Becoming Data Leaders

1. Becoming Data Leaders © Jo Robinson

2. A leader is someone you will follow to a place you wouldn’t go by yourself. Joel Barker

3. Principal Leadership Responsibilities Correlated with Leading Second Order Change • Flexibility • Ideals and Beliefs • Intellectual Stimulation • Knowledge of curriculum, instruction and assessment • Optimizer Leading Schools: Distinguishing the Essential from the Important MCREL 2004

4. Principal Leadership Responsibilities Negatively Associated with Second Order Change • Communication • Culture • Input • Order May decrease so that other responsibilities may increase May be done by others not principal

5. Take the lead. • Say, “This is what I want to see when I visit classrooms.” • Follow up with mailbox notes about expectations to remind teachers i.e., • a list of student engagement strategies • sample graphic organizers • After brief trainings by the coach at staff meetings or day long trainings by other experts stand up and say “I want to see the whole staff working on this during the week.” • While watching a demo with the teacher say “I want to see the whole staff working on this during the week.”

6. Best principal question at all meetings: What will bring more students to level in reading?

7. “I want to see……” Best principal statement in private:

8. Gentle pressure relentlessly applied Vickie Phillips, Portland Public Schools

9. Greatest Achievement Benefits When Principals • Set non-negotiable goals for achievement and instruction • Set specific targets for all grades • Expect research-based instructional strategies in all classrooms 2. Continually monitor school progress toward achievement and instruction goals and keep them a driving force behind school actions 3. Insure that time, money, personnel, and materials are allocated to accomplish achievement and instructional goals to the point of cutting back or dropping initiatives that are not aligned with achievement and instruction goals

10. Little benefit from: • Allowing site-based latitude to determine objectives Benefit from: • Allowing some discretion in how to meet district objectives • “Defined autonomy” = within common understandings and research about good teaching

11. It’s not what you “expect”it’s what you “inspect,”that shows teachers what you really want.

12. Hold Monthly Data Meetings with Program and Benchmarking Data • Principal/coach lead staff in analyzing data to design changes • Teachers: • Bring DIBELS data • Bring weekly program data • Bring concerns about strategic and intensive students • Suggest related practice and program delivery ideas • Together: • Revisions are made in instruction/interventions • Children are moved to correct groups • Interventions are started

13. Hold Monthly Data Meetings MOST IMPORTANT RESULTS: • Teachers and coaches give each other ideas to use and suggest changes in classroom instruction that increase achievement • Adjustments in classroom instruction and grouping are made after the meeting because of data analysis • Teachers actually start changes in instruction the next day • Coaches find answers that team could not find

14. Data Analysis Discussion Questions for Monthly Grade Level Meetings • Which students are below grade level, at grade level and above grade level in each skill? • What clusters do you see in the data? • What do these clusters tell you is needed in your classroom instruction? • What group interventions will you use for students who are below level? Who will implement? When? • Which students need individualized interventions and what will their interventions be? • Which students appear to need out-of-class interventions? Who will implement? When? • Which students are ready for accelerated instruction? Who will implement? When?

15. Reading Data Analysis Worksheet for Grade Levels • Grade Level K Data Analyzed: DIBELS Date 1-28 • Grade level members and others present at this meeting: • Mary SmithSusan JonesMaria Gonzales • Mercedes ThomasBev SnodgrassJohn Parish • Our job: As a team we are responsible for all students to be at level by this June. • List the names of students below grade level and list the area(s) that is below level. • Discuss each child that is below level, one by one, bringing additional data. • Discuss and determine changes needed in reading group placement or teacher to ensure that each child is receiving 90 minutes of appropriate level instruction. Look at the data for clusters of students that could be grouped for instruction. • Discuss and determine changes needed in reading interventions above and beyond the 90 minutes of instruction to ensure that each child is receiving the appropriate intervention. • (Which interventions can be provided in small groups? Look at the data for clusters of students that could be grouped for intervention. Which interventions must be one-on-one?) • Decide and list which staff member will make sure the changes in reading group and intervention will happen. • Decide when the team will meet again (within a month) to look at intervention results • Date of next grade level team meeting February 7th. • Distribute copies of this completed worksheet to every grade level teacher, your reading coach and your principal.

