Glendale Elementary School District Professional Development August 15, 2012

To ensure best first instruction of the Common Core using student achievement data to differentiate for each child.

 August: Data-Informed Decision Making with the Common Core in Mind  September: PLC Training Meet the Common Core  October: Benchmark Data Analysis and Interventions/Extensions  November: Creating Common Formative Assessments  December: Benchmark Data Analysis and Interventions/Extensions  January: PLC Training to Meet the Common Core  February: Benchmark Data Analysis and Interventions/Extensions  March: Questioning Strategies to Increase Levels of Rigor  April: AIMS/Stanford 10  May: Student Discourse to Increase Depths of Knowledge

Agenda I.PD session overview II.What is data? III.The Data-Informed Decision Making Process IV.Refection/Feedback Objectives ◦ Identify types of data that may be collected ◦ Categorize types of data ◦ Illustrate the DIDM Process ◦ Analyze data and identify trends ◦ Formulate an action plan

Teacher Evaluation document ◦ Facilitation: End of Lesson Assessment, Feedback, Assessment (TAP) ◦ Planning: End of Lesson Assessment Administrator ISLLC Standards ◦ Teaching and Learning: Assessment and Accountability

“ When it comes to student learning, no one test, not even a good one, can possibly give us a full picture of what students understand and can do in relation to national or local standards and curricula.” Nancy Love Uses and Abuses of Data

Basic information used in the research process.

Basically, there are four types of data:  Outcome: evidence of student learning, tests (formative, summative), etc.  Demographic: information about students, parents, staff, etc.  Program: Information about the school programs, processes, districtwide implementations, etc.  Perception: Feedback on attitudes, beliefs, interests, etc.

 Provides the focus to make good decisions  Allows us to work effectively  Improves school processes  Measures impact of strategies implemented  Remember: ◦ All those numbers are children

◦ Effective schools frequently monitor progress ◦ Schools need to be results focused and data driven ◦ School Leadership Teams need accurate data on what is happening at the school to make decisions ◦ Schools must have a systematic way of collecting, organizing, analyzing, and using data ◦ All staff must be collectors and interpreters of data

 Analyze data  Create an action plan  Collect and organize data  Implement the action plan  Ask “What are we looking for?”  Interpret the data  Consider a variety of data sources  Reflect on the process

Ask “What are we looking for?” Consider a variety of data sources Collect and organize the data Analyze the data Interpret the data Create an action plan Implement the action plan Reflect on the process

 Data reveals strengths and weaknesses  Data reveals where we need to do better  Data reveals where to make changes  Data almost always point to action  Data is the enemy of comfortable routines

 Given the data on your table: ◦ Write down non-judgmental comments/observations regarding the data ◦ Do not interpret the data ◦ Use only “I see…” statements

 Go back to the list of observations and interpret the data. Why might each observation occur?

The key to improving student achievement is correctly identifying the needs and then making decisions to meet those needs. Identified Problem Implement Solution Identified Problem Problem Solving Implemen t Solution

 Think about creating SMART goals:  Specific  Measurable  Attainable  Realistic  Timely

 All 4 th grade students will pass AIMS with an “exceeds” label.  All 7 th and 8 th grade teachers will teach writing.  An increase of 50% of 4 th grade students will reach the “meets” designation on the 3 rd Math benchmark through a structured RTI process.  100% of 7 th and 8 th grade Social Studies and Science teachers will incorporate writing in their content area five times per instructional period.

 Task Analyze the steps to obtain your goal. SMART GoalStrategy/ActionWho is responsible TimelineEvidence of Effectiveness Current Reality: Last year, 44% of our 8 th grade students met or exceeded on the Math AIMS test. Our SMART Goal: This year, at least 60% of 8 th grade students will meet or exceed on the AIMS Math test 1.Clarify Pacing Guide and outcomes for all teachers 2.Ensure benchmarks are aligned 3.Create common formative assessments 4.Implement common formative assessments All members of the team All members August 20 August 27 September 15 September 20 Pacing Guide Alignment doc Created CFAs PLC time analyzing CFA results

“True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.” Winston Churchill

 Fill in the blanks of this Data-Informed Decision Making Process: Ask “What are we looking for?” ???????? Collect and organize data ????????? Interpret the data ???????? Implement the action plan Reflect on the process

Please take a moment to fill out the Reflection/Feedback form.