Wsu District Capacity Of Well Crafted District Wide System Of Support

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Wsu District Capacity Of Well Crafted District Wide System Of Support

  1. 1. District-wide System Support for Learning [email_address]
  2. 2. “ Leadership Matters!” <ul><li>It matters a great deal in building a data culture where staff and students succeed. </li></ul>
  3. 3. <ul><li>There is no elevator to success. </li></ul><ul><li>You have to take the stairs – one step at a time. </li></ul>
  4. 4. <ul><li>Components of a </li></ul><ul><li>Well-Crafted District-wide </li></ul><ul><li>System of Support </li></ul><ul><li>Education Alliance at Brown University </li></ul><ul><li>“ Leadership Capacities for a Changing Environment” (2005) </li></ul>
  5. 5. District System Capacity Issues <ul><li>Leadership focused on results and </li></ul><ul><li>committed to instructional improvement </li></ul><ul><li>A focused strategy for improving </li></ul><ul><li>instruction , sustained over years </li></ul><ul><li>The alignment of critical policies </li></ul><ul><li>to guide practice and to support </li></ul><ul><li>Improvement </li></ul><ul><li>The provision of resources to implement </li></ul><ul><li>the reforms </li></ul><ul><li>Clear expectations about classroom </li></ul><ul><li>practice </li></ul><ul><li>Education Alliance at Brown University </li></ul><ul><li>Leadership Capacities for a Changing Environment” (2005) </li></ul>
  6. 6. District System Capacity Issues <ul><li>Support for teacher learning and </li></ul><ul><li>adequate investments in professional </li></ul><ul><li>development </li></ul><ul><li>Development in central offices and </li></ul><ul><li>schools of communities of practice </li></ul><ul><li>that share a common vision of good </li></ul><ul><li>practice and beliefs about teaching and </li></ul><ul><li>learning </li></ul><ul><li>The use of data and evidence to drive </li></ul><ul><li>decisions and revise strategies </li></ul><ul><li>Education Alliance at Brown University </li></ul><ul><li>“ Leadership Capacities for a Changing Environment” (2005) </li></ul>
  7. 7. The “Data Wise” Improvement Process <ul><li>Eight Steps for using data to improve </li></ul><ul><li>teaching and learning </li></ul><ul><li>Prepare </li></ul><ul><li>Organize for Collaborative Work </li></ul><ul><li>Build Assessment Literacy </li></ul><ul><li>Inquire </li></ul><ul><li>Create Data Overview </li></ul><ul><li>Dig into Student Data </li></ul><ul><li>Examine Instruction </li></ul><ul><li>Act </li></ul><ul><li>Develop Action Plan </li></ul><ul><li>Plan to Assess Progress </li></ul><ul><li>Act and Assess </li></ul><ul><li>Boudett, City & Murnane (2006) </li></ul><ul><li>Harvard Education Letter </li></ul>
  8. 8. The “Data Wise” Improvement Process <ul><li>1. Organizing for Collaborative Work </li></ul><ul><li>Build a “data-culture” or “culture of inquiry” centered on a “team team” or PLC </li></ul><ul><li>2. Building Assessment Literacy </li></ul><ul><li>Support understanding and common language around assessment terms </li></ul><ul><li>Creating a Data Overview </li></ul><ul><ul><li>Data team create understandable graphic displays to engage in dialogue </li></ul></ul><ul><li>4. Digging into Student Data </li></ul><ul><li>Identify “learner-centered problem” – a problem of understanding or skill that is common to many students and underlies their performance on assessments </li></ul>
  9. 9. The “Data Wise” Improvement Process <ul><li>5. Examining Instruction </li></ul><ul><li>Develop a shared understanding of what effective instruction around the identified “problem of practice” – What instructional practices needed to be implemented? </li></ul><ul><li>6. Developing an Action Plan </li></ul><ul><li> Deciding on an instructional strategy that will solve the problem of practice. </li></ul><ul><li>7. Planning to Assess Progress </li></ul><ul><ul><li>How will success be measured? Creating goals for measuring progress. </li></ul></ul><ul><li>8. Acting and Assessing </li></ul><ul><li>Are we all on the same page? Are we doing what we said we would do? Are our students learning? Where do we go from here? Continuous cycle of assessment inquiry. </li></ul>
  10. 10. The “Data Wise” District <ul><li>Set up a Data System </li></ul><ul><li>Create Incentives </li></ul><ul><li>Support New Skills </li></ul><ul><li>Find the Time </li></ul><ul><li>Model the Work </li></ul><ul><li>Boudett, City & Murnane (2006) </li></ul><ul><li>Harvard Education Letter </li></ul>
  11. 11. All birds have wings – the difference is some fly, while others walk.
  12. 12. “ Say . . . We’re organized the same, but they are making greater progress.
