Digging into the Data for the Continuous Improvement Process
Actively participating in continuous improvement work requires understanding what is working and what needs improvement. Developing district and school goals that are data-based and aspirational involves multiple stakeholders from teachers to building administrators to the school board. This session will engage attendees by interacting with indicator systems to identify schools and students who are at risk of not being successful related to 3rd grade reading, 9th and 10th grade on-track, attendance and other key factors such as social-emotional learning and CTE.
Presentation at COSA Teaching, Learning & Assessment Conference, August 8 – 9, 2019
Presentation at Oregon Association of Colleges of Teacher Education
"Research Partnership to Address Council for the Accreditation of Educator Preparation’s Standard Assessing the Impact of Beginning Teachers on Students’ Learning”
In order to address the Council for the Accreditation of Educator Preparation (CAEP) standard relating to impact on P-12 student learning and development (Standard 4.1), the educator preparation program at one public and one private university requested the services of Center staff to conduct a pilot project. The focus of the project was to explore the use of student Smarter Balanced Assessment Consortium (SBAC) scores on English/Language Arts (ELA) and Math as an indicator of new teacher impact on student learning and development.
Presentation at Oregon Association of Colleges of Teacher Education, May 10, 2019
Taking the Guesswork out of Goal Setting with Predictive Analytics
Developing appropriate and reliable growth targets for district and school improvement is critical. Combining predictive analytic procedures with the Oregon Data Suite, the WESD Center for Education Innovation, Evaluation, & Research staff have worked collaboratively with district administrators, school board members, and school administrators to develop growth targets for districtwide and school-based goals focusing on student proficiency, equity, graduation, and 9th grade on-track. The development of interactive, online dashboards for school board members provides a vehicle for sharing information in a targeted fashion. This presentation will share 1) the process and results of using formative assessments to establish data-based targets for performance on statewide assessments; and 2) online dashboards allowing district administrators and board members to monitor established targets.
Presentation at 2019 Oregon Association of Education Service District, May 16 – 17, 2019
Project Graduate: Supporting Middle School and High School Migrant Education Students on their Path to Graduation
In collaboration with the Oregon Migrant Education Service Center (OMESC), Center staff will be presenting on “Project Graduate” a program of OMESC in collaboration with the Oregon Department of Education’s Title I-C Program. The purpose of the program is to increase the graduation rate for migrant students by developing a supportive infrastructure, training Migrant Education Program personnel, and providing targeted services to migrant students and their families.
Presentation at 2019 State English Learners Alliance Conference, March 14 – 15 2019.
Oregon Data Suite/Early Indicator & Intervention System presentation to Joint Committee on Student Success
Center staff were invited to present to the Oregon Joint Committee on Student Success Subcommittee on Accountability and Transparency about the WESD’s early warning system for students who may be at-risk of not being successful in school. Staff shared the design of the Early Indicator & Intervention System and provided examples of how districts are using it.
Presentation on February 26, 2019
Equity and Workforce Development through the Lens of the Oregon Mentoring Program
The Oregon Mentoring Program evaluation team presented at the 2018 COSA (Confederation of Oregon School Administrators) Seaside Conference. The team presented eight years of data from the ODE Oregon Mentoring Program demonstrating the impact of the program on the retention of beginning educators served, with a special focus on teacher/administrator diversity. Participants were asked to share their views on the data, and how their schools are addressing the challenges schools face in recruiting and retaining a diverse teacher workforce.
Collaboration is key: Developing reliable growth targets at the district and school level
Developing appropriate and reliable growth targets for district and school improvement is critical. Using predictive analytics, Center staff have worked collaboratively with district administrators, school board members, and school administrators to develop growth targets for districtwide and school-based goals focusing on student proficiency, equity, graduation, and 9th grade on-track. The development of interactive, online dashboards for school board members provides a vehicle for sharing information in a targeted fashion.
Presentation at COSA Principals’ Conference, October 22, 2018.
Assessment-Based Learning and Oregon’s Equity Lens
The Willamette Promise has been working with high school teachers and university faculty to provide dual credit courses since 2014. During that time, students earned 39,761 college credits while still in high school. Students from historically under-represented populations (e.g., English Language Learners, economically disadvantaged, ethnically diverse), matched or exceeded the percentage of all historically underrepresented populations in the respective geographic area. This presentation highlights the strategies used by the Willamette Promise to attract and retain diverse students.
Presentation at Oregon School Boards Association, November 9, 2018.
Digging into the Data to Increase Graduation Rates
How can school districts quickly identify students who may be at risk of not graduating high school? This presentation 1) discusses the ABC’s of attendance, behavior and course performance; 2) shares a graphical interface for highlighting both aggregate and student level data; and 3) explores the impact of strategies on increasing attendance, improving course performance, and decreasing behavior issues.
Presentation at Oregon School Boards Association, November 10, 2018.
Are we making a difference? Measuring impact through an aligned data system
Assessing the impact of quality early learning environments is vital for ensuring students are entering Kindergarten ready to learn. The Marion Polk Early Learning Hub and the Willamette Education Service District have joined together to develop a data system that links early child care data with K-12 data at the student level. The system empowers early learning hubs and school districts to identify school readiness and academic foundations for students who have matriculated from Preschool Promise child care sites into the K-12 system. Student level data includes learning outcomes and growth from both the Preschool Promise site as well as the school district.
Presentation at 2018 Early Learning Conference (November 9 – 11, 2018)