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Using Data to Make Informed Decisions

Using Data to Make Informed Decisions. Exercising our Data Analysis and Student Targeting Muscles Principal Meeting: February 2009. Target Students for Immediate Improvement on the CST. Board Theory of Action. Cycle of Continuous Improvement Thought Process. AiS & Data Tools.

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Using Data to Make Informed Decisions

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  1. Using Data to Make Informed Decisions Exercising our Data Analysis and Student Targeting Muscles Principal Meeting: February 2009

  2. Target Students for Immediate Improvement on the CST Board Theory of Action Cycle of Continuous Improvement Thought Process AiS & Data Tools Plan and Target Student Achievement as Measured by the Data Dashboard Indicators

  3. Mastery Objectives: 40,000 feet 10,000 feet Ground Level To strengthen the culture of continuous improvement To use data to make informed decisions To target students for immediate impact

  4. Who’s Struggling? • R-FEP Students still at “Basic” on the CST in ELA • FBB/BB to Basic • A Student Group that typically slides that you want to hold ground? • Project 980: Students who are at proficient/advanced but with a low GPA? • Project “089”: Students who are at FBB or BB, but with a high GPA? • What Student Group? • EL, R-FEP, an Ethnic group, 9th graders, 10th graders • What subject area? • CST Tested Areas: Algebra, Geometry, ELA, Biology, Life Science, MHW • You want to help kids and move the achievement dials • (% Proficient, Data Dashboard, AYP, API) . . . Think big splash items

  5. Intensive Academic Support What intensive support services exist at your site? Targeted Academic Intervention for Students Project 980/340 CAHSEE Jump Start (HHS, MHS, FHS, RHS) Transcript Analysis – Grad Rate Efforts Immediate Targeted Academic Interventions on CSTs What other targeted interventions do you have at your site? Universal Academic Support What is the universal support 7-12? (what touches every students and every teacher?) What is the universal support at your site? Academic Support

  6. Building Context for Academic Support • List some of the Grade 7-12 “universal academic support” activities in place for all secondary schools • Name some “universal academic support” activities that are engaged in school-wide at my school • Identify some “targeted intervention” groups and practices at my school • List any “intensive support” projects at my school

  7. Cycle of Continuous Improvement Planning of Instruction Instructional Strategies Reflection Analysis Assessment

  8. Cycle of Continuous Improvement and Project 980/340 • Planned activities • Conducted some activities • 1st Semester student outcomes • 43% HS improvement • 32% MS improvement

  9. The Leadership and Learning Matrix Organizational Results Conditions for Excellence

  10. Cycle of Continuous Improvement Planning of Instruction Instructional Strategies Reflection Analysis Assessment

  11. Cycle of Continuous Improvement • What was our plan? • What was implemented? • What assessment was used? • Analyze the entries for student contacts for your school– • What can we learn about the action plan implementation process? Quality? • How do the actions match with results? • Reflect on what continuing needs this group of students has for the remainder of the year? How will you adjust the plan for the remainder of the year?

  12. Project 980/340 Examination • We had a plan to work with a particular group of students to improve GPAs. • Were there any other goals? • What did we actually end up doing? • Did we all do the same thing? (Pair-Share) • Did we document everything we did? • What holes did we have to fill in as we went along? • What modifications to our plan did we have to make?

  13. Project 980/340 Examination In theory there is no difference between theory and practice. In practice, there is. - Yogi Berra

  14. Project 980/340 Examination • How many contacts did each student receive? • How many caring adults did each student come in contact with? • What types of contacts do we see? • What would we say, based on our evidence, about the quality of the contacts? • Did we make all our?

  15. Project 980/340 Examination • How are our efforts through this program connected with the outcomes we see? • What conclusions would we use in our next planning cycle? • What practices should we continue? Do more of? Stop doing? Start doing? Change?

  16. Cycle of Continuous Improvement

  17. Immediate Targeted Academic Intervention • Purpose: • Target a specific group of students to increase their achievement at least one performance level on one or more areas of the CST • Steps to Success: • Use AiS to identify students for immediate intervention • Develop a proposal for intervention (enlist others in this work) • Submit proposal to Chris Evans for review • Submit purchasing exception to Chris Evans • Approval or invitation to “rework it” • If approved, Chris will submit it to the CAO • Initiate action plan • Monitor and adjust implementation • Prepare “current reality” assessment of the level of implementation and interim impact Academic Support

  18. The Leadership and Learning Matrix Organizational Results Conditions for Excellence

  19. Conditions for Excellence • Between now and June, we have the opportunity to identify where practices and interventions are fitting on the matrix on the “conditions for excellence” dimension • Did we engage the targeted group of students • Did we follow through on the action plan steps • What is the level of use (level of quality) of the practice(s) within the action plan • What interim student outcomes did we employ to assess and tweak the program

  20. The Leadership and Learning Matrix Organizational Results • What interim student outcomes did we employ to • assess and tweak the program • What is the level of use (level of quality) of the practice(s) within the action plan Did we follow through on the action plan steps • Did we engage the targeted group of students Conditions for Excellence

  21. The Leadership and Learning Matrix Organizational Results Conditions for Excellence

  22. Today’s Task • Examine a student group and subject that can be positively impacted with a Spring 2009 immediate impact intervention (you may want to stick with the R-FEP example from last meeting) • Discuss with a partner the academic need for this group. What specific content can make a difference this Spring? • Discuss with a partner a “best practices” structure and activities to use with this group • Complete an Action Plan • Budget proposal (if needed) • Resources needed • Action steps • Monitoring plan • Submit Budget Request to Chris

  23. Data Explorations

  24. Action Plan for Immediate Impact on CSTs

  25. Action Plan for Immediate Impact on CSTs

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