Deepening Student Impact Via Instructional Practice Data Joe Schroeder, PhD Associate Executive Director, AWSA

Identify a Thought Partner for: 1:00 __________________ 2:00 __________________ 3:00 __________________

What data do you have available in your school / district right now?

Student Learning Data Instructional Practice Data

D.R.I.P Data Rich Information Poor

Within-school Improvement of Student Learning Administrative Leadership Instructional Leadership TEAM Organizational Resources Teaching/ Instruction Student Engagement and Learning Cosner, 2005; Gamoran, Secada, & Marrett, 2000; Bryk et al., 2006

Student Learning Data AND Instructional Practices Data

Using Data to Understand Student Learning Problems The following are examples of student learning problems that I often hear: Our average ACT is Our problem is that our students have a low ACT score. Our freshman on track rate is 81%. Our problem is our freshman student academic performance. Our average students (quartiles 2 and 3) make more yearly progress on MAPS in math and reading than our below- and above-average students (quartile 1 and quartile 4 performers).

Within-school Improvement of Student Learning Administrative Leadership Instructional Leadership TEAM Organizational Resources Teaching/ Instruction Student Engagement and Learning Understanding ROOT CAUSES TO STUDENT LEARNING PROBLEMS

Instructional Problems / Instructional Data Systems Instructional Problems / Instructional Data Systems Instructional Problems Speculate instructional problems. Collect and analyze instructional practice data to explore these speculations. Student Engagement / Learning Problems

Connecting Student Learning Problems to Instructional Practice Problems Our average students (quartiles 2 and 3) make more yearly progress on MAPS in math and reading than our below- and above-average students (quartile 1 and quartile 4 performers). Speculate: Less than robust differentiation practices are occurring in math and reading classes Pair/share: What data might we collect in our instructional data system to test such speculations?

Wisconsin Education Policy Context Educator Effectiveness Common Core RTI / PBIS Emerging State Assessment System Schools and Districts

Jeffcubos.com

Continuous Improvement Problem #1: Inadequate Problem Identification

Cycle of Inquiry for Improvement Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010 Problem #1: Inaccurate Problem Identification Problem #1: Inaccurate Problem Identification

Situating Your Data Use Within a Cycle of Inquiry

Cycle of Inquiry for Improvement of Student Learning Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

Cycle of Inquiry for Improvement Collect and analyze data for problem identification: Understand STUDENT PROBLEMS (learning, attendance, behavior) ROOT CAUSES to these problems Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

Within-school Improvement of Student Learning Administrative Leadership Instructional Leadership TEAM Organizational Resources Teaching/ Instruction Student Engagement and Learning Understanding ROOT CAUSES TO STUDENT LEARNING PROBLEMS

Understanding Student Learning AND Instructional Problems Instructional Problems What is the quality of student/teacher relationships? Do we see evidence of robust culturally relevant teaching practices In classrooms? Student Engagement/ Learning Problems

Instructional Practice Data Teacher Evaluation Classroom Walkthroughs Analysis of Lesson Plans/Unit Plans, Student Work Tasks, Assignments, Projects Student and Teacher Surveys Interviews

With Your 1:00 Thought Partner 1)What instructional practice data, if any, is available in your school/district? 1)What makes the collection and analysis of instructional practices data challenging?

Continuous Improvement Problem #2: Too Many Improvement Strategies

Cycle of Inquiry for Improvement of Student Learning Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010 Problem #2: Too Many Improvement Strategies Problem #2: Too Many Improvement Strategies

How Many Improvement Initiatives are Being Pursued in a Typical Wisconsin School District? A) 1-6 A) 7-12 A) A) 19 or more

Major Within-Organization Levers for Goal Achievement Leadership Practices Organizational Practices Instructional Practices Student Engagement and Student Learning Outcomes Gamoran, et al., 2000; 2003; Bryk et al., 2006

Major Within-Organization Levers for Goal Achievement Leadership Practices Organizational Practices Instructional Practices Student Engagement and Student Learning Outcomes Gamoran, et al., 2000; 2003; Bryk et al., 2006

An Instructional Practice Problem A Teacher Learning Problem

Instructional Strategy: Developing Deep Skill Adult Learning Opportunities Practice of New Knowledge with Feedback Changes in Instructional Practices Improved Student Learning

Major Within-Organization Levers for Goal Achievement Leadership Practices Organizational Practices Instructional Practices Student Engagement and Student Learning Outcomes Gamoran, et al., 2000; 2003; Bryk et al., 2006

Problems Prioritize High-Leverage Quick Wins Strategies Prioritize High-Leverage Quick Wins Alignment

Guided Reading Disciplinary Literacy Student Goal- Setting Professional Collaboration Facilities Referendum Which Focus, For Whom K-5 Teachers 6-12 Teachers K-12 Teachers District Admin.

