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The School Improvement Process @ Princeton Presented by: Bonnie Grimm, Intervention Specialist, Glendale Elementary Julie Ayers, Principal, Glendale Elementary Jennifer Evans, Parent, Glendale Elementary Tim Dugan, Director of School Improvement, Princeton City Schools.

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leadership for achievement state support team region 13

The School Improvement Process @ Princeton

Presented by:

Bonnie Grimm, Intervention Specialist, Glendale Elementary

Julie Ayers, Principal, Glendale Elementary

Jennifer Evans, Parent, Glendale Elementary

Tim Dugan, Director of School Improvement, Princeton City Schools

Leadership For AchievementState Support TeamRegion 13

goals for today

Understand how a district might use the SI process to implement district wide change

View the School Improvement process as something for all stakeholders

Learn some unique ways to look at the data the state provides (or you create).

Goals for Today
basic stages

New Superintendent

“Every building will have a BLT and a school improvement plan – not just ones in School Improvement Status”

“Involve all stakeholders”

Examine your data (Decision Framework & ….)

Present plan to the Board in April!

Basic Stages
shared accountability

Collective Leadership

    • Involve ALL stakeholders!
      • Get the right people on board to build capacity
      • Give opportunities for demonstrated leadership
    • Protocols
      • Common Agenda for correlate teams (SIP action steps)
      • Process for communicating
        • Email, common drive, posted, PTA
    • Data Format
      • Compile data in an easy to use formatwhich allows for individual and grade level problem solving
Shared Accountability
identify needed data

Instructional Decisions based on data

    • Universal screening
    • Diagnostic assessments for Tier 2/3 students
    • Problem Solving
      • Grade Level Data Teams (“Child Study”)
Identify Needed Data
data team problem solving

Identify what research based programs and interventions are currently used in the building and/or district

Use data to match the program or intervention to skill deficit need identified in the diagnostic testing

Data Team Problem Solving
data team problem solving continued

Identify the what, when (include frequency), who and how based upon the identified progress monitoring and decision rules

Monthly meetings to review progress and make adjustments as needed

Data Team Problem Solving Continued

Common Agenda and Decision Making Rules

  • Progress Monitoring Data
    • Decisions and adjustments are clear
    • Meetings are focused
    • Takes less time
results and recommendations

Stick to your schedule

Deliver interventions with fidelity

Create shared accountability

Plan together

Be flexible!

Results and recommendations
what happened at the district level

Tim Dugan, Director of School Improvement

  • School Improvement Website: http://www.princeton.k12.oh.us/departments.cfm?subpage=78
  • 1>>>>4 Schools Excellent
    • 2 based on PI, 2 based on VA Above 2x
  • 7/9 schools “Above” value added rating including the district
  • Value Added Golf!
What happened at the district level?
21 st century data

Access to test scores and projections opens up the possibility of a new paradigm for understanding student achievement as it relates to teacher quality. The new Race to the Top grant includes reference to combining the two. What might that look like? What current methods are there for comparing teacher quality that utilize student test scores and projections? The presentation is meant to open that discussion.

21st Century Data
what does this mean

In simplest form, a statistical projection is made to predict how a student should score and then compares his actual score with his projected score. Aggregate numbers are then used to create a Value Added rating by building and district. Averaging one standard deviation above (or below) where projected can have an effect on ultimate building/district ratings.

What does this mean?
in addition

The Value Added formula is also used to project a score range for individual students. This information is also available to teachers and administrators at the EVAAS site. You have to provide Battelle with student names/State ID in order to utilize this service fully. Based on this projection you can see how groups of “projected” students perform in the School Performance Diagnostic report. You can also view a projection for each student as shown on the next slide.

In addition

This chart shows 3rd/4th/5th grade Reading scores and a projection for 7th grade for one student.

how can this data be used

If you know the projection and the actual score, you can compare (and create a performance score for) groups of students (by teacher, by ethnicity, by gender) and determine how a district/building/teacher performed in comparison to how they were “projected” to score. I call this “Value Added Golf”. We can tabulate the difference (better or worse) for any student or group based on this information.

