Student Voices & Data-Driven Decision Making Student Voices & Data-Driven Decision Making

Improving Your AcademyImproving Your Academy

Dr. Ann G. Bessell (University of Miami)Dr. Cathleen Armstead (University of Miami)National Academy Foundation Staff Development InstitutePhiladelphia, PA. July, 2010

AgendaAgenda• Overview and Purpose• Innovative Techniques: Photolanguage• Doing Photolanguage• Exploring Data-in-a-Day• Analyzing data sets• Understanding Data• Making Data-Driven Decisions

OVERVIEW & PURPOSEOVERVIEW & PURPOSE

1) To Introduce Innovative Techniques for Self-Assessment & Evaluation – Photolanguage & Data-in-a-Day

2) To Explore and Practice Analyzing Data for Decision-Making Purposes

Innovative process using black and white photographs chosen for their:

Aesthetic qualities

Capacity to stimulate the imagination, memory and emotions

Ability to challenge the viewer for thoughtful reflection

PHOTOLANGUAGE

4

3

2

1Arrange Photos

Present Focus Question

View Photos

Select Photos

5Share Selections & Significance

PHOTOLANGUAGE

Question

#1

Choose a picture that best represents your image of a NAF student when compared to the general population of high school students.

Choose a picture that best represents your image of a NAF teacher or leader when compared to the general population of high school teachers.

Question

#2

Different Data Points

Class Time

Teachers: Not Researchers

Fear of Retribution

Challenges & Obstacles

Measuring

OutcomesLack of Integrated

Data System

What’s Next

Lack of Comparable Data

Lack of Longitudinal Data

Sidney Harris's cartoon demonstrates

how to get past those pesky detail steps

Sidney Harris's cartoon demonstrates

how to get past those pesky detail steps

• Observe multiple classrooms in a single day (20-30 Minutes)

• Collect data from multiple sources - surveys - questions - observations -

• Involve multiple stakeholders: Input from students, faculty & administrators

• Facilitate a dialogue about school improvement strategies

(Ginsberg & Kimball, 2008)

Improve

Schools

Participatory

Data-in-a Day

Quick &

Efficient

Encourages Critical Reflection

Student Input

Promotes Dialogue

Representative Teams

Important Aspects

Teamwork

Listening

Value

MostImportant

2002 Assessment Committee 12

Where are we?What is our goal?What course should we follow?

How are we doing?

ActualCourse

DesiredCourse

Our Goal

We are Here

Team 1 Team 2 Team 3 Team 4

8:30 am Opening Meeting - Principal’s Office9:15-9: 45 am Int. Reading

Rm 344Math

Rm 117Science (9th)

Rm 422Calculus Rm 119

10:00–10:30 am Lang. Arts (9)Rm 278

Lang. Arts(12)Rm 280

T.E.A.C.H.Rm 237

AOHTRm 213

10:45–11:15 am NAERm 128

JROTCGym

FreshmanRm 505

H EnglishRm 284

11:30–12:00 pm Int. Reading Rm 346

Culinary ArtsRm 307

Freshman Rm 506

AOHTRm 215

12:15 pm Debriefing - Principals’ Office

1. Principal Involvement2. Teachers & NAF Lead Teachers Involvement3. Guidance Counselors4. Explain the process5. Encourage participation on each team6.Review scheduleF

rom

th

e S

tart

Fro

m t

he

Sta

rt

Classroom Observations

Classroom Observations

1. Review checklist with district and principals at beginning of year

2. Review with principals and teachers at the meet and greet in morning

3. 10-15 minutes of classroom observation

xx

xx

xx

xx

xx

xx

x

xx

xx

xx

xx

xx

xx

xx

xx

xx

xx

xx

xx

x xx

x xx

xx

xx

xx

xx

xx

xx

xx

xx

xx

xx

xx

x

xx

xx

xx

xx

Classroom interactions, on-task, teacher strategies

(c) 2002 Good & Kaminski

Time to Practice!

Review & Summarize Strengths4

Explore Qualitative Data3

Aggregate Quantitative Data2

1Review data sets and look for patterns

Review & Summarize Areas to Improve5

GUIDELINES

N = Knowledge Positive Personalize Switch Schools

InterDisciplinary

Creative Writing (Required)

Early Childhood(Academy)

NAF Finance(Academy)

Nursing(Academy)

Remedial Math

Totals

(c) 2002 Good & Kaminski

Time to Practice!

10 Minutes

N = Knowledge Positive Personalize Switch Schools Projects Counselor

Creative Writing

(Required)19

632% 6/6

737%

526%

15%

421%

NAF AOITAcademy

288

29% 8/816

57%0

0%6

21%3

11%

NAF Finance(Academy)

2828

100% 28/28

2589%

1450%

00%

00%

NAF AOHT(Academy)

2525

100% 25/2520

80%0

0%20

80%10

40%

Remedial Math 25

1212% 8/25

1248%

520%

00%

00%

Totals 12579

63%75

12580

64%24

19%27

22%17

13%

“It sort of makes you stop and think, doesn’t it.”

Deciding on ThemesDeciding on Themes

• More than three students mention in a classroom.• There is widespread agreement through nodding

or shaking heads• Verbal agreement (That’s the truth).• Mentioned in more than one classroom

with different observers.• There are positive and negative

corollaries expressed.

Common ThemesCommon ThemesStatement Number of

StudentsNumber of

Classes

Need more hands-on activities and things like field trips. 93 5

Some teachers help more than others, some are just here to get a paycheck. 74 5

The Uniform Policy 110 5

Cell Phones 65 3

What do you like about your school? The academies 98 5

The new principal is too strict about little things 25 6

What NAF promises:

– Personalization– Empowerment– Differentiated Instruction– Hands-On Activities– Relevant Learning– Internships– Interdisciplinary projects– Connections to the world

of work and high school– Learning takes place

beyond the school

Students’ VoiceStudents’ VoiceWhat students want:

– Teachers who know them.

– Teachers who listen to their opinions.

– Hands-on Activities– Projects and Problem

Based Learning– Connected to the real

world– Field trips with assigned

academic work

Data

Collection

Multiple

Sources

Multiple

Observers

Begin

with

Questions

Stakeholder

Concerns

Student

Outcomes

Data

Analysis

Critical

Reflection

DECISIONS

• Approach to data collection and analysis actively engages those involved in the reform, and facilitates critical dialogue about future steps.

• Through the collaborative process, evaluators and schools work to determine program effectiveness.

• Consensus after gathering data leads to ongoing dialogue to determine areas on concern, potential strategies for improvement, and next steps.

• Working collaboratively, the data-in-a-day process culminates in critical conversations about secondary school reform.

Data-in-a-DayData-in-a-Day

Dr. Ann G. BessellDr. Cathleen Armstead

Dr. Ann G. BessellDr. Cathleen Armstead

agbessell@miami.educarmstead@miami.edu