the board & student achievement
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The Board &
Student Achievement
New Jersey School Boards AssociationMarch 2, 2013
presented byDr. Tracey Severns
Introductions – Who am I?Background Check Teacher Vice Principal & Principal Superintendent Researcher Presenter Student Chief Academic Officer for the
NJDOE
Who are you? What district do you represent?
Why are you here?
Defining Success
What is your definition of a great school?
Make it short and measurable.
Milton Chen’s definition is…
The kids run infaster than they
run out.
(and so do the faculty!)
Consider this…
I think that if we changed _____________________,
our students’ scores would improve.
Without data,it’s just an opinion.
Opinions may be yourmost important data!
Gr 4 Gr 8 Gr 110
10
20
30
40
50
60
70
80
90
100
36.3
64.8 66.1
86 86
92
How are we doing compared to standard in Language Arts?
DistrictAYP
Grade Level
% P
rofic
ient
Gr 4 Gr 8 Gr 110
10
20
30
40
50
60
70
80
90
100
61.4
37.535.6
8480
86
How are we doing compared to standard in Mathematics?
DistrictAYP
Grade Level
% P
rofic
ient
Elem MOMS MOHS District0
10
20
30
40
50
60
70
80
90
100
76.75
55 54
65
“I believe that our system of special education is effective.”%
Agr
ee o
r Str
ongl
y Ag
ree
Elem MOMS MOHS District0
10
20
30
40
50
60
70
80
90
100
51.75
71
59 58
“I believe if we changed the way we work with special ed. students, they could achieve at higher levels.”
% A
gree
or S
tron
gly
Agre
e
Elem MOMS MOHS District0
10
20
30
40
50
60
70
80
90
100
31.75
48
57
42
“I believe the majority of special ed. students can achieve proficiency.”
% A
gree
or S
tron
gly
Agre
e
What opinions do you suffer?
Special ed kids are better served in special ed classes.
Grouping students by ability improves student achievement.
Having one teacher, all day, is the best way to teach elementary school.
The students fail because they don’t care.
Leaders must use data to: Evaluate progress and
performance Establish goals and mobilize
efforts Leverage resources Inform practice Guide decision-making Measure, Monitor & Market
results
Today, we’re going to Examine the role of BOE members
in using data to improve student achievement.
Learn to ask questions of the data.
Establish a baselineWith regard to student achievement: What data do you have? What data do you use? Who uses the data? For what purpose are the data
used? What data do you need?
Identifying the Data Barriers
What gets in the way of using data in schools and school districts?
What are the obstacles?
Data Sources and Key ResultsStudent Performance (classroom
quizzes/tests, lab reports, projects, pre/post tests, GPA, performance assessments, standardized tests (norm ref, criterion ref) PSAT, SAT, ACT, AP, report card grades, portfolio pieces, writing assessments, promotion/graduation rates, discipline records, college acceptance, G&T, BSI, honors classes, advanced courses, honor/high honor roll, scholarships, awards, record at competitions/championship)
Data Sources and Key Results Demographic data (enrollment and
performance by race, gender, SES, ELL, special education, migrant)
Climate (exit/entrance interviews, surveys, attendance, extracurricular participation, passage of referendums/school budgets)
Resources (personnel, computers, connectivity, time, space, revenues, expenditures)
When working with data, use three reference points. How are we doing compared to
standard? (Proficiency)
How are we doing compared to ourselves? (Progress)
How are we doing compared to others? (Relative performance)
Adequate Yearly Progress Starting
Point 2003
2005
2008
2011
2014 Language Arts/Literacy
Grade 3/4/5
68
75
59 (73)
86
100
Grade 6/7/8
58
66
72
86
100
High School
73
79
85
92
100
Math Grade 3/4/5
53
62
66 (69)
84
100
Grade 6/7/8
39
49
61
80
100
High School
55
64
74
86
100
Performance TargetsAccording to the ESEA Waiver:Targets are set in annual equal increments so that within six years the percentage of non-proficient students in the “all students” group and in each subgroup is reduced by half.
Huh?If 40% of “all students” are Proficient: 100 – 40 = 60
100%P – current %P = gap 60 / 2 = 30
Gap divided by 2 = target % increase in 6 yrs
30 / 6 = 5 6 yr target divided by 6 = annual target
% increase
And so… For this school, the expected
performance rates would be: Yr 1 45%P Yr 2 50%P Yr 3 55%P Yr 4 60%P Yr 5 65%P Yr 6 70%P
More on Performance Targets Targets were based on 2010-2011
data. This process was repeated for each
subgroup with an n > 30. High perf grps can meet
expectations by achieving 90%P (95%P in 2015).
QuestionDoes this process effect every subgroup equally?
How are we doing compared to Standard in 5th grade math?
School and AYP Gr 5 Math
0
10
20
30
40
50
60
70
80
90
100
Gr 5 School 08 AYP Gr 5
% P
rof.
