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Becoming Data Leaders. © Jo Robinson. A leader is someone you will follow to a place you wouldn’t go by yourself. Joel Barker. Principal Leadership Responsibilities Correlated with Leading Second Order Change. Flexibility Ideals and Beliefs

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becoming data leaders

Becoming Data Leaders

© Jo Robinson

principal leadership responsibilities correlated with leading second order change
Principal Leadership Responsibilities Correlated with Leading Second Order Change
  • Flexibility
  • Ideals and Beliefs
  • Intellectual Stimulation
  • Knowledge of curriculum, instruction and assessment
  • Optimizer

Leading Schools: Distinguishing the Essential from the Important MCREL 2004

principal leadership responsibilities negatively associated with second order change
Principal Leadership Responsibilities Negatively Associated with Second Order Change
  • Communication
  • Culture
  • Input
  • Order

May decrease so that other responsibilities may increase

May be done by others not principal

take the lead
Take the lead.
  • Say, “This is what I want to see when I visit classrooms.”
  • Follow up with mailbox notes about expectations to remind teachers i.e.,
    • a list of student engagement strategies
    • sample graphic organizers
  • After brief trainings by the coach at staff meetings or day long trainings by other experts stand up and say “I want to see the whole staff working on this during the week.”
  • While watching a demo with the teacher say “I want to see the whole staff working on this during the week.”
i want to see
“I want to see……”

Best principal statement in private:

gentle pressure relentlessly applied
Gentle pressure relentlessly applied

Vickie Phillips, Portland Public Schools

greatest achievement benefits when principals
Greatest Achievement Benefits When Principals
  • Set non-negotiable goals for achievement and instruction
      • Set specific targets for all grades
      • Expect research-based instructional strategies in all classrooms

2. Continually monitor school progress toward achievement and instruction goals and keep them a driving force behind school actions

3. Insure that time, money, personnel, and materials are allocated to accomplish achievement and instructional goals to the point of cutting back or dropping initiatives that are not aligned with achievement and instruction goals

little benefit from
Little benefit from:
  • Allowing site-based latitude to determine objectives

Benefit from:

  • Allowing some discretion in how to meet district objectives
  • “Defined autonomy” = within common understandings and research about good teaching
hold monthly data meetings with program and benchmarking data
Hold Monthly Data Meetings with Program and Benchmarking Data
  • Principal/coach lead staff in analyzing data to design changes
  • Teachers:
    • Bring DIBELS data
    • Bring weekly program data
    • Bring concerns about strategic and intensive students
    • Suggest related practice and program delivery ideas
  • Together:
    • Revisions are made in instruction/interventions
    • Children are moved to correct groups
    • Interventions are started
hold monthly data meetings
Hold Monthly Data Meetings

MOST IMPORTANT RESULTS:

  • Teachers and coaches give each other ideas to use and suggest changes in classroom instruction that increase achievement
  • Adjustments in classroom instruction and grouping are made after the meeting because of data analysis
  • Teachers actually start changes in instruction the next day
  • Coaches find answers that team could not find
data analysis discussion questions for monthly grade level meetings
Data Analysis Discussion Questions for Monthly Grade Level Meetings
  • Which students are below grade level, at grade level and above grade level in each skill?
  • What clusters do you see in the data?
  • What do these clusters tell you is needed in your classroom instruction?
  • What group interventions will you use for students who are below level? Who will implement? When?
  • Which students need individualized interventions and what will their interventions be?
  • Which students appear to need out-of-class interventions? Who will implement? When?
  • Which students are ready for accelerated instruction? Who will implement? When?
slide15
Reading Data Analysis Worksheet for Grade Levels
  • Grade Level K Data Analyzed: DIBELS Date 1-28
  • Grade level members and others present at this meeting:
  • Mary SmithSusan JonesMaria Gonzales
  • Mercedes ThomasBev SnodgrassJohn Parish
  • Our job: As a team we are responsible for all students to be at level by this June.
  • List the names of students below grade level and list the area(s) that is below level.
  • Discuss each child that is below level, one by one, bringing additional data.
  • Discuss and determine changes needed in reading group placement or teacher to ensure that each child is receiving 90 minutes of appropriate level instruction. Look at the data for clusters of students that could be grouped for instruction.
  • Discuss and determine changes needed in reading interventions above and beyond the 90 minutes of instruction to ensure that each child is receiving the appropriate intervention.
  • (Which interventions can be provided in small groups? Look at the data for clusters of students that could be grouped for intervention. Which interventions must be one-on-one?)
  • Decide and list which staff member will make sure the changes in reading group and intervention will happen.
  • Decide when the team will meet again (within a month) to look at intervention results
  • Date of next grade level team meeting February 7th.
  • Distribute copies of this completed worksheet to every grade level teacher, your reading coach and your principal.
slide16
Teachers bring to monthly data meeting:
  • Weekly core program data
  • Intervention program data
  • Benchmarking data
core and intervention program data sample binder system
Core and Intervention Program DataSample Binder System

