Facilitating the Use of Data to Drive Instruction Bainbridge Island School District August 20, 2012 Dr. Jeanine Butler
Purpose & Outcomes • Understand and apply the why, what, and how of using data to drive instruction to yourself & your own context • Facilitate others’ understanding & application of using data to drive instruction in their contexts • Develop a common Bainbridge Island SD message & communication tool (ppt, etc.) for use throughout the district to insure effective implementation
Agenda & Four Sections • Establishing the why by providing foundational dialog opportunities; coaching considerations • Insuring all staff and students know the standards and can articulate them; coaching considerations • The role of formative assessment in using data to drive instruction; coaching considerations • Going deeper into the standards through Unit Planning; coaching considerations • Students as Assessment Partners & Using the District Tools & Resources
I. Establishing the Why Foundational Concepts on Results & How People Learn Dialog for establishing Clear & Shared Focus and insuring full implementation Each & every student knowing the Standards & why they are important
Why use data to drive instruction? Bell Curve vs. J Curve
Students have Standards; do Schools & Districts have Standards, too? • Nine Characteristics of Effective Schools • Characteristics of Improved Districts
Nine Characteristics of Effective Schools • Research background: Edmonds & Lezotte’s 30+ yrs. response to Coleman report • WA State version • What in the Nine Characteristics aligns with Standards-Based Grading?
Characteristics of Improved Districts • Research background – Themes from Research see OSPI: prepared by G. Sue Shannon & Pete Bylsma • Where do the Characteristics of Improved Districts align with Standards-Based Grading? • Coordinated and Aligned Curriculum and Assessment • Aligns standards, instructional resources, assessments and policies
What role does using data to drive instruction have with Tiered Model of Instruction & RTI? • Focus on effectiveness of Tier 1 • What does the Tiered Model tell us about how our students should be achieving? • What does our assessment data along with our grading practices & grades tell us about the effectiveness of our Tier I instruction?
Three-Tier Model of Support Academic and Behavioral Tier I Core Interventions 80 - 90% of your students should be here if using SRB instruction with highly skilled staff. 5 - 10% of your students should be here Tier II Strategic Interventions 1 - 5% of your students should be here Tier III Intensive Interventions
Connections to a system’s Instructional Framework • STAR Protocol & Powerful Teaching & Learning; STAR Walks; BERC data collection; #4, #9, #15 • Marzano’sTeachscape & Classroom Walk Through data: evident learning objective, scoring rubrics & student work displayed • 5 Dimensions of Teaching & Learning (UW): Student Engagement & Assessment for Student Learning
Connections to YOUR system’s Instructional Framework • Charlotte Danielson: • Setting instructional outcomes • Designing student assessments • Engaging students in learning • Using assessment in instruction • Reflecting on teaching • Participate as a Professional Community • Other?
Connections to new Eval criteria • Centering instruction on high expectations for student achievement • Recognizing individual student learning needs and developing strategies to address those needs • Using multiple student data elements to modify instruction and improve student learning • Exhibiting collaborative & collegial practice focusing on improving instructional practice & improving student learning
Reflect….. • Any new thoughts on the initial foundations for WHY to do this work? • Thoughts on effective coaching strategies for your contexts?
A quick reminder about what brain research tells us about adult learners Neo Cortex Limbic System Brain Stem
Carol Dweck, “Mindset”, 2006 Fixed mindset vs. growth mindset; What does the research tell us?
Carol Dweck, “Mindset”, 2006 • Mindset determines self-image • Mindset determine intellectual risk-taking • Mindset determines initiative • Mindset can be changed with effective guidance & environment
Carol Dweck, “Mindset”, 2006 “When we (temporarily) put people in a fixed mind set, with its focus on permanent traits, they quickly fear challenge and devalue effort.” (Dweck, 2006, pg. 10)
Considering Stages of Change… • What are some primary barriers to an initiative? • What are the categories or themes that emerge? • What stage of change do these themes suggest? Awareness? Informational? Personal? Management? Consequences? Collaboration? Refinement? • How does this information impact considerations for next steps?
