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June GATE Equity Webinar: Using Data to Enhance Reflective Practices

Join us to explore equity in graduation success with specialists in education. Learn how data can enhance reflective practices and drive student achievement.

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June GATE Equity Webinar: Using Data to Enhance Reflective Practices

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  1. June GATE Equity Webinar: Using Data to Enhance Reflective Practices Exploring topics related to equity in graduation success Kefi Andersen – OSPI Graduation and Equity Specialist Dr. Chuck Salina – Gonzaga Professor Dr. Suzann Girtz – Gonzaga Professor

  2. VisionMission Every student ready for career, college, and life To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.

  3. Measures of Success • Increase four- and five-year high school graduation rates • Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education • Performance Indicators • We must help students: • Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS). • Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment. • Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades. • Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit. • Enroll in college-level courses and earn dual credit. • Take the SAT and ACT and earn college-ready scores. • Access financial aid for post-secondary learning. • We must help students avoid: • 9th-grade course failure. • Suspensions and expulsions. • Chronic absenteeism. Measuring Success

  4. Objectives • Understand the process for finding peer mentors • How to use our Leadership Lesson Plan in 45 Days • Be able to create timeless goals • Understand the basics of the conceptual and action frameworks that support timeless goals

  5. How to Use Equity Analytics

  6. Equity Analytics State Summary and District Detail

  7. Find a Mentor District Filter to districts that match your parameters. Draw a box around the people who are Higher Performing – Smaller Gap. You’ll get bounced to the names of those districts and the data associated with them. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  8. Process for Finding Highlight Districts

  9. Polling/Questions Do you know the largest gaps between your student groups? • Yes, I know where the largest gaps are. • I have a vague idea of which student groups need more attention. • I’m not sure where to focus my efforts. • I struggle to find the data I need.

  10. Leadership Lesson Planning Chuck Salina & Suzann Girtz Gonzaga University

  11. Leadership Team Action Planning • What will I do differently as a leader to create a culture for learning?

  12. Glickman Quote Teachers are in the forefront of successful instruction; supervision (leadership) is the background, providing support, knowledge, and skills that enable teachers to succeed, when improved instruction and school success do not materialize, supervision (leadership) should shoulder the responsibility for not permitting teachers to succeed. -Glickman Do we believe that each teacher is capable of being effective?

  13. Argyrus quote Logically connecting research and the statements of the leader to the actions of the leader (informal or formal) with their consequences and performance of the organization. Argyrus

  14. School Change Requires: Leadership demonstrating new behaviors to change old beliefs CONSISTENT MESSAGE BEHAVIOR BELIEF

  15. Dynamite slide • Formal Leadership and healthy SYSTEMS are the catalysts for change • Lighting the fuse on the dynamite Formal Leadership

  16. Polling/Questions Do you currently do short term action planning? • Yes, and we’ve found it effective. • Yes, but we aren’t sure it is effective. • No, but I would like to know more. • No, and I don’t think it would change the way we do things.

  17. Leadership Lesson PlanningThe art of leadership is not to fix problems but to have the spotlight on the right problems • Intentional – identifies the leaders’ work • This is YOUR plan for action – not viewed as a traditional SIP • Limited number of timeless goals • Done through through the collaborative inquiry process within the leadership team. • Twice weekly • Short periods of time (45 Calendar days) • Built on quick wins and grounded in evidence

  18. Elementary Example Screenshot

  19. Step 1:Begin With the End in Mind • Select a small number of timeless goals • We recommend no more than 4

  20. Step 1: Overarching (45-Day) GoalsGrounded in the Conceptual and Action Frameworks • Strengthen a collaborative culture that promotes student achievement and ensures that each student will meet standard. This will be achieved by individually and collectively focusing on the connection of curriculum, instruction, and assessment practices that improve student learning. • Relentlessly utilize data to refine systems of social support and academic press for each student that results in increased assessment scores and academic success. • Develop and implement more opportunities for students to help them connect to school and envision their future. • Engage our local and school community in building relationships that promote the success of each student. 

  21. Step 2:Moving Forward – Gaining Traction For each goal, as a leadership team discuss with each other, teachers and students: • Identify your current reality - types of data: • Perceptual • Demographic • Achievement • Contextual • What does your ideal look like? • What is realistic that we can do in the next 45 days to move forward to our ideal? • What evidence would we accept that we are making progress?

