Data Analysis Processes: Cause and Effect Linking Data Analysis Processes to Teacher Evaluation

1. Name of School Data Analysis Processes:Cause and Effect Linking Data Analysis Processes to Teacher Evaluation

2. Objectives for Today Discuss the meaning of cause and effect as it relates to the teacher evaluation system. Understand how an effective data analysis process can determine cause and effect.

3. Using Cause and Effect Data

4. FEAP’s: Practice Indicators Related to Cause and Effect & Data Analysis

5. FEAP’s: Practice Indicators Related to Cause and Effect & Data Analysis

6. State Model (based on Marzano research) Domain 3 – Reflecting on Teaching • Indicator: Evaluating the Effectiveness of Individual Lessons and Units • The teacher determines how effective a lesson or unit of instruction was in terms of enhancing student achievement and identifies causes of success or difficulty. • Indicator: Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors • The teacher determines the effectiveness of specific instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for discrepancies.

7. Danielson Framework Component: 1f. Designing Student Assessments • Effective teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure that teachers know that students have achieved the intended outcomes. Assessments for learning enable teachers to incorporate assessments directly into the instruction and to modify or adapt instruction as needed to ensure student understanding. Even though such assessments are used during instruction, teachers must design them during the planning process. Such formative assessment strategies are ongoing, and both teachers and students can use them to monitor progress toward instructional outcomes.

8. Learning Activity 1 How do you define cause and effect?

9. Florida’s Common Language Document Causal Instructional Strategies Key strategies revealed by research to have the highest probability of impacting student learning when used appropriately and in appropriate instructional contexts. These are the controllable actions in a school that impact student learning.

10. Florida’s Common Language Document Causal Model of Teacher Evaluation Describes the link between classroom practices and behaviors that have a direct impact on student learning and assigns greater importance in evaluation ratings to factors having the most direct link to student learning (based on contemporary research).

11. Cause and Effect Data Sets Effect data: Outcomes or student achievement results Cause data: Professional practices, actions of adults, that create specific effects or results

12. Leadership and Learning Matrix p. 36-37 Lucky Leading Effect Data Results Indicators High results, low understanding Replication of success unlikely High results, high understanding Replication of success likely Losing Low results, low understanding Replication of mistakes likely Learning Low results, high understanding Replication of mistakes unlikely Application of Antecedents of Excellence Cause Data

13. Learning Activity 2 Think of a student achievement challenge we wish to conquer. Place an X in the quadrant that best describes our status and provide a justification for the quadrant you selected. Be prepared to share your thinking with the group in five minutes.

14. Through effective data collection, teachers and leaders can make the link between actions of adults and results in student achievement data.

15. Monitor the implementation of a few strategies that have the greatest impact on student learning.

16. Provide timely, specific focused feedbackfor growth, and allow for focused practice.

17. Cause and Effect Data Percent of students proficient or higher in Algebra I Percent of students proficient or higher in reading Feb. Jan. Dec. Nov. Oct. Sept. Percent of Staff Proficient in Using Nonfiction Writing in Content

18. Cause & EffectEffective Questioning Techniques Proficiency and frequency of using higher order questioning strategies and student results on formative assessments

19. Learning Activity 3 Collecting Cause Data: Higher Order Questioning Techniques

20. Collecting cause data on the proficiency and implementation of specific strategies … …and effect data on student learning, provides clarity on what works best.

21. Data Analysis for Cause & Effect Collaborative Processes to Improve Teaching

22. Data Teams are a model for continuous, collaborative action that inspires and empowers professionals to discover cause and effect relationships.

23. Data Team meetings are collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning.

24. Data Teams have a common focus or common standard, a common formative assessment, and a common scoring guide.

25. Benefits of Formative Assessments

26. Assessment FOR learning

27. Assessment OF learning

28. Remember… It isn’t the method that determines whether the assessment is summative or formative, it is how the results are used.

29. Formative assessment is capable of triggering big boosts to students’ achievement – the educational equivalent to the cure for the common cold.James Popham, 2010Strategic Priorities for School Improvement, Harvard Education Letter, No. 6

30. Formative Assessment and Cause and Effect

31. The Data Teams Process Six Steps to Data-Driven Instructional Decisions

32. The Data Team Process 1. Collect & Chart Data 5. Determine Results Indicators 6. Monitor & Evaluate Results 4. Select Instructional Strategies 2. Analyze & Prioritize 3. Set & Review SMART Goals

33. Learning Activity 4 The Data Teams Process

35. Questions and Reflection