This document discusses using data to drive school improvement planning. It provides context on federal, state, and district requirements for school improvement plans. It highlights characteristics of high-performing schools and districts. The document also includes sample school data on achievement, attendance, graduation rates, discipline incidents, and mid-year discipline data comparisons. School improvement plans are intended to promote continuous improvement in student achievement.

1. Improvement
Through the Use of
DATA
School Improvement Planning

2. Patrick Murphy
• Assistant Superintendent Edmonds School District
• Former Executive Director of Secondary Schools in Issaquah
School District
• Middle School Principal
• High School Assistant Principal
• Junior High Assistant Principal
• Social Studies and Language Arts Teacher
Introduction – What you do and why you are considering
becoming an educational administrator?

3. What’s The Purpose of School
• Brainstorm? (Capture Ideas)

4. WHY MAKE A SIP?
• Turn and Talk?

5. Federal-Title 1— ImprovingThe Academic
AchievementOf The Disadvantaged
• PRIORITY- The State educational agency, in allocating funds to
local educational agencies under this section, shall give
priority to local educational agencies that —
• (1) serve the lowest-achieving schools;
• (2) demonstrate the greatest need for such funds; and
• (3) demonstrate the strongest commitment to ensuring that
such funds are used to enable the lowest-achieving schools to
meet the progress goals in school improvement plans under
section 1116 (b)(3)(A)(v).

6. STATE - WAC 180-16-220
• Evidence and date of annual school board approval.
•
• Evidence staff certification requirements were met.
•
• Evidence the plan is based on self-review and participation of required participants (staff,
students, families, parents, and community members).
•
• Brief summary of use of data to establish improvement.
•
• Plan promotes continuous improvement in student achievement of state learning goals and
essential academic learning requirements (EALRs).
•
• Recognition of non-academic student learning, what, and how.
•
• Plan addresses characteristics of successful schools.
•
• Plan addresses educational equity (gender, race, ethnicity, culture, language, and physical/mental
ability).
•
• Plan addresses use of technology to facilitate instruction.
•
• Plan addresses parent, family, and community involvement

7. CharacteristicsofHigh PerformingSchool
Districts
• 1. District-Wide Focus on Student Achievement
• 2. Approaches to Curriculum and Instruction
• 3. Use of Evidence for Planning, Organizational Learning, and
Accountability
• 4. District-Wide Sense of Efficacy
• 5. Building and Maintaining Good Relations
• 6. Investing in Instructional Leadership
• 7. Targeted and Phased Focuses for
School Improvement
• 8. District-Wide, Job-Embedded Professional Development
for Leaders and Teachers
• 9. Strategic Engagement with the Government’s Agenda for
Change and Associated Resources
• 10. Infrastructure Alignment
Leithwood(2008)

8. Nine Characteristics of High
Performing Schools
• A clear and shared focus
• High standards and expectations for all students
• Effective school leadership
• High levels of collaboration and communication
• Curriculum, instruction and assessments aligned
with state standards
• Frequent monitoring of learning and teaching
• Focused professional development
• A supportive learning environment
• High levels of family and community involvement
OSPI(2007)

9. Now that you Know Your Goals
•How Do You Measure
IT?

10. What do We Do in Edmonds?

11. • Effective Learning for All
Students
Each student is engaged in
meaningful and relevant
learning, every day. We
provide comprehensive
educational programs and a
wide variety of activities that
build a solid foundation of
knowledge and skills,
encourage mindful higher-
level thinking, and inspire all
students to pursue their
interests.
• Equity of Opportunity
Each student experiences a
diverse, inclusive culture
where all people are valued.
Adults work to meet students’
individual needs and remove
institutional and social
barriers to their personal
success.
Our StrategicDirection(Our ‘True North’)

12. • P – 3rd Grade Early
Learning
Each student has a
supportive, equitable
educational foundation
and is on track to be
performing at grade level
by third grade. We work
closely with families and
community partners to
connect and align our
schools with local
resources to maximize
early learning.
• Graduates Who Are
Ready for Life
Each student is equipped
with the knowledge and
skills needed to be
resilient, participating
citizens who are
prepared to pursue and
accomplish educational,
life, and work-related
interests after high
school.
Our Strategic Direction (Our
‘True North’)

