Using Data Effectively or Why Weigh the Hog If You Aren’t Going To Feed It? Presented by Ronni Ephraim, Chief Instructional Officer Los Angeles Unified School District July 2005

Superintendent’s Theory of Change Standards-Based Curriculum Standards-Based Curriculum Quality Instruction Quality Instruction Periodic Assessments and Effective Use of Benchmark Data Periodic Assessments and Effective Use of Benchmark Data Professional Development / Coaching Professional Development / Coaching Knowledgeable Leadership Knowledgeable Leadership Genuine Interest in the Success of All Students / Personalization Genuine Interest in the Success of All Students / Personalization

Active Use of a Frequent Assessment System Directly connected to the content of the program Directly connected to the content of the program Designed to be used to improve instruction Designed to be used to improve instruction Seen as a positive activity Seen as a positive activity All administrators and teachers understand how to interpret the data to improve instruction All administrators and teachers understand how to interpret the data to improve instruction

Active Use of a Frequent Assessment System These are NOT tests! These are NOT tests! Data is not used to directly evaluate teachers or administrators Data is not used to directly evaluate teachers or administrators Data is not used to retain or punish students Data is not used to retain or punish students

Active Use of a Frequent Assessment System Used for individual teacher, coach, principal, grade level, school, local district, and central office planning Used for individual teacher, coach, principal, grade level, school, local district, and central office planning Results shared with parents Results shared with parents

Active Use of a Frequent Assessment System How do you use disaggregated assessment data to assist schools to fully implement the program? How do you use disaggregated assessment data to assist schools to fully implement the program? What actions do site administrators and directors take when they review their assessment data? What actions do site administrators and directors take when they review their assessment data? How are assessment results shared with parents? How are assessment results shared with parents?

Active Use of a Frequent Assessment System How is assessment data used to inform instruction? How is assessment data used to inform instruction? How is assessment data used to inform professional development needs for teachers, coaches, and administrators? How is assessment data used to inform professional development needs for teachers, coaches, and administrators? How is assessment data used to develop actions for appropriate intervention? How is assessment data used to develop actions for appropriate intervention? How do you ensure that teachers and administrators have time to meet together to discuss data and plan next steps? How do you ensure that teachers and administrators have time to meet together to discuss data and plan next steps?

Data By Student

DataByTeacher Teacher

Data By Class

Data By Ethnic Sub-Group

DataBySchool

DataBy Local District

Los Angeles Unified School District

Los Angeles Unified School District, Local District 3

Los Angeles Unified School District Comprehensive Student Report, Decision Support System

Los Angeles Unified School District Comprehensive Student Report (Cont.)

8-Step Assessment Cycle

1. School Meets to Establish the Purpose and Process of Using Data Revisit the working agreements Revisit the working agreements Explain the rationale for using data Explain the rationale for using data Focus the work of the teams Focus the work of the teams Support the development of a collegial culture Support the development of a collegial culture Model the team planning process Model the team planning process Connect this data-driven improvement process to professional development plans Connect this data-driven improvement process to professional development plans

2. Teachers Administer the Assessments Score and Record the Data Review math, science, or ELA assessment calendar and the procedure for administering the assessments in department teams Review math, science, or ELA assessment calendar and the procedure for administering the assessments in department teams Preview the unit assessment Preview the unit assessment Discuss areas of focus Discuss areas of focus Administer the assessment according to agreed upon guidelines Administer the assessment according to agreed upon guidelines Scan data sheets Scan data sheets Principal, Coach, Teachers, LD, Central receive data reports Principal, Coach, Teachers, LD, Central receive data reports

3. Team Meetings are Held to Examine Data and to Agree on Instructional Improvements Using the data reports, teacher teams review how the specific aspects of the program are taught Using the data reports, teacher teams review how the specific aspects of the program are taught Teams agree on a plan for improving specific aspects of student achievment Teams agree on a plan for improving specific aspects of student achievment Plan is put into writing Plan is put into writing Areas of concern are targeted Areas of concern are targeted

4.Whole School Meets to Share Improvement Plans Departments Share Students! Each team reports to the whole school and shares its improvement plan Each team reports to the whole school and shares its improvement plan PD plans are identified PD plans are identified Agreed meetings are calendared Agreed meetings are calendared School identifies a set of needed resources to implement the improvement plan School identifies a set of needed resources to implement the improvement plan Principal reviews the agreements and plans Principal reviews the agreements and plans

5.On-Going Department Meetings Continue Teams meet at least twice per month to review the improvement plan Teams meet at least twice per month to review the improvement plan Teams bring evidence of student learning to demonstrate progress or address barriers to improvement Teams bring evidence of student learning to demonstrate progress or address barriers to improvement Teachers share ideas and actions to improve their practice and student learning Teachers share ideas and actions to improve their practice and student learning Specific aspects of PD are addressed with the coach and principal Specific aspects of PD are addressed with the coach and principal

