June GATE Equity Webinar: Using Data to Enhance Reflective Practices Thank you for joining us for the June GATE Equity Webinar. Where we explore topics related to equity in graduation success. This webinar will be recorded and we are working on our process for making our webinars ADA compliant, so stay tuned for recordings. The PowerPoint is available now in the handouts with the leadership lesson plan. I’m Kefi Andersen, OSPI Graduation and Equity specialist. Today’s topic is Using Data to Enhance Reflective Practices. June is a good time to think about the year to come. Data is your friend for making smart decisions about where to focus. As we go along, if you have any burning questions you want answered, feel free to type them in and I’ll be monitoring them. I’m joined today by Dr. Chuck Salina and Dr. Suzann Girtz from Gonzaga University. They have written two excellent books from their experiences as the Sunnyside turnaround team, where they created the leadership lesson plan to move their graduation rate from 41% to 85% in seven years. This plan focuses on quick wins and a 45 day cycle. They’re going to share their tool with us today. We’re glad you both can be here today to share your expertise. Exploring topics related to equity in graduation success Kefi Andersen – OSPI Graduation and Equity Specialist Dr. Chuck Salina – Gonzaga Professor Dr. Suzann Girtz – Gonzaga Professor

Vision Mission Every student ready for career, college, and life To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives. Vision Mission All of our work at OSPI is grounded in the vision for every student to graduate from high school ready for career, college, and life. The mission of OSPI is to provide resources to schools and districts to ensure students are successful.

Measuring Success Performance Indicators Measures of Success Increase four- and five-year high school graduation rates Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education Performance Indicators We must help students: Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS). Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment. Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades. Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit. Enroll in college-level courses and earn dual credit. Take the SAT and ACT and earn college-ready scores. Access financial aid for post-secondary learning. We must help students avoid: 9th-grade course failure. Suspensions and expulsions. Chronic absenteeism. Measuring Success In 2014, OSPI adopted agency wide measures of success, including (pause) high school graduation and, (pause) post graduation enrollment and remediation course-taking. At that same time, OSPI implemented research-based performance indicators. These serve to guide our work across the K12 public education system.

Objectives Understand the process for finding peer mentors How to use our Leadership Lesson Plan in 45 Days Be able to create timeless goals Understand the basics of the conceptual and action frameworks that support timeless goals The purpose of the webinar today is to support you in Using Data to Enhance Reflective Practices. To do this we want to help you Understand the process for finding peer mentors by using your data. We also want you to learn How to use our Leadership Lesson Plan to get some quick wins in 45 Days. Chuck and Suzann are going to be talking about how to create timeless goals that can help guide your practice. And the basics of the conceptual and action frameworks that support those timeless goals.

How to Use Equity Analytics Mind the Gap Consider Demographics and Enrollment Start with Data The Equity Analytics are a tool we have developed at OSPI to look at equity among student groups. In a district, they can use this tool to see where they stand in comparison to the state average and get a more nuanced picture by filtering for only districts that look similar in demographics and enrollment. They are a snapshot of the year past, so it is good to keep in mind that a school level data system will be more nimble throughout the year.

Equity Analytics State Summary and District Detail We don’t have a ton of time to look at them today but here is a snapshot of some of the views available. You can see each district in the statewide summary with the state average on the left. You can filter using these sliders on the side to match enrollment, low income, ELL, or % Special education. If you want to see your student groups you go to the district detail tab. The farther apart the bars, the larger the gap.

Find a Mentor District Filter to districts that match your parameters. Draw a box around the people who are Higher Performing – Smaller Gap. You’ll get bounced to the names of those districts and the data associated with them. If you want to see who is doing well with gaps, you go to the performance tab. Here the districts are color coded so you can draw a box around districts with a small gap who are doing well. I want to encourage you to take a look at these analytics if you haven’t already. They really do put equity in perspective and are a great tool to help you find your focus for targeted supports. 9/20/2018 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Process for Finding Highlight Districts Better Than State Graduation Rate Over Time Small Gap between Low Income and Non-Low Income Large Low Income Population (45% +) District Size Mid-Large: Cohort 1 Small: Cohort 2 At OSPI we used this data from the Equity Analytics to help us find highlight districts. Chuck and Suzann come from Sunnyside, one of the first districts identified. What makes a district a highlight district? We look for a graduation rate that is better than the state average which is sustained over time. We want districts with 50% or more low income students. And we want to see a small gap between low income and non-low income students. We focused on large districts at first and recently we’ve been looking at small districts.

