TURNING AROUND YOUR SCHOOL: MAKING A DIFFERENCE WITH DATA

Presented by: Larry Hahn, Executive Director, Common Core Institute

And Dr. L’Tanya Simmons- Chief Accountability Officer, CLI

THE NEXT AMERICAN REVOLUTION!

• It’s Your Ship – Captain D. Michael Abramshoff

“Negative news makes you learn and helps improve your performance”

• Developing the Leader Within You –author John Maxwell

“Leadership Is Influence!”

• Lincoln on Leadership – author Donald T. Phillips

Lincoln's inclination was to visit the scene and find out what was going on.

HEADS

◦ Lincoln’s profile◦ “In God We Trust”◦ Liberty◦ Year minted◦ D for Denver

TAILS

◦ United States of America◦ One Cent◦ Lincoln Memorial◦ E Pluribus Unum: "Out

of many, one"

Classroom assessment, like pennies, is done so often that we don’t really examine it.

THE COMMON CORE STANDARDS IMPACT ON DATA DRIVEN DECISION MAKING

“Students must analyze and solve complex problems, communicate clearly, synthesize information, apply knowledge, and generalize learning to other settings.”

JOHN MAXWELL’S THREE QUESTIONS FOR “FOLLOWING THE LEADER”

1. Do you care for me?

2. Can you help me?

3. Can I trust you?

What is necessary for sustainable

change ?

What is essential for students to know and

be able to do?

Do our assessments match the learning

targets?

Are we using the right data to improve

student learning?

Are we making the necessary

adjustments based on our data?

CREATING A “SUSTAINABLE” PROCESS

HOW TO CHANGE THE “CULTURE” OF A SCHOOL OR DISTRICT!

1. Establish a Clear Vision

2. Research and Learn from Others’ Successes

3. Examine Infrastructure for Effective Data Use

4. Ensure Buy-In, Commitment and Trust

5. Foster Professional Development

6. Lead by Example and Encourage Data Utilization

7. Establish Data Meetings

8. Remove or Modify Barriers to Effective Data Use

Research from Dr. Lane B. Mills – East Carolina University

“…KEEP DOING THE SAME THING…KEEP GETTING THE SAME

RESULTS…!

DATA-DRIVEN STAFF MEETINGS

3 Anchored Assessments given at the end of each quarter, aligned to both state standards and ITBS.

Report Card Grades

Reading Level Progress & Placement

Student Performance on ILS

Attendance

Student Performance in reading & math

Analysis of instruction-Bloom’s Taxonomy

CLINICAL WALK THRUS TO GUIDE EFFECTIVE INSTRUCTION

Strong general intelligence and verbal abilities

Strong pedagogical and content knowledge

Knowledge of how to incorporate hands-on learning and techniques to develop students’ higher level thinking skills

Knowledge of assessing and scaffolding learning

PERCENTAGE OF STUDENTS SCORING WITHIN EACH QUADRANT ITBS READING

11

5

30

20

3532

24

42

0

5

10

15

20

25

30

35

40

45

1-25%ile 25-50%ile 51-75%ile 76-99%ile

19891990

PERCENTAGE OF STUDENTS SCORING WITHIN EACH QUADRANT ITBS MATHEMATICS

10 8

2216

25

19

44

57

0

10

20

30

40

50

60

1-25%ile 26-50%ile 51-75%ile 76-99%ile

19891990

PERCENT AT/ABOVE NATIONAL NORM ITBS 1987-1990 READING

0

10

20

30

40

50

60

70

80

1987 1988 1989 1990

PERCENT AT/ABOVE NATIONAL NORM ITBS 1987-1990 MATH

60

62

64

66

68

70

72

74

76

1987 1988 1989 1990

JEANNE CHALL“...that literacy instruction given to low-income children be essentially the same as that used successfully with most children.” Why?

first “...these children had strengths in language & reading in early grades that were on par with those of mainstream children...”

second, they thrived on the regular reading program to which they were exposed during grades 2 & 3 and their course of development was the same!”

JEANNE CHALL

“...thus, we believe that if adjustments in the instructional program are made, particularly as the children approach fourth grade, the typical slumps found in their reading achievement can be prevented.”

“...Indeed, most effective reading programs incorporate adjustments to the needs of different children- to the needs of the gifted, to high achievers, to average students, and to English as a Second Language students.”

JEANNE CHALL

“...Our low-income children’s need for greater vocabulary knowledge is thus similar to that of middle-class children. It is not a difference in kind, only a difference in amount.”

“...a level either on or somewhat above the student’s reading level was more effective than a level below the students’ reading achievement. A challenging level was associated with good gains in all aspects of reading - word recognition, comprehension, and word meanings.”

VYGOTSKY’S THEORY OF THE ZONE OF PROXIMAL DEVELOPMENT

“....that when instruction is provided, learning is optimal when it precedes, rather than follows, the child’s level of development. We recommend, therefore, that instruction be on a level from which children can learn with the aid of a teacher of more knowledgeable peers -- a level usually above their present achievement.”

RESEARCH SUGGESTS…

“...Our low-income children’s need for greater vocabulary knowledge is thus similar to that of middle-class children. It is not a difference in kind, only a difference in amount.”

“...a level either on or somewhat above the student’s reading level was more effective than a level below the students’ reading achievement. A challenging level was associated with good gains in all aspects of reading - word recognition, comprehension, and word meanings.”

