Turning around your school: Making a Difference with Data

1. Turning around your school: Making a Difference with Data Presented by: Larry Hahn, Executive Director, Common Core Institute And Dr. L’Tanya Simmons- Chief Accountability Officer, CLI

2. The Next american revolution! • It’s Your Ship – Captain D. Michael Abramshoff • “Negative news makes you learn and helps improve your performance” • Developing the Leader Within You –author John Maxwell • “Leadership Is Influence!” • Lincoln on Leadership – author Donald T. Phillips • Lincoln's inclination was to visit the scene and find out what was going on.

3. Heads • Lincoln’s profile • “In God We Trust” • Liberty • Year minted • D for Denver

4. Tails • United States of America • One Cent • Lincoln Memorial • E Pluribus Unum: "Out of many, one" Classroom assessment, like pennies, is done so often that we don’t really examine it.

5. The Common Core Standards impact on Data driven decision making • “Students must analyze and solve complex problems, communicate clearly, synthesize information, apply knowledge, and generalize learning to other settings.”

6. John Maxwell’s Three questions for “Following the Leader” • Do you care for me? • Can you help me? • 3. Can I trust you?

7. Creating a “Sustainable” Process

8. How To change the “Culture” of a school or district! • Establish a Clear Vision • Research and Learn from Others’ Successes • Examine Infrastructure for Effective Data Use • Ensure Buy-In, Commitment and Trust • Foster Professional Development • Lead by Example and Encourage Data Utilization • Establish Data Meetings • Remove or Modify Barriers to Effective Data Use • Research from Dr. Lane B. Mills – East Carolina University

9. “…Keep doing the same thing…keep getting the same results…!

10. Data-Driven Staff Meetings • 3 Anchored Assessments given at the end of each quarter, aligned to both state standards and ITBS. • Report Card Grades • Reading Level Progress & Placement • Student Performance on ILS • Attendance • Student Performance in reading & math • Analysis of instruction-Bloom’s Taxonomy

11. CLINICAL WALK THRUS TO GUIDE EFFECTIVE INSTRUCTION • Strong general intelligence and verbal abilities • Strong pedagogical and content knowledge • Knowledge of how to incorporate hands-on learning and techniques to develop students’ higher level thinking skills • Knowledge of assessing and scaffolding learning

12. Percentage of Students Scoring Within Each Quadrant ITBS Reading

13. Percentage of Students Scoring Within Each Quadrant ITBS Mathematics

14. Percent At/Above National Norm ITBS 1987-1990 Reading

15. Percent At/Above National Norm ITBS 1987-1990 Math

16. Jeanne Chall • “...that literacy instruction given to low-income children be essentially the same as that used successfully with most children.” Why? • first “...these children had strengths in language & reading in early grades that were on par with those of mainstream children...” • second, they thrived on the regular reading program to which they were exposed during grades 2 & 3 and their course of development was the same!”

17. Jeanne Chall • “...thus, we believe that if adjustments in the instructional program are made, particularly as the children approach fourth grade, the typical slumps found in their reading achievement can be prevented.” • “...Indeed, most effective reading programs incorporate adjustments to the needs of different children- to the needs of the gifted, to high achievers, to average students, and to English as a Second Language students.”

18. Jeanne Chall • “...Our low-income children’s need for greater vocabulary knowledge is thus similar to that of middle-class children. It is not a difference in kind, only a difference in amount.” • “...a level either on or somewhat above the student’s reading level was more effective than a level below the students’ reading achievement. A challenging level was associated with good gains in all aspects of reading - word recognition, comprehension, and word meanings.”

19. Vygotsky’s Theory of the Zone of Proximal Development • “....that when instruction is provided, learning is optimal when it precedes, rather than follows, the child’s level of development. We recommend, therefore, that instruction be on a level from which children can learn with the aid of a teacher of more knowledgeable peers -- a level usually above their present achievement.”

