Sharing Evidence/Dataw/ Colleagues & Supervisors

Heather McMullen & Glenn E. Malone, Ed.D.AWSP: Finishing the Year Strong

2/19/13

Poll Everywhere

Essential Questions

1. What does a principal need to know about data?

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 Know About Data ?

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