data driven decisions for improvement...data driven decisions for school improvement agenda...

Data Driven Decisions for School Improvement

AGENDA

• Disaggregating Current Data– Examining your data through the lens of accountability

• Finding Glows and Grows– Identifying campus strengths to leverage resources mores effectively

• Exploring Value of Staff and Programs– Evaluating programs and staff for alignment to results with

consideration of why things are or are not effective

Framing our Lesson

• We Will

– Examine processes to collect and analyze data in order to increase accountability ratings and improve our schools.

• I Will

– Create one goal for the 2017-2018 school year that will have a positive impact on school improvement and accountability.

Setting the Stage for Improvement

Critical Success Factors

What data sources do you have influence or control of?

Disaggregating Current Data

• What key data source, which is critical to accountability, do schools have great influence on?

• How can we use this knowledge to enact significant change from one year to the next?

Disaggregating Current Data

• How do we make sense of the STAAR results?

– Understand what the report means

– Know the terminology used by the state

– Use the STAAR performance summary guide

• Look at the Performance Level Summary for the assessments given at your campus.

– What are your initial thoughts regarding the performance levels and student achievement?

Disaggregating Current Data

• Data analysis involves decoding skills as well as understanding and knowing what you are looking at and why.

✓Step 1: Why are you looking at a data set?

✓Step 2: What do you hope to learn from the data?

Disaggregating Current Data

✓Step 3: What are the headings, axes, or labels?

✓Step 4: What important information stands out to you?

✓Step 5: What conclusions have you arrived at?

✓Step 6: How would you share this information with someone else?

Disaggregating Current Data

• The data is more than just numbers. It’s the story of a child who may or may not have been successful.

• It has to “STICK” with you.

taisresources.net | Quality Data to Drive Instruction

Disaggregating Current Data

Disaggregating Current Data

• Where you surprised by the results?

– Do you have any systems or processes to help predict results or progress?

• How is this data driving your school improvement plan for the new school year?

• What must occur to change your Index scores?

• How many students (not percentages) did not “Approach Grade Level?”

Disaggregating Current Data

Disaggregating Current Data

• Of the student’s who did Approach Grade Level, how many “Meet Grade Level?”

• Are your GT students achieving the “Masters Grade Level” standard?

• How did your accountability groups do?

– Do you know which ones count for your campus?

• What is the difference between Eco Dis students and non-Eco Dis students at your school?

• What are the differences with your ELL’s?

Disaggregating Current Data

Disaggregating Current Data

• When examining your data, what are the differences between accountability groups?

– How can this information be used with Teachers? With Students? With Instructional Practices?

Let’s look at school performance and compare it to state and federal

accountability targets.

Reading Target 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91%

(MSC) (25) (25) (25) (25) (25) (25) (25)

Reading 2017 Score __________ __________ __________ __________ __________ __________ __________

(# of Tests) ( ) ( ) ( ) ( ) ( ) ( ) ( )

MSC met (Yes or No) Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No

Reading Target Gap State / Federal _____ / _____ _____ / _____ _____ / _____ _____ / _____ _____ / _____ _____ / _____ _____ / _____

Math Target 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91%

(MSC) (25) (25) (25) (25) (25) (25) (25)

Math 2017 Score __________ __________ __________ __________ __________ __________ __________

(# of Tests) ( ) ( ) ( ) ( ) ( ) ( ) ( )

MSC met (Yes or No) Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No

Math Target Gap State / Federa; _____ /_____ _____ /_____ _____ /_____ _____ /_____ _____ /_____ _____ /_____ _____ /_____

Science Target 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91%

(MSC) (25) (25) (25) (25) (25) (25) (25)

Science 2017 Score __________ __________ __________ __________ __________ __________ __________

(# of Tests) ( ) ( ) ( ) ( ) ( ) ( ) ( )

MSC met (Yes or No) Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No

Science Target Gap _____ / _____ _____ / _____ _____ / _____ _____ / _____ _____ / _____ _____ / _____ _____ / _____

Social Studies Target 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91% 60% / 91%

(MSC) (25) (25) (25) (25) (25) (25) (25)

Social Studies 2017 Score __________ __________ __________ __________ __________ __________ __________

(# of Tests) ( ) ( ) ( ) ( ) ( ) ( ) ( )

MSC met (Yes or No) Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No

Social Studies Target Gap _____ /_____ _____ /_____ _____ /_____ _____ /_____ _____ /_____ _____ /_____ _____ /_____

The reading score is an aggregate of all reading exams given at the campus while the mathematics score is an aggregate of all the mathematics exams given at

the campus.

