FROM DATA COLLECTION TO GRADUATION: SUPPORTING STUDENT SUCCESS Christina Endres National Center for Homeless Education [email protected]
Transcript
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FROM DATA COLLECTION TO GRADUATION: SUPPORTING STUDENT SUCCESS
Christina Endres National Center for Homeless Education
[email protected]
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GET TO KNOW NCHE Operates U.S. Department of Educations
technical assistance and information center. Comprehensive website:
www.serve.org/nchewww.serve.org/nche Helpline: Call 800-308-2145 or
e-mail [email protected][email protected] Listserv: visit
www.serve.org/nche/listserv.php for subscription
instructionswww.serve.org/nche/listserv.php Free resources: Visit
www.serve.org/nche/products.php
www.serve.org/nche/products.php
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GET TO KNOW THE ROOM Whos in the room? How comfortable are you
with data?
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WHAT DATA CAN TELL US Where are we now? Where do we want to go?
How will we get there? How will we know we are there? How can we
keep it going? Asking the Right Questions: Tools for Collaboration
& School Change Edie L. Holcomb
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DO YOU THINK ABOUT A LIST OF ACTIVITIES Every activity is
equally important No priorities; all must be done Short term focus
Success measured by completion, not by achieved level of change
Often independent from district priorities or goals
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OR A PROGRAMMATIC APPROACH? Limited set of goals Focused on
needs or areas for growth Drive activities Results in long-term
planning Eliminates the unnecessary; prioritizes time & energy
Success measured by level of change achieved
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USE DATA TO DREAM BIG Four simple ways to approach this task 1.
Ask yourself what you want to know 2. Look at what you already know
about students 3. Identify what bragging rights you want 4. Include
program, grant, or district requirements Just brainstorm- you can
sort bad ideas out later
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USE DATA TO MAKE THE DREAM REAL Which things on your list are
Specific? Measurable? Attainable? Reasonable? Timely? Once you
cross the rest off your list, youll have the foundation for your
goals
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ONE LAST LOOK AT GOALS I will train all teachers on
homelessness. 100% of special education teachers will receive
training on homelessness. The district will lower suspensions
related to IEP identified needs of students by 5%.
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WHAT DATA TO USE McKinney-Vento data Districts submit to SEAs
SEAs submit to US ED via EDFacts or CSPR NCHE reviews data, creates
national summary http://center.serve.org/nche/ibt/aw_statistics.php
ESEA: collect, analyze, & use student achievement data to
improve school outcomes Includes requirement for state report
cards
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AVAILABLE EDFACTS & CSPR DATA Suspensions & expulsions,
with reasons for expulsions Attendance & poverty rates
Participation in gifted and talented programs Number of students
with Individualized Education Plans & why Number who graduated
& type of diplomas earned Number who dropped out & reasons
why Participation & performance in advanced placement classes
Participation in school meal programs Number served by Title I,
Part A
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WHAT DATA TO USE Hunger, poverty, unemployment, foreclosures
Bureau of Labor Statistics: www.bls.govwww.bls.gov Kids Count:
datacenter.kidscount.orgdatacenter.kidscount.org Conference of
Mayors: usmayors.org/publicationsusmayors.org/publications Grants
& programs Which do you have What outcomes do they report
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REVIEWING DATA Accurate, Complete, Timely (A.C.T.) Avoid a
skewed perspective Look at multiple data sources Look at comparison
data Talk to multiple stakeholders Look for anomalies Establish
checks & balances Who reviews data, when, & how
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SKEWED OR ACCURATE DATA In reviewing your districts data for
homeless students, you notice that homeless students are doing
significantly better on math assessments than reading.
Additionally, in years that your homeless students improve in math,
the state average on the same math assessments drops. Is the data
skewed or accurate? Who might you need to talk to?
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UNEXPECTED OUTCOMES Your district provides after school
tutoring to homeless students. However, in reviewing the data on
grades and academic performance, you notice they really arent
improving. Youre baffled because you know you hired solid teachers
as tutors. What could be the issue? What do you need to do
next?
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JUSTIFY ACTIVITIES Your district wants to provide school
supplies because a large number of students do not have what they
need when the school year starts. As you begin to send a message to
the treasurer about the budget for this expense, you remember: DOE
wants academic outcome data to support expenditures. What data can
you use?
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WORK WITH OTHERS Your city gets HOME funds. The city has
decided to take another look at how they are spending the funds.
They cant decide if they should build housing or use existing
housing. Theyre also deciding where the housing should be located
and who should benefit from it. In the past, they focused the funds
on single men. What would you tell the city & how would you
support your argument?
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WORK WITH OTHERS Your districts Title I director told you the
homeless set-aside will be budgeted for tutoring, but only about
60% of the amount set aside last year will be budgeted for this
year. You think the students need counseling services instead of
tutoring & that the amount is too low. How will you make your
case?
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WORK WITH OTHERS What stands out to you? What can you identify
as a possible cause? Who do you need to talk to & why? All
StudentsHCY StudentsYour DistrictYour StateYour DistrictYour State
With Disabilities (IDEA) 15%13%21%11%
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PRESENTATION MATTERS Your DistrictYour State SubgroupHCY
Percent of HCY HCY Percent of HCY With Disabilities (IDEA)
55527%200,95016% All StudentsHCY StudentsYour DistrictYour
StateYour DistrictYour State With Disabilities (IDEA)
15%13%21%11%
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LINKING DATA AND ACTIVITIES Which activities will have the
greatest impact? Which activities are unrelated to your goals?
Which activities can be reasonably completed? If an activity
requires participation of anyone in addition to the liaison, is it
realistic? Is the activity concrete in nature?
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USE DATA TO RE-EVALUATE Change your goals if You discover they
are unreasonable You achieve them New, more pressing needs emerge
Change your activities if Outcomes are undesirable New, more
effective practices become available
CONTACT INFO Christina Endres Program Specialist
[email protected]@serve.org or (336) 315-7438 National
Center for Homeless Education [email protected]@serve.org
or (800) 308-2145 http://center.serve.org/nche/