OSSE School Improvement Data Workshop Workshop #4 June 30, 2015 Office of the State Superintendent of Education

1 ©2015 U.S. Education Delivery Institute There are a few norms we’d like to establish to help everyone get the most out of today  Remove distractors: laptops, phones, etc.  Engage with your colleagues at other schools  Use a facilitator from your team or from OSSE/DCPS to stay on track  Have fun!

2 ©2015 U.S. Education Delivery Institute Last time, we accomplished a few big goals √ Understood the areas of greatest strength and challenge in implementation of your 2-3 school strategies √ Problem solved in an area or strategy that is off track and evaluate the rigor of data used for implementation √ Identified a plan and data to collect to better inform implementation of the challenge by June 30th

3 ©2015 U.S. Education Delivery Institute This workshop series focuses on improving the way we use data to monitor progress on campus Self-assess our progress monitoring and begin planning for improvement. Improving and practicing our process for coming to a shared view of progress with our own data. Identify a solution to an area of challenge and improve the usage of data to support that solution. 4.Plan to implement our new progress- monitoring process in the upcoming year.

4 ©2015 U.S. Education Delivery Institute We are going to improve our ability to answer all four of these questions during this workshop series “Delivery” (n.) is a systematic process through which school leaders can drive progress and deliver results. It will enable a system to answer the following questions rigorously: 1 What is our school trying to do? 2 How are we planning to do it? 3 At any given moment, how will we know whether we are on track? 4 If not on track, what are we going to do about it?

5 ©2015 U.S. Education Delivery Institute Check-in question Welcome back! During the last workshop we talked about a challenge you wanted to solve.  What progress has been made?  Is this still the major focus for next year?

6 ©2015 U.S. Education Delivery Institute Objectives for today  Create a strategy profile for a key piece of work next school year  Plan a regular, data-driven routine that we will use to monitor our strategy’s progress  Discuss next steps around key areas of challenge

7 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 1:00 – 1:10 Welcome and overview 1:10 – 2:20Create a strategy profile for a key piece of work 2:20 – 2:35Break 2:35 – 3:20Plan a data-driven routine 3:30 – 4:00Discuss next steps

8 ©2015 U.S. Education Delivery Institute We have created a planning guide that contains many of the elements we’ve been discussing, and then some! ▪ Phase 1 (pre-planning): establishing your team ▪ Phase 2: Goal setting ▪ Phase 3: Identifying and prioritizing strategies ▪ Phase 4: Planning your strategies ▪ Phase 5: Monitor progress

9 ©2015 U.S. Education Delivery Institute Remember that a definition of success needs to be SMART! Specific  Is it clear and straightforward to understand?  Can it be easily generated without complex calculations? Measurable  Is it easy to measure? Do people agree on measurement?  Do we have or can we collect the data required?  Can it be benchmarked against outside data? Realistic  Is it connected to the strategy?  Are there benchmarks that suggest a target like this has been achieved elsewhere? Timely  Does it have a clear deadline?  Can it be measured at a frequency that will allow us to solve problems and track success? Ambitious  Does the target feel like a “stretch” from the current level of performance?  Will it inspire your system to rise to a new challenge?

10 ©2015 U.S. Education Delivery Institute A strategy profile details the 8 critical elements that define a strategy Description Describe the strategy and its purpose in a sentence or two, including the impact that the strategy will have on the overall goal. Explain why the strategy was chosen (e.g., will it address the needs of a specific subpopulation of students? Is it based on best practice?) Definition of success What would success look like for this specific strategy, and by when? What 1-3 measures will we use to measure success of this strategy each year? Owner Who is responsible for ensuring this strategy is successful? Resources required What human, financial, and other resources will the strategy use, and where will they come from? Feedback loops What measurable indicators of implementation and quality – that happen between annual measures – will tell us whether we are on track? Delivery chain How and through whom will the strategy impact student achievement? Milestones What 3-7 actions need to happen for us to ensure this strategy will help achieve the goal? Scale At what scale (number of students, educators, etc.) will it be implemented?

11 ©2015 U.S. Education Delivery Institute These four elements are the most important to complete for this workshop Description Describe the strategy and its purpose in a sentence or two, including the impact that the strategy will have on the overall goal. Explain why the strategy was chosen (e.g., will it address the needs of a specific subpopulation of students? Is it based on best practice?) Definition of success What would success look like for this specific strategy, and by when? What 1-3 measures will we use to measure success of this strategy each year? Owner Who is responsible for ensuring this strategy is successful? Resources required What human, financial, and other resources will the strategy use, and where will they come from? Feedback loops What measurable indicators of implementation and quality – that happen between annual measures – will tell us whether we are on track? Delivery chain How and through whom will the strategy impact student achievement? Milestones What 3-7 actions need to happen for us to ensure this strategy will help achieve the goal? Scale At what scale (number of students, educators, etc.) will it be implemented?

