Dr. Renee A. Foose, Superintendent

LEADING WITH DATA

Adrienne Williams-McKinneyBryant Woods ES

Congratulations!

TODAY’S OUTCOMES

Reflect on the power of

leading with data to drive

rigorous instruction for

all students

Explore research on Howard

County student outcomes that

supports a pathway to college and

career readiness

Deepen a skill set for analyzing

data to drive rigorous

instruction

October LeadershipOctober Leadership:Measuring what Matters

November Leadership:Defining Rigorous Instruction

• What is rigor? • How can the evaluation

process support rigorous instruction? • What leadership actions

support rigor for all students?

Measuring What MattersOCT

Defining Rigorous

InstructionNOV Leading with

DataFEB

Leading with Data:Accelerating All Students

Predicting College Readiness

beginning in Grade 1

MAP

ACT

Indicators of College Readinessscore conversion chart

HS Indicators of College Readiness and Fall College Enrollment (in odds ratio)

Source: Rethinam, V. (2013). The Howard County Public School System ‘s Secondary School Academic Indicators of College Readiness.

Percent of Graduates Who Scored PSAT ≥145 in Grade 10

Asian Black Hisp. White 2+ Never FARMS

Ever FARMS

54 17 25 49 43 47 14

Asian

Black/A

fAm.

Hispan

icWhite

Multi-race

Never F

ARMS

Ever F

ARMS0

25

50

75

10091

87 87 88 88 8981

Percent of Graduates who Took Algebra 1 by Grade 8

All Graduates Graduates with a PSAT ≥ 145

Asian Black Hisp White 2+ Never FARMS

Ever FARMS

0

25

50

75

100

70

3339

60 58 61

26

Percent of Graduates who Enrolled in At Least One AP Course by Grade 11

All Graduates Graduates with a PSAT ≥ 145

Asian

Black/A

fAm.

Hispan

icWhite

Multi-race

Never F

ARMS

Ever F

ARMS0

25

50

75

100 93

74 76 77 80 80

70

Asian

Black/A

fAm.

Hispan

icWhite

Multi-race

Never F

ARMS

Ever F

ARMS0

25

50

75

100

69

2432

48 50 51

20

BenchmarkingPERFORMANCE BENCHMARKS

Step 1: Concept Attainment

Step 2: Discuss the differences

BaselineBenchmark

TargetStandard

Baseline - The existing average level of performance that can be used as a point of comparison for future levels of performance.

Benchmark - A point of reference against which things may be compared or assessed. This typically comes from outside your organization.

Target – A level of performance we are aiming to reach in future.

Standard - A level of quality or attainment.

DifferencesBenchmark

Focuses on individual students and their desired level of competency. This could be the passing score on a test or an assignment, or a competency level on a rubric.

Based on an external standard

Target Focuses on all the students

in the program and is the percent of students that meet or exceed the benchmark. Performance targets should be described in terms of percentage at (or above) the benchmark.

Based on an internal standard

E. Grace ChesneyChief Accountability Officer

An Online Guide for:

LEADING WITH DATA