  22. Sept 2:Moving Forward – Gaining Traction • Based on the discussion, craft action steps for each goal • Tough the first time around • Do something! • Do reality checks with those you serve and closest to the work – the power of one on ones. • Do we have the right action steps • What are we doing well? • What should we be doing differently • What’s one school wide change you’d make to be more successful in your _______? • Less is more – the planning process is designed to be nimble

  23. Step 3:Who on the leadership team will be accountable? • Leadership and Span of Control – Declaring One’s Accountability I will be accountable for this specific goal and/or action step. • WHAT EVIDENCE WILL I ACCEPT IN MAKING PROGRESS TOWARD THE GOAL? • Becoming Product Driven Perceptual Helps understand the WHY behind the work Achievement Demographic Contextual • Make your thinking visible to everyone – embrace transparency

  24. Step 4: Time is Golden

  25. Step 5Action Teams Self Correcting within the 45 day time period Action teams are small groups of staff and/or students that identify their current reality and design a course of action to attain a new ideal. Short term A move to immediate action Embedded in collaborative inquiry Grounded in student and teacher success

  26. Example goals • Develop a collaborative culture by focusing curriculum, instruction, and assessment practices to improve student learning. • Utilize data to implement systems of social support and academic press for students and teachers. • Connect students and teachers to the school and community. • Engage our local and school community in building relationships that promote the success of each student that help them envision their future.

  27. Timeless goals do NOT: • Define outcomes/results in terms of single data points (ex. Graduation rate) • Focus narrowly on content area achievements (ex. Higher test scores) • Singular behavioral outcomes (ex. Improved attendance)

  28. Timeless goals DO: • Cross content areas • Looks at multiple data sources simultaneously • Focus on culture versus outcome • Impact and engage all stakeholders • Help you understand the process within the context of a line of inquiry/problem of practice • Connect to the Action Framework

  29. Example goals • Develop a collaborative culture by focusing curriculum, instruction, and assessment practices to improve student learning. • Utilize data to implement systems of social support and academic press for students and teachers. • Connect students and teachers to the school and community. • Engage our local and school community in building relationships that promote the success of each student that help them envision their future.

  30. Continuous Improvement • Your destination is not a straight line- it is messy with many detours and readjustments along the way • Your new ideal becomes your new current reality • Becoming more intentional

  31. Themes emerged from research with: • Turnaround Schools • Cohort 1 outliers – large • Cohort 2 outliers – small • Case study materials reviewed included: • Visits, interviews (students, staff, admin), surveys, artifacts, external reports

  32. Action Framework Action Framework Leadership Team Leadership action plan that integrates each of the described factors below CULTURE FOR LEARNING Salina, Girtz, Eppinga

  33. Conceptual Framework Conceptual Framework Relational Trust Feeling Safe Having something to offer Providing time and expertise Academic Press Provides specific direction embedded in high standards, goals and belief of success for everyone Supports Provides assistance/ help in meeting expected standards/goals LEARNING C U L T U R E F O R

  34. Complementary Resources • Leadership Lessons • Supporting principles • Themes, factors, and indicators • Surveys for each framework and to reflect on current reality • Graduation: A Team Effort webpage • Powerless2powerful.com books

  35. Polling/Questions Does our conceptual and action framework resonate with you? • Yes, I want to learn more about application. • Yes, I find it useful. • I’m not sure how to apply this to my work. • Other (use the chat box to tell us more!)

  36. For More Information • For Questions on Strategies and Support: • Dixie Grunenfelder • Director Secondary Education and K-12 Supports • 360-725-0415 | Dixie.Grunenfelder@k12.wa.us • Kefi Andersen • Graduation and Equity Specialist • 360-725-0429 | Kefi.Andersen@k12.wa.us • For Action Research • Dr. Charles Salina • Gonzaga University • salina@gonzaga.edu • Dr. Suzann Girtz • Gonzaga University • Girtz@Gonzaga.edu

  37. Re-subscribe • GATE Webinar will continue in August! • Thanks for listening to our series this year. • To continue to subscribe, please register: • https://zoom.us/webinar/register/718d79c72e2b05df34538d7d4481ef37

  38. Next Time • Join us: • August 16, 2017 • 10-11a.m. • Using Assessments and Student Growth Percentiles to Jump Start Your Year

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