Team has binders readily accessible to all members every day

  • Group binders in designated spot in all rooms
      • Outside color coded with list of all in group and teacher name
      • Inside in pocket on card stock all assessment pages that student will read
      • First sheet = group data sheet
      • Divider for each student with
        • Individual record sheet
        • His 38 record sheets or weekly tests
slide18
Red Group

James

Jose

Latona

Tyrone

Shonee

Jamal

analyze program data monthly
Analyze Program Data Monthly
  • Provide help for weak passes
  • Make plan for students not fitting in the group
    • Outdistancing the group, bored
    • Consistency falling down and gap getting bigger
  • Consider needed interventions for other factors: absence, illness, behavior
  • Adjust your group pacing in light of the data
the moral of the data story is
The moral of the data story is…

If you keep doing what you’re doing,

you’ll keep getting what you’re getting.

kinds of changes made at data meetings
Kinds of Changes Made at Data Meetings
  • Teacher targets:
    • Core program delivery
    • Intervention delivery

2. Principal targets

3. Coaching targets

slide23
Core Delivery Targets for teachersDo teachers need to make changes in how they deliver core programs in whole and small group?
slide26
Strong Leadership Statements Like:“Our data tells us that we need to make changes in how we deliver the core. Where should we start?”
teacher as astute diagnostician
Teacher as astute diagnostician

Teacher as intense deliverer of core

more intensity means
More

More

More

More

More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

More Intensity Means
losing benchmarks increase whole group intensity
Losing Benchmarks? Increase Whole Group Intensity

Whole Group

  • More explicit
    • Make this weeks’ sounds, sight words, vocabulary visual when explicitly instructed and throughout the week
    • Repeat initial instruction from TE throughout the week as needed
  • More practice:
    • Give more group and individual turns
    • Increase engagement to 100%, use precision partner work
    • Speed up transitions, moving from core section to section ASAP
    • Start and end on time
    • Repeat practice at times other than reading block
    • Repeat practice during the week if skill not acquired
  • More feedback
    • Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading
losing benchmarks increase small group intensity
Losing Benchmarks?Increase Small Group Intensity

Small Group

  • More practice:
    • Cut out teacher talk, use rapid cuing
    • Give more group and individual turns
    • Increase engagement to 100%
    • Speed up transitions, moving from group to group ASAP
    • Start and end groups on time
    • All groups meet EVERY day
    • Benchmarks read decodable, at-level, above level, anthology selection orally EVERY week more than once in small group.
    • Teacher created seat work/centers are ALWAYS practice directly connected to needed skills from the core.
  • More feedback
    • Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading
sample teacher targets for benchmarks from data meeting
Sample Teacher Targets for Benchmarksfrom Data Meeting
  • More Explicit:
    • Post weekly vocabulary and review it daily
  • More Practice:
    • Get to EVERY group EVERY day for full time
    • Use Precision Partner work to get 100% to answer comprehension questions
    • Provide daily sight word practice
    • Reduce teacher talk during small groups
slide32
Principal TargetsDo principals need to make changes in how they state expectations and do walk-throughs?
sample principal targets for benchmarks from data meeting
Sample Principal Targets for Benchmarks from Data Meeting
  • More Explicit:
    • Publicly say “Lets all work on more rapid cuing.”
    • Privately tell teacher X and teacher Y “I want to see less teacher talk and more rapid cuing at small groups in your room.
  • More Practice:
    • Announce that you will walk-through all rooms at the end of small group to see if all groups have read each day.
    • Look for and praise during walk-thoughs:
      • Less teacher talk
      • More rapid cuing
      • Daily sight word practice
      • Precision partner work
      • All groups reading every day
    • During walk-throughs:
      • Ask teachers to show you the extra daily sight word practice they created.
      • During small groups use hand signal to indicate too much teacher talk during small groups.
    • Privately ask coach to model Precision Partner work in rooms X, Y, and Z. Check to see that she did.
targeted walk throughs
Targeted Walk-Throughs
  • Walk through all rooms
  • Spend more time in “Hot Spots”
    • Reading block of grade levels losing benchmarks and strategics
      • Is engagement 100%
      • Are transitions fast?
      • Are turns to read maximized?
      • Are seat work/centers excellent practice for this week’s skills?
      • Are seat work/centers completed accurately by all?
      • Is correction procedure used consistently in oral reading?
    • Small groups and interventions of grade levels not moving intensives
      • Do groups meet for full time? Everyday? Start on time?
      • Are transitions fast?
      • Are turns to read maximized?
      • Is correction procedure used consistently in oral reading?
slide35
Coaching Targets Do coaches need to make changes in how they demonstrate, coach in class and provide help?
slide36
A coach is someone who tells you what you don’t want to hear, so that you can see what you don’t want to see, so that you can be what you’ve always wanted to be.Tom LandryFootball CoachDallas Cowboys
sample coaching targets for benchmarks from data meeting
Sample Coaching Targets for Benchmarks from Data Meeting
  • More Explicit:
    • Help teacher X Post vocabulary and show her how to review it daily
  • More Practice:
    • Work with teacher Z for 3 days to show her how to get to EVERY group EVERY day for full time
    • Demonstrate Precision Partner work to get 100% to answer comprehension questions at the next grade level meeting
    • Make a week’s daily sight word practice and give to team
    • Privately model Precision Partner work in rooms X, Y, and Z. Go back after modeling and notice them using it.
slide38
District