Ex 1: At a high school, the reading score is the combined result of English 1 and English 2 STAAR EOC's.

Ex 2: At an elementary school, the reading score is the combined result of the Gr. 3,4,5, and 6 STAAR reading exams

All Student

Economically

Disadvantaged

(Eco Dis)

Special Education

(SPED)

English Language

Learners (ELL’s)HispanicWhiteAfrican American

Special Education

(SPED)

Economically

Disadvantaged

(Eco Dis)

All Student African American White HispanicEnglish Language

Learners (ELL’s)

Accountability Targets

INDEX 1 Formula

# of Tests “Approaching Grade Level”

_____________________________________________

Total # of Tests Taken

INDEX 2 FormulaALL A.A. H. W. A.I. A. P.I. 2+ SPED ELL Total

Pts.MaxPts.

# of Tests

# Met of Exceeded Progress

# Exceeded Progress

Percent of Tests Met or Exceeded Progress

Percent of Tests Exceeded Progress

All Subjects Weighted Progress Rate

TOTAL

INDEX 2: SCORE (Total Points Divided by Maximum Total Points)

Progress Measure for ELA/Reading and Mathematics 200 pts for each groupMSC = 25 students, 7 for ALL

INDEX 3 Formula

INDEX 4 Formula

Disaggregating Current Data

• After looking at the data, and reviewing how to calculate accountability scores, what are some critical areas to focus on for success?

• Have these been priorities at your campus?

– If so how are these priorities reflected in your campus improvement plan?

– If not, what would be necessary in order to effect change in these areas?

Disaggregating Current Data

A Quick Look at HB 22

• Changes to the accountability formula calculation.

• A-F will continue

• Actual methodology is still pending

• Schools receive ratings beginning 2019– District in 2018

Data and School Improvement

Knowing that accountability is driven by

standardized test scores, how are initiatives

prioritized at your school/district so that

your greatness is manifested on paper?

Data and School Improvement

If we repeat what we did last year, will weexperience growth and improvement this year?

Thinking about the question above what does your campus improvement plan look like?

Data Sources

• Aside from STAAR test results, what other data sources do you have?

• Reference back to your CSF data sources.

– How often do you look at these sources?

• If your teachers were asked for data sources, how do you think they would respond?

Finding Glows and Grows

• Why are we looking at data?

Dr. Victoria Bernhardt - Six Reasons to Use Data

Finding Glows and Grows

• Looking at your CSF data sources, identify 3 areas where your school is “GLOWING.”

– What evidence do you have to support your conclusion?

Finding Glows and Grows

– If you do not have any evidence, what can you do to generate information that provides you with evidence to validate your statement?

– With your teams, explain why these areas are glowing. Look for commonalities.

Finding Glows and Grows

• Looking at your CSF data sources, identify 3 areas where your school needs to “GROW”

– What evidence do you have to support your conclusion?

– Have these “GROWS” been “GROWS” for a while? What are you doing differently to achieve your goals?

– With your teams, examine why these areas are in need. Look for commonalities.

Finding Glows and Grows

What support do you need to achieve your goal and GROWinto another GLOW?

What support do your teachers need to achieve your goal?

Leveraging Strengths

• How can you leverage your strengths to better address your areas of need?

• How will these strengths assist with you setting and meeting improvement goals for the year?

Value of Staff and Programs

• If high quality/effective teaching has the greatest effect on student outcomes, how much time is spent supporting teachers?

• How do you know what support teachers need?

• How do you identify your most and least effective teachers?

