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Using Meaningful Data for Continuous School Improvement
Laura Davis
University of Oregon
Timeline
References
The Goal: Plan/Implementation
Education for the Future http://eff.csuchico.edu/html/home.html
CH Charter School, Host of Dissemination Grant
University of Oregon
To increase student achievement and improve school 
climate by collecting, accessing, analyzing, and utilizing 
meaningful data
As a rural and remote school district, we constantly run up 
against limited resources, including staff time and 
expertise to analyze and utilize relevant data.  Currently 
we have some limited achievement data, mainly state 
assessment scores, drop out rates, and semester failure 
rates.  This data is not used by the majority of the teaching 
staff, as the perception and reality is that it is not helpful 
to every day teaching and learning..  
Public Charter School 
307 Students, grades 7-12
13 Full-Time Teachers (Cutting 1-2 in Spring 2011)
6 Half-Time Teachers
8 Registered Teachers
4 Instructional Aides
1 Administrator
.29 Athletic Director
.29 Dean of Students
65% of students are on Free/Reduced Lunch
Less than 5% ELL Population
15% Special Education students
SAT Scores Below State Averages
62% Cohort Graduation Rate (2009)
Rural
Remote
Outcome Projections
Bernhardt, Victoria L. Data, Data Everywhere:  Bring All the Data Together for    
Continuous School Improvement. Larchmont, NY:  Eye on Education, 2009. 
Print
Bernhardt, V.L., (2004).  Continuous improvement:  It takes more than 
test scores.  ACSA Leadership. November/December, 16-19.
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & 
Wayman, J. (2009). Using student achievement data to support instructional 
decision making (NCEE 2009-4067). Washington, DC: National Center 
for Education Evaluation and Regional Assistance, Institute of 
Education Sciences, U.S. Department of Education. Retrieved from 
http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Thomas, R., (2010).  Data Processing. Principal Leadership. November, 
52-57.
Education for the Future http://eff.csuchico.edu/html/home.html
Acknowledgements
Current School Characteristics:
Options:
Needs:
Data Collection Tools
Staff Training
Collaborative Work Time
1. Continue current practices of failing students and not 
utilizing achievement and other data we do collect to help 
improve state test scores and student achievement.  
2. Only analyze achievement data on an annual basis to 
adjust instruction and curriculum.
3. Take advantage of a grant opportunity, including help 
collecting and analyzing perception, process, 
demographic, and achievement data to set goals and 
create plans for continuous school improvement..
Average Daily Attendance %
82
83
84
85
86
87
88
89
90
91
2010 2011
Semester 1
Semester 2
150
155
160
165
170
175
2009-10 2010-11
Semester 1
Semester 2
Current Data:
2010 7th Grade State Assessments 
0
10
20
30
40
50
60
70
80
90
Reading Writing Math
State
School
2010 8th Grade State Assessments
0
10
20
30
40
50
60
70
80
Reading Science Math
State
School
2010 10th Grade State Assessments
0
10
20
30
40
50
60
70
80
Reading Writing Math Science
State
School
Number of Students Receiving at Least One 
Failing Grade
After receiving a charter school dissemination grant in December, a 
team of teaching staff was recruited and attended a two day 
workshop with the school administrator for an overview and training 
of the next twelve month‘s work.  
The next phase is to begin implementing our plan, with the first step 
being ―Where are we now?‖  In late February, all staff participated in 
an activity involving in-depth discussion determining where we were 
as a school on 7 different continuums:  Information & Analysis, 
Student Achievement, Quality Planning, Professional Learning, 
Leadership, Partnership Development, Continuous Improvement & 
Evaluation
Next steps include collecting perception and process data along with 
this year‘s state assessment data.  Once we have analyzed 
demographic data, process data, perception data, and student 
achievement data, we will set 1-2 major school improvement goals to 
work towards during the 2011-2012
As a part of the process, we will create a school portfolio documenting 
our journey, data, and goals.  This portfolio will serve as 
documentation for our annual state charter school report as well as 
serve as a ‗road map‘ for continuous improvement, with the cycle 
repeated each school year.
Apply for Grant—November 2010
Receive Grant---December 2010
Select Team/Attend 2 Day Training---February 2011
Collect Demographic, Perception, Process, & Student   
Achievement Data—March – June 2011
Attend National Data Conference---July 2011
All Staff Training on Data Analysis & School 
Portfolio/Goals---August 2011
Monthly Data Analysis Sessions/Work on School 
Portfolio/Goals—September 2011 – February 2012
Present School Portfolio to School Board & ODE—March 
2012
Continue School Improvement Cycle--Collect 
Demographic, Perception, Process, & Student   
Achievement Data—March – June 2012, Systematic 
Analysis & Input for School Portfolio, etc.
Clear Understanding of ‗Who‘ our students are 
(Demographic & Perception Data)
Clear Understanding of ‗Where are we now?‘ as well as 
‗Where do we want to be?‘ (Process & Achievement 
Data)
‗How are we going to get to where we want to be?‘ 1-2 
S.M.A.R.T. (Specific, Measurable, Attainable, Realistic, 
& Timely) Goals for School Improvement
Improved Achievement—State Test Scores Increase & 
Failure Rates Decrease; Drop-out Rate Decreases
Daily Attendance Rate Increases
2009 Drop-out Rate %
55
60
65
70
State
District