Multiple+Measures+by+Victoria+Bernhardt

= Using the following article by Victoria Bernhardt, //Multiple Measures//, please use the following outline strategy to give us your insight into the article. = =[]=  = ﻿hlturvin (Heather Turvin) = = Please list three important details from this article you read on using data to make decisions. = = **1. Any definition of multiple measures should include four major measures of data — not just student **= = learning, but also demographics, perceptions, and school processes. = =**2. School processes define what teachers are doing to get the results that we are getting. This includes programs, instructional strategies, and classroom practices. **= =**3. School level data analysis should be about helping schools understand if they are achieving their purpose and guiding principles and meeting the needs of all students—and, if not, why not? **= = Make two connections to your current teaching assignment or personal experiences dealing with data. = = **1. U timately, schools need to be able to predict what we must do to meet the needs of // all // students they have, or will have in the future. **= =**2. Perceptions can be gathered in a variety of ways—through questionnaires, interviews, and observations. Perceptions are important since people act in congruence with what they believe, perceive, or think about different topics. We at our school often send out questionaires seeking perceptions from our students, parents, teachers, and community. Seeing the way everyone perceives different topics aids in the way we address certain topics and issuses. **= = What is one question that still lingers in your mind concerning data? = =1. To change the results schools are getting, teachers and school personnel must begin to document these processes and align them with the results they are getting in order to understand what to change to get different results. How do we decide what to begin changing first? = = sharon here: I agree totally with your question. First things first. If we can lasso that thought and truly believe in what we do and find that first thing that needs to start the process, we are on our way to great adventures. = = **= =**(You can copy and paste the 3 - 2 - 1 template above and fill in your thoughts. Remember to use the SAVE icon on the tool bar to save your work or it will dissappear. Always put your name first. Thanks.)**= =__** Aahbuhkuh (Sharon Sewell) **__= = Please list three important details from this article you read on using data to make decisions. = =  **1. Any definition of multiple measures should include four major measures of data, not just student learning, but demographics, perceptions, and school processes (see the graphic in the article) (pg. 1 of article)**= =**2. Comprehensive measures, used together and over time, provide much richer information. (pg.1 of article)**= =**3. School Processes define what teachers are doing to get the results that we are getting.**= = Make two connections to your current teaching assignment or personal experiences dealing with data. = = **1. My first connection is made to the graphic. It seems quite detailed and daunting, but when looked at for its individual parts, it begins to make sense to me and why it is so important to look at more than just test scores.**= =**2. My next connection is the impact of student perceptions of the learning environment on student learning. (pg 2. of article)**= = What is one question that still lingers in your mind concerning data? = = 1. Do we as practitioners really understand student perceptions and the importance of their ideas about what they are learning, how they are learning it and why they are learning it? = = T MCARDLE  = = Please list three important details from the articles you read on using data to make decisions .  = =Any definition of multiple measures should include four major measures of data-not just student learning, but also demographics, perceptions, and school processes. = =2. Comprehensive measures, used together and over time, provides much richer information. = =3. Just looking at student achievement measures focuses teachers only on the results; it does not give them information about what they need to do to get different results. = =Make two connections to your current teaching assignment or personal experiences dealing with data. = =1. My first connection is the demographic data and why it is important for us to understand. They are part of our educational system over which we have little or no control, but with which we can observe trends and glean information for purposes of prediction and planning. = =2. My second connection is the perception data. It is important to have the opinions of others. It helps being able to have thoughts and concerns voiced by others who may have concerns in areas that have not been thought about inside the school. The use of questionnaires, interviews, and observations is a great way to gain perception from students, parents, teachers, and others. = =What is one question that still lingers in your mind concerning data? = =Demographics!! If we are constantly labeling students based on uncontrollable circumstances, are we harming them for the future that they can control? Just because a student is on free/reduced lunch doesn’t mean that they cannot learn. We can teach the information to them all day long, it’s up to them to use the information. = **  == sharon: AMEN to the statement about free/reduced lunch. These kids are smart. They may not have had the advantages of some, but they have experiences that have taught them to cope and survive that will help them greatly in the future if we can help them on their journey of making good decisions. I like that answer and will be using it as part of my own mantra. Thanks. ==  **M. Hopkins **  **Please list three important details from this article you read on using data to make decisions. **  **1. ****Any definition of multiple measures should include four major measures of data, not just student learning, but demographics, perceptions, and school processes. ** **<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">2. ****<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">Demographic data: we have little or no control over this, but we need it to assist us in understanding the results of all parts of our educational system through the disaggregation of other measures by demographic variables. ** **<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">3. ****<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">That school processes is the measure that seems to be the hardest for teachers to describe. ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 14pt;">Make two connections to your current teaching assignment or personal experiences dealing with data. ** **<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">1. ****<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">I can make a connection with the perceptions data. It is important to have new ideas and opinion from others in the community. This data can tell us what is possible if students, teachers, and parents all work collaboratively. ** **<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">2. ****<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt;">I connected with the graphic on page 2. It made me realize that just reading data isn’t just the way to get teachers to understand. I am a visual learner, and this graphic made me better understand multiple measures of data. I connected this with my teaching to make sure I implement visuals for those students who can learn better that way. ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 14pt;">What is one question that still lingers in your mind concerning data? ** **<span style="color: #92d050; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">How do we decide what to change and in what order to better our school test results? Will this even really make a difference? **

