USING DATA TO CREATE PRODUCTIVE DISEQUILIBRIUM

What Are the Consequences When Students Do Not Learn ?

What Are the Consequences When Students Do Not Learn?

School Improvement Plans? Funds? Staff Evaluation? Scholastic Audit? Change Agents/Highly Skilled

Educator (HSE)?

Objective

To provide a staff development model that Change Agents can use to analyze the state’s student performance report scores in a timely, effective, and meaningful way so that student learning will improve.

Data

Because organizations only improve…

“where the truth is told and the brutal facts confronted”

Jim Collins

8/29/08 OAA 6

Student Performance Report 

Workbook 

   

 

8/29/08 OAA 7

Instructional Questions

How far from 100 (absolute goal for an Academic Index) is each content area index?

Reading-

Mathematics-

Science-

Social Studies-

Writing -

Total Academic Index-

Which content areas showed improvement from 2007 to 2008?

Compare each content area to the absolute goal of 100. How close is the academic index to 100?

Did any content areas decline between 2007 and 2008?

HS ONLY: How did students perform on the PLAN and ACT?

  

 

High schools only

Nonadjusted Accountability

Index

This page lists the numbers used to

generate the accountability index.

Two years of data for comparison

8/29/08 OAA 8

Instructional QuestionsFor each group listed indicate how far the group is from the target of 100. Female-

Male-

White-

African American-

Hispanic-

Asian-

Free/Reduced lunch-

LEP-

Students with disability-

Place an asterisk beside the group that is farthest from the goal.

Rank order the remaining groups from farthest to closest to the goal.

Which groups showed improvement from 2007 to 2008?

Are there groups that did not improve?

Shows academic index for

each group

Two years of data for comparison

Overview

Form analysis teams using the school staff. The teams will be assigned to one or two specific areas to explore. After the analysis, teams are to report to the large group and discuss future action.

Who’s Involved

It’s suggested that as many staff as possible be involved. In large schools, it may mean you have several teams addressing one area, but that’s okay since the more people involved the more insight can be gained.

The Materials

State Student Performance Report Analyzing Student Performance Data: A

Staff Workshop Model School Findings Form Chart Paper Markers Colored Dots

The Steps

Form analysis teams around the report headings…usually by content areas.

Reading Data Math Data Science Data Other

Step 2

Provide each team with individual sets of the school report, the Analyzing Student Performance Data: A Staff Workshop Model document, and the School Findings Form. For best results have these reports on the designated tables before arrival of the staff.

Step 3

Review the purpose and goals for the session.

Step 4

Review the documents, The steps, and Findings Form Ground Rules

Step 5

Communicate team assignments and team task;

Randomly divide the staff; Direct each team to analyze the data

answering the questions listed in the Analyzing Student Performance Data: A Staff Development Model.

Ask each team to complete the School Findings Form.

Probing Questions

Accountability Instruction Gaps Curriculum Trends District Discussion

8/29/08 OAA 18

Scale scores broken out by group. Data from school, district and state shown.

Standard Error in ( )for each scale score mean.

Asterisk denotes significant difference.

Difference in performance of groups reported.

Index Score for each sub-population is reported.

District Instructional Questions

Compare to district report…where are the significant differences for the school?

Describe any significant differences found in the school’s subgroups that are not found at district or state levels.

Are there any subgroups at the school level where no significant differences exist? Explain.

How does this type of disaggregation impact instructional choices and decisions?

What might be the next steps toward closing the gaps?

 

Step 6

Allow 30-60 minutes for analysis and completion of form.

Step 7

Ask each team to report their findings and suggestions for priorities to the group. Have another facilitator record findings and priorities on chart paper as each group shares out.

Post completed charts around the room.

Step 7 Continued

Facilitate agreement by asking participants to go to the charts and place dots on the top three priorities they believe will best improve student learning in the coming school year.

Step 8

Collect the School Findings Forms for further use and analysis by the Instructional Leadership Team and Instructional Teams.