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE PROFICIENT IN NAEP READING FOR 4TH GRADE PUBLIC SCHOOL STUDENTS

NAEP AVERAGE SCALE SCORES BY ETHNICITY FOR GRADE FOUR

BUILDING DATA TEAMS AT YOUR SCHOOL

LEADERSHIP

•Establish a clear vision for school wide data use•School wide data team•Align the delivery of daily instruction on the basis of data•Develop a written plan for activities, roles, responsibilities•Ongoing data leadership

STUDENT

•Teach students to examine their own data and set goals:•Explain expectations and assessment criteria•Provide feedback; timey, specific, constructive•Provide tools so students can learn from feedback•Use students’ data analyses to guide instructional change

ESSENTIALS

•Create a data-informed culture•Build the school district capacity to use data-informed processes•Commit to Professional Development –targeted and ongoing•Develop, maintain, and support district wide data systems

IMPLEMENTING DATA-DRIVEN DECISION MAKING

•Systemic ---long term strategy---continuous improvement process•Teachers need timely and relevant information•Data use is regular part of teacher practice•District Support•Assessment interpretation and data use skills

IMPLEMENTING DATA-DRIVEN DECISION MAKING

1. Make data part of an ongoing cycle of instructional improvement.

2. Teach students to examine their own data and set learning goals.

3. Establish a clear vision for school wide data use

4. Provide supports that foster a data-driven culture within the school

5. Develop and maintain a district wide data system.

IMPLEMENTING DATA-DRIVEN DECISION MAKING

1. Data system that incorporates data from multiple sources

2. Data teams in schools to encourage the use and interpretation of data

3. Collaborative discussion sessions among teachers about data use and student achievement

4. Instruction for students about how to use their own achievement data and monitor educational goals

MAKE DATA PART OF AN ONGOING CYCLE OF INSTRUCTIONAL IMPROVEMENT

• Collect and prepare variety of data about student learning

• Interpret data and develop hypothesis about how to improve student learning

• Modify instruction to test hypothesis and increase learning

• Roadblocks?

Sample Snapshot Data

“The Curriculum Evolves on the Basis of the Evidence of Student Achievement”

0

5

10

15

20

25

30

35

40

45

1-25%ile 25-50%ile 51-75%ile 76-99%ile

19891990

STUDENT PERFORMANCE ON BENCHMARK ASSESSMENT READING # 1SLOAN GRADE 5

05

101520253035404550

0-25% 26-50% 51-75% 76-100%

ReadingMath

SAMPLE STANDARDIZED READING SCORES ELEMENTARY SCHOOL X

42

53

46

34

2728

1915

21

5 5 5

0

10

20

30

40

50

60

0-25 26-50 51-75 76-100

Grade 3Grade 4Grade 5

READING LEVEL PLACEMENTTEACHER 1 GRADE 5

0

5

10

15

20

25

30

35

40

Level 2 Level 3 Level 4 Level 5

% at Reading Level

READING LEVEL PLACEMENTALL TEACHERS GRADE 5

10

50

3020

27.5

01020304050

Teacher1

Teacher2

Teacher3

Teacher4

Mean

Percentage of Students Reading at Grade Level - DSTP Benchmark #1

% at Reading Level

ELEMENTARY SCHOOL X REPORT CARD GRADESSTUDENT PERFORMANCE 1ST 6 WEEKSGRADE 4 READING

19

16

10

21

2

32

16

24

75

10

23

32

28

4

18

8

21

12

0

11

18

16

27

0

59

0 10 20 30 40 50 60 70 80

Mean

Hispanic

Whaite

Asian

Black

F

D

C

B

A

ELEMENTARY SCHOOL XSTUDENT PERFORMANCE 1ST 6 WEEKSGRADE 4 READING

0 20 40 60 80 100 120

Mean

Hispanic

White

Asian

Black

STUDENT PERFORMANCE IN ALGEBRA 1GRADE 9 COMPARED AGAINST THE MEAN

0 0

20

6.6

0

10

35

15

10

40

45

31.6

70

40

0

36.6

20

10

0

10

0

10

20

30

40

50

60

70

A B C D F

Sloan

Douglass

Lawson

Mean

What types of data do you use?

What types of data do you need?

QUESTIONS

“You can have data without information, but you cannot have information without data.” Daniel Keys Moran

Find Out What They Know?

Find Out What They Don’t Know?

Do Something About It!

DATA + ACTION = RESULTS

“MEANINGFUL” DATA SHOULD BE KEPT SIMPLE”

Step One: Create Urgency

Step Two: Form a Powerful Coalition

Step Three: Create a Vision for Change

Step Four: Communicate the Vision

Step Five: Remove Obstacles

Step Six: Create Short-term Wins

Step Seven: Build on the Change

Step Eight: Anchor the Changes in School Culture

8 STEP CHANGE PROCESS

Know which students participate in the various programs

Determine which curriculum objectives are taught (i.e., indicators of students’ opportunities to learn)

Determine whether a program is being implemented as it should be

MUSIC, MUSIC, MUSIC

Technology

CURRICULUM, INSTRUCTION, AND PROGRAM DATA

WHICH STUDENT WOULD YOU CHOOSE TO PACK YOUR PARACHUTE AND WHY?

1st Try 2nd Try 3rd Try 4th Try 5th Try 6th Try 7th Try

Student A 95 40 80 55 90 50 80

Student B 40 55 50 80 80 90 95

Student C 95 80 90 80 50 55 40

Mastery 70 70 70 70 70 70 70

35

45

55

65

75

85

95

Adapted from How to Grade for Learning (O’Connor, 2002)

THE MCCAMEY, TEXAS STORY

http://youtu.be/K0wbID4FsbQ