Creating a Data Culture: One of Inquiry
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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
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
District and school staff can access
relevant data from ODE, district and
school sources
District and school staff can use
processes to analyze data effectively
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
Two Types of Data
Effect Data – what students are producing
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
Cause Data – what the adults are doing
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?
State Reports
District Reports and Information
School Reports and Information
Two Levels of Goals:
Tier 1 (District) Goals
Tier 2 (Building) Goals
Tier 1 – System wide
Expectations for all students
SMART Goals
Effect Indicators
Tier 2 – School based
SMART Goals
Strategies
Cause Indicators
Effect Indicators
Process Used
Data-Driven Decision Making
Six steps for DDDM
1.
2.
3.
4.
5.
6.
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
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
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:
Targeted subject area, grade level, and student
population
Criteria to be achieved
Expected change
Measurement instrument to be used
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
Why?
Adult actions will impact student
achievement
Strategies are:
Action-oriented
Measurable/accountable
Specific
Research-based
Considerations: instructional,
organizational, leadership, programmatic
Research-Based Strategies
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
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
“Teachers will use specific math
software programs in classroom and
lab to help identified students at risk
in math”
“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
“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
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
Tier 1: How will you know that you have achieved your goal
Tier 2: How will you know if a particular strategy is
effective?
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
Reading intervention class offered and
required for identified students working
below grade level in reading
comprehension
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
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
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
District
Building
SMART Goals
Indicators
SMART Goals
Indicators
The Rest of the Story – Narrative
Data Teams
SMART Goals
Next Steps