Failure is NOT an Option

1. Failure is NOT an Option Chapter 8 – Principle 4 Data-Based Decision Making for Continuous Improvement

2. Possible Uses of Data • Reporting on academic progress to students and parents • To improve classroom instruction • Diagnosis, remediation and interventions for at-risk students • Program evaluations • Guide professional development

3. Answer the following questions… • What data should be collected? • How should data be used? • Who should be involved?

4. What data should be collected? • What data, besides test scores guide decisions and planning? • What data sources provide you with helpful information to make decisions? • What other data is needed to make better decisions? • How do you present and share data to get a comprehensive picture of each student?

5. How should data be used?Food for Thought… What has been discovered is that first, people will not voluntarily share information-especially if it is unflattering-unless they feel some moral commitment to do so and trust that the data will not be used against them…Data without relationships merely causes more information glut. Put another way, turning information into knowledge is a social process and for that you need good relationships. -Michael Fullan, Leading in a Culture of Change, p. 6

6. Working Together in Data Teams One of the most powerful and effective ways to work with data is to is for teams to analyze student work together based on common assessments or assignments. The process encourages all staff members to share in the responsibility for the success of ALL students.

7. Answer the following questions… • What criteria will be used to determine proficiency? • Does this piece of work show proficiency? • In what areas are students performing particularly well? • What are patterns of weakness? • What can be done to address the weak areas?

8. Who should be involved? • Teachers should be involved in determining which data most closely measures the current level of achievement of their students and which data will be used to gauge and monitor improvement.

9. Data Quality • Multi-sourced: Data is drawn from a variety of sources to paint a complete picture of progress. • Relevant: Data must be tied to the school/district goals. • Timely: Immediate feedback is important. • Disaggregated: Analyze data by identifiable groups of students who are struggling.

10. Guidelines for Using Data Using Data to Drive Decisions and Set Goals: • Use data to determine needs • Use data to determine what kinds of goals need to be established • Use data to determine whether a goal is achieved • Define an observable performance to demonstrate how well students are doing • Define success

11. Guidelines for Using Data • Use data to target interventions • Use data continuously in collaborative teams • Use data to support change initiatives • Use data to guide continuous improvement and redefine success • Use data to monitor progress • Use data to guide professional development

12. Continuous Improvement Model

13. Assessment and Grading Practices • Use summative assessments to frame meaningful performance goals. • Show criteria and models in advance. • Assess before teaching. • Offer appropriate choices. • Provide feedback early and often. • Encourage self-assessment and goal setting. • Allow new evidence of achievement to replace old evidence.

14. Assessments Applying assessment practices before (diagnostic assessment), during (formative assessment), and after (summative assessment) instruction ensures a continuous flow of timely, relevant and multi-sourced data that empowers learners and teachers throughout the school year.