16. Teachers bring to monthly data meeting: • Weekly core program data • Intervention program data • Benchmarking data

17. Core and Intervention Program DataSample Binder System Team has binders readily accessible to all members every day • Group binders in designated spot in all rooms • Outside color coded with list of all in group and teacher name • Inside in pocket on card stock all assessment pages that student will read • First sheet = group data sheet • Divider for each student with • Individual record sheet • His 38 record sheets or weekly tests

18. Red Group James Jose Latona Tyrone Shonee Jamal

19. Analyze Program Data Monthly • Provide help for weak passes • Make plan for students not fitting in the group • Outdistancing the group, bored • Consistency falling down and gap getting bigger • Consider needed interventions for other factors: absence, illness, behavior • Adjust your group pacing in light of the data

20. Program Data Sheets for Groups

21. The moral of the data story is… If you keep doing what you’re doing, you’ll keep getting what you’re getting.

22. Kinds of Changes Made at Data Meetings • Teacher targets: • Core program delivery • Intervention delivery 2. Principal targets 3. Coaching targets

23. Core Delivery Targets for teachersDo teachers need to make changes in how they deliver core programs in whole and small group?

24. YES

25. “Don’t Rock the Boat” Leaders Don’t Bring Change

26. Strong Leadership Statements Like:“Our data tells us that we need to make changes in how we deliver the core. Where should we start?”

27. Teacher as astute diagnostician Teacher as intense deliverer of core

28. More More More More More explicit/direct instruction modeling practice with monitoring and feedback time More Intensity Means

29. Losing Benchmarks? Increase Whole Group Intensity Whole Group • More explicit • Make this weeks’ sounds, sight words, vocabulary visual when explicitly instructed and throughout the week • Repeat initial instruction from TE throughout the week as needed • More practice: • Give more group and individual turns • Increase engagement to 100%, use precision partner work • Speed up transitions, moving from core section to section ASAP • Start and end on time • Repeat practice at times other than reading block • Repeat practice during the week if skill not acquired • More feedback • Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading

30. Losing Benchmarks?Increase Small Group Intensity Small Group • More practice: • Cut out teacher talk, use rapid cuing • Give more group and individual turns • Increase engagement to 100% • Speed up transitions, moving from group to group ASAP • Start and end groups on time • All groups meet EVERY day • Benchmarks read decodable, at-level, above level, anthology selection orally EVERY week more than once in small group. • Teacher created seat work/centers are ALWAYS practice directly connected to needed skills from the core. • More feedback • Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading

31. Sample Teacher Targets for Benchmarksfrom Data Meeting • More Explicit: • Post weekly vocabulary and review it daily • More Practice: • Get to EVERY group EVERY day for full time • Use Precision Partner work to get 100% to answer comprehension questions • Provide daily sight word practice • Reduce teacher talk during small groups

32. Principal TargetsDo principals need to make changes in how they state expectations and do walk-throughs?

33. Sample Principal Targets for Benchmarks from Data Meeting • More Explicit: • Publicly say “Lets all work on more rapid cuing.” • Privately tell teacher X and teacher Y “I want to see less teacher talk and more rapid cuing at small groups in your room. • More Practice: • Announce that you will walk-through all rooms at the end of small group to see if all groups have read each day. • Look for and praise during walk-thoughs: • Less teacher talk • More rapid cuing • Daily sight word practice • Precision partner work • All groups reading every day • During walk-throughs: • Ask teachers to show you the extra daily sight word practice they created. • During small groups use hand signal to indicate too much teacher talk during small groups. • Privately ask coach to model Precision Partner work in rooms X, Y, and Z. Check to see that she did.

34. Targeted Walk-Throughs • Walk through all rooms • Spend more time in “Hot Spots” • Reading block of grade levels losing benchmarks and strategics • Is engagement 100% • Are transitions fast? • Are turns to read maximized? • Are seat work/centers excellent practice for this week’s skills? • Are seat work/centers completed accurately by all? • Is correction procedure used consistently in oral reading? • Small groups and interventions of grade levels not moving intensives • Do groups meet for full time? Everyday? Start on time? • Are transitions fast? • Are turns to read maximized? • Is correction procedure used consistently in oral reading?