Polling/Questions Do you know the largest gaps between your student groups? Yes, I know where the largest gaps are. I have a vague idea of which student groups need more attention. I’m not sure where to focus my efforts. I struggle to find the data I need. We’re going to poll and take a moment to look at the questions. Today’s poll is: Do you know the largest gaps between your student groups? Take a moment to answer our polling questions and we’ll check on our questions. -----<Questions> The moment you’ve all been waiting for, Suzann, can you tell us more about your Leadership Lesson Planning and how you got here?

Leadership Lesson Planning Chuck Salina & Suzann Girtz Gonzaga University SUZANN Background – research – why us

Leadership Team Action Planning What will I do differently as a leader to create a culture for learning? CHUCK

Do we believe that each teacher is capable of being effective? Glickman Quote Teachers are in the forefront of successful instruction; supervision (leadership) is the background, providing support, knowledge, and skills that enable teachers to succeed, when improved instruction and school success do not materialize, supervision (leadership) should shoulder the responsibility for not permitting teachers to succeed. -Glickman Do we believe that each teacher is capable of being effective? CHUCK

Argyrus quote Logically connecting research and the statements of the leader to the actions of the leader (informal or formal) with their consequences and performance of the organization. Argyrus CHUCK – connect to theory of action and action research, different way of doing business in a way that engages all stakeholders

School Change Requires: Leadership demonstrating new behaviors to change old beliefs BEHAVIOR BELIEF CONSISTENT MESSAGE CHUCK

Dynamite slide Formal Leadership and healthy SYSTEMS are the catalysts for change Lighting the fuse on the dynamite Formal Leadership CHUCK Formal leader CATALYST for change – teacher in the classroom in their PLC or Principal All change is top down/bottom up – tight loose then loose tight Initiate and then collectively Putting the spotlight on the problem So what is the spark to make this happen Collin Powell gives us some insight

Polling/Questions Do you currently do short term action planning? Yes, and we’ve found it effective. Yes, but we aren’t sure it is effective. No, but I would like to know more. No, and I don’t think it would change the way we do things.

Leadership Lesson Planning The art of leadership is not to fix problems but to have the spotlight on the right problems Intentional – identifies the leaders’ work This is YOUR plan for action – not viewed as a traditional SIP Limited number of timeless goals Done through through the collaborative inquiry process within the leadership team. Twice weekly Short periods of time (45 Calendar days) Built on quick wins and grounded in evidence CHUCK

Elementary Example Screenshot CHUCK – be intentional in planning, short – over 45 days, specific

Step 1: Begin With the End in Mind Select a small number of timeless goals We recommend no more than 4 CHUCK

Step 1: Overarching (45-Day) Goals Step 1: Overarching (45-Day) Goals Grounded in the Conceptual and Action Frameworks Strengthen a collaborative culture that promotes student achievement and ensures that each student will meet standard. This will be achieved by individually and collectively focusing on the connection of curriculum, instruction, and assessment practices that improve student learning. Relentlessly utilize data to refine systems of social support and academic press for each student that results in increased assessment scores and academic success. Develop and implement more opportunities for students to help them connect to school and envision their future.   Engage our local and school community in building relationships that promote the success of each student.  CHUCK

Step 2: Moving Forward – Gaining Traction For each goal, as a leadership team discuss with each other, teachers and students: Identify your current reality - types of data: Perceptual Demographic Achievement Contextual What does your ideal look like? What is realistic that we can do in the next 45 days to move forward to our ideal? What evidence would we accept that we are making progress? CHUCK

Sept 2: Moving Forward – Gaining Traction Based on the discussion, craft action steps for each goal Tough the first time around Do something! Do reality checks with those you serve and closest to the work – the power of one on ones. Do we have the right action steps What are we doing well? What should we be doing differently What’s one school wide change you’d make to be more successful in your _______? Less is more – the planning process is designed to be nimble CHUCK

Step 3: Who on the leadership team will be accountable? Leadership and Span of Control – Declaring One’s Accountability I will be accountable for this specific goal and/or action step. WHAT EVIDENCE WILL I ACCEPT IN MAKING PROGRESS TOWARD THE GOAL? Becoming Product Driven Perceptual Helps understand the WHY behind the work Achievement Demographic Contextual Make your thinking visible to everyone – embrace transparency CHUCK

