Data+Analysis

= Student Data = The focus of this module is to understand the demographic profile of the students you serve. Comparisons can be made to previous years to view longitudinal patterns, and comparisons also to state or national demographic or incidence patterns. Analysis of petterns and trends can help the leadership team plan ahead for upcoming enrollments.
 * MODULE 6 - Student Demographics Analysis**

Tasks: 6.1 Minority and Poverty Incidence 6.2 Disability Incidence 6.3 ELL Levels 6.4 Open Enrollment, Transfers and Mobility

Guiding Questions:
 * What are the proportions of minorities occurring in the school population? How do our numbers compare with previous years? Is our demographic profile changing? If so, in what way is it changing?
 * What are the proportions of disabilities occurring in the school population? How do our numbers compare with state and national figures?
 * What are the proportions of ELL enrolled int he school population? How do our numbers change from year to year?

The focus of this module is to understand the achievement profile of the students you serve. Comparisons can be made to non-disabled students and to previous years to view longitudinal patterns. Analysis of patterns and trends can help the leadership team plan ahead for both instructional strategies and programmatic strategies. This module also provides an examination of No Child Left Behind Adequate Yearly Progress indicators.
 * MODULE 7 - Student Achievement Analysis**

Tasks: 7.1 Proficiency and AYP Analysis 7.2 Scale Score Analysis 7.3 Standards Analysis 7.4 Extended Writing Analysis 7.5 Item Response Analysis 7.6 Individual Student Results with the School Record Sheet

Guiding Questions:
 * What percentage of students (all, girls, boys, students with disabilities, English Language Learners, minority, economically disadvantaged, non-economically disadvantaged) achieved proficient and advanced levels on the state assessment during the current year and in previous years?
 * What percentage of students have met this year's adequate yearly progress objectives? What is our trajectory of improvement for meeting future AYP objectives?
 * What is the gap in performance between students with disabilities and non-disabled students?
 * What is the gap in performance between English Language Learners and non-ELL students?
 * What is the gap in performance between girls and boys?
 * What is the gap in performance between economically disadvantaged and non-disadvantages students?
 * What is the gap in performance between minority students with non-minority students?

The focus of this module is to understand how students performed on classroom grades versus their performance on state assessments.
 * MODULE 8 - Grades Analysis**

Tasks: 8.1 Grades versus test scores 8.2 Achievement gaps for subgroups on grade

Guiding Questions:
 * How did student proficiency on state assessments compare to subject area grades?
 * How did grades compare between subgroups of students?

The focus of this module is to understand how students performed on assessments developed or selected by your local school district. These assessments may
 * MODULE 9 - Local Assessments Analysis**
 * be unique to a subject area or grade
 * be norm-referenced or criterion-referenced
 * be from a purchased test
 * be from teacher-developed assessments
 * based on observational data (i.e. checklists)
 * be administered several times during the school year

Tasks: 9.1 Longitudinal results from local assessments 9.2 Achievement gaps for subgroups on local assessments 9.3 Color coding local assessment results

Guiding Questions:
 * How did our students perform over time?
 * Have our students shown progress?
 * What would we set as proficiency levels on these assessments?
 * What percentage of our students met proficient or above levels?
 * How did our subgroups of students perform on local assessments? What gaps do we observe?
 * How did girls versus boys perform on these assessments?
 * How did ELL students perform on these assessments?
 * How did minority students perform on these assessments?

The focus of this module is to understand the patterns of graduation rates for the high school and district.
 * MODULE 10 - Graduation and Post High School Analysis **

Tasks: 10.1 Graduation rates over time 10.2 Graduation rates for subgroups 10.3 Post High School Analysis

Guiding Questions:
 * What are the graduation rates for all students longitudinally?
 * What are the graduation rates for subgroups of students? What gaps occur?
 * What are the patterns of post high-school endeavors for students of this school? How do the patterns compare across subgroups?

The focus of this module is to understand the pattern of student behaviors and attitudes in the school. Comparisons can be made to previous years to view longitudinal patterns, and comparisons also to state or national demographic or incidence patterns. Analysis of patterns and trends can help the leadership team plan ahead for upcoming enrollments.
 * MODULE 11 - Student Behavior Analysis**

Tasks: 11.1 Absenteeism; Participation Rate 11.2 Discipline incidence, suspensions, expulsions 11.3 Student perceptions

Guiding Questions:
 * What are the attendance patterns of your students?
 * What are the patterns of behavior problems among your students?
 * What are the students' attitudes about your school?

It is important, that once you've completed analyzing student data, you should stop and take stock of your situation. This is a crucial step in the process. What comes out of this step shapes the direction ofor the remainder of the analyses and the focus for the goals.
 * MODULE 12 - Situation Appraisal of Priority Issues**

This step will take the very best of your collaborative team skills.

Tasks: 12.1 Refine data findings 12.2 Prioritize concerns

Guiding Questions:
 * How can we be clear about our data findings?
 * Where did this data come from? What does this observation mean - which students, when, which subjects, etc.?
 * What are the concerns observed in the student data?
 * Which concerns are in high need for improvement?