  13. 13. K-12 Curriculum Instruction Assessment Plan Direction of Flight <ul><li>District-wide Plan </li></ul><ul><li>Clearly articulated </li></ul><ul><li>Intentional & focused </li></ul>District Technology Plan District Budget Plan Progress High School Improvement Plan Cheers Elementary School Improvement Plan Hope Middle School Improvement Plan Hardy Elementary School Improvement Plan Hardy Elementary School Improvement Plan District Transportation Plan District Special Services Plan
  14. 14. <ul><li>“ We use data to paint a current reality in our schools.” </li></ul>Rick DuFour
  15. 15. Nine Characteristics of High-Performing Schools Frequent monitoring of learning & teaching High standards & expectations for all students High levels of family & community involvement A supportive learning environment High levels of collaboration & communication A Clear & shared focus Curriculum, instruction & assessments aligned Focused professional development Effective school leadership
  16. 16. 1. A clear and shared focus.
  17. 17. <ul><li>High standards and expectations for all </li></ul><ul><li>students. </li></ul>
  18. 18. 3. Effective school leadership.
  19. 19. 4. High levels of collaboration and communication.
  20. 20. 5. Curriculum, instruction and assessments aligned.
  21. 21. 6. Frequent monitoring of learning and teaching.
  22. 22. 7. Focused professional development.
  23. 23. 8. A supportive learning environment.
  24. 24. 9. High levels of family and community involvement.
  25. 25. A clear portrait of student success requires multiple assessment measures .
  26. 26. T eacher judgment, observation, expectations P arent assessment, information, expectations C lassroom assessment – teacher developed S tandardized, norm-referenced assessment W ASL state assessment S tandards-based curriculum assessment measures
  27. 27. Let data inform and guide your conversations and decisions around school improvement
  28. 28. Programs Perceptual Learning Demographics Perspective on the 4 domains of data
  29. 29.  Enrollment  Attendance  Dropout rate  Ethnicity  Gender  Grade level -- Over time, demographic data indicate changes in the context of the school.  Description of school programs and processes  Perception of learning environment  Values and beliefs  Attitudes  Observations <ul><li> Standardized tests </li></ul><ul><li>Norm/criterion-referenced tests </li></ul><ul><li>Teacher observations of abilities </li></ul><ul><li>Authentic assessments </li></ul>-- Over time, school processes show how classrooms change. -- Over time, perceptions can tell us about environmental improvements. -- Over time, student learning data give information about student performance on different measures. TELLS US: Student participation in different programs and processes. TELLS US: What processes/programs work best for different groups of students with respect to student learning. TELLS US: The impact of demographic factors and attitudes about the learning environment on student learning. TELLS US: If groups of students are “experiencing school” differently. TELLS US: What processes/programs different groups of students like best. TELLS US: If a program is making a difference in student learning results. TELLS US: The impact of student perceptions of the learning environment on student learning. TELLS US: The impact of the program on student learning based upon perceptions of the program and on the processes used. Allows the prediction of actions, processes, programs, that best meet the learning needs of all students. Multiple Measures of Data: Paying Attention to Busy Intersections SOURCE: Data Analysis for Continuous School Improvement, 2 nd edition, by Victoria L. Bernhardt (Larchmont, NY: Eye on Education, 2004). Reprinted with permission. DEMOGRAPHICS PERCEPTONS STUDENT LEARNING SCHOOL PROCESSES
  30. 30. Look across your district system to understand what systems and processes you have in place to impact outcomes (increase student learning).
  31. 31. Make Data Work For You <ul><li>Identify challenges and opportunities in a non-personal way </li></ul><ul><li>Look at systems and programs over time and make corrections for what “isn’t working” and understand what “is working” </li></ul><ul><li>Quantify progress and share with stakeholders </li></ul><ul><li>Use data to support decisions </li></ul>
  32. 32. Student Success Success Without Feedback is an Accident! Assess Readiness to Benefit Collect Sort and Analyze Data Build and Analyze Portfolio Set and Prioritize Goals Study and Select Research-based Practices Craft Action Plans Implement and Monitor Plan Evaluate Plan’s Impact on Student Achievement
  33. 33. “ Our WSU superintendent certificate program has become a place where students enjoy coming to watch faculty work very hard. However, some of us are more interested than others.” 08-10 Cohort Student
  34. 35. Gay, Janet and Joan’s anticipated pre-holiday behavioral upswing
  35. 36. <ul><li>Go </li></ul><ul><li>Cougs! </li></ul>

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