Awsp 2.19.13
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This document discusses using data to improve schools. It provides examples of how two principals, Dr. Baxter and Mr. Vetter, used data to better understand their schools. At Ferrucci Junior High, Dr. Baxter and her team analyzed test scores and enrollment data to see which groups were underperforming. They found low-income students and Hispanic students scored lower. At Glacier View Junior High, Mr. Vetter's team used teacher and student surveys alongside test data. This revealed teachers had false assumptions about students' literacy that were contradicted by the data. Both schools were able to make positive changes by collaboratively analyzing multiple data sources. The document emphasizes the importance of collaboration and using data to inform instruction and
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Awsp 2.19.13
- 1. Sharing Evidence/Data w/ Colleagues & Supervisors Heather McMullen & Glenn E. Malone, Ed.D. AWSP: Finishing the Year Strong 2/19/13
- 3. Essential Questions 1. What does a principal need to know about data? 2. What is the current state of data-laden initiatives? 3. What resources are available to help principals explore data? 4. What tools or strategies can a principal use to help? 5. What examples are available?
- 4. What should a Principal Know About Data ?
- 7. All Children Can Learn!
- 8. When hiring what are the most important skills you are looking for in a principal candidate? 1. A deep awareness that relationships at every point on the continuum are the base from which we work. 2. A great attitude, willingness, a smile and kindness. 1. The genuine belief that "each child" can learn and succeed. 2. A deep understanding of quality instruction, and the desire to do a little extra every day to serve each child. 3. The use of formative and summative data to inform and differentiate instruction. Dr. Tim Yeomans, Superintendent
- 9. Wildwood’s Turnaround 2 Years of NOT making AYP School of Improvement Status Sanctions The Role of Data? 35 Schools School of Distinction Washington Achievement Award
- 10. What is the Current State of Data-laden Initiatives ?
- 12. ESEA Flexibility Waiver AYP Sanctions Uniform Bar
- 13. Flexibility Waiver From: Current annual measurable goals for determining adequate yearly progress (AYP) and associated sanctions To: New “ambitious but achievable” annual measurable objectives (AMO) to guide improvement efforts for reading, mathematics, and graduation rates
- 14. Adequate Yearly Progress (AYP)
- 15. Annual Measurable Objectives (AMO)
- 16. From AYP to AMO 9 subgroups ~ 11 subgroups 37 Cells ~ 45 Cells N>30 ~ N>20 Yes or No ~ On/Above or Below
- 17. AYP
- 18. AMO
- 19. 13 1
- 21. Brouillet Grades 3-6 Reading MSP Growth AIM Line - ALL + 2.3 % /year Initial Growth Needed + 2.0 % /year Adjusted Growth Needed 100.0 90.0 86.3 84.1 81.8 79.5 80.0 77.2 74.9 72.7 76.2 70.0 60.0 % Met Std 50.0 AIM Actual 40.0 30.0 20.0 10.0 0.0 2011 2012 2013 2014 2015 2016 2017
- 22. Brouillet Grades 3-6 Reading MSP Growth AIM Line - ALL + 2.3 % /year Initial Growth Needed + 2.0 % /year Adjusted Growth Needed 100.0 90.0 86.3 84.1 81.8 79.5 80.0 77.2 74.9 72.7 76.2 70.0 60.0 % Met Std 50.0 AIM Actual 40.0 30.0 20.0 10.0 0.0 2011 2012 2013 2014 2015 2016 2017
- 25. Am I good enough? How do I grow? Distinguished Proficient Satisfactory Basic Unsatisfactory Unsatisfactory
- 27. Use of Student Growth Data “Student growth data must be a “substantial factor” in evaluating principals for a least three of the eight evaluation criteria.” • Criteria 3 – Planning with Data (3.4) • Criteria 5 – Improving Instruction (5.2) • Criteria 8 – Closing the Gap (8.3)
- 28. Achievement Index sbe.wa.gov Major Changes Student Growth Subgroup Focus
- 31. Let’s Explore Some Web Tools
- 34. WADE www.cedr.us
- 35. Smarter Balanced Sample Items sampleitems.smarterbalanced.org
- 36. Planning w/ Data… Where do we start?
- 37. Ferrucci Junior High School Dr. Aileen Baxter & Mr. Michael Kraft Success at the Core TERC Using Data
- 38. Enrollment Ferrucci Junior High 737 Low Income 8th Reading 37.4% 73.5% 7th Reading 8th Math White 71.0% 63.7% 69.5% AMO AMO 7th Math Hispanic Reading Math 61.8% 11.9% 67.6% 65.9%
- 39. Enrollment Ferrucci Junior High 737 Low Income 8th Reading 37.4% 73.5% 7th Reading 8th Math White 71.0% 63.7% 69.5% AMO AMO 7th Math Hispanic Reading Math 61.8% 11.9% 67.6% 65.9%
- 47. At my school, leadership teams help to get the entire staff “on the same page” regarding school improvement. ~ Dr. Aileen Baxter, Principal
- 48. Glacier View Junior High Mr. Mark Vetter Mr. Brian Curtis & Mrs. Rachel Johnson Action Research Data Analysis Collaborative Inquiry
- 49. Enrollment Glacier View Junior High 813 Low Income 8th Reading 28.4% 75.3% 7th Reading 8th Math White 82.4% 70.0% 66.5% AMO AMO 7th Math Hispanic Reading Math 79.2% 11.3% 71.7% 72.7%
- 55. When we took our teacher questionnaires, student questionnaires, and testing outcomes together, there was MUCH to talk about. ~ Rachel Johnson, 9th grade teacher
- 57. The Findings • Teachers in the group communicated a number of false assumptions about students’ literacy skills and reading preferences • Analysis of student data was useful in raising awareness of student literacy needs • Teachers changed perspectives and made initial changes in their practices
- 58. The beauty is the results were difficult to argue with. It didn't leave me in a position of having to highlight the disconnect; it was laid bare in the numbers and student quotations. Using collaborative inquiry was less threatening for all of us. And it was motivating too, in a way that it might not have been without the data. ~ Rachel Johnson, 9th grade teacher
- 59. Free Resources Data Readiness Assessments Low & High Capacity Data Use Ready-made Modules & Videos
- 66. Data Walls
- 67. 3 Phase Dialogue Predictions Observations Inferences
- 68. Go Visual Stoplight Highlighting to emphasize patterns
- 69. Data-Driven Dialogue Phase 1: Predict Phase 2: Go Visual! – Bring – Use stoplight highlighting Experiences, Possibilities, to emphasize patterns in & Expectations to the data. surface. Phase 3: Observe Phase 4: Infer/ Question – Analyze Data. – Generate possible Explanations. – What are some of the – What inferences or patterns, trends or conclusions can be made? What surprises? questions do you have?
- 71. Time? Rethinking Restructuring Reorganizing
- 74. Questions
Editor's Notes
- Teachers and principals are mutually responsible for most elements of the work of teaching and learning. Principals are alone in being charged with closing the achievement gap and managing resources.
- Content Area Literacy Instruction