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How Are You Using Data To Make Effective Decisions?

Creating District C.I.P. And Building S.I.P. Making Sure The Canaries Don’t Die While You Are Data Mining. How Are You Using Data To Make Effective Decisions?. Essential Questions. How do you decide which data to collect? Where do you find data? How do you use that data to make decisions?

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How Are You Using Data To Make Effective Decisions?

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  1. Creating District C.I.P.And Building S.I.P.Making Sure The Canaries Don’t Die While You Are Data Mining

  2. How Are You Using Data To Make Effective Decisions?

  3. Essential Questions • How do you decide which data to collect? • Where do you find data? • How do you use that data to make decisions? • What processes/structures are in place to communicate data to different audiences? • Do you know why you are getting the results you currently have? • What evidence do you have that all students are learning?

  4. Big Ideas • District and school staff can access relevant data from ODE, district and school sources • District and school staff can use processes to analyze data effectively • Data is vital to making program decisions for improving student achievement

  5. Purposes of Data • Monitor compliance – state and federal • Make and support local program and budget decisions • Communicate student progress to students, parents, community, school board • Inform instruction

  6. Two Types of Data • Effect Data – what students are producing • Student Achievement results • Various measures – State, District, School, Grade Level, Classroom • Formative and Summative The percentage of students who scored at the proficient or higher level on the district math assessment.

  7. Two Types of Data • Cause Data – what the adults are doing • Information based on the actions of adults in the system • materials used • curriculum chosen • frequency of lessons • duration of lessons • instructional strategies Forty-seven High School Math teachers took part in the week long, hands-on math course emphasizing writing in the math classroom. The teachers implemented the new strategies in their classrooms during second quarter.

  8. Where’s The Data? • State Reports • District Reports and Information • School Reports and Information

  9. Two Levels of Goals: Tier 1 (District) Goals Tier 2 (Building) Goals • Tier 1 – System wide • Expectations for all students • SMART Goals • Effect Indicators • Tier 2 – School based • SMART Goals • Strategies • Cause Indicators • Effect Indicators

  10. Process UsedData-Driven Decision Making Six steps for DDDM • Find the data (Treasure Hunt) • Analyze the data • Prioritize needs • Set, review, revise SMART goals • Determine strategies • Establish results indicator

  11. The Leadership and Learning Matrix Effects / Results Data Antecedents / Cause Data

  12. Workshop Tasks →1. Find the data: “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

  13. Seminar Tasks 1. Find the data — “Treasure Hunt” →2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

  14. Measuring Growth

  15. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data →3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

  16. Task 3 – Prioritize Needs Analysis • Examples: • Fifth grade boys need to improve in reading. Skills for “analysis of text” need the most improvement. • Eighth grade FRL students need help on mathematics problem solving and reasoning.

  17. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis →4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

  18. Where do we need to go now? Establishing, reviewing, or revising goals (what students will do) and creating measurable, achievable objectives is the next step.

  19. Step 4: Set, Review, Revise Annual SMART Goals • S-M-A-R-T • Specific • Measurable • Achievable • Relevant • Timely

  20. Increasing Student Achievement:Setting the Target by Quartile • 0 – 24% proficient = 20% increase in proficiency per year • 25 – 49% proficient = 12% increase in proficiency per year • 50 – 74% proficient = 7% increase in proficiency per year • 75 – 99% proficient = 4% increase in proficiency per year

  21. Goals • Tier 1 and Tier 2 Goals – Remember the difference • Be selective! Only one to three goals based on needs analysis. • Rule of Six • Goals statements should include: • Targeted subject area, grade level, and student population • Criteria to be achieved • Expected change • Measurement instrument to be used

  22. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals →5. Identify specific strategies to meet goals 6. Determine results indicators

  23. Buildings:How Will We Get There? Developing specific, instructional strategies and activities to achieve goals

  24. Task 5 – Identify Specific Strategies to Achieve Goals Can emphasis in one area produce a positive impact in another area? If providing “more time” isn’t a sufficient answer for meeting an important goal, what specifically should your school or team do to meet the goals you identified?

  25. Select Specific Strategies Why? Adult actions will impact student achievement Strategies are: Action-oriented Measurable/accountable Specific Research-based Considerations: instructional, organizational, leadership, programmatic

  26. Research-Based Strategies 90/90/90 Schools, Reeves 2003 Ten Things High Schools Can Do Right Now to Improve Student Achievement, Reeves, 2006 What’s Happening in Schools? or Not, Learning 24/7 Observation Study, 2005

  27. Additional Evidence in Support of Research-Based Strategies Best Practice, Zemelman-Daniels, Hyde, 1998 Art & Science, Marzano 2007 The Kids Left Behind, Barr & Parrett, 2003 School Leadership That Works, Marzano, Waters, McNulty, 2005

  28. What’s Already Working? What Else Can We Do? To determine effective strategies, complete a fishbone diagram: 1) Identify area(s) of greatest success 2) Prioritize challenges or needs

  29. Examples of Specific Strategies • “Teachers will use specific math software programs in classroom and lab to help identified students at risk in math” • “Increase number of math problem- solving activities with accompanying scoring guide that requires students to explain their solutions inwriting.”

  30. Strategies for Success • Focused staff development and percent of staff implementing • Data-driven Decision Making • Continuous search for replicable reform • Systematic data gathering • Consistent, ongoing monitoring of student progress

  31. “Antecedents to Excellence” • Writing as lever • External scoring • Frequent use of performance assessments • Consistent use of scoring guides • Consistent expectations • Multiple opportunities for student success

  32. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals →6. Determine results indicators

  33. How Will We Know If It’s Working? Results indicators measure effectiveness and accountability!

  34. Task 6: Determine Results Indicators Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies • Tier 1: How will you know that you have achieved your goal • Tier 2: How will you know if a particular strategy is effective? • Results indicators determine: • If strategy is being implemented • If strategy is having intended effect on student learning and improved performance

  35. How Will We Know We Are Getting There? “Good faith efforts to establish goals and then to collectively and regularly monitor and adjust actions toward them produce results.” Dr. Mike Schmoker, Author of Results: The Key To Continuous Improvement

  36. Examples of Results Indicators • Reading intervention class offered and required for identified students working below grade level in reading comprehension • Percentage of students who score proficient or higher in math problem-solving activities requiring students to explain their solutions in writing will increase from 37% to 49% as measured by District problem solving assessment given on November 20th.

  37. School Action Plan with Accountability • What needs to be done? • Who will do it? Who will oversee it? • What resources are needed? • What targeted professional development do teachers need? • What’s the timeframe throughout the year? • When will the actions be completed?

  38. Developing Your Accountability Plan When you create your accountability plan consider: • Teacher or administrator teams • Monitoring cycles • Goals • Strategies • Impact on student and adult behavior • Ability to make midcourse corrections

  39. Three Ways To Report • District • SMART Goals • Indicators • Building • SMART Goals • Indicators • The Rest of the Story – Narrative • Data Teams • SMART Goals • Next Steps

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