Lenawee County Principals Meeting September, 2009

1. Lenawee County Principals’ Meeting September, 2009

2. POP Purpose: Ongoing, work-embedded professional development using DataDirector Objectives Understand focus for 2009-2010 data warehouse initiative Review of Summer DataCamp SMART goals Plan for additional data roles for buildings Dialogue about future professional development at these meetings Procedures PowerPoint slides as review/prompts SMART goals Professional Development Inventory

5. A data warehouse connects databases to each other, usually through the use of an unique student identifier. With a warehouse, not only can districts answer the questions -- Who are our students Who are our teachers How is our system effectively aligning our teachers to who we have as students? What are our results? What do students know and what are they able to do. What processes are we using How do teachers, students and parents perceive the learning environment -- Districts will be able to answer the questions that require the intersection of the different databases, such as NCLB -- Where are the student learning gaps? Are their student groups that are not continuously improving? What processes (instructional strategies, curriculum, programs) make a difference for who we have as students? is there a connection between student achievement results and students perceptions of the learning environment? Ultimately, we want to answer the question that is represented by the middle, or the 4 way intersection: Which processes work the best for who we have as students? Perceptions might even give us the best answer to that question. A data warehouse connects databases to each other, usually through the use of an unique student identifier. With a warehouse, not only can districts answer the questions -- Who are our students Who are our teachers How is our system effectively aligning our teachers to who we have as students? What are our results? What do students know and what are they able to do. What processes are we using How do teachers, students and parents perceive the learning environment -- Districts will be able to answer the questions that require the intersection of the different databases, such as NCLB -- Where are the student learning gaps? Are their student groups that are not continuously improving? What processes (instructional strategies, curriculum, programs) make a difference for who we have as students? is there a connection between student achievement results and students perceptions of the learning environment? Ultimately, we want to answer the question that is represented by the middle, or the 4 way intersection: Which processes work the best for who we have as students? Perceptions might even give us the best answer to that question.

8. Naming Convention for Reports Which 4th grade students are not making adequate growth based upon the Fall 2007 and Fall 2008 Reading MEAP?

9. Naming Conventions Assessment and Exams School Year (e.g., 2008-2009) Name of Course/Grade (e.g.,US History and Geography or 4th Grade) Name of Assessment or Exam (e.g., World War II, EXPLORE, or Dolch Words) You may also identify the timing of the assessment (e.g., Beginning, Middle, End or Fall/Spring or Pre/Post)

11. Timeline and Foci for 2009-2010

12. Data Camp Follow up professional development 2009-2010 Examining Student Work to Inform Instruction How do we structure time to examine student work? How do we reach consensus about what proficient work looks like? How do we monitor that teams are regularly examining student work and using the data to inform their instruction? Using Classroom Data to Monitor Student Progress What is the difference between summative and formative assessments? What data do schools need to collect to monitor their student progress? How do we communicate our expectations for how teachers monitor student progress?

14. Fall Professional Development Planner student learning summative assessments “Classroom Assessment for the 21st Century” standards-based grading and reporting “Grading and Reporting for the 21st Century” use and analysis of multiple measures of data “Using Classroom Data to Monitor Student Progress” formative assessment strategies “Classroom Assessment for the 21st Century” “Grading and Reporting for the 21st Century” studying student work through collaborative inquiry “Examining Student Work to Inform Instruction”

16. Professional Development Planning What do you need as principals? What do your data team(s) need? What do your teachers need? What do your administrative assistants, technology specialists, and business office personnel need?

17. 2009-2010 American Recovery and Reinvestment Act Enhancing Education through Technology Grant: Improving Instruction Through Regional Data Initiatives Title II, Part D program as part of the American Recovery and Reinvestment Act (ARRA) of 2009, CFDA Number 84.386

18. Michigan Data Director Consortium (MDDC) Regional Application Calhoun ISD as fiscal agent Barry ISD Berrien RESA Branch ISD Eaton ISD Jackson County ISD Lenawee ISD Livingston Macomb ISD Gratiot-Isabella RESD Calhoun currently facilitates Data For Student Success (Data4SS), the State data base for statewide assessment and reporting web tools. Data4SS is a federally funded project. We used its professional development modules for the summer DataCamps.Calhoun currently facilitates Data For Student Success (Data4SS), the State data base for statewide assessment and reporting web tools. Data4SS is a federally funded project. We used its professional development modules for the summer DataCamps.

19. Key Attributes Existing data warehousing systems DataDirector and Michigan’s Data for Student Success (Data4SS) Professional learning around analyzing State data analyzing school data analyzing student work monitoring classroom achievement Tools and Professional developmentTools and Professional development

20. Enhancements for DataDirector Additional pre-built reports Expanded sharing of customized reports Stronger item bank content alignment Additional features for compliance reporting These enhancements would help all of us in this consortium, as well as another grant consortium of DataDirector users including many ISDs in northern Michigan, the Upper Peninsula, and the Thumb area.These enhancements would help all of us in this consortium, as well as another grant consortium of DataDirector users including many ISDs in northern Michigan, the Upper Peninsula, and the Thumb area.

21. Common Formative and Summative Assessments Curriculum alignment Efficacy of teacher practice Successful professional development Successful student intervention strategies This is a request of many of the ISDs using DataDirector. Too much reliance on MEAP/MME data to make decisions for school improvement and student achievement.This is a request of many of the ISDs using DataDirector. Too much reliance on MEAP/MME data to make decisions for school improvement and student achievement.

22. Principal Leadership Classroom observations supported by data Selection of professional development Shared leadership with PLCs Effective use of time Fits well with our past DataDirector focus on building leadership, as well as our strategic use of Dr. Daggett’s call for more teaching and learning in zones ‘B’ and ‘D’Fits well with our past DataDirector focus on building leadership, as well as our strategic use of Dr. Daggett’s call for more teaching and learning in zones ‘B’ and ‘D’

23. Project Design of Professional Development Training on data tools Two-day summer institutes A minimum of two days of local PLC professional development This fits well with our local DataDirector rollout, especially the summer DataCamps and local training in districts. It also aligns well with our goal of all teachers having user names and passwords by fall of 2010.This fits well with our local DataDirector rollout, especially the summer DataCamps and local training in districts. It also aligns well with our goal of all teachers having user names and passwords by fall of 2010.

24. Expected Training and Implementation Timelines for Quality Data Roles°

25. POP Purpose: Ongoing, work-embedded professional development using DataDirector Objectives Understand focus for 2009-2010 data warehouse initiative Review of Summer DataCamp SMART goals Plan for additional data roles for buildings Dialogue about future professional development at these meetings Procedures PowerPoint slides as review/prompts SMART goals Professional Development Inventory