13. SCHOOL IMPROVEMENT
PLANS
• FEDERAL LAW
• STATE LAW
• DISTRICT POLICY
• SCHOOL PLANS
• Evaluation

15. • Will drive and inform
board reports by
Supt. Staff
• Will drive and inform
conversations around
SIP’s between
principals and Asst.
Supts.
• Will drive and inform
the SD Work Groups
Strategic Direction Indicators

16. BASELINE DATA
Who is and is not being successful?

17. 67%
79%
41% 38%
27%
68%
60%
67%
75%
41%
30%
55%
59%
54%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
American
Indian/Alaskan
Native
Asian Black Hispanic Native
Hawaiian/Other
Pacific Islander
White Two or More
Races
SBA 7th Grade Reading and Math 2014-2015: by Race/Ethnicity
Reading 2014-2015 Math 2014-2015
Achievement – SBA 7th grade –
Reading and Math by
Race/Ethnicity – 2014-2015

18. Student Demographics Staff Demographics
2008 2009 2010 2011 2012 2013 2014 2015 % change 2013 2014 2015
Total
Enrollment 20905 20743 20609 20659 20613 20728 20743 20834 -0.3%
American
Indian
1.4 1.5 1.4 0.9 0.7 0.6 0.5 0.5 -64.3% 0.94 0.95 0.9
Asian
14.4 14.6 14.6 13.6 13.6 13.3 13.1 12.6 -12.5% 4.48 4.73 4.54
Black
6.2 6.1 5.9 5.7 5.7 5.8 6.2 6.2 0.0% 1.51 1.67 1.68
Hispanic
9.8 10.5 9.7 14.8 15.8 16.6 17.6 19.8 102.0% 1.79 1.87 2.55
Native
Hawaiian/O
ther Pacific
Islander
0.5 0.7 0.8 0.7 0.7 0.6 0.6 0.7 40.0% 0.04 0.04 0.08
White
65.8 63.5 59.4 56.2 54.8 53.7 52.3 51.6 -21.6% 91.11 90.77 89.66
Two or
More
8.1 8.8 9.4 9.7 9.8 21.0% 0.12 0.64 0.47
Free/Reduc
ed Lunch
26.9 28.9 30.8 35.1 37.2 36.6 34.4 27.9%
Special
Education 13.2 13.3 13.2 13.6 13.8 14.2 14.2 7.6%
Transitional
Bilingual
8.7 9.3 10 10.1 9.6 10.2 11.3 29.9%
*Source:OSPI&ESDHuman
Resources
Student Enrollment and Staffing

19. Hispanic Indian Asian Black/African
American
Pacific
Islander
White Multi-
Racial
SPED ELL Low
Income
Total
Number 10443 623 1738 2045 427 19175 3512 10244 4287 25411 38887
Percent 27% 2% 4% 5% 1% 49% 9% 26% 11% 65% 100%
Attendance
NumberandPercentageofUnexcusedAbsencesin
2014-15

20. 84.7
72.0
77.9
74.5
53.1 52.9
83.8
76.1 77.0
59.5
55.8
40.0
80.2
77.7 78.1 76.9
57.1
50.0
90.2
87.1
84.2
82.2
64.8
46.2
0
10
20
30
40
50
60
70
80
90
100
Asian Two or More Races White Black/African American Hispanic/Latino American
Indian/Alaskan Native
Edmonds - Race/Ethnicity Groups
Adjusted 4-Year Cohort Graduation Rates
2011 2012 2013 2014
Districts with fewer than 10 students in the group are not displayed.
Graduation Data by Race/Ethnicity

21. 0
10
20
30
40
50
60
70
80
90
100
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Percent
High School Graduation Year
College Direct by Ethnicity: Edmonds School District
White Black Asian Hispanic Native American/Alaskan Native
Ethnicity not reported if n < 10.
College Direct Rates

