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Wsu 11.15 Presentation
This document discusses using data to help principals and schools improve. It explains that principals need to understand data to evaluate teachers and set student achievement goals. Schools now use annual measurable objectives instead of adequate yearly progress to measure growth. The document provides examples of Washington schools that improved student performance through data-driven initiatives and collaborative inquiry among teachers. It also lists resources available to help principals and teachers explore and use data to inform instruction.
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Wsu 11.15 Presentation
- 1. Understanding Data: A Principal’sPerspective Dr. Glenn E. Malone Washington State University 11/15/12
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- 3. Essential Questions 1. Whatdoes a principal candidate need to know about data to get hired? 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 aPrincipal Candidate know About Data To Get Hired?
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- 7. All Children CanLearn!
- 8. When hiring whatare 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 Yearsof NOT making AYP School of Improvement Status Sanctions The Role of Data? 35 Schools School of Distinction Washington Achievement Award
- 10. What is the CurrentState of Data-laden Initiatives ?
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- 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
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- 16. From AYP toAMO 9 subgroups ~ 11 subgroups 37 Cells ~ 45 Cells N>30 ~ N>20 Yes or No ~ On/Above or Below
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- 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 goodenough? How do I grow? Distinguished Proficient Satisfactory Basic Unsatisfactory Unsatisfactory
- 27. Use of StudentGrowth 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 SomeWeb Tools
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- 35. Smarter Balanced Sample Items sampleitems.smarterbalanced.org
- 36. Planning w/ Data… Where do we start?
- 37. Ferrucci Junior HighSchool 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 JuniorHigh Mr. Mark Vetter Mr. Brian Curtis & Mrs. Rachel Johnson Action Research Data Analysis Collaborative Inquiry
- 49. Enrollment Glacier View JuniorHigh 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%
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- 55. When we tookour teacher questionnaires, student questionnaires, and testing outcomes together, there was MUCH to talk about. ~ Rachel Johnson, 9th grade teacher
- 57. The Findings • Teachersin 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 isthe 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 ReadinessAssessments Low & High Capacity Data Use Ready-made Modules & Videos
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- 67. 3 Phase Dialogue Predictions Observations Inferences
- 68. Go Visual Stoplight Highlighting toemphasize 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
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