Total Time Needed

Introduction/Purpose 10 minutes Review Materials/Ground rules 10 minutes Make team assignments 10 minutes and

delegate task Team analysis 30-60 minutes Group reports 15-20 minutes Future Steps 10 minutes Total Time Approx 60-120 minutes

Results

This method provides wide dissemination of student achievement data while actively engaging staff members. More ownership and insights into the scores occur. Additionally, this method offers a safe way to initiate candid and structured conversations about the issues raised in the data review.

Staff can directly analyze strengths, weaknesses, low performance, achievement gaps, grade level discrepancies, and immediately start to envision next steps and meaningful actions to improve.

Group Reflection

Using the School Findings Form information, what implications for change agents could be discussed from this analysis process?

What Else? Triangulating Data Sources…

State Results Web-based Walkthroughs Classroom Assessments

Which Standards Best Distinguish between Successful and Struggling Schools?

0 0.2 0.4 0.6 0.8 1

Planning

Organizational Structure & Resources

Leadership

Professional Development

Student, Family & Community Support

School Culture

Instruction

Classroom Evaluation/Assessment

Curriculum

Data Collection: Standardized Walkthrough Template

3 curriculum elements 4 assessment elements 7 instruction elements Student engagement

The Data

Curriculum - All Schools

0%

20%

40%

60%

80%

100%

Aligned CurriculumDocuments

POS/ID in LP UpToDateLP

The Data

Assessments - All Schools

0%

20%

40%

60%

80%

100%

AlignedAssessments

Frequent/VariedAssessment

CATS-likeAssessment

RigorousAssessment

The Data

Instruction - All Schools

0%20%40%60%80%

100%

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Questions?

Data

About 7% of low-income students will ever earn a college degree

Haycock

Data

Five years of effective teaching can completely close the gap between low-income students and others.

Marzano; Kain & Hanushek

Data

“Most of us in education are mediocre at what we do”

Tony WagnerHarvard Graduate School of

Education

THE LEADERSHIP ILLUSION

“Direct involvement in instruction is among the least frequent activities performed by administrators of any kind at any level.”

Richard Elmore 2000

This is not a matter of work ethic; it is a matter of misplaced priorities.

Professional Learning Communities…astonishing impact!

“The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community.”

Milbrey McLaughlin (cited in Professional Learning Communities at Work by Dufour and Eaker)

PLANNING PROCESS?

Typical Strategic or improvement planning models are:

superficial time-consuming/overwhelming counterproductive, distracting contain actions that we wrongly believe

will have an impact on instruction

SMART GOALS

Strategic and Specific Measurable Attainable Results-Oriented Time-bound

SMART GOALS SET measurable goals for:

Reading, Math, Science that are tied to an ASSESSMENT

GOAL: Our team will improve in Math

from: 47% (2009) to: 52% (2010)

DATA DRIVEN PRIORITIES

1. IDENTIFY lowest scoring standards from ASSESSMENTS

Reading: developing understanding; interpretation of text

MATH: measurement; statistics/probability

2. Use formative assessment data…measurable results from lessons, units, etc., to determine progress and individual student needs

Data Smart

To use student assessment wisely, staffs need skills and abilities to:

1. Understand data correctly2. Use software to collect and display data3. Participate productively in group

discussions and decisions4. Create effective action plans

Data Wise: Fellows of Harvard College

It’s About Inquiry

1. Organize into work teams;2. Develop assessment literacy;3. Delve into the data;4. Inquire about instruction, curriculum,

gaps, district interventions, etc.;5. Craft short/simple effective action steps;6. Monitor impact on student learning…

doing what we said we’d do; and7. Adjust…model the work.

Take Away Points for Change Agents

FIRST: Guide the use of data to adopt “SIMPLE PLANS” for turnaround;

SECOND: Direct development of Instructional Leadership Teams to create and sustain focused professional learning communities;

THIRD: Lead sustained and substantial improvements in the instructional core through implementation of student progress monitoring to promote appropriate and effective instruction.