Who at the district level shares a deep commitment to improving the learning of all students and the practice of all adults involved in their education? It is also critical that the superintendent support for the inquiry process and the work of the district data team by modeling data use and visibly responding to the needs of the team. Launching the District Data Team An effective district data team has the same requirements as any other collaborative workgroup. The team will need to establish group norms and a meeting schedule that is appropriate to the level of work required to address gaps that may exist in the performance of the five functions. In addition, specific actions to be taken as the team is formed include the following. Obtain clearly stated and visible support from the superintendent – in both written and oral communications. Meet with district administrators to clarify the purpose of the initiative, how it relates to the district’s mission and goals, the role of the data team, and the team’s decision-making authority. Establish clear relationships and lines of communication among the data team and other teams at the district and building levels (e.g., district leadership team, school improvement teams, departmental teams, grade-level teams, or professional development teams). Organize itself to do the work by: Agreeing to always set an agenda for team meetings Establishing norms and using protocols to structure conversations Expecting members to work between meetings to complete tasks Understanding that there will be a learning curve for the team and that the team shouldn’t address too many issues at the outset Agreeing to delegate tasks and expect timely completion Provide adequate time for the team to understand, develop, and complete its work. Time is the dearest resource in a school or district, and insufficient time will sorely limit the team’s effectiveness. Sufficient time to share information, generate understanding, determine next steps Uninterrupted, protected time for collaboration, in addition to time for capacity building, professional development, and collaboration with the school-level data teams (more time will be necessary during the launching phase than in subsequent phases). The Functioning District Data Team Getting Started The district data team has been established, staffed, and is now ready to get to work. The first order of business for the team should be the review of the first few tools in Getting Ready. If any members of the team have not previously participated, the review will ensure that all members of the team share the same broad understanding of the current culture of data use and vision for the future. They will refine
Part 2: Assessments Complete the table below to develop a list of the assessments in use in your district. For each system identify: Enter the name of the assessment. Levels Administered: Record the grade levels in which the assessment is given. Area(s): Record the subject that the assessment measures (e.g., mathematics, reading, writing). Test Data Are Available: List the date (or dates) when the data are available to use. Assessed: List the populations of students assessed (e.g., all students, special education, English language learners). Current Data Use: Describe how the data are currently used (e.g., setting school improvement goals, placing students in intervention programs). List as many uses as you are aware of. The table below contains information about assessments that may be used in your district. Please add additional rows as necessary to capture ALL assessments in use in your district. Assessment Grade Levels Administered Content/Subject Area(s) Date Test Administered /Data are Available Students Assessed Current Data Use (MSP) Grades 3–8 Reading, writing, math, science All students in grades 3–8, unless they are taking an alternative assessment, as written in IEP Assesses student proficiency (HSPE) Grades 10–12 Reading and writing 2012 administration: March 13–14 (writing) and March 15 (reading). Results available in early June 2012. All students at some point in grades unless they are taking a state approved alternative assessment exit examination
(EOC) EOC are given to students in grades 7–12 Algebra 1 Geometry Integrated Math 1 Integrated Math 2 Biology The math and biology end-of-course are given in the last three weeks of the school year Each district sets its own EOC testing dates All students in grades 7–12 starting Algebra 1, Integrated Math 1 and Geometry, Integrated Math 2, or Biology. No new exams until 2017. Classes of 2013 and 2014 must pass one math EOC exam Class of 2015 must pass two math EOC assessments and one biology EOC exam. (WAAS) Grades 3–8, 10 Reading Writing Math Science Variable based on pathway Students with special needs Provides a variety of alternative pathways for students to fulfill assessment and graduation requirements Grade 2 Reading Beginning of Grade 2 All grade 2 students Assesses grade level oral reading skills (WELPA) All English Reading Writing Speaking Listening Annual (February/March) English language learners Initial placement in English Language Development (ELD) programs Annual assessment of progress Assessment Grade Levels Administered Content/Subject Area(s) Date Test Administered /Data are Available Students Assessed Current Use of the Data