Developing Data Systems School Leader Learning Series

Objectives Understand the “how” and “why” of data systems. Reflect on current leadership practices in order to re-evaluate priorities that are highest leverage for student achievement and teacher growth. Evaluate current data practices and identify areas to be addressed. Design & implement data systems that will work for your unique setting and team.

Guiding Principle “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance. How can that be? Don’t children love to be praised? Yes, children love praise. And they especially love to be praised for their intelligence and talent. It really does give them a boost, a special glow—but only for the moment. The minute they hit a snag, their confidence goes out the window and their motivation hits rock bottom. If success means they’re smart, then failure means they’re dumb. That’s the fixed mindset.” -Carol S. Dweck, Mindset: The New Psychology of Success

Understanding the Assessment Cycle PLAN (Units of Study, Daily Lesson Plans, Create Assessments) IMPLEMENT (Delivery of Instruction) ASSESS (Pre-/Post- Unit Assessments, Daily Formative and CFA's) ANALYZE Results RESPOND to Data (TAKE ACTION!)

Step 1:Develop and administer your assessment. The more reliable your data source, the more poised your school is for developing a culture driven by data. In turn, this will create true change in teachers’ instructional practice. Guiding Question(s): What data are your teachers utilizing to inform their instruction? How do you know if students are on track to demonstrate mastery on current state standardized tests? Do we currently value our assessments and how they can be utilized to inform instruction?

Step 2: Establish an assessment calendar with common data meeting times. You likely already have a clear vision that is being implemented for curriculum, instruction and assessment. Purposefully mapping out your assessment calendar, transparently sharing and establishing common meeting times (for data analysis) puts action to your vision. As a leader, operationalizing your vision builds trust and confidence with your team. Guiding Question(s): Do you currently have an assessment calendar for your school? What would you personally have to do to schedule data meetings with groups of teachers at least monthly? How would this impact your teachers?

Step 3: Analyze results to impact student achievement Step 3: Analyze results to impact student achievement. What happened and why? Take a moment to consider where you are with data analysis. A school leader must understand their own level of comfort before embarking on this journey with their team. Next, we challenge you to prepare for the following steps: Know what tools you will offer to your teachers. How will the process look? Guiding Question(s): Are data results easily accessible to all relevant staff? What questions are most important to ask about the data as you prepare for your first meeting with teacher teams? What types of methods will be utilized to examine data? Spreadsheet collection Chart or graph template Item analysis Automated system

Step 4: Take action! Data results are important but the RESPONSE is what promotes progress. We suggest the following steps to provide accountability to your teacher teams: Provide a common template for action plans. Have teachers submit their action plans after data analysis process. Now you have a clear focus when you stop by to see their instruction. Provide dates (with time blocks) that the re-teaching could occur. This is very important. If you do not communicate your expectations, this could range from instruction for 10 minutes once a week with a standard or devoting the whole instructional block. Identify evidence (with teacher teams) to determine whether the data-driven action plan sufficiently met the needs of the students. Guiding Question(s): How will you hold teachers accountable for creating and implementing the data- driven action plans after the data analysis meeting? What supports do your teachers need in creating methods to collect evidence from the data-driven action plans?

Step 5: Generate student ownership and conferencing. Effective student data conferences can generate the following: Trust between the student and teacher Student reflection Specific feedback to students Building of confidence and resilience in students Improved performance directly tied to student ownership of learning Guiding Question(s): How can you establish common norms building-wide on sharing data with students? How can you creatively help teachers plan for times to check in with students regarding their data and progress?

Step 6:Make data visible. Making data visible to all relevant stakeholders (parents, students, community members, teachers) has many approaches. One thing we know is that when people see data transparently shared, it provides instant accountability. Guiding Question(s): Who could help you launch visible data in your school? What could be at least three benefits to making data visible in your school(s)? If you make the data accessible for all teachers to use within their classroom, what do you expect the impacts to be on their instructional decisions?

Step 7: Ensuring Implementation of data system daily. Data without action will not reap the gains in student achievement that we believe every student can have. Guiding Question(s): What current practices do you already see teachers utilizing for ongoing formative assessment within their instruction? How can you provide coaching to your teacher teams on their daily practices?

Step 8: Remove obstacles. Your teacher leaders should be leading the charge. This process requires all hands on deck, so it is too difficult for you to do by yourself. You are elevating others to do the heavy lifting. However, this can only happen if you have put in the time to know and understand your school-wide data and what it means. Make reviewing data with your leadership team a priority. Guiding Question(s): Does your daily schedule reflect that you lead a culture of data driven decision-making? How are you utilizing support personnel? Example: Could they help score assessments, create data walls or data reports?

Reflection: Provide specific feedback to teachers on their results. After teachers have implemented this first cycle of the data system, they will need time to reflect on what worked and what needs work. By doing this, you will trigger the following messages: Growing teacher practice is important Developing a culture of feedback (school-wide  teacher- to-student, student-to-teacher, student-to-student and teacher-to-teacher) is essential for all students to achieve at high levels Self-reflection is a valued and necessary priority

Final Considerations As you refine and possibly, re-define, your highest leverage focus areas as an instructional leader, consider Bambrick- Santoyo’s eight critical mistakes: Poor quality interim assessments Secretive interim assessments Infrequent assessments Curriculum-assessment disconnect Delayed results return Separating teaching from analysis Ineffective follow-up Not making time for data1 Source 1 Bambrick-Santoyo, P. (2010). Driven by data: A practical guide to improve instruction. San Francisco, CA: Jossey-Bass

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