Principal

Coach

slide39
District

Principal

Coach

what grade levels are losing benchmark kids at your school
What grade levels are losing Benchmark kids at your school?
  • Looking back at the handouts find and write:

2 targets that those teachers need

____________________________________

____________________________________

2 targets that the principal needs

____________________________________

____________________________________

2 targets that the coach needs

____________________________________

____________________________________

more intensity means1
More

More

More

More

More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

More Intensity Means
slide43
Intervention Targets for Teachers Do teachers need to make changes in how they deliver intervention programs?
slide45
Strong Leadership Statements Like:“Data tells us that we need to make changes in how we deliver intervention. Where should we start?”
not moving intensives check whole group placement
Not Moving Intensives? Check Whole Group Placement

Whole Group Correct Placement

  • Look at correct level of difficulty of core
    • Can they actually read the text? (anthology)
    • Can they answer comprehension questions?
    • Are they in two programs with different sound sequence, different vocabulary? Are they succeeding in both?
    • Do they need an alternative core for reading block?
  • Look at the intervention program placement
    • Does it match their needs as shown in diagnostic assessments?
    • Is delivery daily and intense?
    • Do they need another more aggressive intervention?
not moving intensives increase small group intensity
Not Moving Intensives?Increase Small Group Intensity

Small Group

  • Check small group placement
    • Are they in correct level text? Change placement
  • More practice:
    • Cut out teacher talk, use rapid cuing
    • Give more group and individual turns with 100% engagement
    • Speed up transitions, moving from group to group ASAP
    • Intensive groups meet EVERY day, on time for full time
    • Intensives read decodable, ELL book, below level, and at-level books orally EVERY week more up to 4 times in small group.
    • Teacher created seat work/centers are ALWAYS differentiated and directly connected to needed skills from the core.
    • Add a double dose later in the day
      • Make sure all staff who work with intensives use the same cuing system, error correction and explicit visuals daily.
      • Create communication system (Example: Courier Pouch) so that AM small group teacher communicates with PM small group teacher
  • More feedback
    • Consistent, (every time) rapid error correction of sounding out, sight words, phrasing, bumpy reading, oral language
    • Add immediate correction of seatwork or center work
sample teacher targets for intensives from data meeting
Sample Teacher Targets for Intensivesfrom Data Meeting
  • Correct Placement:
    • Start new alternative core at correct level during whole group time with connected practice at intervention time
  • More Practice:
    • Small group: every student reads texts 4 times
    • Use rapid cuing
    • Communicate daily with double dose teacher
    • Reduce teacher talk during small groups
  • More Feedback:
    • Correct all seatwork/center work immediately
    • Use rapid error correction during oral reading
slide49
Principal Targets Do principals need to make changes in how they state expectations and do walk-throughs?
sample principal targets for intensives from data meeting
Sample Principal Targets for Intensivesfrom Data Meeting
  • Correct Placement
    • Set date for start of new alternative core at correct level during whole group time.
    • Walk-through on that date to see if started.
  • More Practice:
    • Small group: every student reads texts 4 times
    • Look for and praise during walk-throughs:
      • rapid cuing
      • reduced teacher talk during small groups
      • daily communication with double dose teacher
    • During small groups use hand signal to indicate too much teacher talk during small groups.
  • More Feedback:
    • Look for and praise during walk-throughs:
      • Correcting all seatwork/center work immediately
      • Using rapid error correction during oral reading
slide51
Coaching Targets Do coaches need to make changes in how they demonstrate, coach in class and provide help?
sample coaching targets for intensives from data meeting
Sample Coaching Targets for Intensivesfrom Data Meeting
  • Correct Placement:
    • Individually test intensives in question to see if correctly placed. Tentatively regroup and share data with teachers
    • Help teachers start new groups.
  • More Practice:
    • Small group: every student reads texts 4 times
    • Demonstrate where needed:
      • rapid cuing
      • reduced teacher talk during small groups
  • Set up daily communication with double dose teacher and watch it for 3 days to make sure it is happening
  • More Feedback:
    • Show teacher x how to correct all seatwork/center work immediately and how to use rapid error correction during oral reading
what grade levels are not moving intensive kids at your school
What grade levels are not moving Intensive kids at your school?
  • Looking back at the handouts find and write:

2 targets that those teachers need

____________________________________

____________________________________

2 targets that the principal needs

____________________________________

____________________________________

2 targets that the coach needs

____________________________________

____________________________________

posting of targets
Posting of Targets
  • Have the targets on large chart paper as the team selects them at grade level meetings
  • Email a PowerPoint of the targets to the each teacher and coach.
  • Ask the teachers, coach to put the PowerPoint slides of grade level targets up in their rooms.
  • Principal posts all grade level targets in her office.
cohort b goals
Cohort B Goals

Kindergarten:

Increase student automaticity in whole word reading

  • By the end of kindergarten, students will read VC and CVC words as whole units.
cohort b goals1
Cohort B Goals

First Grade:

Provide targeted instruction, based on student need, to all strategic and intensive students

kindergarten goals for september october
Kindergarten Goals for September- October
  • Model segmenting and blending daily. Have students blend daily in small group and at centers. Use Elkonin boxes daily.
  • Target sound and sight word automaticity. Have students read sight words daily in small group and centers. Use templates and personal lines of practice daily.
  • Put 3 Big Dogs on the porch before every read-aloud. Return to those words every day. Use gestures and pictures to give meaning daily.
first grade goals for september october
First Grade Goals for September-October
  • Start intervention groups by the 5th day of school.
  • Increase pacing in small group intervention and double dosing:
    • Start groups on time and use the whole time
    • Use rapid cuing
    • Use rapid consistent error correction
    • Increase correct turns reading
  • Progress monitor intensives and use data monthly to adjust teaching
  • Pre-teach 3 Big Dogs for each read-aloud and put them on the porch. Return to them daily.
analyze data monthly
Analyze Data Monthly
  • Discuss the needs of every student who is not at grade level
  • Compare program data to benchmark data for non-benchmark students
  • Find out where data reflects work on targets. Refine targets.
  • Group students with similar intervention needs
  • Record decisions
data walls with individual student data
Data Walls with Individual Student Data

Show:

Grade level and school at a glance

Growth/loss from fall to winter to spring

Uses:

Core program placement decisions

Regrouping decisions

Intervention decisions

Summer school decisions

Placement in next year’s homerooms

slide66
Adjustable Pocket Chart CD-5642

$27.99

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sample changes for individual students
Sample Changes for Individual Students
  • Attendance intervention by principal
  • Schedule in-depth reading diagnosis
  • Start reading intervention
  • Start health interventions
  • Move to another core group
reading system change examples
Reading System Change Examples
  • Reorganize the delivery of core

Examples:

    • Walk to read
    • Ensure 3 groups each day
    • Ensure full 90 minutes is actually reading
    • Increase core block beyond 90 minutes
    • Make seat work and centers practice connected to core
    • Get advanced training on core delivery
  • Match intervention to need more carefully
    • Administer reading diagnostics to pinpoint needs
    • Purchase more intense interventions
    • Get training on intervention delivery
  • Reorganize the delivery of intervention Examples:
    • Increase intervention time
    • Create teacher parapro intervention delivery teams
    • Ensure fast efficient intervention delivery
    • Ensure monitoring of every child in intervention
    • Select more intense intervention/ train in delivery
more intensity means2
More

More

More

More

More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

More Intensity Means
more practice practices needed to store concept
More PracticePractices needed to store concept:
  • Average learner 4-14 times
  • Everybody else 14-250 times
  • Truly disabled 250-350 times

Tina Peltier

slide80
Can’t learn to read

Come with the skills

necessary to read

Learn to read despite us

Figure out the alphabetic system

Depend on teacher’s delivery and

research-based program

20-30% of the 60% hardest skill to acquire

Tina Peltier

more explicitness is the program explicit enough
More ExplicitnessIs the program explicit enough?

