DWW: Doing What Works Recommendation 1. Make data part of an ongoing cycle of instructional improvement. Recommendation 2. Teach students to examine their own data and set learning goals. Recommendation 3. Establish a clear vision for school wide data use. Recommendation 4. Provide supports that foster a data-driven culture within the school. Recommendation 5. Develop and maintain a districtwide data system.

DWW: Doing What Works

API Weights assigned to each Subject:

Moving FBB to BB and BB to Basic can really push our API up!

78% of our 7 th graders are already BA, PR or AD in ELA

60% of our 8 th graders are already BA, PR or AD in ELA

71% of our 7 th graders are already BA, PR or AD in Math

63% of our 8 th graders are already BA, PR or AD in Math

These 13 students would have contributed 1000 Points, but now only 825 These 19 students would have contributed 825 Points, but now only 700 These 44 students would have contributed 700 Points, but now only 500 These 15 students would have contributed 500 Points, but now only 200

These 7 students would have contributed 1000 Points, but now only 825 These 15 students would have contributed 825 Points, but now only 700 These 17 students would have contributed 700 Points, but now only 500 These 9 students would have contributed 500 Points, but now only 200

These 12 students would have contributed 1000 Points, but now only 825 These 23 students would have contributed 825 Points, but now only 700 These 30 students would have contributed 700 Points, but now only 500 These 18 students would have contributed 500 Points, but now only 200

These 2 students would have contributed 825 Points, but now only 700 These 15 students would have contributed 700 Points, but now only 500 These 8 students would have contributed 500 Points, but now only 200

DWW: Doing What Works Recommendation 1. Make data part of an ongoing cycle of instructional improvement. Recommendation 2. Teach students to examine their own data and set learning goals. Recommendation 3. Establish a clear vision for school wide data use. Recommendation 4. Provide supports that foster a data-driven culture within the school. Recommendation 5. Develop and maintain a districtwide data system.

Teacher Data Provides a New Lens on Effectiveness Purpose: To contribute another lens through which to look at teacher contributions to student learning Rationale: Teachers make a big difference, and data provides a lens to focus on what teachers bring to students rather than what students bring to the classroom Framing Question: How might the Teacher Data Reports fit into existing school plans for instructional improvement and professional development?

Remember! Teacher Data should not be viewed as an accountability metric. Rather it is a tool available to site, departments, and teachers to incorporate into their larger instructional and professional development plans.

Potential Trends > Clumps of teachers scoring low with a particular subgroup > Individual teachers consistently low/high across many groups > Sizeable difference between math and ELA > Similar scores among all teachers on a team or in a grade Key Questions What is being taught? How is it taught? Are the students learning? How are teachers learning? Analyze Reports to Look for Trends and Consider Key Questions

Example: Think Through a Specific Trend

Teacher Data: Uses and Cautions Potential Uses Look for strengths, areas for development, surprises and wonderings Emphasize instructional improvement Triangulate with other insight Consider factors you know about the teachers or the classrooms that may not be measurable Help teachers connect these results with insights from their periodic assessments, student work, and item analysis Consider professional development approaches for individual teachers or groups Consider implications for curriculum or instructional programs Consider implications for staffing needs Prioritizing support or coaching needs Inform teacher goal setting

Teacher Data: Uses and Cautions Cautions Information is not to be used for teacher evaluation Avoid replacing other forms of information Not all negative value-added results are bad and all positive results are good Use the performance ranges to see how strong a positive result is or how weak a negative result is. Remember to consider context that is not easily measured and not in the model for example: Life events for teachers, students School context Gain the teacher ’ s permission before sharing the report with other teachers

Sharing Reports With Teachers: Tips First, take time to get comfortable with the key concepts and the information on the reports Consider holding a group session to explain key concepts and review a sample report. Use materials provided or adapt Before each department meeting to share a reports with a teacher, consider these questions: What outcome do you want from the meeting? What are the key points you want discussed? Do you want to use the teacher reflection tools? Should you give the teacher time before the meeting to review the report on their own? What is the best setting, time, and other logistics for the meeting? During meetings: Ask teacher what strengths, areas of improvement, surprises, wonderings s/he sees Validate where you agree and continue to question where there is dissonance Triangulate with other insight from periodic assessments, observations, student work etc Discuss how this fits in or modifies existing development goals for department Be clear what your expectations are and how you will help support the teachers in the department

How will you use Data Reports to improve instruction? How will you involve others within the school/department? How will you introduce Teacher Data to your staff? How will you encourage with teachers to share individual reports? What additional supports might you need? Next Steps to Consider

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