Transcript How Can Use of Data Lead to School Improvement?

How Can Using Data Lead to
School Improvement?
Six-Year Plan: Vision
Collaborating for Success
VISION:
1.
2.
An effective positive behavior support system fosters
discipline at each school.
All teachers and administrators participate in fully
functioning professional learning communities.
Purposeful Use of Data &Assessment
High Quality Curriculum &Instruction
VISION:
1. All students achieve high levels of success as math
problem solvers.
2.
All students achieve high levels of success as readers,
writers and thinkers.
3.
All subgroups of students meet or exceed Standards of
Learning goals.
4.
All students graduate from high school.
5.
All teachers reflect on student learning and
continuously work to improve instructional practices.
Community Outreach
VISION:
VISION:
1. Teachers and schools respond intentionally when
1.
All Staunton City Schools are revered by staff,
students struggle with or exceed learning expectations.
students, parents, and community.
2. All staff collect, manage, and use data and assessment 2.
All Staunton City School parents are fully involved
to inform decisions.
and engaged in their child’s education.
What data do you collect?
Assessment Data
(Quantitative)
Perception Data
(Qualitative)
Student Data
(Quantitative)
Program Data
(Quantitative)
Why do you choose to keep that data?
Assessment Data
Student Data
Where do we as a department or school
want to be? What are the needs? Is this
reflected in our goals?
Is what we are doing making a
difference for ALL students?
What are the highest accomplishments
we can achieve in our department/
school/ division? Are we there?
Are all students meeting the
benchmark? Are all students making
progress?
Perception Data
Program Data
How do we want to be perceived by
students, parents, staff, community?
Is what we are doing working?
Is that the perception?
If so, how can we continue to show
improvements in this area?
If not, have we implemented with
fidelity? What do we need to do in
order to see progress?
 Schools committed to improving
student learning need information
more than ever. They must have a
process that gathers authentic and
relevant information and used it to
identify strengths and
weaknesses in a way that pushes
people toward continuous
improvement.”
(Dolan, 1994)
Where should we focus our attention?
Goal-Setting
Daily Instruction
It takes all of us . . .
Goals AND Strategies
Every day matters . . .
Administrator s
Teachers
Staff
Students
Parents
Community
Maximized instructional time
Clear learning target (planned)
Aligned curriculum
Engaged/authentic
Higher-level thinking (rigor)
Evidence of student learning
Work of the PLCs
Intervention
Common learning goals, assessments, reflections
Continuous monitoring and support for
individual student progress
What do we want students to know?
How will we know they have learned it?
How will we respond when they don’t learn it?
How will we enrich when they do learn it?
Use data to identify students
Set appropriate goals for students
Provide high-quality intervention and support
Continuously monitor student progress
How does data lead to improvement?
Questions to begin thinking about soon . . .
 Did we, as a school/division, meet our objectives?
 If not, what do we need to do differently? What are indicators (best
practices) that align to our data needs?
 What is the climate of our school/division? What are some specific
perceptions or needs that need to be addressed in the improvement
plan?
 What programs and/or interventions are working or not working?
Resources for School Improvement
What does the data indicate is an area of
improvement?
Math?
Reading?
Graduation?
Subgroup?
Discipline?
Attendance?
Content category?
What are contributing school factors or needs?
Common vision?
High level thinking?
Belief in all students?
Rigorous assessments?
Aligned curriculum?
Fidelity of implementation?
Maximized instructional time?
Specific and targeted interventions?
How do these needs align with indicators?
Example
Data/ Need:
Data indicates that the mathematics
performance at the school was
significantly lower than other schools
implementing the same curriculum.
Indicator
ID10:
The school’s Leadership Team
regularly looks at school performance
data and aggregated classroom
observation data and uses that data
Was the curriculum implemented
to make decisions about school
with fidelity? How will we know if we improvement and professional
are making improvements in this
development needs.
area?
Required Improvement Indicators for
All Schools in Improvement
School leadership teams must assess and include the three targeted
interventions indicators below in their improvement plans.
Targeted Interventions
TA01
The school uses an identification process (including ongoing conversations with instructional
leadership teams and data points to be used) for all students at risk of failing or in need of
targeted interventions.
TA02
The school uses a tiered, differentiated intervention process to assign research-based
interventions aligned with the individual needs of identified students (the process includes a
description of how interventions are selected and assigned to students as well as the
frequency and duration of interventions for Tier 2 and Tier 3 students).
TA03
The school uses a monitoring process (including a multidisciplinary team that meets regularly
to review student intervention outcome data and identifies “triggers” and next steps for
unsuccessful interventions) for targeted intervention students to ensure fidelity and
effectiveness.
How does data lead to improvement?
Questions to consider throughout the year . . .
 Based on universal screenings and other assessments, are all students
showing growth?
 Who are students being monitored? Tier 2 students? Tier 3 students?
What is being done for these students, and is it making a difference?
 What instructional trends is our walk-through data showing and where do
we need to focus attention?
 Does our data correlate? For example, do our grades align with our other
assessments?
 What does the work of the PLC look like? Does it demonstrate academic
rigor? What are the key elements?
 Is behavior getting in the way of learning? If so, for whom? How?
 Is attendance getting in the way of learning? If so, for whom? How?
 Are we on track for meeting/ exceeding benchmarks? How do we know?
The right data is predictive . . .
Drum Roll Please . . .
“How High-Poverty Schools are Getting it Done”
 1 – Their beliefs about potential drive their work.
 2 – They put instruction at the center of their
managerial duties.
 3 – They focus on building the capacity of all the
adults in the building.
 4 – The monitor and evaluate what leads to success
and what can be learned from failure.