keeping the focus on student success

Keeping the Focus on Student Success

A systematic approach to creating a platform for engaging focused data

talks

Lee CourvilleDirector of Elementary Academic Programs

Eric PenrodDirector of Secondary Academic Programs

Dr. Janice Mauldin Assistant Superintendent of Academic Programs

Prominent educational researchers have long decried education as a field in which

practitioners make decisions based on intuition, gut instinct, or fads

(Slavin, 2002)

Successful districts in the current era of standards, standardized testing, and demands for evidence of the quality

of performance, invest considerable human, financial and technical resources in developing their capacity to assess the performance of students, teachers, and schools, and to utilize these assessments to inform decision making about needs and strategies for improvement, and progress toward goals at the

classroom, school, and district levels.--Anderson

What are focused data talks?

What are the elements of a systematic approach for focused

data talks?

How do we engage in focused data talks?

TEACHERLEADERS

Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst for making change. (Katzenmeyer and Moller, 2001)

Building Communities of Practice

Principal

Collaborative

Learning

Assistant Principal

Collaborative

Learning

Teacher Leaders

Collaborative

Learning

What speaks to you?

• Choose one of the following quotes based on your strongest reaction after reading it

• Think about why the quote evoked the strongest reaction

• Be prepared to share out with the group

We have to transform the way we think about data from a hammer that’s going to hurt teachers to a flashlight that’s going to help them.

-- Data Quality Campaign ED Aimee Guidera

1

The idea is fairly simple: If analyzed correctly, student test data can tell educators what works in the classroom and what needs to change. It can tell administrators where to invest resources and which educators are effective. And it can help parents better understand how their children are learning.

-- Data Quality Campaign ED Aimee Guidera

2

We have an opportunity to blow the lid off school attainment, dramatically and swiftly reduce the achievement gap and enhance the “life chances” of all children, regardless of their economic or social circumstances.

Mike Schmoker

3

“To assess student achievement accurately, teachers and administrators must understand the achievement targets their students are to master. They cannot assess (let alone teach) achievement that has not been defined”.

Richard J.Stiggins

4

Sharing

People without information cannot act. People with information cannot help but act.

Ken Blanchard

1. What are focused data talks?

Non-emotional look at Student Data

Springboard for problem solving

Drives decisions for the future

Ongoing

It is not…….

an autopsy

It is…….

Diagnostic

How do you use data?

• Discuss with an elbow partner how data is used on your campus/district

• You will have 5 minutes

• Choose a spokesperson to share out with the larger group

Sharing

System of Interlocking Relationships

Goals

Student Data

Curriculum

InstructionC,C,C

ObservationsProfessional Development

PDAS

Accountability

Programs

Collaboration

AssessmentsCommonLanguage

Budgeting

LeadershipDevelopment

ParentalInvolvement

AlignmentEngagement

InstructionalMaterials Instructional

Technology

2. What are the elements of a systematic approach for

focused data talks?

Implementation

Foundation

Culture

Data Management Data

Capacity

Analyze Data and Next Steps

Elements of a Systematic Approach for Focused Data Talks

Foundation for Data Driven Decisions

• Specific measurable goals– District– School– Classroom– Student

• Implementationof a system-widecurriculum

Culture of Purposeful Use of Data

• Explicit Expectations• Explicit Norms• Mutual Accountability

Culture of Purposeful Use of DataExplicit Expectations

• All data is revealed

• All teachers analyze data

• Everyone takes personal responsibility for and acts upon data

• No excuses

Culture of Purposeful Use of DataExplicit Norms

• Teachers prepare data by a specified date

• Teachers analyze their class data, meet with the grade level to analyze data, and meet with the department to analyze data

• Data will be analyzed objectively without emotion

• Decisions will be made regarding instructional practices for future lessons

• Data will be analyzed throughout the school year

Culture of Purposeful Use of DataMutual Accountability

• Every person, regardless of position, has a moral and professional obligation to provide the best education possible to the students we serve

• Data is shared with EVERYONE

Data Management SystemUser-friendly Timely Accessible

The Right Data

• Student Achievement– 9 Weeks– Tests– Daily Work– Other assessments

• Instructional Practice• Goal Implementation• Curricular• Resource Allocation• Programs• Planning Decisions

Capacity for Data Driven Decision Making

• Invest in Professional Development• Provide support on how to use

data and model use of data and data discussions

• Provide time for teacher collaboration

• Share data and improvement strategies across the district

Analyze Data and Create Next Steps

• Immediate Feedback• Data Analysis Protocols• Goal Monitoring Reports– Administrators– Teachers– Students

• Next Steps

In God we trust. All others must bring data.

Robert Hayden, Plymouth State College

Student Data

Plan

Teach

Review

Assess

Data Talks T.L./Teacher

Data Talks Principal/T.L.

Data Talks District/Principal

Reteach

Reassess

Student Data

Plan

Plan• Unpack TEKS/Student

Expectations• Year at a Glance• Curriculum• Alignment• Content• Context• Concept

District School

Academic FocusData Analysis

Academic FocusData Analysis

Student Data

Plan

Teach

Teach

• Content• Context• Concept• Rigor• Engagement

Student Data

Plan

Teach

Review

Review

• Review content in different contexts at the appropriate conceptual level

• Include STAAR formatted questions

• Broader scope than what will be tested

• Reteach during review if necessary (mini lessons)

Student Data

Plan

Teach

Review

Assess

Assess

• Assess with STAAR formatted questions

• Assessment will not cover all tested TEKS in all contexts

• Assessment results collected and analyzed

• Data drives next instructional steps

Student Data

Plan

Teach

Review

AssessData Talks T.L./Teacher



3. How do we engage in focused data talks?

Data Talks• Teacher Leader and Teacher• Principal and Teacher Leader• District and Principal

Preparing for data talks

Documents

Assessment Results Report from Data Management

System

Teacher/ Class Report• By student

– Listed in order of answers correct• For each student indicate:

– All Student Groups– Raw Score and percent– Identify Proficiency Category

Item Response Report• By student

– Listed in alpha order

Item Analysis Report• By item number and

percent correct– Proficiency Category

During Focused Data Talks

After Focused Data Talks

Student Data

Plan

Teach

Review

Assess




Reteach

Re-Teach

• Students are retaught concepts to be tested– Individual– Small Group– Whole Class

Student Data

Plan

Teach

Review

Assess




Reteach

Reassess

Re-Assess

• Students are reassessed using a different test from the TBA

• Students are reassessed only on the areas not mastered

Data Tables

Focused data talks

Elements of a systematic approach for focused data talks

Engage in focused data talks