INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION working together to improve education with...

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION working together to improve education with technology

Elmore County Schools

Data-Driven Decisions (D3) for Teaching, Learning, and Leading

Course 3


Thinking

• Not to understand another person’s way of thinking does not make that person confused.

• Michael Quinn Patten


An Interesting Look at Data

http://www.luccaco.com/miniatureearth/miniature_earth.htm

If we could turn the population of the earth into a small community of 100 people…

We shared this with a few of you, but we had a request to show it again…


Agenda• Recap of Teacher Inservice Information

• Formative Assessment

• ASCD Materials

• Effective Data Teaming

• Putting it All Together

• Next Steps / Wrap-Up


A few more key components

• A more in-depth look, based on your feedback, the results from your Profiler surveys from last time, and several requests that a few of you made: More video examples More on formative Assessment Clarify Multiple Measures Clarify Root Causes Discuss Data Teams Info on Involving Parents and Community


Celebrate Successes

• Last session, you received a preliminary district report on ARMT and Stanford 10

• Follow the yellow brick road

63 / 68

58 / 83

75 / 86

41 / 55

83 / 91


Administrative Meetings

Focused on Progress

Toward Goals

Staff Meetings Focused on

Strategies for Improvement

Sometimes Tough Decisions

School Communications are Focused on

Goal Attainment & Progress

School Improvement

Goals are Based on Summative & Formative Data

Professional Development is

Based on Teacher

Practice & Student Data

Grading Systems Based on Performance

Criteria and Data Reports

Assign Teachers Based

on Student Needs

How Decisions are Made in D3

Schools


A Visit to a Data-Driven School

• From ASCD

• Just some new viewpoints, as an example, based on your requests from last time…

• Segment One – Data Across the School


Teacher Inservice Revisited

• Questions?

• Needs?

• Sharing?

• A few key points…


Teacher Discussions

• Make Sure data discussions are “safe:” Data is to be used for feedback and

Information Data is to be used for school Improvement Data should not be used for staff

evaluation

• Initially, focus on key components


Multiple Measures of Data

Various intersections of data can paint a vivid picture. . .

• Demographics

• Perceptions

• Student learning

• School processes


Perceptions Data

• Perceptions are important – perceptions can turn into reality;

• Perceptions data is the most underused;• Research shows that perceptions data,

especially when merged with performance data, can be a huge indicator of student performance, etc.

• PRIDE Surveys


Processes Data

• Helps us understand how we got our results;

• Helps find out what we need to do differently to get different results;

• Improvement is not achieved by focusing on results but by focusing on improving the processes that created the results. --National Leadership Network


Process Consistency

Teacher identifies students at risk of not learning to read

Student in bottom 20% of class?

No?

Yes?

Student works with Reading Recovery Specialist

Year One



• School Performance Issue: About 10% more boys than girls are in

Level 1 and 2 in ARMT

• Student Learning ARMT Scores by Gender Letter grades by gender Others…?





• Demographics Age, failure rate, free/reduced,

attendance, discipline, extra-curricular programs

Others?





• Perceptions Asking them what they do/don’t like about

math/reading, asking teachers what areas are most difficult to teach

Others?





• Processes Remediation procedures, what staff

development is in place, what content-alignment exists, retention policies.

Others?


Teacher Inservice/Meetings

• Some Ground Rules Focus on the positive All teachers have input, but no one

“gripes” – don’t let conversations derail and be up front about this

Students ARE different, Teaching is different, but that’s not a bad thing – MEDICINE is different, thank goodness!


TraditionalTraditional -------- -------- Incorporating Incorporating ------ ------ New EnvironmentsNew Environments New StrategiesNew Strategies

Teacher-centered instruction Learner-centered environments

Single sense stimulation Multisensory stimulation

Single path progression Multipath progression

Single media Multimedia; Hypermedia

Isolated work Collaborative work

Information delivery Information exchange, publication, creation

Passive learning Active/exploratory/inquiry-based learning

Factual/literal thinking Critical thinking, informed decision-making

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real world context

New Schools & Learning Environments


Formative Assessment


Think Pair Share

Article Review - “Concept of Formative Assessment”

Focus Questions?1. What is the role of formative assessment in the

classroom? 2. What does the research say about formative

assessments?3. What types of formative assessments are you going

to use in the classroom?4. What other important concepts did you get from the

article?


Summative vs. Formative Assessment

Summative• End Point

• Numerical

• Stakes are High• Reliability High

Formative• Words

• Emphasis is on Feedback

• Useful for Generic Skills

• Student Learning


Collecting and Using Formative Data

• Where are students now?• Where do we want them to be?• What will be the benchmarks to indicate

progress toward bigger goals?


Formative Assessment …

• Depicts student’s life as a learner• Is used to make instructional adjustments• Alerts the teacher about student misconceptions• Is an “early warning signal”• Allows students to build on previous experiences• Provides regular feedback• Provides evidence of progress• Aligns with instructional/curricular outcomes


Examples

• Conference

• Exit Card

• Peer evaluation

• Portfolio Check

• 3-minute pause

• Quiz

• Observation

• Journal Entry

• Talkaround

• Self-evaluation

• Questioning

http://www.rcsdk12.org/setrc/Assessment%20Exit%20Cards%20U%20LEAD.ppt#265,14,Formatve Assessment Is..