22. District -Total Number of Students Disciplined (Out of School, In School & Discipline Actions) By Ethnicity and Gender 2014/2015 School Year
Ethnicity Not identified Asian
African
American
Hispanic Indian Multi Pacific Islander White Total
Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total Students
Gender 0 0 132 35 206 76 425 159 16 9 326 135 10 9 1,090 318 2,205 741 2,946
Ethnicity 0 167 282 584 25 461 19 1,408 2,946 # District Students
# students 0 2,616 1,292 3,896 108 2,041 139 10,742 10,854 9,980 20,834
% of District 0.0% 12.6% 6.2% 18.7% 0.5% 9.8% 0.7% 51.6% 52.1% 47.9% District Discipine %
% of Discipline 0.0% 5.7% 9.6% 19.8% 0.8% 15.6% 0.6% 47.8% 74.8% 25.2% 14.1%
Composition
Index 0.0 0.5 1.5 1.1 1.6 1.6 1.0 0.9 1.4 0.5 Composition Index
Percent of
Group 0% 6.38% 21.83% 14.99% 23.15% 22.59% 13.67% 13.11% 20.32% 7.42%
Discipline – Race/Ethnicity

23. 35% of
students are on
free and
reduced lunch,
but those
students make
up 66% of
discipline
incidents.
Income Breakdown

24. Malesmakeupabout50%of
thestudentpopulation,but
theymakeup80%of
disciplineincidents.
Females make up about
50% of the student
population, but they are
involved in only 20% of
discipline incidents.
Gender Breakdown

25. 13% of students
are in special
education, but
SPED students
make up 34% of
discipline
incidents.
SPED Breakdown

26. • GUIDING PRINCIPLE 2: CLEAR, APPROPRIATE, AND CONSISTENT EXPECTATIONS AND
CONSEQUENCES
• Schools that have discipline policies or codes of conduct with clear, appropriate, and consistently
applied expectations and consequences will help students improve behavior, increase
engagement, and boost achievement.
• 1. Each secondary school should have a designated space and staff resource to implement an In-
school suspension program to replace currently assigned out of school suspensions. In those
instances of non-violent transgressions, or ones that do not pose a safety risk to staff or students,
in-school suspension should be the preferred alternative to out of school.
• 2. The school district should produce a “district” student handbook that lists consistent definitions
of behavior violations and expected consequences. The district handbook will be a key measure in
ensuring equity of application of discipline across schools.
• 3. After school detention and community service should be a first option for non-violent, non-
safety behavior violations. They should be educational in nature and help students feel more
connected to their school and community. Parents should always be notified prior to such
assignment to help better ensure attendance and prevent greater consequences.
• 4. Truancy and attendance related violations should never result in suspension.
• 5. Suspension should be recognized as the disciplinary measure “of last resort” and should only be
used in cases of safety matters or substantial disruption to the educational environment.
EdmondsSchoolDistrict
AlternativestoSuspensionCommittee
FINALRECCOMENDATIONS

27. Mid Year Discipline Data
# of Occurences 2013-14 2014-15 % Change
Middle School 09-04-13 to 01-30-14 9/3/2014 to 01-30-15
EE 19 34 -79%
EX 0 0 0%
LT 14 19 -36%
ST 143 64 55%
TOTAL 176 117 34%
High School 09-04-13 to 01-30-14 9/3/2014 to 01-30-15
EE 107 112 -5%
EX 6 7 -17%
LT 82 69 16%
ST 240 143 40%
TOTAL 435 331 24%
# of Students 2013-14 2014-15
Middle School 09-04-13 to 01-30-14 9/3/2014 to 01-30-15
EE 17 27 -59%
EX 0 0 0%
LT 14 19 -36%
ST 108 51 53%
TOTAL 139 97 30%
High School 09-04-13 to 01-30-14 9/3/2014 to 01-30-15
EE 97 101 -4%
EX 6 7 -17%
LT 82 69 16%
ST 171 111 35%
TOTAL 356 288 19%

28. Edmonds 7010 - School Improvement
Plans for Principals and Instructional
Managers
• It is the policy of the Edmonds School District to require each school to
develop and adopt a school improvement plan that includes an annual
review process. Each school shall submit its plan to the Edmonds School
Board by October 1 of each year for initial approval and annual review.
• Each school improvement plan shall reflect the use of student
performance data and shall promote a positive impact on student
learning. (A positive impact on student learning means promoting the
continuous achievement of the state learning goals and essential
academic learning requirements, and the achievement of nonacademic
growth in areas like public speaking, leadership, interpersonal
relationship skills, team work, self-confidence and resiliency, so that
students can meet the goals of Washington's basic education system: to
become responsible citizens, to contribute to their own economic well-
being and that of their families and communities, and to enjoy
productive and satisfying lives.)
• Each school improvement plan shall be based on a building self-review
that includes the active participation and input of building staff,
students, parents, and community members.

