Transcript Creating a Data Culture: One of Inquiry

Creating District C.I.P.
And
Building S.I.P.
Making Sure The Canaries Don’t Die While
You Are Data Mining
How Are You Using Data To Make
Effective Decisions?
Essential Questions
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How do you decide which data to collect?
Where do you find data?
How do you use that data to make
decisions?
What processes/structures are in place to
communicate data to different audiences?
Do you know why you are getting the
results you currently have?
What evidence do you have that all
students are learning?
Big Ideas
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District and school staff can access
relevant data from ODE, district and
school sources
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District and school staff can use
processes to analyze data effectively
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Data is vital to making program
decisions for improving student
achievement
Purposes of Data
Monitor compliance – state and federal
 Make and support local program and
budget decisions
 Communicate student progress to
students, parents, community, school
board
 Inform instruction
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Two Types of Data
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Effect Data – what students are producing
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Student Achievement results
measures – State, District, School, Grade
Level, Classroom
 Formative and Summative
 Various
The percentage of students who scored at the proficient
or higher level on the district math assessment.
Two Types of Data
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Cause Data – what the adults are doing
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Information based on the actions of adults in
the system
 materials
used
 curriculum chosen
 frequency of lessons
 duration of lessons
 instructional strategies
Forty-seven High School Math teachers took part in the week
long, hands-on math course emphasizing writing in the math
classroom. The teachers implemented the new strategies
in their classrooms during second quarter.
Where’s The Data?
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State Reports
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District Reports and Information
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School Reports and Information
Two Levels of Goals:
Tier 1 (District) Goals
Tier 2 (Building) Goals
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Tier 1 – System wide
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Expectations for all students
SMART Goals
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Effect Indicators
Tier 2 – School based
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SMART Goals
Strategies
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Cause Indicators
Effect Indicators
Process Used
Data-Driven Decision Making
Six steps for DDDM
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Find the data (Treasure Hunt)
Analyze the data
Prioritize needs
Set, review, revise SMART goals
Determine strategies
Establish results indicator
Effects / Results Data
The Leadership and Learning
Matrix
Lucky
Leading
High results, low
understanding of antecedents
Replication of success unlikely
High results, high
understanding of antecedents
Replication of success likely
Losing Ground
Learning
Low results, low understanding Low results, high
of antecedents
understanding of antecedents
Replication of failure likely
Replication of mistakes
unlikely
Antecedents / Cause Data
Workshop Tasks
→1. Find the data: “Treasure Hunt”
2. Analyze the data
3. Prioritize needs analysis
4. Set, review, or revise annual goals
5. Identify specific strategies to meet
goals
6. Determine results indicators
Seminar Tasks
1. Find the data — “Treasure Hunt”
→2. Analyze the data
3. Prioritize needs analysis
4. Set, review, or revise annual goals
5. Identify specific strategies to meet
goals
6. Determine results indicators
Measuring Growth
Point in Time
Status
"How are this year’s students in
Grade X scoring?"
Grade Level
Status Growth
“Are this year’s students at
Grade X doing better than
previous Grade X students?”
Cohort
Growth
"How much are student cohort
test scores increasing from
year to year?"
Seminar Tasks
1. Find the data — “Treasure Hunt”
2. Analyze the data
→3. Prioritize needs analysis
4. Set, review, or revise annual goals
5. Identify specific strategies to meet
goals
6. Determine results indicators
Task 3 – Prioritize Needs
Analysis
 Examples:
•Fifth grade boys need to improve in reading. Skills
for “analysis of text” need the most improvement.
•Eighth grade FRL students need help on
mathematics problem solving and reasoning.
Seminar Tasks
1. Find the data — “Treasure Hunt”
2. Analyze the data
3. Prioritize needs analysis
→ 4. Set, review, or revise annual goals
5. Identify specific strategies to meet goals
6. Determine results indicators
Where do we need to go now?
Establishing, reviewing, or revising goals
(what students will do) and creating
measurable, achievable objectives
is the next step.
Step 4: Set, Review, Revise
Annual SMART Goals
 S-M-A-R-T
Specific
 Measurable
Task 4 - Set, Review, or Revise Goals
 Achievable
 Relevant
 Timely
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Increasing Student Achievement:
Setting the Target by Quartile
0 – 24% proficient = 20% increase in
proficiency per year
 25 – 49% proficient = 12% increase in
proficiency per year
 50 – 74% proficient = 7% increase in
proficiency per year
 75 – 99% proficient = 4% increase in
proficiency per year
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Goals
Tier 1 and Tier 2 Goals – Remember the
difference
 Be selective! Only one to three goals based
on needs analysis.
