Center for Performance Assessment © 2005 Data-Driven Decision Making Presented by the Center for...

Center for Performance Assessment © 2005

Data-Driven Decision Making

Presented by the Center for Performance Assessment

(800) 844-6599www.MakingStandardsWork.com


Essential Questions

How is your school or district doing as a learning institution?

Are all students learning? In what ways do your community,

district office administrators, principals, and classroom teachers collect and use data to make decisions?


Essential Questions

What do you expect students to know and be able to do by the end of each year?

Do you know why you are getting the results you currently have?

What is the best way to assess student knowledge and application of skills?


Seminar Products

You will leave the seminar with an action plan including:

identified urgent need area(s)SMART goalsinstructional strategiesresults indicatorsaccountability factors


Objectives

• You will learn a proven process for understanding specific strengths and areas of urgent need related to student achievement.

• You will learn how to apply simple practices to transform data into effective teaching and learning.


Objectives

• You will learn how to implement practical strategies to improve student achievement based on real assessment data directly linked to your district or school.

• You will learn to recognize early warning indicators to help teachers and students focus on achievement goals throughout the year.


Objectives

• You will learn how to determine and monitor instructional strategies linked to the assessments used in your school and/or district.

• You will learn how to establish and support collaboration skills with school teams, based on data-driven decision making.


Before We Begin

Is there anyone who does not have real test data from your school or district on your students?


Administrative Notes

• Schedule for the day

• Handouts

• Format• Interactive seminar• Questions and answers• Reflections, success stories,

challenges


Why?

“Until you have data as a backup, you’re just another

person with an opinion.”

Dr. Perry Gluckman


But Don’t We Already Know This?

• How many of you have had a formal university course in how to examine data?

• Of the assessment training you had in college, did it help you analyze test scores to improve student achievement?


The Reality

All of us — regardless of experience or advanced degrees — are lifelong learners of data-driven

decision making!


Roadblocks

It’s too complicated!

You can do it with consistent and clear processes.


Roadblocks

The information is too old!

Several years of data with different students prove the power of teaching.


Roadblocks

The test is awful! You can still gain valuable insight. Just because some people misuse a test should not prevent us from learningfrom it.


Roadblocks

The test doesn’t reflect our curriculum!

Of course not — any test is just a reflection of part of the curriculum.


Roadblocks

This will just lead to mindless test prep!

The best kind of test preparation is one where students must think, reason, write, apply, and communicate their understanding.


Action Plan Steps

1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet

goals6. Determine results indicators See supporting documents #S1-S4: Action Plan Steps and Schedule


What story do the numbers tell us?


Seminar Tasks

→1. Find the data: “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet

goals6. Determine results indicators


Task 1 – Find The Data: “Treasure Hunt”

• Look at this year’s test data• Look at last year’s test data• Look at the same group of students two years

in a row• Look at the same grade level performance

with different student groups two years in a row

See supporting documents #S5-S9: Task 1 - Treasure Hunt


Seminar Tasks

1. Find the data — “Treasure Hunt”→2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet



Task 2 – Data Analysis and Strength Finder

• What did you find out from your “Treasure Hunt?”

• What can you learn from what’s working?• Identify strengths/successes to celebrate• Identify challenges to be met• Identify trends across subjects and

grades

See supporting documents #S10-S11:Task 2 – Analyze the Data


Seminar Tasks

1. Find the data — “Treasure Hunt”2. Analyze the data→3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet



Task 3 – Prioritize Needs Analysis

Prioritize need(s) indicating subject areas and student groups.

Examples:•Fifth grade boys need to improve in reading. Skills for “analysis of text” need the most improvement.•Eighth grade FRL students need help on mathematics problem solving and reasoning.

See supporting documents #S12: Task 3 – Prioritize Needs Analysis


Establishing, reviewing, or revising goals (what students will do) and creating measurable, achievable objectives

is the next step.

Where do we need to go now?


Seminar Tasks

1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis→4. Set, review, or revise goals5. Identify specific strategies to meet



Task 4 – Set, Review, or Revise Goals

Set, review or revise current goals so they are S-M-A-R-T:

Specific

Measurable

Achievable

Relevant

TimelySee supporting documents #S13-S14:

Task 4 – Set, Review, or Revise Goals


Goals

Be selective! Only one to three goals based on needs analysis.

Goals statements should include:• Targeted subject area, grade level, and

student population• Criteria to be achieved• Expected change• Measurement instrument to be used


Goals

• Samples of data-determined goals

• Record each goal on the top of a sheet of chart paper and post

• Be prepared to explain how your goal fits the S-M-A-R-T criteria


How Will We Get There?

Developing specific, instructional strategies and activities to

achieve goals


Seminar Tasks

1. Find the data — “Treasure Hunt”

2. Analyze the data

3. Prioritize needs analysis

4. Set, review, or revise annual goals

→5. Identify specific strategies to meet goals

6. Determine results indicators


Task 5 – Identify Specific Strategies to Achieve Goals

Can emphasis in one area produce a positive impact in another area?