**<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">K. Douglas ** **<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Please list three important details from this article you read on using data to make decisions. ** ** · ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Multiple measures should include: demographics, perceptions, student learning and school processes. ** ** · ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">When multiple measures are used together, schools have the information they need to improve teaching and learning to get positive results. ** ** · ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">School level data should be about helping schools understand if they are achieving their purpose. **

**<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Make two connections to your current teaching assignment or personal experiences dealing with data. ** ** · ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">I rely heavily on test scores when I am writing my students IEPs and their goals. ** ** · ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">The STI Assessment data is currently helping me to lessen the gaps in my students learning to help them meet state standards. ** **<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">What is one question that still lingers in your mind concerning data? ** ** · ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">How do we reach a child that just doesn’t seem to care about learning, even after we have all the data and have tried every strategy we know of? **



** M Harris ** ** Please list three important details from this article you read on using data to make decisions. ** ** 1. Data should not consist solely of student learning. It should also include demographics, perceptions, and school processes. Demographics, perceptions and school processes provide us with an understanding of the school’s impact on student achievement. ** ** 2. Perceptions data is important because it helps us understand what students, parents, teachers, and others think about the learning environment. ** ** 3. One measure of data will provide useful information. Comprehensive measures, used together and over time will provide much more information. ** ** Make two connections to your current teaching assignment or personal experiences dealing with data. ** ** 1. My first connection was with the demographic data. This data provides descriptive information about the school such as enrollment, attendance, grade level, ethnicity, gender and native languages. We sometimes forget how important this information can be. It is true that we have little or no control over it, but it can help us to better understand our students. ** ** 2. A second connection was with the perception data. This data helps us to understand what our students, parents, and other teachers think about our school. I think it is extremely important to know student and parent opinions. We need to get their input. With this information, we could address areas of concern. This information could easily be obtained through questionnaires, interviews and observations. ** ** What is one question that still lingers in your mind concerning data? ** ** If we use demographic data, are we labeling or limiting some of our students’ ability to achieve? It is important that we have an understanding of our demographic data. However, we cannot let this limit us or our students. We do not have any control over who our students are or where they come from. We cannot allow ourselves to label them. A student that comes from a low income family is capable of learning. We must remember that each student has his or her own way of learning. It is up to us to make a connection with each child so that we can encourage him to reach his full potential. **

Stephanie Cole 1. It is important to study the data from the four measures to make decisions in the best interest of the students. 2.Meeting the needs of all students in a school is critical. 3.It is beneficial for schools to have a set purpose. 1. From my years of teaching, using the four measures of data would seem to increase student learning. 2. Having a specific purpose within the school and classroom seems to articulate the teaching and learning. 1. Which school processes have been the most successful?