How can this data be used?
let s start @ the success site

Once logged in to the site (password obtained from District Testing Coordinator) go to Reports and select “School Performance Diagnostic Report”

This is different from the “Diagnostic Report”

Special Note: Value Added Golf can only be played with 5th through 8th grade scores from last year.

Let’s Start @ the Success Site
school performance diagnostic report

Notice it says “Predicted Proficiency Group” at the top. Click on the “13” under the word “Proficient” to see a list of students projected to score @ the proficient level.

School Performance Diagnostic Report
projections versus performance

Notice that even though “projected” to score proficient, not all students did. Students in Subgroup 3 were projected to score as proficient, but their actual score level is seen in the Perf Level column. (A=Acc, P=Prof)

Projections versus performance
data becomes information

Here’s where you can combine some interesting and useful data with your Value Added projections to learn more about your teachers, buildings and district. If you have access to the Success website, you can download the most recent results of the OAA test. This spreadsheet should include the student names, courses & teachers.

Data becomes information
spreadsheets can be made useful

When you download data from the Success Site: http://portal.success-ode-state-oh-us.info/ it will be a simple text/csv file. On the following spreadsheet I have done the following to make the information more visually useful:

    • Color Coded test scores (B/G/Y/R/Grey=Ad/A/P/B/L)
    • Hidden columns not needed
    • Filtered the database to be able to isolate AYP categories, teachers, schools, etc.
Spreadsheets can be made useful
now to the golf game fore

For each student, check the Battelle/Value Added projected score on the Diagnostic Performance report. If a student is projected to score Proficient, but instead scores Basic, that’s a score of -1. If projected to be Proficient, but scores Accelerated, that’s +1. Annotate your spreadsheet with those scores (column A is Reading, column B is Math) on the following sample.

Now to the golf game – Fore!
now comes some analysis

By filtering the data by teacher, gender, ethnicity, course taught, etc. we can begin to get a picture of where we see (or don’t see) expected progress. Remember, a value added score of “0” indicates one year of expected growth (Projected score = actual score). A significant score above “0” would indicate more progress than expected. A significant score below “0” would indicate much less progress than expected. When this happens, you can frequently isolate specific areas for conversation.

Now comes some analysis
comparison by school gender ethnicity
Comparison by school/gender/ethnicity

This chart shows a Value Added Golf breakdown by individual schools, by gender, and a beginning of ethnicity (African American males). What can this data begin to show us about instruction @ individual schools?

breakdown by teacher course
Breakdown by teacher & Course

Notice that Teacher A has a -19 overall score. Breaking down this score we can see that the majority of this is the result of students in Pre-Algebra 8 and predominantly African American females. Notice, also, the majority of that comes in Pre-Algebra.


Test scores can be used in a variety of ways in addition to measuring student progress

Value Added projections add a progress measurement that can be used, along with performance, to compare groups

Value Added Golf is a way to combine projected scores with actual scores to examine data for more insight

caveats please be careful

One year of data is not enough to explain anything – just a good conversation starter about instruction and performance

Several years of data might show a pattern – but still we are very early in our understanding of this information. See the Rand study for a more detailed analysis.

Personalizing student achievement raises teacher anxiety. There are many other factors that contribute to student achievement – this is not intended to be used in evaluating teachers. Be cautious when you raise this issue. That having been said, there is a major movement in this country to attach student performance to teacher/principal evaluation. VA Golf is just one way to begin seeing how that might be done.

It’s all about improving student achievement. What can we learn about student and teacher performance with this data?

Caveats – Please be careful!!!
for more information

Module 2 (OLAC – Ohio Leadership Advisory Council) on Data Leadership is a good starting point: http://www.ohioleadership.org/pd/mod_intro.php?mod_id=1

Battelle portal for Value Added: http://portal.battelleforkids.org/ohio/home.html?sflang=en

Rand study on Value Added - http://www.rand.org/pubs/monographs/MG158/

For More information

For more information contact Tim Dugan, Director of School Improvement, Princeton City Schools, 25 W. Sharon Road, Cincinnati, OH 45246


[email protected]