35. Coaching Targets Do coaches need to make changes in how they demonstrate, coach in class and provide help?

36. A coach is someone who tells you what you don’t want to hear, so that you can see what you don’t want to see, so that you can be what you’ve always wanted to be.Tom LandryFootball CoachDallas Cowboys

37. Sample Coaching Targets for Benchmarks from Data Meeting • More Explicit: • Help teacher X Post vocabulary and show her how to review it daily • More Practice: • Work with teacher Z for 3 days to show her how to get to EVERY group EVERY day for full time • Demonstrate Precision Partner work to get 100% to answer comprehension questions at the next grade level meeting • Make a week’s daily sight word practice and give to team • Privately model Precision Partner work in rooms X, Y, and Z. Go back after modeling and notice them using it.

38. District Principal Coach

39. District Principal Coach

40. What grade levels are losing Benchmark kids at your school? • Looking back at the handouts find and write: 2 targets that those teachers need ____________________________________ ____________________________________ 2 targets that the principal needs ____________________________________ ____________________________________ 2 targets that the coach needs ____________________________________ ____________________________________

41. “Don’t Rock the Boat” Leaders Don’t Bring Change

42. More More More More More explicit/direct instruction modeling practice with monitoring and feedback time More Intensity Means

43. Intervention Targets for Teachers Do teachers need to make changes in how they deliver intervention programs?

44. YES

45. Strong Leadership Statements Like:“Data tells us that we need to make changes in how we deliver intervention. Where should we start?”

46. Not Moving Intensives? Check Whole Group Placement Whole Group Correct Placement • Look at correct level of difficulty of core • Can they actually read the text? (anthology) • Can they answer comprehension questions? • Are they in two programs with different sound sequence, different vocabulary? Are they succeeding in both? • Do they need an alternative core for reading block? • Look at the intervention program placement • Does it match their needs as shown in diagnostic assessments? • Is delivery daily and intense? • Do they need another more aggressive intervention?

47. Not Moving Intensives?Increase Small Group Intensity Small Group • Check small group placement • Are they in correct level text? Change placement • More practice: • Cut out teacher talk, use rapid cuing • Give more group and individual turns with 100% engagement • Speed up transitions, moving from group to group ASAP • Intensive groups meet EVERY day, on time for full time • Intensives read decodable, ELL book, below level, and at-level books orally EVERY week more up to 4 times in small group. • Teacher created seat work/centers are ALWAYS differentiated and directly connected to needed skills from the core. • Add a double dose later in the day • Make sure all staff who work with intensives use the same cuing system, error correction and explicit visuals daily. • Create communication system (Example: Courier Pouch) so that AM small group teacher communicates with PM small group teacher • More feedback • Consistent, (every time) rapid error correction of sounding out, sight words, phrasing, bumpy reading, oral language • Add immediate correction of seatwork or center work

48. Sample Teacher Targets for Intensivesfrom Data Meeting • Correct Placement: • Start new alternative core at correct level during whole group time with connected practice at intervention time • More Practice: • Small group: every student reads texts 4 times • Use rapid cuing • Communicate daily with double dose teacher • Reduce teacher talk during small groups • More Feedback: • Correct all seatwork/center work immediately • Use rapid error correction during oral reading

49. Principal Targets Do principals need to make changes in how they state expectations and do walk-throughs?

50. Sample Principal Targets for Intensivesfrom Data Meeting • Correct Placement • Set date for start of new alternative core at correct level during whole group time. • Walk-through on that date to see if started. • More Practice: • Small group: every student reads texts 4 times • Look for and praise during walk-throughs: • rapid cuing • reduced teacher talk during small groups • daily communication with double dose teacher • During small groups use hand signal to indicate too much teacher talk during small groups. • More Feedback: • Look for and praise during walk-throughs: • Correcting all seatwork/center work immediately • Using rapid error correction during oral reading