1 / 35

HUHS Data Retreat

Welcome !. HUHS Data Retreat. August 18, 2011. Overview of Today. Data Retreat

hastin
Download Presentation

HUHS Data Retreat

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome! HUHS Data Retreat August 18, 2011

  2. Overview of Today Data Retreat Purpose: Engage in the practice of data collection and analysis through a structured process that is rooted in collaboration. Examining data reinforces the use of data-based decision making, helping us to determine effectiveness and identify priorities. Outcome:Utilize evidence gathered to prepare for developing strategies to address student and system needs with a focused data-driven plan of action.

  3. Today’s Focus

  4. Agenda Morning • Summary of Materials • Overview of the Process • Team Readiness • Data Analysis LUNCH – Provided Afternoon • Continue Data Analysis • Identify Next Steps and Timeline

  5. Retreat Materials Data Binder • Tab 1: Demographics & Enrollment Data • Tab 2: Student Achievement- Performance & Course Data • Tab 3: Student Achievement-Standardized Assessment Data • Tab 4: Other Academic Indicator Data • Tab 5: Student Behavioral Data • Front Pocket: Resources • Back Pocket: District Report Other Handouts • Department Specific Data

  6. Remember, we can’t boil the ocean in a day!

  7. Reflecting on Our Process Before District Strategic Plan Goals 12 Annual Retreat Goals Selection of Department Goal After District Strategic Plan Goals 1 District Instructional Priority Development of Department Specific Goal & Action Plan

  8. What does the “after” look like?

  9. What is a data-driven action plan? A plan that aligns with the district instructional priority and incorporates: • Area of focus which includes a priority student sub-group • SMART goal and rationale • Action steps, timelines, and evidence • On-going data-driven decision making and results • Summary of outcomes

  10. Today’s “Takeaways” “He who has begun is half done.” - Horace To be ready for generating your goal and action plan, you will need to: • Start identifying data sources important to your work/department • Begin documenting areas of need, that you observe in student learning, which will provide direction for developing a goal • Keep in mind those activities and action steps that you will already be working on for the 2011-2012 school year and incorporate these items into your action plan

  11. Team Readiness

  12. Coming Together as a Professional Learning Community Four Guiding Questions • What should each student know and be able to do? • What systems are in place to monitor a student's learning in a timely manner? • How do we respond when a student does not learn? • What do we do when a student already knows the content?

  13. Our School as a Professional Learning Community 2010 – Goal #12 Improve levels of participation, ownership, teamwork, and professionalism among all staff as evidenced by an annual perception survey. Characteristics of a PLC • Shared vision, mission, and values • Practice collective inquiry • Organized in collaborative teams • Action oriented • Committed to continuous improvement • Results oriented Data Collection Looking at the six characteristics of a professional learning community, to what extent are they in practice at our school? Be prepared to share your findings with the whole group.

  14. Putting Data in the Driver’s Seat “Data are to goals what signposts are to travelers; data are not end points, but essential to reaching them.” -Mike Schmoker (1999) • What? • So What? • Now What?

  15. 2010 – Goal #11 Inform district residents and the larger community of positive attributes of HUHS to impact positive public perception as evidenced through an annual perception survey. District Approach to Goal Attainment Public Relations and Marketing Coordinator District Report

  16. Strides Toward Meeting Our Goal 2010 – Goal #10 Identify our various audiences and diversify our marketing approaches to increase enrollment and public perception. Summary of public relations and marketing efforts

  17. Demographic & Enrollment Data TAB 1 • Examine the student demographic and enrollment data to observe the following: • Ahas! (patterns/trends, celebrations, surprises) • Oh Nos! (concerns) • Hmm? (new questions that “jump” out) • How can we use these findings? CHART IT !

  18. Protocol for Analyzing Data Data Driven Dialogue

  19. Student Achievement Data TAB 2 Performance and Course Data • Academic Grade Comparison • Grade Comparison (Failures) • Citizenship Grade Comparison • Summer School • Course Enrollment Comparison • Course Requests • Course Requests (Sequential Courses) • Class Size Report CHART IT ! Groups 2 & 3 Group 5 Groups 1 & 4 Group 5

  20. Student Achievement Data Citizenship grades reflect the degree to which our students demonstrate behaviors in the areas of effort and work ethic, attitude and decision making, as well as preparedness for learning. Department Citizenship Grades Course Comparison • Phase I – Predictions • What will we see in our course citizenship grades? • Phase II – Observations • What patterns our present in our course citizenship grades? • Phase III – Inferences • We believe this data suggests… • How can we use these findings? GROUP REPORT OUT!