29. Puyallup Policy 2010
• School Improvement Planning
•
School improvement planning is the process schools use to ensure
that all students are achieving at high levels. All schools can become
better environments so that more students are successful. Annual
yearly progress of public schools is essential in providing increased
student performance and quality results. Innovative and research-
based programs, coupled with staff development, focused and
aligned resources, and public participation in planning, are critical
factors in improving schools.
• The Comprehensive School Improvement Plan developed by each
team shall be reviewed by the building principal before being
submitted to their Executive Directors of Elementary Education or
Secondary Education. If the principal does not approve the plan, he
or she shall work with the CSIP Team until consensus is achieved.
The Executive Directors may refer a plan back to the CSIP Team with
recommendations for change. When approved, the plan shall be
monitored and reviewed on an ongoing basis by the principal in
collaboration with staff. The plan will also be reviewed periodically
with the Executive Directors and other members of the K-12
Education Department.

30. Edmonds Template
Does it meet or have the potential to meet the state criteria
(WAC)?
Will this result in improved student learning?

31. Principal Evaluation-AWSP
Framework
• Criterion 3 | Planning with Data
Leading the development,
implementation and evaluation of
a data-driven plan for increasing
student achievement, including
the use of multiple student data
elements.

32. Planning with Data
3.1Recognizes and seeks out multiple data sources
3.2 Analyzes and interprets multiple data sources to inform school-
level improvement efforts
3.3Implements data driven plan for improved teaching and learning
3.4Assists staff to use data to guide, modify and improve classroom
teaching and student learning
3.5Provides evidence of student growth that results from the school
improvement planning process*
*Student Growth Scoring Area

33. 3.1Recognizes and seeks out
multiple data sources
• Systematically collects valid and reliable data from at least
three sources to be used in problem solving and decision
making; builds capacity of staff to recognize information as
data by providing examples of using data throughout the
building and in staff meetings; systematically gathers data on
grades, attendance, behavior and other variables to inform
efforts

34. 3.2 Analyzes and interprets multiple
data sources to inform school-level
improvement efforts
Analysis includes multiple years of data, including state, district,
school and formal and informal classroom assessments;
interprets available data to make informed decisions about
strengths and areas of need; provides teacher teams with
previous year’s data and asks them to assess students’ current
needs .

35. 3.3Implements data driven plan for
improved teaching and learning
• Provides leadership such that plan is clearly articulated and
includes action steps and progress monitoring strategies, and
strategies in the plan are directly aligned with the data
analysis process and are research based; leads ongoing review
of progress and results to make timely adjustments to the
plan; data insights are regularly the subject of faculty
meetings and professional development sessions

36. 3.4 Assists staff to use data to guide,
modify and improve classroomteaching
and student learning
Regularly assists staff to use multiple types of data to reflect on
effectiveness of lessons, guide lesson and assessment
development, differentiate instruction (highly achieving as well
as non-proficient) and to determine whether re-teaching,
practice or moving forward with instruction is appropriate at
both the group and individual level; strategies result in clear
relationship between the actions of teachers and the impact on
student achievement

37. 3.5Providesevidenceof student growth
that resultsfrom the school improvement
planning process*
School improvement planning process results in measurable
improvement in student academic growth

38. School Improvement
• It’s a process, not an event
• Should not be an exercise in compliance
• We don’t finish the “SIP” so we can get back to the “real
work”. It IS the work.
• It can’t just sit on a shelf
• If anyone asks you what your school is all about and you do
not reference your school improvement plan, something is not
right.
• It should tie together all the work you are doing in school – to
dispel this idea that there are too many initiatives and they
are not connected

39. Thank you!