If providing “more time” isn’t a sufficient answer for meeting an important goal, what specifically should your school or team do to meet the goals you identified in Task 4?

See supporting documents #S15-S16: Task 5 – Identify Strategies to Achieve Goal


Identifying Strategies

Strategies are classroom actions that lead to the attainment of the goal

Strategies need to be:• Action-Oriented• Measurable/Accountable• Specific• What the teacher, principal, parents will do

Effective strategies will positively impact school and classroom practice!


What’s Already Working? What Else Can We Do?

To determine effective strategies, complete a fishbone diagram:

1) Area(s) of greatest success2) Prioritized challenges or needs

See supporting documents #S17-S20: Fishbone Example and worksheets


Sample “Fishbone” Diagram

Look for the causes and their resulting effects


How to Use “Fishbone”

• Write your success or need in rectangle• On each “bone,” list possible causes or

contributing factors to that particular success or need

• For successes, circle the causes that have had the greatest impact

• For needs, circle the causes you

can actually impact• Disregard those you can’t influence


Examples of Specific Strategies

• “Teachers will use specific math software programs in classroom and lab to help identified students at risk in math”

• “Increase number of math problem- solving activities with accompanying scoring guide that requires students to explain their solutions inwriting.”


Determining Effective Strategies

• For each prioritized goal, brainstorm several potential strategies

• Identify the one or two strategies from brainstormed list that appear most effective and most likely to achieve the goal


Strategies for Success

• Timely, specific feedback

• Student achievement results AND

• “Antecedents to Excellence” – the causes behind the results


“Antecedents to Excellence”

• Writing as lever• External scoring• Frequent use of performance

assessments • Consistent use of scoring guides• Consistent expectations• Multiple opportunities for student

success


How Will We Know If It’s Working?

Results indicators measure effectivenessand accountability!


“Good faith efforts to establish goals and then to collectively and regularly monitor and adjust actions toward them produce results.” Dr. Mike Schmoker, Author of Results: The Key To Continuous Improvement

How Will We Know We Are Getting There?


Strategies for Success

• Focused staff development

• Data-driven decision making

• Continuous search for replicable reforms

• Systematic data gathering

• Consistent, ongoing monitoring of student progress


Gathering Data Through Student Questioning

Principals can walk through teachers’classrooms and ask students the following four questions:• “What are you learning?”• “Why is it important to know this

information?”• “Is your work good?”• “How do you know your work is good?”

Lauren Resnick, The Pittsburgh Walkthrough Process


Seminar Tasks


2. Analyze the data



5. Identify specific strategies to meet goals

→6. Determine results indicators


Task 6: Determine Results Indicators

• How will you know if a particular strategy is effective?

• Results indicators determine:• If strategy is being implemented• If strategy is having intended effect on

student learning and improved performance

See supporting documents #S21: Task 6 - Determining Results Indicators


Example

Goal (related to Tier 1)

___% students proficient or higher on our state’s standards-based reading assessment

Strategy

Increase literacy instruction through threeadditional 45-minute blocks of non-fictionreading followed by a written summary


Example

Indicator

80% of students score proficient or higher on monthly reading comprehension assessment and a monthly written assessment


Examples of Results Indicators

• Reading intervention class now offered and required for identified students working below grade level in reading comprehension

• Measurable increase in percentage of students who score proficient or higher in math problem-solving activities requiring students to explain their solutions in writing


Seminar Tasks – Review


2. Analyze the data



5. Identify specific strategies to meet goals

6. Determine results indicators


Example of Classroom Action Plan to Achieve Math Goal

1. Inform students of problem-solving goal2. Show examples of proficient math problem-

solving using writing3. Guide students through practice4. Write scoring guide with students5. Use scoring guide with students to assess

written problem-solving6. Use feedback from scoring guide to revise and

improve student work7. Track percent of students proficient

or higher


School Action Plan with Accountability

• What needs to be done?• Who will do it? Who will oversee it?• What resources are needed?• What targeted professional development

do teachers need?• What’s the timeframe throughout the year?• When will the actions be completed?

See supporting documents #S22-S23:Action Plan and Monitoring Action Plan


A Possible Future

• The image of the future would be a group of teachers sitting around a table talking about their students’ work, learning and asking, ‘What do we need to do differently to get the work we would like from the kids?’ Dennis Sparks 1998, Executive Director of NSDC


Collaboration

• Please share with colleagues:• Revised goals, strategies, results

indicators, and action plan to improve student achievement this year

• Your discoveries, aha’s, or surprises as you worked through this process


Reflection

What would your district and school- level instructional practices and administrative processes look like if your district and/or school were achieving its purpose, goals, and expectations for student achievement?


Evaluations

• EvaluationsPlease take a few minutes to complete the

evaluation. Your feedback is very important to us and to your district office as it provides specific information and thoughts to consider for future professional development.


Center for Performance Assessment(800) 844-6599

www.MakingStandardsWork.com

Center for Performance Assessment © 2005 Data-Driven Decision Making Presented by the Center for...

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