Yuliya Grecu

<span style="color: #800000; font-family: 'Times New Roman',Times,serif;">Please list three important details from this article you read on using data to make decisions.
====<span style="color: #800000; font-family: 'Times New Roman',Times,serif;">1. To get better results one should consider multiple measures (the four major measures of data). Analyses of // demographics, perceptions, student learning, // and // school processes // provide a powerful picture that will help us understand the school’s impact on student achievement (pg 1). ==== ====<span style="color: #800000; font-family: 'Times New Roman',Times,serif;">2. One measure by itself gives useful information. Comprehensive measures, used together and over time, provide much richer information (pg 1). ====

<span style="color: #800000; font-family: 'Times New Roman',Times,serif;">Make two connections to your current teaching assignment or personal experiences dealing with data.
====<span style="color: #800000; font-family: 'Times New Roman',Times,serif;">1. Connection with the perception data: I think it is very important for us to know what others think about our school. We can get feed back from parents, students, and other teachers, and together we can work on the areas of concern. ==== ====<span style="color: #800000; font-family: 'Times New Roman',Times,serif;">2. Connection with the demographic data: the demographic data provides us with important information about our students proving that demographics does not effect the learning abilities of everyone, but at the same time that we cannot leave out the ones that are less fortunate. ====

<span style="color: #800000; font-family: 'Times New Roman',Times,serif;">How do we reach the indifferent ones and where do we start with changes?
= Sharon here: A repititive question that keeps popping up is "how do we reach those who appear indifferent or do not want to be reached?" Everyone, adults, students, children even pre-schoolers have a part of them that starves for attention. If they cannot find positive attention and gratification, they will head the opposite way and look for attention that to us as educators is negative and causing problems. Does "class clown" sound familiar or even the one who pulls his/her hood over the head and "sleeps in class"? = = I write this to see if anyone is in agreement before I write any more. =

= ﻿The second thing I am noticing from responses is the impact of demographics. Many have written that demographics don't seem to make a difference. Do you find that to be true? =

= The third thing I notice is processes. Which processes work and which are doing the same thing over and over and getting the same poor results? I am reflecting on your reflections and thinking about what I do in school each day to get kids involved and to make sure that I offer them an environment in which they feel safe enough to trust me to find the hard answers to tough questions in front of their peers. = =KAREN McCain (previously posted to the dicussion board because I couln't get on here)= **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">Please list three important details from this article you read on using data to make decisions. ** **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Any definition of multiple measures should include four major measures of data-not just student learning-but demographics, perceptions and school processes. ** **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Comprehensive measures used together and over time, provides much better information. ** **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">3. ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Just looking at student achievement focuses only on the results. It does not give information about what to do to get better results. ** =<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: auto 0in;">Make two connections to your current teaching assignment or personal experiences dealing with data. = = <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Connection with perception data: It is important for us to know what others think about our school. Sometimes when we look at things through a different set of eyes we can see where things should be changed. Parents, students, community leaders and other educators could help with helping us look at things more objectively. = = <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">2. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Connections with demographic data: This data provides us with information about our students that sometimes (not always) affects how they learn. = =<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: auto 0in;">What is one question that still lingers in your mind concerning data? = = <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">How do we get students that do not care about education and have little or no support from home to realize that school and what we are doing is important to them now and for their future? =

Marci Harrison <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;">**Please list three important details from this article you read on using data to make decisions.** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"> **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Any definition of multiple measures should include four major measures of data-not just student learning-but demographics, perceptions and school processes. ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"> 2. When we look at the intersection of the four measures of data, then we are able to answer questions that will predict if the actions processes, and programs that we are establishing will meet the needs of ALL students. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"> 3. If we want to get different results, then we have to change the processes that create the results.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"> =<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: auto 0in;">Make two connections to your current teaching assignment or personal experiences dealing with data. = =1. I am constantly gathering data to support the school processes that we are providing to my students and how that correlates to student achievement. We are required to collect data to support our IEP's and show that they are being implemented.= <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"><span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"> 2. In order to write an effective IEP, we have the parents and students complete surveys about their feelings concerning school.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"><span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 10pt;"> =<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: auto 0in;">What is one question that still lingers in your mind concerning data? = =How do we effectively compile the data that we have collected so that it is most useful to our students?=