Module 1A for Middle/High

School Teachers

Using Data to Dramatically Improve

Student Outcomes

Transitioning to Florida Standards' Project Overview

• Project is Race to the Top funded until June 2014• All charter schools eligible to participate• Develop and deliver targeted training and technical assistance

specific to charter schools in two major areas: 1) Implementation of the Florida Standards2) Access and use of a Local Instructional Improvement System (LIIS)

to analyze student achievement data to drive instruction and increase student academic achievement (Session focus)

• No cost to charter schools

2

Project Activities• Professional development for teachers, administrators, and governing board

members (Delivered regionally)• Data Literacy and Use • Florida Standards (English Language Arts & Literacy, Math)• Value-Added Model (VAM)

• Training of Trainers Model for Teacher Leaders• K-5 (Up to 5 Teachers & 1 Administrator Per School)• 6-12 (Up to 5 Teachers & 1 Administrator Per School)

• Training for charter school teams (Delivered regionally)• Self-assessment tool • Creating a Florida Standards Implementation Plan• Progress monitoring templates

3

Professional Development Session Alignment Year 1

Governing Board

School Leaders Module 3PARCC

Module 6 Florida Standards Math Module 7

ELA & Data Use

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

4

Professional Development Session Alignment Year 2: July 2013 – June 2014Governing Board

School Leaders

Module 5 Florida Standards ELA

Module 6 Florida Standards Math Module 7

ELA & Data Use

Module 8 Math & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELAData Use

AssessmentsData

AnalysisVAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

5

Assess data quality, capacity, and culture

Identify data to be accessed/ organized for analysis

Recognize that assessments used to monitor student progress are aligned to learning progressions

Understand the importance of data literacy

Data Use Module Outcomes

6

Engage in root cause analysis

Articulate questions to guide inquiry

Develop understanding of how student learning can be assessed during and after instruction

Understand how assessment relates to instructional planning

Module 2ELA

Module 1 Data Use

Module 3Math

Module 4 Data Use

Module 5 ELA

Module 6 Math

Module 7 ELA & Data

Use

Module 8Math &

Data Use

You Are Here

8

8 Components of Full Florida Standards Implementation

• Welcome and Introductions• Pre-Assessment• Foundational Supports for Using Data in Schools• Systematic Planning and Problem-Solving Cycle• Lunch• Root Cause Analysis• Planning For Instruction• Taking Action in the Classroom• Next Steps• Wrap Up and Post-Assessment

Today’s Agenda

9

Pre-Assessment

Introductory Activity

10

Guide Page

4

Assessing Your Data Quality,

Capacity, and Culture

Section 1

11

Essential Questions to Improve YourSchool’s Data Culture

1. How can you increase the use of

data within your school?

2. How can you use data to improve student outcomes?

12

Today’s Focus…

• As you watch the short video, note what practices are in place that support a data-driven culture.

• What similarities and differences are there between this school and your school?

Video: A Visit to a Data Driven School

What Does A Data Driven School Look Like?

13

• Data are routinely used at all levels to inform organizational, program, and instructional improvement decisions directed at improving student outcomes.

Systemic Data Use

• Data are used inconsistently and/or inappropriately in pockets without systematic procedures, expectations, and accountability.

Superficial Data Use Approach

14

What Can Data Use Look Like In Schools?

Little Meaningful Data Use

Data Informs All Decisions

Where Are You?

Data Quality, Data Capacity,

and

Data Culture

Where To Begin To Improve Data Use?

15

Begin with the Foundation…

Data Use Theory of Action

16

Dat

a U

se T

heor

y of

Act

ion

CultureCapacityQuality

Practice

ProgramsPolicy

Placement

Increased Student Achievement

Conditions for Data

Use

Data-DrivenActions

FocusedResults

Accurate TimelyRelevantComplete

Data IntegrationAnalysis ToolsSkillsStructures

CommitmentBeliefsCollaborationLeadership

Ronka, D., Geier, R., & Marciniak, M., 2010. PCG’s Data Use Theory of Action. Copyright 2010 by Public Consulting Group. Reprinted with permission.

Guide Page

6

Activity 1: Data Quality Survey

17

Assessing Data Quality, Capacity, and Culture

Using the Data Quality, Capacity, and Culture Self-Assessment, rate each area with a check mark. Think about each statement in the context of your own practice in your classroom or your whole school practice.

As a group, use discussion questions at the end of the Self-Assessment to share your observations with each other about your individual charter schools.

Guide Pages

7-9

Creating a Data Inventory

Section 2

18

DATA…..

19

What does the word “data” mean to you?

Looking At Multiple Types of Data

20

Guide Page

12

• Single sources of data don’t provide us with the complete picture.

• We need multiple sources of data to more accurately identify root causes and appropriate solutions.

