback Requests:
Ongoing
Questions?
Thank You
Questions?
Juan D’Brot
(jdbrot@access.k12.wv.us)
Executive Director
Office of Assessment and Accountability