Gr 5 School 08AYP Gr 5
How are we doing compared to Standard in 5th grade language arts?
School and AYP Grade 5 LA
0
10
20
30
40
50
60
70
80
90
100
Gr 5 School 08 AYP Gr 5
% P
rof.
Gr 5 School 08AYP Gr 5
How are we doing compared to Ourselves in Language Arts?
NJASK Language ArtsCohort Comparison
0
10
20
30
40
50
60
70
80
90
100
MOMS 06 MOMS 07 MOMS 08
% P
rof
Regular EdSpecial Ed
How are we doing compared to Ourselves in Math?
NJASK Math Cohort Comparison
0
10
20
30
40
50
60
70
80
90
100
MOMS 06 MOMS 07 MOMS 08
% P
rofic
ient
Regular EdSpecial Ed
How are we doing compared to Standard and Ourselves in Language Arts?
2008 NJASK Language Arts Grades 6, 7, 8
0
10
20
30
40
50
60
70
80
90
100
MOMS Gr 6 MOMS Gr 7 MOMS Gr 8
% P
rofic
ient
Regular EdSpecial Ed
How are we doing compared to Standard and Ourselves in Math?
2008 NJASK Math Grades 6, 7, 8
0
10
20
30
40
50
60
70
80
90
100
MOMS Gr 6 MOMS Gr 7 MOMS Gr 8
% P
rofic
ient
Regular EdSpecial Ed
How are we doing compared to Others?
0.0
5.0
10.0
15.0
20.0
25.0
30.0
Total Students GeneralEducation
SpecialEducation
LEP Title 1
NJASK8 LAL
School MeanDFG MeanState Mean
How would you define comparable? DFG % FARMS % ELL % ELL at home % Special needs Student mobility Teacher mobility
Class size Cost per pupil Total enrollment Instructional hours Student/Faculty ratio Student/Admin ratio
Where do you stand?School Digger www.schooldigger.com – ranks all
NJ public elementary, middle and high schools by adding each school’s average ASK Math and LA scores.
Includes a 5 star system to designate schools in the top 10% of the ranking
Coping with Education Statistics“There are three kinds of lies: lies,
damned lies and statistics.”
“Sometimes we accept statistics because we are not in a position to challenge them. Other times we accept them because we lack the time to ferret out the truth.” - Gerald Bracey
Simpson’s Paradox Has nothing to do with Homer.
Beware of changes in groups over time when the aggregate data show one pattern and the disaggregated data show the opposite.
Consider this…SAT Scores 2005 SAT Scores 2011 Mean = 480 Mean = 478
At a BOE meeting, people demand to know, “Why are SAT scores dropping?”
But are they?
Let’s examine the dataSAT Scores 2005 SAT Scores 2011
500 510500 510500 510500 510500 510500 510500 430500 430400 430400 430
Mean = 480 Mean = 478
First, we need to understand that In 2005, the 500s represent scores
of white students and 400s represent scores of black students.
In 2011, the 510s represent scores of white students and 430s represent scores of black students.
What do you notice?White students’ scores went up 10
points.Black students’ scores went up 30
points.but
In 2005, 80% were white, 20% were black.
In 2011, 60% were white, 40% were black.
And so… Although the SAT scores for both
groups increased, the overall mean decreased because there was a higher percentage of minority students taking the test.
Thus, beware of shifts in subgroup proportion and performance over time.
Simpson’s Paradox at work…Ethnic Group 1995 2005
GainWhite 519 529
+10Black 412 433
+21Asian 474 511
+37Mexican 438 453
+15Puerto Rican 437 460
+23Am Indian 471 489
+18All Students 504 508 +4
Why are our scores dropping?
460
465
470
475
480
485
490
Average SAT Scores
Year
Scor
es
They’re not. We’re doing better!
White Black Asian Mexican Puerto Rican
Am Indian All Stu-
dents
390
410
430
450
470
490
510
530
550
SAT Scores by Ethnicity
Ethnicity
Scor
es
Imagine this. Your superintendent has just
presented these results.
Write down what you are thinking.
Root Cause AnalysisWhy are we doing better?
To what do we attribute the results?
Revealing the Root Cause Root cause analysis is the
process of identifying the underlying cause, or causes, of positive or negative outcomes within a system.
Paul Pruess
In other words…Why did subgroups perform as they did?Possibilities include: Organizational issues (time,
availability of programs, personnel or support services)
Instructional/implementation issues (curriculum, instruction, assessment)
Environmental issues (external forces or factors that may have influenced results)
Data Analysis What trends do you find in the
data? To what would you attribute the
results? What questions come to mind
when you review the data? What recommendations would you
make to improve student performance?
