1 / 43

CAASPP: Sharing Results with Principals and Teachers

CAASPP: Sharing Results with Principals and Teachers. Crystal Howard-Johnson, PhD. H ello !. My name is Crystal Howard-Johnson. I’m a Senior Program Evaluator in RUSD’s Research Office. Photo Source: Creative Commons License, simpatichno.com. Transition in Sharing CAASP Results. 2017.

finnea
Download Presentation

CAASPP: Sharing Results with Principals and Teachers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CAASPP: Sharing Results with Principals and Teachers Crystal Howard-Johnson, PhD

  2. Hello! My name is Crystal Howard-Johnson. I’m a Senior Program Evaluator in RUSD’s Research Office.

  3. Photo Source: Creative Commons License, simpatichno.com

  4. Transition in Sharing CAASP Results • 2017 • 2015 • 2015 CAASPP PowerPoint Data Binder Inclusion Data Binder Integration and Alignment Data Binder

  5. 2017 Data Binder 2.0 Integration, Alignment and Building Capacity Moving from perception of CAASPP as “headliner” to viewing CAASPP as results supporting the District’s 12 Success Indicators

  6. Data Results: IntegrationAlignment and Collective Capacity: Why is this important?...

  7. Conceptual Approach: Alignment, Integration and Consistency • Alignment with Guide for Instructional Direction • Layout to support RUSD’s 12 Success Indicators • Data Triangulation and Multiple Measures • Building Collective Capacity through Site Informative Inquiry

  8. Guide for Instructional Direction

  9. SUCCESS INDICATORS: OVERVIEW Attendance Career Pathway Education Reading by Third Grade Advanced Placement/ International Baccalaureate Enrollment College Career Indicators Dual College Enrollment Early Numeracy K-12 Academic ELA SBAC Results (3-8, 11) UC/CSU Eligibility (a-g Completion) Math SBAC Results (3-8, 11) Graduation Rate English Learner Proficiency Student Engagement

  10. Data Triangulation • Triangulation allows us to use different sources of information to create a more complete picture of student learning. • When all the data points lead to similar conclusions about a student’s needs, we can be more confident in the assessment and the decisions we make to address those needs. Source: https://assessmentliteracy.org/interpret/data-triangulation/

  11. 3 Major Phases of the Integrated Data Roll Out Day Ice Breakers, Celebrations and Setting the Stage Diving Deep into the Data Stakeholder Perspective and Storytelling Binders No Binders! No Binders!

  12. Ice Breakers & Celebrations Data Princesses Match Game

  13. Today’s Agenda – Data Binder Roll Out • Data Definitions of Statistical Terms – 45 minutes • Binomial Distribution • Standard Error of Scores • Central Limit Theorem • Confidence Intervals in Randomized Control Trials • Data Application – 60 minutes • Running Analysis of Variance on Your SBAC Data • Using Chi Square Analysis for Determining Early Numeracy Effects • Determining Correlation • Review the Binder – 15 minutes • Q & A – 5 minutes

  14. Gotcha!…The REAL agenda will be shared in a moment but in the meantime a video to set the stage for today’s session! https://drive.google.com/a/rusdlearns.net/file/d/0BzJ1rL8ku6aRVV9QRlVIWFN0cGc/view?usp=sharing

  15. Share Outs • Greatest hope for data-based informative inquiry • Biggest concern about data-based informative inquiry • Belief I hold about working collaboratively with data • What I loved best about my summer vacation Stephen Littlejohn and Kathy Domenici, Communication, Conflict and the Management of Difference, 2007

  16. Time to Celebrate!! • Reflect what you might consider a celebration at your site about the informative inquiry process or maybe an initiative that was begun and its success. • Turn to a shoulder partner or teammate and share that celebration. • We will also share in the larger group.

  17. Crafting the Conversational Container Based on the work of Laura Lipton and Bruce Wellman, MiraVia, LLC, Data Driven DialoguE

  18. Conversational Container • Acknowledges the culture and rules of the community • KEY TO SUCCESS: Must acknowledge assumptions and differences before we can move toward resolution of a sensitive issue or point of conflict Stephen Littlejohn and Kathy Domenici, Communication, Conflict and the Management of Difference, 2007

  19. What do you notice about this container? transparent Start, Structure, Sustain

  20. Data Analysis Prework: Crafting the Container • Directions: • You will work in 4 different groups. • Before beginning your team’s informative inquiry process, please take a few moments for personal reflection. • Think about the data that you are about to review and jot down your preliminary thoughtson the hand out. • Questions?? Stephen Littlejohn and Kathy Domenici, Communication, Conflict and the Management of Difference, 2007