 Rule of Six
 Goals statements should include:
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Targeted subject area, grade level, and student
population
 Criteria to be achieved
 Expected change
 Measurement instrument to be used
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Seminar Tasks
1. Find the data — “Treasure Hunt”
2. Analyze the data
3. Prioritize needs analysis
4. Set, review, or revise annual goals
→ 5. Identify specific strategies to
meet goals
6. Determine results indicators
Buildings:
How Will We Get There?
Developing specific, instructional
strategies and activities to
achieve goals
Task 5 – Identify Specific
Strategies to Achieve Goals
Can emphasis in one area produce a
positive impact in another area?
If providing “more time” isn’t a sufficient
answer for meeting an important goal,
what specifically should your school or
team do to meet the goals you identified?
Select Specific Strategies
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Why?
 Adult actions will impact student
achievement
Strategies are:
 Action-oriented
 Measurable/accountable
 Specific
 Research-based
Considerations: instructional,
organizational, leadership, programmatic
Research-Based Strategies
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90/90/90 Schools, Reeves 2003
Ten Things High Schools Can Do Right
Now to Improve Student Achievement,
Reeves, 2006
What’s Happening in Schools? or Not,
Learning 24/7 Observation Study, 2005
Additional Evidence in Support
of Research-Based Strategies
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Best Practice, Zemelman-Daniels,
Hyde, 1998
Art & Science, Marzano 2007
The Kids Left Behind, Barr & Parrett,
2003
School Leadership That Works,
Marzano, Waters, McNulty, 2005
What’s Already Working?
What Else Can We Do?
To determine effective strategies,
complete a fishbone diagram:
1) Identify area(s) of greatest success
2) Prioritize challenges or needs
Examples of Specific
Strategies
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“Teachers will use specific math
software programs in classroom and
lab to help identified students at risk
in math”
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“Increase number of math problemsolving activities with accompanying
scoring guide that requires students
to explain their solutions in
writing.”
Strategies for Success
Focused staff development and
percent of staff implementing
 Data-driven Decision Making
 Continuous search for replicable
reform
 Systematic data gathering
 Consistent, ongoing monitoring of
student progress
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“Antecedents to Excellence”
Writing as lever
 External scoring
 Frequent use of performance
assessments
 Consistent use of scoring guides
 Consistent expectations
 Multiple opportunities for student
success
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Seminar Tasks
1. Find the data — “Treasure Hunt”
2. Analyze the data
3. Prioritize needs analysis
4. Set, review, or revise annual goals
5. Identify specific strategies to meet
goals
→ 6. Determine results indicators
How Will We Know If It’s
Working?
Results indicators measure effectiveness
and accountability!
Task 6: Determine
Results Indicators
Why? To monitor the degree of implementation
and evaluate the effectiveness of the
strategies
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Tier 1: How will you know that you have achieved your goal
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Tier 2: How will you know if a particular strategy is
effective?
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Results indicators determine:
 If strategy is being implemented
 If strategy is having intended effect on student learning
and improved performance
How Will We Know We Are
Getting There?
“Good faith efforts to establish goals
and then to collectively and regularly
monitor and adjust actions toward them
produce results.”
Dr. Mike Schmoker, Author of Results: The Key To
Continuous Improvement
Examples of Results
Indicators
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Reading intervention class offered and
required for identified students working
below grade level in reading
comprehension
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Percentage of students who score
proficient or higher in math problemsolving activities requiring students to
explain their solutions in writing will
increase from 37% to 49% as measured
by District problem solving assessment
given on November 20th.
School Action Plan with
Accountability
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What needs to be done?
Who will do it? Who will oversee it?
What resources are needed?
What targeted professional development
do teachers need?
What’s the timeframe throughout the year?
When will the actions be completed?
Developing Your Accountability Plan
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When you create your accountability plan
consider:
 Teacher or administrator teams
 Monitoring cycles
 Goals
 Strategies
 Impact on student and adult behavior
 Ability to make midcourse corrections
Three Ways To Report
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District
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Building
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SMART Goals
Indicators
SMART Goals
Indicators
The Rest of the Story – Narrative
Data Teams
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SMART Goals
Next Steps