Awsp 2.19.13
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Transcript of Awsp 2.19.13
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