  21. “Do you think that your thoughts and responses were different depending on whether you had the happy child stimulus or the aloof/sad child stimulus? African American Students http://www.pulse.ng/books/nigerian-student-poetry-the-day-i-died-by-obinna-oke-id6753172.html

  22. Data Binder Time!

  23. Data Binder Scavenger Hunt

  24. Diving into the Data Using the Informative Inquiry Cycle

  25. Site Goal Setting Process Data

  26. PREWORK Prework to Analyze Plan Act Reflect: “Crafting the Conversational Container” Sample Questions: • What assumptions do you have about the data? • What predictions do you have? • What are you wondering about the data? • What possibilities for learning might the data present? Adapted from National School Reform Faculty, Data Driven Dialogue, Teacher Development Group, https://www.nsrfharmony.org/system/files/protocols/data_driven_dialogue_0.pdf

  27. ANALYZE Analyze Plan Act Reflect – Step 1 Sample Questions: • What data/pieces of information are a cause for celebration? • What data provides us with opportunities for improvement? • What differences were there by • Grade level? Student groups? • What does the distribution of scores tell us? • Are students making progress? Adapted from National School Reform Faculty, Data Driven Dialogue, Teacher Development Group, https://www.nsrfharmony.org/system/files/protocols/data_driven_dialogue_0.pdf

  28. ANALYZE Step 1: Analyze Part 1 Data Analysis - Observations In analyzing the data, first note only those facts that you can observe. Conjectures, explanations, and inference are off-limits for now... • What do you observe? • What patterns or trends do you see? • What subgroup performance stands out? • Are there any surprises? Adapted from National School Reform Faculty, Data Driven Dialogue, Teacher Development Group, https://www.nsrfharmony.org/system/files/protocols/data_driven_dialogue_0.pdf

  29. ANALYZE Step 1: Analyze Part 2 Data Analysis - Inferences In analyzing the data part 2,you… (a) generate multiple explanations for your part 1 Observations; (b) identify additional data that may be needed to confirm/contradict your explanations; (c) propose solutions/responses; and (d) identify data needed to monitor implementation of your solutions/responses Adapted from National School Reform Faculty, Data Driven Dialogue, Teacher Development Group, https://www.nsrfharmony.org/system/files/protocols/data_driven_dialogue_0.pdf

  30. PLAN Analyze Plan Act Reflect – Step 2 Sample Questions: • Is there additional information or data needed to address needs implied by the data? • Which strategies used in the past appeared to be successful? • Which additional and/or new strategies or plans might be needed to raise achievement in areas of need? • How do we MONITOR our PROGRESS? Adapted from National School Reform Faculty, Data Driven Dialogue, Teacher Development Group, https://www.nsrfharmony.org/system/files/protocols/data_driven_dialogue_0.pdf

  31. ACT Analyze Plan Act Reflect – Step 3 • Instructional • Professional Development • Climate • Parent/Guardian • Community

  32. Storytelling Storytelling and the Outward Mindset

  33. Telling Effective Data Stories: Becoming Your Students’ Best Change Agent • Keeping it in perspective: Using data effectively • Gather, Analyze, and Present Student Group Data

  34. What makes a good story? Want to hear my story?

  35. Activity: Gather, Analyze, Present Student Data • Each team picks a student data packet: African American, English Learner, Latino, Students with Disabilities • Review/analyze/discuss the data (10 min.) • Prepare/share a brief (1-2 min.) presentation using the provided template. http://bit.ly/2uARAT1

  36. Data tells you what’s happening. Stories tell you why it matters. When you put them together, great change is possible. McKinsey

  37. Goodie Bags

  38. Communication Tools/Templates • Site Data Rollout Template – TK12 • CAASPP Results Parent Template - ES/MS • CAASPP Results Parent Template – HS • California State Dashboard – TK12

  39. Wrap Up

  40. Leadership Data Collaborative key takeaways… • Multiple • Measures • for Responsible • Decision Making • There are • FACES behind • the data • Aligned Acts • of • Improvement • Use the • power of data • to tell our • STUDENT’S • STORY • WE make • meaning • of the data • Build • Collective • Capacity

  41. Thanks! Any questions? You contact me at chowardjohnson@rusd.k12.ca.us (951) 788-7135 x 80807

  42. Credits Special thanks to all the people who made and released these awesome resources for free: • Presentation template by SlidesCarnival • Photos by CreativeCommonsLicense

More Related