MISSION IMPOSSIBLE:

1. MISSION IMPOSSIBLE: Creating a Culture that Cares – about Data Deborah Swensen Assessment Director Utah State Office of Education Aaron Brough Educational Data Specialist Utah State Office of Education

2. WHY ARE WE EVEN HERE?

3. Culture • Culture • Norms and Beliefs • Personal • Organizational - shared structural systems that provide legitimacy and a rationalizing structure • resilient • How created • paradigms formed for organization’s adaptations to external environment • coalitions based on shared values which each member must assimilate voluntarily

4. Sustained Change • Culture established • Purpose • Provide meaning • Provide direction • Process • Formal • All stakeholder know how and to whom, who leads and who influences whom (Darling-Hammond, 1993; Schein, 1982). • Informal • Social system of interaction and sharing of beliefs (Schein, 1984) • Loosely coupled weak or infrequently with minimal interdependence.

5. Organizational learning • Double loop learning • Intertwined with power and control • Adaptation to External environment • NCLB: standards based accountability • High School Accreditation

6. Why Culture of Data • Demonstrate post High School readiness • Accountability for academic progress • Diagnose strengths and weaknesses • Assess student performance with respect to expectation • Uniform instruction of state core skills • Professional development • Pre-service teachers • Basis for school wide decisions

7. Step One • Know where you are • Look for connections to the work already doing in schools/districts/classrooms • Determine what you need to know

9. Step Two • “If you don’t’ know where you are going, any road will take you there” • Lewis Carroll, Alice in Wonderland • Vision • Common purpose • Roadmap • Grounded on in-depth review of variety of assessment and evaluation measures • Integration of an amorphous collection of goals, dreams, challenges, and ideas in a concrete direction • Validates core of the power and authority of legitimate ideas in the school

10. Vision Reality

11. Data for Learning • “We are data rich and information poor” • Rick Dufour • “Abandon belief that adults represent most important assessment consumers or data-based decision makers in schools.” • Rick Stiggins

12. Participants • Who are the stakeholders? • What are their understanding of reality?

13. Explore your school • Assume role • Look at the data • What does it tell you • Does it answer your questions • Determine your own beliefs for your school • Reflect what and how students learn • Develop a profile and school vision • Does this include the beliefs of all stakeholders?

14. Share about your School • What do you know? • What else do you need to find out? • Who else needs to be involved? • How was the experience? • Positive • Barriers

15. Four Stages of Team Development Forming Storming Norming Performing Instructional Behaviors Explain Demonstrate Guide Enable The Leading E.D.G.E.&Stages of Team Development

16. FORMING Goal FORMING Stage • Low Skills • High Enthusiasm • Limited Productivity • EDGE Style • Explaining

17. STORMING Stage • Low Skills • Enthusiasm plummet • Slight Increase of Productivity • EDGE Style • Demonstrate STORMING Goal

18. NORMING Stage • Increasing Skills • Enthusiasm grows • Significant Increase of Productivity • EDGE Style • Guide NORMING Goal

19. PERFORMING Stage • Highly Skilled • Enthusiastic Group • Productive Team Work • EDGE Style • Enable PERFORMING Goal

20. Stages of Team Development

21. Conclusion • If we operate individually rather than from a collective set of beliefs, our effort to improve student learning is fragmented. • Keep relevance, coherence and power of creating data culture • Keep collegial environment for participating in schools

22. Utah Programs for Culture of Data • Accreditation Process • Data Mentors

23. Data Mentor Program The purpose of the grant is to: • Assist local educators in working with Assessment and Accountability data to improve professional practice and student achievement. The focus will include two major purposes of using data • To assist educators in evaluating previous years’ data to evaluate student achievement and instructional effectiveness. • To assist educators in accessing and analyzing longitudinal data for current students to facilitate instruction. Areas of Emphasis

24. Accreditation • School profile • Vision and DRSL (Desired Results for Student Learning) • Analysis of Instructional and Organizational Effectiveness • Curriculum, Instructional Strategies, Leadership, Assessment, Community Building, Continuous Improvement and Learning, Community Building • Action Plan

25. High School Accreditation Benefits • Promotes collaboration and Collegiality • Focuses on student learning • Continuous improvement of school efforts • Represents a school/community effort • Continuity in school programs • Periodic self study and analysis

26. S.M.A.R.T. goals • Specific- • focused on tangible performance areas • Measurable • Attainable • stretching beyond what is being done, yet reachable • Relevant • central to the school’s mission and purpose • Trackable • capable of being counted and time bound