Of three interventions that were tested on children with phonological weaknesses, the most phonemically explicit one produced the strongest growth in word-reading ability. In fact, of the three interventions tested, only the most

explicit intervention produced a reliable increase in the growth of word-reading ability over children who were not provided any special interventions.

Torgesen, Wagner, Rashotte, Rose, et al., 1999

slide82
More Intensity in Vocabulary Instruction

Further, explicit instruction also requires that the meanings of words be directly taught and be explicitly practiced so that they are accessible when children are reading text.

(Beck, McKeown, and Kucan, 2002).

what is intensive intervention
What is Intensive Intervention?
  • offered as soon as it is clear the student is lagging behind in the development of skills or knowledge critical to reading growth
  • must significantly increase the intensity of instruction and practice – and they should be available in a range of intensity
  • must provide the opportunity for explicit (direct) and systematic instruction and practice along with cumulative review to insure mastery.
  • must provide skillful instruction including good error correction procedures, along with many opportunities for immediate positive feedback and reward
  • must be guided by, and responsive to, data on student progress
  • must be motivating, engaging, and supportive—a positive atmosphere is essential.

Joe Torgeson

four ways to deliver intense intervention
Four ways to deliver intense intervention
  • During 90 Minutes only (Often in K and 1)
    • Additional staff provides small group (3-5)

intense instruction

    • Well trained in intervention
    • Daily
    • Differentiated and targeted instruction
    • Examples:
        • Daily small group ERI in K
        • Daily small group Road to the Code in K
        • Daily small group REWARDS in 3rd Grade

Joe Torgeson

slide86
2. Extra intervention block outside 90 minutes
  • Provides more than 90 minutes of reading
  • Small group (3-5) instruction instruction
  • Well trained in intervention
  • Daily
  • Totally coordinated with 90 minute instruction
  • Regular intervention team meetings where student progress and needs are discussed monthly best (minimum 4-5 times a year)
  • Examples:
      • Daily small group preteaching of core in K and 1
      • Daily small group ERI or Road to the Code in K
      • Daily small group REWARDS in 3rd Grade

Joe Torgeson

slide87
3. Intervention Classrooms for 90 minutes
  • Daily, using comprehensive intervention core
  • One or more intervention rooms per grade level
  • Not more that 15 students total to allow rotating small group (3-5) instruction
  • For students who are substantially below level
  • Well trained in comprehensive intervention core
  • This teacher’s moderate risk and at-levels are taught by other teachers
  • Best if additional staff can assist in this room
  • Examples:
      • Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders
      • Daily intervention classrooms in Read Well after Christmas for first graders struggling in the regular core

Joe Torgeson

slide88
22

22

22

22

24

15

24

25

slide89
4. Intervention Classrooms for 90 minutes plus intervention block
  • Daily, using comprehensive intervention core
  • One or more intervention rooms per grade level
  • Not more that 15 students total to allow rotating small group (3-5) instruction
  • For students who are substantially below level
  • Well trained in comprehensive intervention core
  • This teacher’s moderate risk and at-levels are taught by other teachers
  • Best if additional staff can assist in this room
  • Best if intervention classroom teacher meets regularly with the intervention block teacher or is the same person
  • Examples:
      • Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders plus additional 30 minutes of the same program later in the day

Jo Robinson

slide91
Select staff to deliver intense interventions
  • Select staff to deliver interventions. Consider these points:
    • Eagerness and support for intervention
    • Fast efficient delivery, fidelity to specific program
    • Ability to monitor every child
    • Parapro and teacher teams who work well together
slide92
“If you get good people on the front end, you spend less time working on deficiencies. Getting the right people is the best thing you can do. You can put $3 million of remedial materials in the school, and it won’t do any good if you don’t have the right people.”

Inside the Black Box of High-Performing High Poverty Schools,

Report from the Prichard Committee for Academic Excellence,

Lexington KY 2/2005

8 elementary schools

whatever it takes attitude
“Whatever it takes”attitude!

Secrets of High Flying Schools Ed Leadership 5/4/05

(National Center for Ed Accountability Study 300 schools)

clear specific goals for kids
Clear, Specific Goals for Kids

As the bedrock foundation: a penetrating, deep understanding of what it is children are to know and be able to do and how to connect it across grades.

Secrets of High Flying Schools Ed Leadership 5/4/05

(National Center for Ed Accountability Study 300 schools)

progression of reading skill acquisition for at level learners
Progression of Reading Skill Acquisition for At-Level Learners

Kindergarten

1st Grade

2nd and 3rd Grade

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