• Multiple measures of data include other sources, not just student assessment data.

Why Multiple Measures of Data?

21

Types of Data

Demographic Data

Assists Schools To:•Consider aspects of the school that we do not control.•Recognize trends and patterns needed for predictions and planning.•Understand parts of our educational learning system that we may not see without disaggregation.

Student Outcome Data

Assists Schools To:•Support students who do not yet have the skills and concepts needed for success.•Investigate resources and materials that may better serve the students’ needs.•Provide programs that will serve the needs of diverse groups of students.•Plan for stronger instructional programs for their students.

22

Types of Data

School Perception Data

Assists Schools To:•Understand what students, parents, and teachers think about the learning environment within the school.•Recognize the firm beliefs that are held regarding the school, real or not.

School Process DataAssists Schools To:•Define what teachers are doing to get the results they are getting (good and bad).•Review programs, instructional strategies, and classroom practices.•Document and align to guiding principles.

23

“Perception is reality”

Click icon to add pictureWhat types of data are the most important to the classroom teacher?

What types of questions can be answered through the intersection of the different circles?

What Types of Questions Can Be Answered?

24

25

Student Learning Data

All four domains of data have impact on student achievement.

The type of data used most frequently by teachers are Student Learning Data.

State wide Assessments

Diagnostic Assessments

Interim Assessments

Course or Program Assessments

Classroom Formative Assessments

Students Using Data

26

Students setting goals and tracking their own data supports student learning and increased achievement.

Do you believe that middle and high school students can use data to be more responsible for their learning? Watch the video and discuss in your group.

Students’ Data Use

Let’s Take A Break…

27

Be back In 15 minutes…

Activity 2: Creating a Data Inventory

28

Taking Stock of Your DataLocate the Data Inventory Template on pages 13-16 in the Participant Guide.

Take stock of the data you currently collect and wish you could collect. Complete each section of the Data Inventory (sections A, B, and C).

After completing the inventory and reflection questions, think about data you currently have that you could use more effectively or data that you need which would assist you in improving instruction for your students.

Share your thoughts with members in your group.Guide Pages 13-16

Analyzing Data

Section 3

29

Click to edit Master title style

30

Florida’s Systematic Planning and Problem-Solving Cycle

Guide Page

18

DiscoveryWhat’s the issue

or problem?

DiagnosisWhat’s the root

cause?

DoingWhat are we going

to do about it?

Three Types of Questions – Starting with Discovery

31

• How did our students do?

• In which specific areas…?

• Which students…?

• Why did our students…?

• Why did our teachers…?

• Why did our parents…?

• How do we fix…?

• What do we do about…?

• Do we need…?

Activity 3a: Focusing on the Learner Centered Issue

32

GuidePages19-20

33

Analyzing Data

Prepare to Analyze

Make factual observations

Ask new questions

Make Inferences

Draw conclusions

Collaboration Throughout

34

Activity 3b: Data Analysis – Looking at the Data

Data Analysis WorksheetWork in your groups at your table.

Follow the steps of this protocol.

Assign a participant at your table to record all information on chart paper.

Individually fill out each section of the Data Analysis Worksheet. Be sure to check that all information was accurately recorded on the chart paper.

Review Step 4 of the protocol and discuss what other data may be needed if you were moving forward with this process.

Guide Pages21-23

Bon Appétit

35

Conducting A Root Cause Analysis

Section 4

36

Reflecting on the Morning Session

37

Know, Think, Do Reflection ActivitySpend 2 minutes reflecting on the activities you engaged in during the morning session. Use these questions to guide your reflection:

What Do I Know Now? What Do I Think Now? What Can I Do Next?

Select a person at your table to go first and each take a turn sharing a single idea about what you know now.

Go around the group a second time and share one idea you think now.

Lastly, go around the group and share one idea about what you can do next at your school.

DiscoveryWhat’s the issue

or problem?

DiagnosisWhat’s the root

cause?

DoingWhat are we going

to do about it?

Moving to Diagnosis: 3 Types of Questions

38

• How did our students do?

• In which specific areas…?

• Which students…?

• Why did our students…?

• Why did our teachers…?

• Why did our parents…?

• How do we fix…?

• What do we do about…?

• Do we need…?

Asking the Questions BEFORE Designing an Instructional Plan

• Asking questions as to why the student results were not as expected is key to understanding the next steps.

• Making instructional decisions to remediate the deficit area without thinking about the root cause of the issue will limit the results.

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1. The Learner-focused IssueExpressed in terms of what students are having difficulty with. e.g. “Our students are having difficulty solving multi-step problems.”

Identifying the Issue: What Are the Causes?

40

2. The Issue of Practice–CausesExpressed in terms of the teaching, administrative, organizational, and structural practices related to the learner-centered issue. e.g. “We do not give our students enough practice with multi-step problems.”