A Picture is Worth a Thousand Words
and a Million StatisticsGEPA Comparison 2003-2005
0102030405060708090
100
2003 2004 2005 2003 2004 2005 2003 2004 2005
Lang Arts Math Science
Special Ed
Regular Ed
What questions need answers? Do students gain or lose ground
over time? Does this vary by track? What patterns exist among
teachers? What is the effect of levels in
math? What courses, interventions or
programs result in gains? For whom?
How does question type (multi choice v open-ended) effect performance?
What else do you need to know?
Are students in BSI improving?Are ELL students progressing?Are G&T students maintaining high
scores?What are our Eco Disadvantaged
students’ areas of weakness?How does the performance of students
with special needs vary by program/placement?
How do you get “buy in?”Provide people with the data and
invite them to be curious.
Understand that “buy in” will follow, not precede, results! Paul Bambrick-Santoyo
What is the most effective wayto motivate people?a. Public recognitionb. Private recognitionc. Bonuses d. Threatse. Data on personal and team
progressf. Annual performance evaluation
As a leader, we must…Develop the “culture and capacity”
to use data to improve student achievement.
How do you build culture?
How do you build capacity?
Determine readiness Capacity - Degree of proficiency
Assessment literacyData knowledge and skills
Culture - Degree of commitmentEmotional climateGroup norms
Surface predictions and assumptions
Where are you?Low Commitment Low
CommitmentLow Capacity High Capacity
High Commitment High Commitment
Low Capacity High Capacity
Where do you want to be?How do we get there?
“The real methodology for system change begins and ends with
ongoing, authentic conversations about important questions.”
Tony Wagner
Michael Fullan suggests…If a system is striving for both high equity and excellence, then policy and practice have to focus on system improvement. This means that a school head has to be as concerned about the success of other schools as he/she is about his/her own school. Sustained improvement of schools is not possible unless the whole system is moving forward.
Fullan: Whole System Reform Relentless focus on leadership Small number of ambitious goals Core strategy of capacity building Use of evidence/data Create units of schools that learn
from each other
Find your “Leadership Focus” (Reeves, 2011)
The Law of Initiative Fatigue The key to improving schools is
having no more than 6 priorities.
As the number of initiatives increases, student achievement decreases (law of diminishing returns).
To diagnose “Initiative Fatigue”
Divide a piece of paper into two columns.
In the left-hand column, list all new initiatives your school or district has begun in the past 24 months.
In the right-hand column, list the programs that have been evaluated and terminated.
Which column is longer?
Prioritize and Pick!It is practices, not programs that change schools. Focus on practices that have: Impact – the potential to exert a
significant effect Leverage – the potential to effect
multiple outcomesRefer to Visible Learning (Hattie, 2009) for the effect size of various factors that effect learning.
Establish SMART goals Specific Measurable Attainable Results-Oriented Time-bound
Remember…What gets measured
getsmanaged.
Address the Key Characteristics of 90/90/90 Schools (Reeves)
A laser-like focus on student achievement
Clear curriculum choices – spend more time on reading, writing and mathematics
Frequent assessment and multiple opportunities for improvement
An emphasis on nonfiction writing Collaborative scoring of student work
Role of District Leaders“Simultaneous loose-tight leadership” characterized by “defined autonomy” Articulate clear, nondiscretionary
goals Provide strategies for achieving
goals Identify the indicators that will be
used to monitor the goals
Marzano and Waters
What’s “tight” in your district?ActivityList 3 things that people throughout the district understand are “tight” -nondiscretionary priorities that must be observed in every school.
Now, compare your answers!
Monitoring the Implementation Process
Seek evidence regarding: How teachers are organized into
teams How teachers are given time to
collaborate How the work of teams is monitored How the results of common formative
assessments are being used by teams
How schools are providing systematic intervention and enrichment.
Effective Monitoring (Reeves) Frequent Focused on actions of adults (not
just student test scores) Constructive (Is it a witch hunt or a
treasure hunt?)
Communication is Key!Leaders throughout the district speak with one voice and listen with both ears.
Communication must be clear, constant, consistent and congruous (between one’s actions and professed priorities).
Conduct a “Communication Audit” What systems ensure that
priorities are addressed in each school?
What do we monitor in our district? What questions do we ask? How do we allocate resources? What do we celebrate? What are we willing to confront? What do we model?
What can you do?Ask questions of the data and seek
answers.
Do something with the data. Use it to determine district priorities for professional development and allocation of resources (time, personnel, funding, space).
Respect the data. Be judicious in the way data is handled and shared. Balance the need to ensure confidentiality and transparency.
Does it really matter? Marzano and Stronge’s research:
One year with an ineffective teacher takes three consecutive years with a highly effective teacher to catch up.
Wrap up and ReflectionsWhat are my biggest “take aways?”
How will I use what I learned to enhance my service to the district?
What are my next action steps?
The EndDr. Tracey Severns
Chief Academic OfficerNJDOE
tracey.severns@doe.state.nj.us
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