Exit Cards

Used to gather immediate feedback about

• student learning

• interests

• readiness level


Sorting by Readiness

Struggling with the concept

Some understanding of the concept or skills

Understand the concept or skill


Exit Card II

We’ve been learning about the water cycle. Explain or draw your understanding of the water cycle.


An Example

• Today we learned about _________ List three things you learned. Write one question you have.


Let’s Practice

• Sort the cards.

• Discuss why you sorted them the way you did.

• What would you do the next day?


A Visit to a Data-Driven School

• From ASCD

• New viewpoints, as an example, based on your requests from last time…

• Segment Two – Data Across the School – Collecting Data on the Teachers and the Lessons


Lunch Break

• When we return – A little more about Root Causes

• The School Improvement Mechanic Model Why is my car making that noise? What is that noise? What does it sound like? Where is it coming from? When did you start hearing it? Does the noise happen all the time?


D3 Leadership

• Never accept a test score assumption or teacher response to performance issue without asking 5 levels of Why? Example: We just looked at Stanford 10 and

found that once again boys aren’t performing as well as girls. Boys also have a lot more tardies than girls. We believe that tardiness affects math scores for boys in 10th grade


Why

• Data Team asks the STUDENTS: Why do we have so many class tardies? Students: There isn’t enough time

between classes. Why don’t you have enough time between

classes? There’s only five minutes and we have to

get from one end of the building to another, plus restroom, plus crowded hall.


Why

• Data Team asks the ADMINS: Why only five minutes between classes? Admins: To reduce time students were in

the halls Why did we need to reduce hall time? We reduced hall time because we had so

many schoolwide discipline issues.


Why

• Data Team asks the ADMINS: Why did we decide that reducing hall time

would take care of the discipline issues? Teachers complained about the noise, we

noticed fights.


What else?

• Should we stop there? What else wasn’t asked?

• Think – Pair – Share What else would you want to know? How does what was asked relate to the

original problem? What is the real problem here? Are we done?


Digging Deeper

ARMT Math Scores

Grade 6 Grade 7 Grade 8

Gender? Ethnicity? Spec Ed? Free/Reduced?

Male?

Teachers?

Female?

Tardy Issues? Enrichment Activ?


Getting to the Root Cause

• The School Improvement Mechanic Model Why is my car making that noise? What is that noise? What does it sound like? Where is it coming from? When did you start hearing it? Does the noise happen all the time?


Root Cause Defined

• …the most basic cause that can reasonably be identified, that we have control to fix, and for which effective recommendations for prevention can be implemented.”


Beginning Root Cause Exploration

• Think about issues from the recent data you’ve received;

• Generate questions about this data and why it might be;

• Put these questions in front of faculty – ask them to give their initial reactions, generate new questions, etc.


Root Cause – General Questions

• A way to start the discussion – Think / Pair / Share

• 10 minutes: Read sample questions on left, generate questions on the right, being as specific as possible.

• 10 minutes: Share with your neighbor

• Share with the whole group


Effective Data Teaming

• Schmoker Video


Effective Data-Teaming

The 30-Minute Meeting


Meeting Components

• Getting started

• Doing the work

• Reflecting


Effective Meetings are:

• Cyclical

• Delineate roles and responsibilities

• Provide opportunity for everyone to participate

Get Started

Do the Work

Reflect


Parking Lot

• Off-topic items

• Reviewed at end to see if they can be resolved or need a meeting devoted to them.


Prior to the Meeting

• Agenda-distributed beforehand

• Tools-flip chart, markers or computer

• Tasks-timekeeper, recorder, and facilitator

• Data-analyzed by teachers and ready


Back-to-School To-Dos

• Prepare charts and graphs• Model data transparency• Promote data safety• Schedule a data meeting for teachers• Prepare test results packets for teachers• Train teachers to read test results printouts• Plan and schedule formative assessment trainings• Schedule data 30-minute meetings


Putting it All Together

• Alignment for Results:• A results-oriented school system asks,

at every level of the organization, two questions: What evidence do we have that what

we’re doing is working? How will we respond when we find

out that what we’re doing is not working?


One Last Look

• One more view of a data-driven school district

• ASCD Video - Segment 3 – Data and the community as a whole


Involving the Community

• Parent and community meetings should be held as soon as possible to communicate results – be proactive before media puts their spin on it;

• Parent and community meetings should be held regularly – not just at school, but at centers, churches, as a part of sporting events, etc.


Being Prepared

• Show the good things that have happened.

• Talk about the challenges the school faces – not that YOU or your teachers face – but WE – parents, teachers, admins, etc.

• Have a “prep meeting” with a small test group to get a feel for issues/concerns.


You May Be Asked…

• Why does this school have this problem and not ____ school?

• Does ___ county have this same problem? Why not?

• Is MY kid directly affected? How?

• Why did this issue happen?

• What are you doing to stop it?


Share the News

• Use Confluent / Excel to create some basic graphs that are clear, easy to understand, and focus on a few key points.

• Be specific in what you want parents to do about the challenges you shared.

• Ask parents, “what’s missing from this school that would complete the picture for you?”


Wrap-Up

• View from the Superintendent’s Office

• Additional resource needs?

Thank you on behalf of ISTE, Gayle Clement, and Chris O’Neal


Final Thought

• We may not have answered all your questions. In fact, we may have raised a whole new set of questions. But, at the very least, we feel that we are confused at a higher level and about much more important things.

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