Glendale Elementary School District Professional Development August 15, 2012.
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Transcript of Glendale Elementary School District Professional Development August 15, 2012.
Data-Informed Decision Making
Glendale Elementary School DistrictProfessional Development
August 15, 2012
To ensure best first instruction of the Common Core using student achievement data to differentiate for each child.
Purpose
Districtwide PD Calendar August: Data-Informed
Decision Making with the Common Core in Mind
September: PLC Training Meet the Common Core
October: Benchmark Data Analysis and Interventions/Extensions
November: Creating Common Formative Assessments
December: Benchmark Data Analysis and Interventions/Extensions
January: PLC Training to Meet the Common Core
February: Benchmark Data Analysis and Interventions/Extensions
March: Questioning Strategies to Increase Levels of Rigor
April: AIMS/Stanford 10
May: Student Discourse to Increase Depths of Knowledge
Agenda and ObjectivesAgenda
I. PD session overviewII. What is data?III. The Data-Informed
Decision Making Process
IV. Refection/Feedback
Objectives◦ Identify types of data
that may be collected◦ Categorize types of data◦ Illustrate the DIDM
Process◦ Analyze data and
identify trends◦ Formulate an action plan
How this PD aligns with:
Teacher Evaluation document◦ Facilitation: End of
Lesson Assessment, Feedback, Assessment (TAP)
◦ Planning: End of Lesson Assessment
Administrator ISLLC Standards◦ Teaching and Learning:
Assessment and Accountability
“ When it comes to student learning, no one test, not even a good one, can possibly give us a full picture of what students understand and can do in relation to national or local standards and curricula.”
Nancy LoveUses and Abuses of Data
Basically, there are four types of data: Outcome: evidence of student learning,
tests (formative, summative), etc. Demographic: information about students,
parents, staff, etc. Program: Information about the school
programs, processes, districtwide implementations, etc.
Perception: Feedback on attitudes, beliefs, interests, etc.
Types of Data
The Importance of Data
Provides the focus to make good decisions Allows us to work effectively Improves school processes Measures impact of strategies
implemented Remember:
◦ All those numbers are children
Data and School Improvement
◦ Effective schools frequently monitor progress
◦ Schools need to be results focused and data driven
◦ School Leadership Teams need accurate data on what is happening at the school to make decisions
◦ Schools must have a systematic way of collecting, organizing, analyzing, and using data
◦ All staff must be collectors and interpreters of data
Analyze data
Create an action plan
Collect and organize data
Implement the action plan
Ask “What are we looking for?”
Interpret the data
Consider a variety of data sources
Reflect on the process
Sequence the following steps in the Data-Informed Decision Marking Process:
Data-Informed Decision Making ProcessAsk
“What are we looking for?”
Consider a variety of data sources
Collect and
organize the data
Analyze the data
Interpret the data
Create an action
plan
Implement the action plan
Reflect on the
process
Data Analysis
Data reveals strengths and weaknesses
Data reveals where we need to do
better
Data reveals where to make changes
Data almost always point to action
Data is the enemy of comfortable
routines
Given the data on your table:◦Write down non-judgmental comments/observations regarding the data
◦Do not interpret the data ◦Use only “I see…” statements
Data Analysis
Go back to the list of observations and interpret the data. Why might each observation occur?
Data Interpretation
The key…The key to improving student achievement is correctly identifying the needs and then making decisions to meet those needs.Identified
ProblemImplement Solution
Identified Problem
Problem Solving
Implement Solution
Think about creating SMART goals: Specific Measurable Attainable Realistic Timely
Formulate an Action Plan
Non-Examples and Examples of SMART Goals
All 4th grade students will pass AIMS with an “exceeds” label.
All 7th and 8th grade teachers will teach writing.
An increase of 50% of 4th grade students will reach the “meets” designation on the 3rd Math benchmark through a structured RTI process.
100% of 7th and 8th grade Social Studies and Science teachers will incorporate writing in their content area five times per instructional period.
Task Analyze the steps to obtain your goal.
Once the SMART goal is created
SMART Goal Strategy/Action Who is responsible
Timeline Evidence of Effectiveness
Current Reality: Last year, 44% of our 8th grade students met or exceeded on the Math AIMS test.
Our SMART Goal: This year, at least 60% of 8th grade students will meet or exceed on the AIMS Math test
1. Clarify Pacing Guide and outcomes for all teachers
2. Ensure benchmarks are aligned
3. Create common formative assessments
4. Implement common formative assessments
All members of the team
All members
All members
All members
August 20
August 27
September 15
September 20
Pacing Guide
Alignment doc
Created CFAs
PLC time analyzing CFA results
“True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.”
Winston Churchill
Implement the Plan and Reflect
Fill in the blanks of this Data-Informed Decision Making Process:
Informal Assessment
Ask “What are we looking for?”
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Collect and organize data
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Interpret the data
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Implement the action plan
Reflect on the process