About the Dashboard
The structure of the SIP dashboard was designed to facilitate convenient access to data in a consistent format across district. Special recognition is extended to the CQI staff, Rob Slauson, Paul Medina Jr. and Marcie Bartley for developing the format in an effort to embed CQI processes in school improvement. For suggestions and comments, e-mail the SIP Dashboard Support Representative.

What are our data needs? 

The following parameters for all levels should be in place
1. Data must be presented by ethnicity and socio-economic groups (Free-Reduced Lunch)
2. Data must be presented by program status (SPED, GT, Homeless, Military)
3. Data must be accessible in real-time to be effective (1-2 day turnaround)
4. Data must be presented longitudinally whenever possible to identify trends
5. Data integrity must be assured

School Information

• Demographics

• Feeder schools

• Special Programs

• AYP Status & Accreditation

Student Information

• Ethnic makeup by district, by School

• Student attendance

• System including all programs that can be attached to a student beyond what is found in Zangle including homeless

• Summer School Attendance

Student Discipline

• Discipline levels 3-4 infractions

• PBS data

• Links between discipline and achievement

Faculty Data

• By Ethnicity

• High Quality Teachers

Drop Out Data

• By Ethnicity

• We need data models – current status, comparative to last years, trend data

• Drop out accurate from quarter to quarter – updated after corrections and scrubbing. Give the list first and allow us to clean it up, then report it.

SIP

• SIP components – we need it to be served up to us. We also need explanations of how the mobility and stability rates are calculated

• Whatever is required on SIP should be served up

Achievement Data

• By Ethnicity

• Graduation

• CSAP, benchmark, MAPS, Tera Nova – we need it served up to us by ethnicity, by item analysis

• Short cycle (2 week) assessments should be reported back in a short turnaround timeframe.

• Good curriculum has assessments tied to it. Any data 2 weeks old is useless.

• SuccessMaker data

• Data that is not erased for convenience of grant writing – data cannot disappear

• DIBELS data and AIMS Web

• Tutoring and bubble kid identification

• High schools need short cycle assessment data

• Middle School SRI and Tower

• SPED student achievement data more than CSAP – all DIBELS data last year was not accurate for SPED students

CSAP Scores

• How many GT students scored advanced on CSAP 

Research

• Findings of research studies that are relevant to our problems and issues