Value of Staff and Program

• Making Time for Observations

Dr. Paul Bambrick-Santoyo - Responsibility to Build Teacher Quality

Value of Staff and Programs

• Have you looked at your school appraisal data?

– How many teachers were distinguished?

– How many teachers were accomplished?

– How many teachers were proficient?

– How many teachers were developing?

– How many teachers need improvement?

• Do the results of teacher evaluations match the campus accountability results?

Value of Staff and Programs

• How many walkthroughs do teachers receive?

• Are the walkthroughs random? Targeted? Distributed evenly?

• Do you calibrate results with your instructional leadership team?

• How often do you look at observation data?

Value of Staff and Programs

• Do the results of teacher evaluations match the campus accountability results?

– Why or why not?

– What resources or processes are need to align student outcomes with educator observations and evaluations?

Value of Staff and Programs

• Feedback and Observation for Teacher Growth

Dr. Paul Bambrick-Santoyo - Developing Teacher Quality through Bite-sized Feedback

Value of Staff and Programs

• Learning Walks

• Professional development as a leadership team

• Calibration exercises

• Cognitive coaching

Value of Staff and Programs

• Does your master schedule leverage the strengths of your staff to its fullest?

• Is data used to create the master schedule?

• How are student’s distributed to teacher’s?

• Are your classes balanced according to student need?

Value of Staff and Programs

• Make a list of the various programs at your school.

• What effect are these programs having?

– Have you compared your school to another of similar demographics not using your program?

Value of Staff and Programs

• What effect are these programs having?

– Do you a significant difference?

– What is meant by statistical significance?

• Are there any programs that may not be the best use of resources at your school?

Value of Staff and Programs

• Why are you still employing them?

• What are the consequences of making a change to your program?

– How do you proceed with changing the program?

Value of Staff and Programs

• Program Evaluation Example.

• Campus A is spending $20,000 per year to purchase the SpringBoard ELAR curriculum for all English 1 students and teachers.

Approaches GL Meets GL Masters GL

Campus A 62.38 48.63 3.17

Region 19 59.12 47.58 2.98

Texas 58.79 44.19 3.64

Value of Staff and Programs

• The results for the last 3 years at Campus A have followed a similar trend, always 1-3 % points above the regional and state average.

• Should the campus continue to spend money to purchase this program?

Approaches GL Meets GL Masters GL

Campus A 62.38 48.63 3.17

Region 19 59.12 47.58 2.98

Texas 58.79 44.19 3.64

Value of Staff and Programs

• What additional information do you need to arrive at a decision?

• What might you expect to occur if a change is made? If no change is made?

Approaches GL Meets GL Masters GL

Campus A 62.38 48.63 3.17

Region 19 59.12 47.58 2.98

Texas 58.79 44.19 3.64

Value of Staff and Programs

• Have you paused to consider the validity and/or veracity of statements made on your campus?

• How would you rate your school’s data literacy level?

• Is data used for all decisions?

Value of Staff and Programs

• Data Driven Decisions Example

• I want to have 9 weeks testing on Wednesday and Thursday, nor Thursday and Friday, before ending the 9 weeks grading period and starting spring break. I claim its hurting student grades and adding too much work to teachers because students all start spring break early. How can we use data to arrive at a decision?

Value of Staff and Programs

• If I know the value of my staff and programs, have I reflected that value in my master schedule for the new year?

• What data am I using to create the master schedule?

• How is the master schedule important to school improvement and accountability?

Setting Goals

Setting Goals

Create one goal you have for the new school year that will have a measurable impact on

school improvement using the data you have reviewed and discussed today.

Setting Goals

Use the SMART goal acronym to further explain how you will measure your progress

and determine when you should achieve your goal.

Professional Development

Texas Accountability Intervention System

September 8, 2017

September 29, 2017

• Transformational Teacher Institute

September 14, 2017

October 11, 2017

November 1, 2017

Resources

Visit our Website!!

www.esc19.net

Check out new sessions in “Click N Learn”

Visit the Research and Analysis page

Glenn A. NathanResearch Analyst – ESC Region 19915.780.6517 (o)ganathan@esc19.net