Wsu 11.15 Presentation
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Transcript of Wsu 11.15 Presentation
Understanding Data:A Principal’s Perspective
Dr. Glenn E. MaloneWashington State University
11/15/12
Poll Everywhere
Essential Questions
1. What does a principal candidate need to know about data to get hired?
2. What is the current state of data-laden initiatives?
3. What resources are available to help principals explore data?
4. What tools or strategies can a principal use to help?
5. What examples are available?
What should a Principal Candidate know About Data To Get Hired?
Relationships Precede Learning!
Attitude is Everything!
All Children Can Learn!
When hiring what are the most important skills you are looking for in a principal candidate?
1. A deep awareness that relationships at every point on the continuum are the base from which we work.
2. A great attitude, willingness, a smile and kindness.
3. The genuine belief that "each child" can learn and succeed.
4. A deep understanding of quality instruction, and the desire to do a little extra every day to serve each child.
5. The use of formative and summative data to inform and differentiate instruction.
Dr. Tim Yeomans, Superintendent
Wildwood’s Turnaround
2 Years of NOT making AYPSchool of Improvement StatusSanctions
The Role of Data?
35 SchoolsSchool of Distinction
Washington Achievement Award
What is the Current State of Data-laden Initiatives ?
Miss South Carolina
ESEA Flexibility Waiver
AYPSanctions
Uniform Bar
From:Current annual measurable goals for determining adequate yearly progress (AYP) and associated sanctions
To:New “ambitious but achievable” annual measurable objectives (AMO) to guide improvement efforts for reading, mathematics, and graduation rates
Flexibility Waiver
Adequate Yearly Progress (AYP)
Annual Measurable Objectives (AMO)
9 subgroups ~ 11 subgroups37 Cells ~ 45 Cells
N>30 ~ N>20Yes or No ~ On/Above or Below
From AYP to AMO
AYP
AMO
13 1
2011 2012 2013 2014 2015 2016 20170.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
72.774.9
77.279.5
81.884.1
86.3
72.7 76.2
Grades 3-6 Reading MSP Growth AIM Line - ALL+ % /year Initial Growth Needed
+ % /year Adjusted Growth Needed
AIMActual
% M
et S
td
2.32.0
Brouillet
2011 2012 2013 2014 2015 2016 20170.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
72.774.9
77.279.5
81.884.1
86.3
72.7 76.2
Grades 3-6 Reading MSP Growth AIM Line - ALL+ % /year Initial Growth Needed
+ % /year Adjusted Growth Needed
AIMActual
% M
et S
td
2.32.0
Brouillet
Satisfactory
Unsatisfactory
Distinguished
Proficient
Basic
Unsatisfactory
Am I good enough? How do I grow?
Use of Student Growth Data
“Student growth data must be a “substantial factor” in evaluating principals for a least three of the eight evaluation criteria.”
• Criteria 3 – Planning with Data (3.4)
• Criteria 5 – Improving Instruction (5.2)
• Criteria 8 – Closing the Gap (8.3)
Achievement Indexsbe.wa.gov
Major Changes
Student Growth
Subgroup Focus
Let’s Explore Some Web Tools
Washington Queryeds.ospi.k12.wa.us
OSPI Report Cardreportcard.ospi.k12.wa.us
WADEwww.cedr.us
Smarter BalancedSample Items
sampleitems.smarterbalanced.org
Planning w/ Data…
Where do we start?
Ferrucci Junior High School
Dr. Aileen Baxter &Mr. Michael Kraft
Success at the CoreTERC Using Data
Low Income37.4%
8th Math 63.7%
Enrollment 737
8th Reading73.5%
White69.5%
Hispanic11.9%
Ferrucci Junior High
AMO Reading67.6%
AMO Math65.9%
7th Reading71.0%
7th Math61.8%
Low Income37.4%
8th Math 63.7%
Enrollment 737
8th Reading73.5%
White69.5%
Hispanic11.9%
Ferrucci Junior High
AMO Reading67.6%
AMO Math65.9%
7th Reading71.0%
7th Math61.8%
At my school, leadership teams help to get the entire staff “on the same page”
regarding school improvement.
~ Dr. Aileen Baxter, Principal
Collaborative Inquiry
Action ResearchData Analysis
Glacier View Junior HighMr. Mark Vetter Mr. Brian Curtis & Mrs. Rachel Johnson
Low Income28.4%
7th Math 79.2%
Enrollment 813
7th Reading82.4%
White66.5%
Hispanic11.3%
Glacier View Junior High
AMO Reading71.7%
AMO Math72.7%
8th Reading75.3%
8th Math70.0%
Teacher Perspectives
Teacher Perspectives
Student Perspectives
When we took our teacher questionnaires, student questionnaires, and testing outcomes
together, there was MUCH to talk about.
~ Rachel Johnson, 9th grade teacher
The Findings
• Teachers in the group communicated a number of false assumptions about students’ literacy skills and reading preferences
• Analysis of student data was useful in raising awareness of student literacy needs
• Teachers changed perspectives and made initial changes in their practices
The beauty is the results were difficult to argue with. It didn't leave me in a position of having to highlight the disconnect; it was laid bare in the
numbers and student quotations. Using collaborative inquiry was less threatening for all of us. And it was motivating too, in a way that it might
not have been without the data.
~ Rachel Johnson, 9th grade teacher
Data Readiness AssessmentsLow & High Capacity Data UseReady-made Modules & Videos
Free Resources
Data Walls
3 Phase Dialogue
PredictionsObservations
Inferences
Go Visual
Stoplight Highlighting to emphasize patterns
Data-Driven Dialogue
Phase 1: Predict– Bring Experiences,
Possibilities, & Expectations to the surface.
Phase 2: Go Visual!– Use stoplight highlighting
to emphasize patterns in data.
Phase 3: Observe – Analyze Data.– What are some of the
patterns, trends or surprises?
Phase 4: Infer/ Question– Generate possible Explanations.– What inferences or conclusions
can be made? What questions do you have?
Time?
Rethinking
Reorganizing
Restructuring
COLLABORATION IS KEY!
Questions