20. Research Suggests… • “...Our low-income children’s need for greater vocabulary knowledge is thus similar to that of middle-class children. It is not a difference in kind, only a difference in amount.” • “...a level either on or somewhat above the student’s reading level was more effective than a level below the students’ reading achievement. A challenging level was associated with good gains in all aspects of reading - word recognition, comprehension, and word meanings.”

21. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

22. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

23. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

24. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

25. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

26. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

27. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

28. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

29. Percentage of Students Scoring At or Above Proficient in NAEP Reading for 4th Grade Public School Students

30. NAEP Average Scale Scores by Ethnicity for Grade Four

31. Building Data Teams at Your School

32. Leadership • Establish a clear vision for school wide data use • School wide data team • Align the delivery of daily instruction on the basis of data • Develop a written plan for activities, roles, responsibilities • Ongoing data leadership

33. Student • Teach students to examine their own data and set goals: • Explain expectations and assessment criteria • Provide feedback; timey, specific, constructive • Provide tools so students can learn from feedback • Use students’ data analyses to guide instructional change

34. ESSENTIALS • Create a data-informed culture • Build the school district capacity to use data-informed processes • Commit to Professional Development –targeted and ongoing • Develop, maintain, and support district wide data systems

35. IMPLEMENTING DATA-DRIVEN DECISION MAKING • Systemic ---long term strategy---continuous improvement process • Teachers need timely and relevant information • Data use is regular part of teacher practice • District Support • Assessment interpretation and data use skills

36. IMPLEMENTING DATA-DRIVEN DECISION MAKING Make data part of an ongoing cycle of instructional improvement. Teach students to examine their own data and set learning goals. Establish a clear vision for school wide data use Provide supports that foster a data-driven culture within the school Develop and maintain a district wide data system.

37. IMPLEMENTING DATA-DRIVEN DECISION MAKING Data system that incorporates data from multiple sources Data teams in schools to encourage the use and interpretation of data Collaborative discussion sessions among teachers about data use and student achievement Instruction for students about how to use their own achievement data and monitor educational goals

38. MAKE DATA PART OF AN ONGOING CYCLE OF INSTRUCTIONAL IMPROVEMENT • Collect and prepare variety of data about student learning • Interpret data and develop hypothesis about how to improve student learning • Modify instruction to test hypothesis and increase learning • Roadblocks?

39. Sample Snapshot Data “The Curriculum Evolves on the Basis of the Evidence of Student Achievement”

40. Student Performance on Benchmark Assessment Reading # 1Sloan Grade 5

41. Sample Standardized Reading Scores Elementary School X

42. READING LEVEL PLACEMENTTeacher 1 Grade 5

43. READING LEVEL PLACEMENTAll Teachers Grade 5

44. Elementary School X Report Card GradesStudent Performance 1st 6 WeeksGrade 4 Reading

45. Elementary School XStudent Performance 1st 6 WeeksGrade 4 Reading

46. Student Performance in Algebra 1Grade 9 Compared Against the Mean 70 70 60 50 45 40 40 40 36.6 Sloan 35 Douglass 31.6 Lawson Mean 30 20 20 20 15 10 10 10 10 10 6.6 0 0 0 0 0 0 A B C D F

47. Questions • What types of data do you use? • What types of data do you need? “You can have data without information, but you cannot have information without data.” Daniel Keys Moran

48. “Meaningful” Data Should Be Kept Simple” Find Out What They Know? Find Out What They Don’t Know? • Do Something About It! DATA + ACTION = RESULTS

49. 8 Step Change Process • Step One: Create Urgency • Step Two: Form a Powerful Coalition • Step Three: Create a Vision for Change • Step Four: Communicate the Vision • Step Five: Remove Obstacles • Step Six: Create Short-term Wins • Step Seven: Build on the Change • Step Eight: Anchor the Changes in School Culture

50. Curriculum, Instruction, and Program Data • Know which students participate in the various programs • Determine which curriculum objectives are taught (i.e., indicators of students’ opportunities to learn) • Determine whether a program is being implemented as it should be • MUSIC, MUSIC, MUSIC • Technology