6. Data Notebook Prepared for the Local District, Central Office and Superintendent Romer Coach Coordinator keeps Directors and LD Superintendent informed in a timely manner regarding assessment results and schools that need assistance Coach Coordinator keeps Directors and LD Superintendent informed in a timely manner regarding assessment results and schools that need assistance Directors discuss assessment data with principals Directors discuss assessment data with principals Local Districts develop professional development plans for administrators and coaches and provide appropriate resources Local Districts develop professional development plans for administrators and coaches and provide appropriate resources

7. Central District Reading Program’s Staff Reviews the Data Central staff meets with coach coordinators two times a month to develop action plans for professional development of principals, coaches, and lead teachers Central staff meets with coach coordinators two times a month to develop action plans for professional development of principals, coaches, and lead teachers Data notebooks are reviewed Data notebooks are reviewed Trends are identified – local district and district wide Trends are identified – local district and district wide Reports are prepared for Superintendent Romer Reports are prepared for Superintendent Romer

Superintendent Meetings Superintendent Romer meets with Local District Superintendents and directors to review data Superintendent Romer meets with Local District Superintendents and directors to review data Superintendent discusses various reports Superintendent discusses various reports Special attention is given to achievement gap data Special attention is given to achievement gap data Team discusses their plans for professional development and monitoring school plans Team discusses their plans for professional development and monitoring school plans Superintendent Romer reviews goals set at previous meetings and discusses Local District accountability Superintendent Romer reviews goals set at previous meetings and discusses Local District accountability

Summary Leaders must ensure that data is used effectively Leaders must ensure that data is used effectively Collaboration is essential – Student achievement gains were greater at schools that had systems in place for regular communication and collaboration Collaboration is essential – Student achievement gains were greater at schools that had systems in place for regular communication and collaboration Everyone must be knowledgeable about the core programs and pedagogy so that they are able to act on the information they gain from the data system Everyone must be knowledgeable about the core programs and pedagogy so that they are able to act on the information they gain from the data system You can’t evaluate what you don’t know! You can’t evaluate what you don’t know!

Summary Must be willing to challenge old habits and beliefs Must be willing to challenge old habits and beliefs We all must be willing to acknowledge, talk about, and find ways to eliminate the achievement gap We all must be willing to acknowledge, talk about, and find ways to eliminate the achievement gap Everyone must see evidence that the Superintendent and district leadership is supporting the core instructional initiatives.! Everyone must see evidence that the Superintendent and district leadership is supporting the core instructional initiatives.!

Summary Identify key indicators in the data that need to be continually monitored Identify key indicators in the data that need to be continually monitored Ensure that the number of low performing students stay small and gains are big Ensure that the number of low performing students stay small and gains are big Know key indicators by course Know key indicators by course

Summary Develop a strong partnership with your coach or teacher leaders Develop a strong partnership with your coach or teacher leaders Meet with them weekly Meet with them weekly Plan their actions based on the data and your knowledge of the teachers Plan their actions based on the data and your knowledge of the teachers Ask for a plan and evidence Ask for a plan and evidence Troubleshoot to give key teachers support Troubleshoot to give key teachers support

Summary Organize around support for students who are basic, below basic, and far below basic Organize around support for students who are basic, below basic, and far below basic Work with teachers to develop a coherent program of support and intervention Work with teachers to develop a coherent program of support and intervention Put a face on the data! Put a face on the data!

Summary Be Vocal Be Vocal Cheer Cheer Moan Moan Share your beliefs Share your beliefs Refuse to give up Refuse to give up Act indignant Act indignant Act surprised Act surprised

Summary Set goals every 6-8 weeks Set goals every 6-8 weeks Achievement does NOT come to your students. YOU produce achieving students Achievement does NOT come to your students. YOU produce achieving students Show the teachers the data Show the teachers the data They must set goals…How many? Who? How soon? They must set goals…How many? Who? How soon? Teaching matters! Teaching matters!

Summary The road to improved student achievement is through adult learning The road to improved student achievement is through adult learning Protect your professional development time Protect your professional development time You keep the focus on what is important You keep the focus on what is important Base it on the data and what you know about your teachers Base it on the data and what you know about your teachers

It takes patience and discipline to develop and empower people; in fact, it’s like growing bamboo. Once the seed is planted, the farmer must water it daily for four years before the tree breaks ground--then it grows 60 feet in 90 days! Executives who nurture people can get similar results. How, you ask, can such rapid growth be possible? It results from miles of roots that develop in those first four years. Preparing people to perform is the task of leadership! Pam Robins, 2003