12 ©2015 U.S. Education Delivery Institute You’ll remember that we discussed the types of data and feedback loops needed in order to monitor progress Is implementation occurring? To what extent are the actions you have been defined taking place? Is implementation occurring? To what extent are the actions you have been defined taking place? How is the field reacting? What do you know about whether students and teachers find the actions helpful or useful? How is the field reacting? What do you know about whether students and teachers find the actions helpful or useful? Is instruction improving? Are your actions leading to better classroom instruction? Is instruction improving? Are your actions leading to better classroom instruction? As a result, are student outcomes improving? Are you seeing evidence of student growth due to implementation? As a result, are student outcomes improving? Are you seeing evidence of student growth due to implementation?

13 ©2015 U.S. Education Delivery Institute Exercise: Create a Strategy Profile ▪ On brown paper, fill out the following elements for your strategy: - Strategy name - Description - Owner - Definition of success - Feedback loops—data available and frequency ▪ Debrief: Each school group shares out their strategy profile - What make you select this strategy? ▪ In school groups ▪ Whole group ▪ Brown paper ▪ Cards ▪ Markers ▪ 40 minutes ▪ 15 minutes WhatHowTimeMaterials

14 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 1:00 – 1:10 Welcome and overview 1:10 – 2:20Create a strategy profile for a key piece of work 2:20 – 2:35Break 2:35 – 3:20Plan a data-driven routine 3:30 – 4:00Discuss next steps

15 ©2015 U.S. Education Delivery Institute You’ll remember that we discussed the types of data and feedback loops needed in order to monitor progress Is implementation occurring? To what extent are the actions you have been defined taking place? Is implementation occurring? To what extent are the actions you have been defined taking place? How is the field reacting? What do you know about whether students and teachers find the actions helpful or useful? How is the field reacting? What do you know about whether students and teachers find the actions helpful or useful? Is instruction improving? Are your actions leading to better classroom instruction? Is instruction improving? Are your actions leading to better classroom instruction? As a result, are student outcomes improving? Are you seeing evidence of student growth due to implementation? As a result, are student outcomes improving? Are you seeing evidence of student growth due to implementation?

16 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 1:00 – 1:10 Welcome and overview 1:10 – 2:20Create a strategy profile for a key piece of work 2:20 – 2:35Break 2:35 – 3:20Plan a data-driven routine 3:30 – 4:00Discuss next steps

17 ©2015 U.S. Education Delivery Institute By now you are all very familiar with what makes a good routine! Strong execution Defining characteristics of a delivery routine: Regularity Focus on performance Action on performance SUPPORT ACCOUNTABILITY

18 ©2015 U.S. Education Delivery Institute One of the main benefits of routines is their ability to maintain focus despite distractions and barriers “Fires” and other crises! Changes in Leadership! Institutional inertia! Initiatives lacking robustness! Cynicism! School PLAN FOR IMPROVED STUDENT OUTCOMES Shifting agendas! ROUTINES

19 ©2015 U.S. Education Delivery Institute In January you reflected on how your progress monitoring could improve – now you have the tools you need!

20 ©2015 U.S. Education Delivery Institute These key questions will help you think about the details of your progress monitoring routine for next year ▪ On what should the routines focus? Will the routine monitor progress on one strategy or more than one? ▪ Who should participate in our routines? For a routine to work well, you will need at least three people filling three distinct roles: – Principal: the person holding the owner accountable – Facilitator: the person facilitating the routine, ensuring proper preparation, curating the materials and agenda, and making sure the team stays to the agenda – Strategy lead: the person/people being held accountable for progress on a particular strategy ▪ What format should our routines take? Will your routine updates take place via in-person meetings or written updates? Or a combination of the two? ▪ How often should our routines occur? Depending on the urgency and pace of the work, decide how often routines should occur. You will want to schedule routines that occur every two to four weeks. When will you hold your first routine?

21 ©2015 U.S. Education Delivery Institute Exercise: Create a data-driven routine ▪ On brown paper, fill out the following elements on the routine profile: - Focus - Participants - Format - Frequency - Date of first routine ▪ In school groups ▪ Brown paper ▪ Cards ▪ Markers ▪ 30 minutes WhatHowTimeMaterials ▪ Determine one question to bring to the group for problem solving

22 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 1:00 – 1:10 Welcome and overview 1:10 – 2:20Create a strategy profile for a key piece of work 2:20 – 2:35Break 2:35 – 3:20Plan a data-driven routine 3:30 – 4:00Discuss next steps

23 ©2015 U.S. Education Delivery Institute Let’s share out Each team shares out their strategy and routine structure and poses one question to the group to problem solve (10 minutes per team)

Thank