Two ways of looking at the problem

A root cause is an underlying factor that creates a problem.

Definition of Root Cause

41

EffectCause

Activity 4: Root Cause Analysis

42

20 Reasons ProtocolUsing chart paper, write the Learner Centered Problem at the top of the paper.

Using the data set from the morning session begin to brainstorm why the problem exists.

Ask each participant to provide one reason before moving to the next member and repeat the process until you reach 20 reasons (or no one can think of any more).

Remember, reasons can be both learner focused or practice focused.

Complete the questions at the end of the Activity Sheet.Guide Pages 25-27

Back to the Planning and Problem Solving Cycle

43

We analyzed the data. The next step is to use the data in

the classroom to affect instruction.

Let’s Review

What idea resonated with you the most?

Back to the Planning and Problem Solving Cycle

44

What’s Next?

Connecting Back to Classroom Instruction

We will look at using the information gained from the assessment data to inform

instruction in the classroom.

DiscoveryWhat’s the issue

or problem?

DiagnosisWhat’s the root

cause?

DoingWhat are we going

to do about it?

Three Types of Questions – Finish with “Doing”

45

• How did our students do ?

• In which specific areas…?

• Which students…?

• Why did our students…?

• Why did our teachers…?

• Why did our parents…?

• How do we fix…?

• What do we do about…?

• Do we need…?

Planning For Instruction Using Data

46

View the video on the value of data teams in schools to improve student achievement and teacher practice. Share with your group how teacher leaders can help support the strengthening of data teams within their charter school.

The Value of Data Teams

A systematic process in which we work together interdependently to

analyze and impact professional practice in order to improve your individual and

collective results.

—DuFour, DuFour, & Eaker, Getting Started: Reculturing

Schools to Become Professional Learning Communities

(2002)

What Is Collaboration?

47

Features that contribute to success of grade level data analysis:• Time

Meets weekly, ideally for one hour• Shared group norms

Formal protocols and guidelines for group interaction• Shared leadership

Defined roles and rotating facilitator• Results focus

Agreed goals, deliverables, and timelines

What Are the Features of Successful Grade Level Data Teams?

48

Let’s Take A Break

49

Be back in 10 minutes….

Planning for Instruction

Section 5

50

• The three part process of action planning -- Discovery, Diagnosis, Doing -- is the same at the district, school, grade, classroom, or student level.

• The key is to keep your “eye on the prize” -- improvement -- and to monitor progress toward achieving this goal.

Taking Action In the Classroom

51

Activity 5: Planning for Instruction

52

Planning for Instruction

Review the instructions on page 30 in the Participant Guide and then assign roles as a collaborative data analysis team.

In Part 1, you will be using the information gained from your data analysis activity to complete the first page of the activity sheet. The classroom action plan will ensure that all the information discovered today through data analysis will be recorded before beginning the planning stage.

In Part 2, you will role play being a member of the grade level team ready to plan a lesson to remediate the areas identified earlier. As you fill out the worksheet, be sure to simulate a data team by assigning roles that you may assume when returning to your school.

After completing the activity, reflect on the process and discuss with your group.

Guide Pages 30-32

Learner-focused IssueSpecifically state the need in your school/district in terms of student

outcomes.

Improvement TargetState a specific and measurable

target expressed in terms of student outcomes.

Issue of PracticeSpecifically state the practice which, if

changed, would address the Learner-focused Issue.

Improvement StrategySpecifically state your strategy for addressing the Issue of Practice.

Action StepsIn logical sequence, list all action steps required to implement your Improvement Strategy. Every step should have a deadline, an owner,

and list specific resources.

Implementation Indicators

Identify what you will see in the classrooms if each

step is successfully implemented.

Data Analysis to Classroom Implementation

53

Next Steps

Section 6

54

Activity 6: Next Steps

55

Big Ideas People to Share With

1

2

3

What are some “big ideas” that you want to make sure to remember from today? With whom in your school do you need to share this with in order to take your next steps toward greater levels of data use?

Guide Page

34

Assessed data quality, capacity, and culture

Identified data to be accessed/ organized for analysis

Recognized that assessments used to monitor student progress are aligned to learning progressions

Understood the importance of data literacy

Data Use Module Outcomes

56

Engaged in root cause analysis

Articulated questions to guide inquiry

Developed understanding of how student learning can be assessed during and after instruction

Understood how assessment relates to instructional planning

Closing Activities

57

Module 2ELA

Module 1 Data Use

Module 3Math

Module 4 Data Use

Module 5 ELA

Module 6 Math

Module 7 ELA & Data

Use

Module 8Math &

Data Use

What’s next?

Where Are You Now?

Assessing Your Learning

59

Post-Assessment and Session Evaluation

Guide Page 36

Thanks and see you next time!

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