Step 4: Time is Golden CHUCK

Step 5 Action Teams Self Correcting within the 45 day time period Action teams are small groups of staff and/or students that identify their current reality and design a course of action to attain a new ideal. Short term A move to immediate action Embedded in collaborative inquiry Grounded in student and teacher success CHUCK – tell story….PE story…no dress downs, zeroes going up, became grad issue – end: solved issue, changed perception

Example goals Develop a collaborative culture by focusing curriculum, instruction, and assessment practices to improve student learning. Utilize data to implement systems of social support and academic press for students and teachers. Connect students and teachers to the school and community. Engage our local and school community in building relationships that promote the success of each student that help them envision their future. SUZANN

Timeless goals do NOT: Define outcomes/results in terms of single data points (ex. Graduation rate) Focus narrowly on content area achievements (ex. Higher test scores) Singular behavioral outcomes (ex. Improved attendance) SUZANN

Timeless goals DO: Cross content areas Looks at multiple data sources simultaneously Focus on culture versus outcome Impact and engage all stakeholders Help you understand the process within the context of a line of inquiry/problem of practice Connect to the Action Framework SUZANN

Example goals Develop a collaborative culture by focusing curriculum, instruction, and assessment practices to improve student learning. Utilize data to implement systems of social support and academic press for students and teachers. Connect students and teachers to the school and community. Engage our local and school community in building relationships that promote the success of each student that help them envision their future. SUZANN Example 45-day plan showed attendance under multiple timeless goals, coming at it various ways with various supports

Continuous Improvement Your destination is not a straight line- it is messy with many detours and readjustments along the way Your new ideal becomes your new current reality Becoming more intentional SUZANN Pass out template now

Themes emerged from research with: Turnaround Schools Cohort 1 outliers – large Cohort 2 outliers – small Case study materials reviewed included: Visits, interviews (students, staff, admin), surveys, artifacts, external reports SUZANN

Collaboration& Instruction Team Action Framework Action Framework Leadership Team Leadership action plan that integrates each of the described factors below Data Team Evidence-based processes that assist in monitoring and connecting systems, and collaborative inquiry that supports teaching and learning Schoolwide Systems Behavior Management Social Emotional Achievement Collaboration& Instruction Team Collaborative practice engaged in action research CULTURE FOR LEARNING SUZANN – THIS IS THE HOW Salina, Girtz, Eppinga

Conceptual Framework Conceptual Framework Relational Trust Feeling Safe Having something to offer Providing time and expertise Academic Press Provides specific direction embedded in high standards, goals and belief of success for everyone Supports Provides assistance/ help in meeting expected standards/goals C U L T R E LEARNING F O R SUZANN – THIS IS THE MOTHER…THE WHY – NEED TO HAVE THIS IN MIND AS YOU PLAN ACTIVITY: Connect their frameworks to this, what supports your work as coaches – 3 ?’s Push for more academic press – higher and higher standards Define each person Social Support – we can have systems in place to help students – it is the spirit if intent Do we use data to punish or to diagnose how we might help If this is the only spotlight – scores go DOWN Just social support score slight increase Student to Student is the most powerful Relational Trust is the missing link – it is the clues that holds systems together

Complementary Resources Leadership Lessons Supporting principles Themes, factors, and indicators Surveys for each framework and to reflect on current reality Graduation: A Team Effort webpage Powerless2powerful.com books

Polling/Questions Does our conceptual and action framework resonate with you? Yes, I want to learn more about application. Yes, I find it useful. I’m not sure how to apply this to my work. Other (use the chat box to tell us more!)

For More Information For Questions on Strategies and Support: For Action Research Dixie Grunenfelder Dr. Charles Salina Director Secondary Education and K-12 Supports Gonzaga University 360-725-0415 | Dixie.Grunenfelder@k12.wa.us salina@gonzaga.edu Kefi Andersen Dr. Suzann Girtz Graduation and Equity Specialist 360-725-0429 | Kefi.Andersen@k12.wa.us Girtz@Gonzaga.edu For more information on Data and the Analytic tool, Contact Lance Sisco. For more information on Strategies and Support you can contact Dixie Grunenfelder or me, Kefi Andersen. Thank you for joining us today. We look forward to future conversations as we work to support Washington schools.

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Next Time Join us: August 16, 2017 10-11a.m. Using Assessments and Student Growth Percentiles to Jump Start Your Year