  21. The Second Time Around 2010 – Goal #1 Expand credit recovery delivery options to meet the individual learning needs of students. Our Beliefs • Credit recovery is designed to… Our Practice • How do we deliver credit recovery? The Litmus Test • Do our beliefs align with our practice? Our Next Steps • What do we continue doing? • What do we do differently? GROUP REPORT OUT!

  22. Teaching and Learning with Technology 2010 – Goal #2 Develop E-Learning opportunities to create a more flexible schedule for students, which includes 15 E-Learning work ahead/for credit classes by 2011-2012. AG Courses = 0 online Art Courses = 0 online BIT Courses = 4 online English Courses = 2 online FACS Courses = 2 online Math Courses = 1 online Music Courses = 0 online Phy Ed & Health Courses = 2 online Science Courses = 1 online Social Studies = 0 online TechEd Courses = 0 online World Language = 1 online Total = 13 online courses

  23. Protocol for Analyzing Data Data Driven Dialogue

  24. Student Achievement Data TAB 3 Standardized Assessment Data Goal #3: Increase the percentage of students taking the ACT to 70% for the class of 2011 Goal #4: Achieve ACT composite score of 23.0 for the class of 2011 and 50% college readiness score in each of the four areas (science, social studies, English, math) • ACT • To what degree did we meet our goals? • What factors influenced our results? • How do these results provide direction for your work/ department goal? CHART IT ! Groups 1 & 4

  25. Student Achievement Data TAB 3 Standardized Assessment Data Goal #5: Increase students enrolling in AP courses to 60% by 2012-2013 Goal #6: Increase the students participating in AP exams to 70% in 2010-2011 and 75% in 2011-2012 • AP • To what degree did we meet our goals? • What factors influenced our results? • How do these results provide direction for your work/ department goal? CHART IT ! Group 2

  26. Student Achievement Data TAB 3 Standardized Assessment Data District Instructional Priority: Improved learning for all students while closing achievement gaps with a focused data-driven plan of action. • WKCE • Describe the areas of strength. • What are the greatest areas of need? • What factors influenced our results? • How do these results provide direction for your work/ department goal? CHART IT ! Groups 3 & 5

  27. 2010 – Goal #7 Implement strategies around the six types of involvement to increase family perceptions of HUHS as measured by the What Works In Schools Survey. What Works With Families Six Types of Involvement • Parenting (increase families’ understanding of their children’s growth and development) • Communication (two-way communications about school, classroom programs, and children’s progress) • Volunteering (activities enable families to share their time and talents to support students, teachers, and the school) • Learning at Home (provide information and ideas to families about the academic work done in class and how to help their children) • Decision Making (activities enable families to participate in decisions about school programs that affect children) • Collaborating with the Community (activities encourage the partnership of schools, families, and community groups)

  28. 2010 – Goal #8 Use Search Institute survey data to increase to at least 50% of youth reporting internal assets in the categories of social competencies and positive values. Classroom Case Study

  29. 2010 – Goal #9 Decrease missed class periods by 30% due to behaviors and related consequences through the use of PBIS. Student Behavioral Data Tab 4 Data – Other Academic Indicators • Attendance (four sources) • Truancy (two sources) Tab 5 Data – Student Behavioral • Discipline • Suspension (two sources) • Pre-Expulsion • Expulsion (two sources) Examine the student behavioral data to observe: • Ahas! (patterns/trends, celebrations, surprises) • Oh Nos! (concerns) • Hmm? (new questions that “jump” out)

  30. 2010 – Goal #9 Decrease missed class periods by 30% due to behaviors and related consequences through the use of PBIS. PBIS Monthly Data Action Planning • Look at data monthly by focusing on the “Big 5” • What? • Who? • When? • Where? • Why? • After identifying the specific problem, ask: • What are the smallest changes we could make to improve student behavior? • What behavioral lessons/routines need to be taught to address the problem? • Develop monthly action plan, implement, monitor, & adjust

  31. Other Academic Indicator Data TAB 4 Four-Year Rate

  32. Other Academic Indicator Data TAB 4 • Post-Graduation Plans • Graduates Enrolled in UW Campuses • Athletic Participation How does a student’s post secondary aspirations influence their high school programming ? THINK ABOUT IT!

  33. What’s Next? • Meet with your department to develop your data-driven action plan • Review data significant to your department • Complete action plan • Submit plan electronically to Michelle by September 30, 2011 • Prepare for Department Data Days • November 9, 2011; January 25, 2012; March 28, 2011 • Collect data to monitor progress toward your goal

  34. Where’s the Data? • Data Retreat Binder • Wisconsin Information Network for Successful Schools (WINSS) Wisconsin Information Network for Successful Schools - WINSS home page • Wisconsin School Performance Report Wisconsin District and School Performance Reports • Skyward • Other…

  35. THANK YOU !

More Related