More on the brain…..linking Systems to People….. Events Patterns Systemic Structures Mental Models Vision
Level of Achievement Bob Gwen Roger Pam Time/Assessments Mental Model example….. Who deserves the higher grade?
What are the Bainbridge Island SD Mental Models… • About Standards? • About Formative Assessment Data to Drive Instruction? • About Unit/Lesson Planning? • About Grading Practices?
Reflect: a New Role for Educators Shift from teaching to….. insuring that all students are actually learning. Do our assessment, instructional, & grading practices reflect this new role? How do we influence adult learners in this new role?
ll. Clear Standards at the school & grade/dept. team level….. PLC question #1: What do we want all students to know & be able to do? Danielson Framework: setting instructional outcomes, designing student assessments, engaging students in learning Do we REALLY know what students need to know & be able to do? Do we REALLY know the WA State Standards/ Common Core/ District “Power Standards”?
Targets/Essential Outcomes/Power Standards: Whatever you call it, it means Getting Focused • Research shows that the U.S. has as many as 3500 benchmarks across 14 subject areas. We would need to go from K-12 to K-22! • Research in 11 states found that instruction is not aligned with state standards and assessments. • Other research found that teachers and principals believe instruction is aligned to standards until they see videos of their instruction that shows clearly that it isn’t.
Targets/Essential Outcomes/ Power Standards: Whatever you call it, it means Getting Focused • Researchers have found that teaching often devolves into “a self-selected jumble” of standards or isolated teacher preferences with no connection to standards. • Take a minute….What might be the benefits of focused, clear targets for: Administrators? Teachers? Paraprofessionals? Students? Families?
Standards are a necessary foundation if you want to: • Build a clear and shared focus. • Establish common language for teachers, administrators, AND students. • Effectively design and use assessment for continually improving learning results. • Engage students as assessment partners.
What are the characteristics of an effective Target /Essential Outcome /Power Standard? • It is enduring! It is something you need for the rest of your life…. • It has leverage. It can be generalized and used into other content & context. • It is absolutely necessary for the next level of learning. • Learning Goals, not Learning Activities
Learning Goals or Learning Activities? (ala Marzano…..) • Goal or Activity? • Understand the relationship between fractions and decimals. • Add and subtract fractions. • Goal or Activity? • Make a travel brochure for a region. • Understand the various components of culture. • Goal or Activity? • Explain the impact of Dickens’ works on how we see the world today. • Write a report about Charles Dickens. • Goal or Activity? • Design a menu that includes a balance of foods from the food pyramid. • Create a nutritional plan that will contribute to your personal health goals and explain why this is a good plan for YOU!
Learning Goals or Learning Activities? • With your job alike team mates, make your own list….. • What might be some “activities” that could be re-modeled to take students into deeper understandings? In classrooms? In programs? • In faculty meetings? In principal meetings?
Using often overlooked resources to determine “Power Standards”…. • WIIN Center math power standards • National Common Core Standards • GLE’s such as Fluency Standards • WA State Reading Standards • DIBELs standards • NWEA strands, Descartes, For Idaho Teachers Curriculum Ladders • WA State Reading Question stem-Glossary • NWESD Marzano vocabulary lists
OSPI WIIN Center example… 1st grade ESSENTIAL STANDARDS • Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. • Write, compare, and order numbers to 120. • Group numbers into tens and ones in more than one way. • Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. • Quickly recall addition facts and related subtraction facts for sums equal to 10. • Solve and create word problems that match addition or subtraction equations. • Recognize, extend, and create number patterns. • Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes. • Use a variety of non-standard units to measure length. • Use non-standard units to compare objects according to their capacities or weights. • Ask and answer comparison questions about data. • Describe how a problem was solved.
WA State Reading Standards • Identify Main Idea • Summary • Infer • Vocabulary • Text Features • Compare & Contrast • Author’s Purpose • Analyze usefulness of resources • Make connections • Evaluate reasoning • Extending information
WA State Science Inquiry Value Pts. • Prediction • Prediction reason • Materials • Controlled variable • Responding variable • Manipulated variable • Record measurements • Trials are repeated • Logical Steps • Accurate Data Table • Answers Investigative Question • Supporting data lowest conditions • Supporting data highest condition • Explains how the data supports the conclusion