Using Data to guide School and Classroom Level

PracticesPresented by:

Dr. Sean Impeartrice and Emily Vaughn

LuckyHigh results, low understanding of

antecedentsReplication of success is

unlikely

LeadingHigh results, high understanding of

antecedentsReplication of success is

likely

LosingLow results, low understanding of

antecedents

LearningLow results, high understanding of

antecedentsReplication of mistakes is

unlikely

Leadership Maps

Causes of Antecedents

Achievement

Results

Douglas Reeves

Determining Focus

Tools to Help Determine Focus• 3yr Quintile Matrix• Quick Scores (AMO)• EOY Learning Link • 13-14 Subgroup and Gap Targets• Writing Assessment

1st Order

Create Demand

Manage PersonalTransitions

ImplementMonitor and Evaluate

Recall – Phases of Change

Recall – P

hases of Ch

ange R

ecal

l – P

has

es o

f Ch

ange

Recall – Phases of Change

Create The Demand

Make the case for change.

Techniques to create demand:

Create discontent with the current reality. Develop a vision of a more attractive reality.

Implement

Relentless response to the need to improve.

Tools to identify research-based school and classroom practices with:• Fishbone Factor Focus• 3yr RCPI Data• Common Core Leadership Questions• TEAM Indicator Data• “Simply Better”

Monitor and Evaluate

Collect and analyze data. Assess the implementation of research–based

school and classroom practices. • TEAM• Walkthroughs• Department/Grade Level Planning• Teacher Planning and Assessments• Student Work Samples• Learning Link/Benchmark/CRA/Writing Assessment

Phases of Change

1st Order

Create Demand

Manage PersonalTransitions

ImplementMonitor and Evaluate

Used with Permission from McRel

Manage Personal Transitions

Respond to the personal transitions associated with change.

Techniques to create demand:

Differentiate your approach based on individual needs.

Create new structures and processes to do the work.

Putting It All Together – Where Do I Start?

Creating the Demand – AMOs, TVAAS

Implementing Change – CCSS, PARCC, RTI2

Monitor and Evaluate – Data Protocol, TEAM,

Walkthrough Data

Data Protocol The purpose of having a protocol is to

have a consistent, uniform process to examine student data.

This process allows us to utilize the data to examine the students’ progress towards mastery and to determine their response to instructional methods.

It requires us to look at the data collectively as well as individually and to be accountable for student learning at all levels.

Data Protocol : Steps in the Process

1. Preparing the Data2. Examining Student Proficiency3. Identifying Instructional Groups4. Identifying Areas of Focus5. Resources for Instructional Planning6. Setting Student Goals and Tracking

Student Data7. Communicating Progress to Parents

Data Protocol : Step One

1. Preparing the Data Create a uniform way for data to be

reported ( computer generated reports, spreadsheets with specific requirements, etc. )

Data must be organized to be able to make the process efficient

Provide explicit directions if the expectation is for teachers to prepare the data

Data Protocol : Step Two

2. Examining Student Proficiency Compare group and individual student

performance to grade level expectation previous assessment to determine growth state proficiency expectations (if

available) Examine school, grade level, classroom,

and subgroup trends

Data Protocol : Step Three

3. Identifying Instructional Groups

Identify score range for the class Divide class into instructional groups Groupings will depend on the type of

assessment, classroom makeup and needs of your students

Data Protocol : Step Four

4. Identifying Areas of Focus Choose 2-3 standards to focus on that

align with your instructional pacing and are scheduled to be taught in the next 20 days

Deconstruct the standards to clarify what students are expected to know and be able to do to demonstrate mastery of the standard(s)

Data Protocol : Step Four

4. Identifying Areas of Focus Plan instruction using the appropriate

strategies, scaffold strategies as needed to reach mastery

Create the assessment to align to the standards and reach the appropriate levels of rigor

4

Data Protocol : Step Five5. Resources for Instructional Planning

Gather grade level resources that align with the standards

Create a web link list of appropriate resources for teachers to use, include descriptions

Develop resource task list if additional resources need to be located

Collaborate with peers as resources – Media Specialist, Fine Arts Teachers, etc.

Data Protocol : Step Six6. Setting Student Goals/Tracking Student Data

Engage students in setting attainable goals based on their assessment data compared to the grade level expectation and/or growth from previous assessment

The teacher and student will work together to develop steps to meet the goal

After the next assessment, the student can calculate the growth he/she has demonstrated and set new goals

Data Protocol : Step Seven7. Communicating Progress to Parents

Communicate the purpose of the assessment and how the data will be used to plan instruction for the student

Communicate the student’s performance on the assessment compared to the grade level expectation and/or growth from previous assessment

Share the student’s goals and the steps the teacher and student will take to meet the goals

Engage the parent in assisting the student in meeting his/her goal, provide parent resource list

Using Data to guide School and Classroom Level

PracticesPresented by:

Dr. Sean Impeartrice and Emily Vaughn