= Programs & Structures Data = The focus of this module is to understand the quality of educational programs provided for students, and to understand the effectiveness of organizational structures within the school. Consideration of these data will help the leadership team reflect upon the future planning of programs and structures.
 * MODULE 13 - K-12 Programs Analysis**

Tasks: 13.1 Curriculum Review 13.2 Academic Support Program Review 13.3 Gifted/Talented Program Review 13.4 Core Subjects Time Analysis 13.5 Materials/Resources Review

Guiding Questions:
 * What is the status of our curriculum?
 * To what degree is curriculum being used and is seen as helpful to teachers?
 * How effective are our programs for at-risk students?
 * How effective are our educational programs for gifted and talented students?
 * How efficient are we with using time for student learning and school improvement?
 * To what degree do our teachers have access to current, research-based instructional materials and resources?

The focus of this module is to understand quality of special educational programs provided for students. Consideration of these data will help the leadership team reflect upon the future planning of special education programs.
 * MODULE 14 - Special Education Programs Analysis**

Tasks: 14.1 Special education referrals 14.2 Curriculum, IEP Objectives, modifications and adaptations (accommodations)

Guiding Questions:
 * What is the referral rate to special education?
 * How many referrals are placed into special education programs?
 * What procedures do teachers follow to refer students for special education?
 * What curriculum is followed to teach students with disabilities?
 * What pattern occurs within IEP objectives for students with disabilities?
 * What modifications and adaptations are included within the regular standards-based district curriculum?

The focus of this module is to understand quality of educational programs provided for students to learn English. Consideration of these data will help the leadership team reflect upon the future planning of ELL education programs.
 * MODULE 15 - ELL Services for Learning English**

Tasks: 15.1 ELL Services for Learning English

Guiding Questions:
 * How do we identify our English Language Learners?
 * How do we identify their English learning needs?
 * Who is qualified to teach these students English?
 * How do we determine how students will function within the regular classroom?
 * What materials are resources do we use with ELL students?
 * How do we communicate with parents of ELL students?
 * What services do we provide to support ELL students emotionally, culturally and socially within the school setting?

The focus of this module is to understand the learning environments for students with disabilities. Consideration of these data will help the leadership team reflect upon the future planing of learning environments for students with disabilities.
 * MODULE 16 - Learning Environment Analysis**

Tasks: 16.1 Educational Environment 16.2 Out-of-school service delivery

Guiding Questions:
 * How is instruction provided to students with disabilities within the school? To what degree are students with disabilities included within regular education classrooms?
 * How is instruction provided to students with disabilities outside of the school?

**Professional Practices Data** The focus of this module is to understand the qualifications, demographics and assignments of teachers in the school. Consideration of these data will help the leadership team reflect up on the professional skills available to teach students in the school - with particular focus on core subject areas.
 * MODULE 17 - Teacher Qualifications**

Tasks: 17.1 Teacher qualifications and assignments 17.2 Staff perceptions 17.3 Paraprofessional qualifications and assignments

Guiding Questions:
 * To what extent are your teachers highly qualified to teach the subjects and the students to which they are assigned?
 * What are the perceptions and attitudes of your teachers with the school?
 * To what degree are your paraprofessionals highly qualified to assist the teachers to whom they are assigned with instruction?

The focus of this module is to understand quality of professional development engaged in by the teachers. Consideration of these date will help the leadership team reflect upon the future planning of professional development.
 * MODULE 18 - Professional Development Analysis**

Tasks: 18.1 Teacher and administrator professional development by content, quality and time 18.2 Teacher and administrator needs assessment results 18.3 New teacher induction quality review 18.4 Paraprofessional training by content and time

Guiding Questions:
 * What are the content, quality and time spent in professional development by the teachers and administrators?
 * What are the professional development needs expressed by the teachers and administrators?
 * How would we rate the quality of new teacher induction in our school?
 * What is the content and time involved in training our paraprofessionals?

= Family and Community Data = The focus of this module is to understand the involvement and perceptions of parents and community members. Consideration of these data will help the leadership team reflect upon the future planning of partnerships and relationships on behalf of the school and students with disabilities.
 * MODULE 19 - Parent and Community Analysis**

Tasks: 19.1 Parent Involvement & Perceptions 19.2 Community Involvement & Perceptions

Guiding Questions:
 * To what degree are parents involved in the education of their children?
 * What are the perceptions and attitudes of parents about the education of their children?
 * To what degree are community members active in supporting their public school(s)?

It is important, that once you've completed analyzing programs and structures data, you should stop and take stock of your situation. This is a crucial step in the process. What comes out of this step shapes the direction for the remainder of the analyses and the focus for the goals.
 * MODULE 20 - Situation Appraisal of Priority Issues**

This step will take the very best of your collaborative team skills.

Tasks: 20.1 Refine observations 20.2 Prioritize concerns

Guiding Questions:
 * How can we be clear about our observations? What does this observation mean?
 * Where did our observations come from?
 * What are the primary concerns observed in programs, staff and parent/community issues?
 * Which concerns are in high need to encompass in our strategies?