With Your 2:00 Thought Partner How well is our school/district currently articulating the specific instructional practices desired within an individual improvement strategy or initiative? How does the size of our current improvement agenda impact the improvement of specific, desired instructional practices in our school/district?

Continuous Improvement Problems #3 and #4: Inadequate Implementation Planning and Underestimating Support Needed

Cycle of Inquiry for Improvement of Student Learning Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010 Problem #3: Inadequate Implementation Planning Problem #3: Inadequate Implementation Planning Problem #4: Underestimating Support Needed Problem #4: Underestimating Support Needed

An Instructional Practice Problem A Teacher Learning Problem

For Instructional Problems, Develop a Theory of Action to Aid in Action Plan Development Key Adult Learning Mechanisms Professional Development Teacher Teams Coaching/ Mentoring Practice of New Knowledge with Feedback Changes in Instructional Practices Improved Student Learning What must happen for your strategy to have an impact on student learning? Practice changes are essential. Practice changes are supported through robust approaches to teacher learning.

For Instructional Problems, Develop a Theory of Action to Aid in Action Plan Development Key Adult Learning Mechanisms Professional Development Teacher Teams Coaching/ Mentoring Practice of New Knowledge with Feedback Changes in Instructional Practices Improved Student Learning

Key Within-school Settings for Teacher Learning Formal professional development (of high quality) is essential but insufficient for supporting teacher learning Instructional coaching/mentoring (formal and informal) Learning embedded within teacher teams (department/course team/grade level) – Do teams conceptualize the “purpose” of our team is to improve teaching to improve student learning?

Three Key Teacher Learning Mechanisms Learning Experiences Within Prof. Development Team (Grade Level, Course, Dept.) Learning District/School Instructional Coaching / Mentoring AugustJune

Content of Team Learning: Our theories of action help us to think about teacher learning needs. (What should be the content of teacher learning?)

How We Think About the Teacher Learning Processes Limit new teacher learning demands (number of areas of learning) and provide duration and repetition over the year Active learning/moving beyond reading, watching others, or listening to others talk about the changes to instructional practice; the new learning must interact with my practice (I must grapple with the learning from my own practice perspective) Required application (practice) of learning (LEARNING and DOING) Making my practice (application of learning in my practice) public for help-seeking, feedback sharing and critique Personal critical reflection on past practice

Inviting vs. Requiring Everyone must experience making practice public rather than everyone having an opportunity to make their practice public. Learning is social and and teacher learning is better supported when we enact approaches that harness the social context of schools to support teacher learning.

How Do We Make Practice Public? Sharing artifacts of practice such as lesson plans, unit plans, teacher-created work tasks/projects/assessments, completed work tasks/assessments Telling stories about practice Watching videos and direct observation in classrooms

How Often Have Our Learning Processes... Made teacher practice (application of new instructional practices) for help- seeking and feedback sharing? Ensured critical reflection (about the application of new instructional practices) Done so in collaboration with others so that each teacher can benefit from the knowledge resources of others as they continue their own learning

Developing Deep Skill Adult Learning Mechanisms Prof. Development Teacher Teams Coaching/Mentorin g Practice of New Knowledge with Feedback Improved Instructional Practices Improved Student Learning

With Your 3:00 Thought Partner 1)How does a focus on improved instructional practices develop a better implementation plan? 2) What are some steps your school/district could take to improve the odds that you implementation efforts actually impact teacher practice and thereby student learning?

Why Do We Use Data? When Do We Use Data? What Kinds of Data?

Within-school Improvement of Student Learning Administrative Leadership Instructional Leadership TEAM Organizational Resources Teaching/ Instruction Student Engagement and Learning Understanding ROOT CAUSES TO STUDENT LEARNING PROBLEMS

Cycle of Inquiry for Improvement of Student Learning Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

Developing Deep Skill Adult Learning Mechanisms Prof. Development Teacher Teams Coaching/Mentorin g Practice of New Knowledge with Feedback Improved Instructional Practices Improved Student Learning