1. Situating Your Data Within Cycles of Inquiry, Linking These Cycles to Phases of Change Joe Schroeder, PhD Associate Executive Director, AWSA

2. Identify a Thought Partner for: 1:00 __________________ 2:00 __________________ 3:00 __________________

3. We are working harder than ever. Why aren’t we seeing a greater effect on student learning in proportion to all the effort?

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6. Jeffcubos.com

7. How Many Improvement Initiatives are Being Pursued in a Typical Wisconsin School District? A) 1-6 A) 7-12 A) 13-18 A) 19 or more

9. With Your 1:00 Thought Partner 1) How common of a phenomenon is “initiative whack-a-mole” in your experiences? 2) What evidence of initiative fatigue do you see in your school/district or in our field?

10. Most Schools and School Systems “Use Data” but have not Carefully Considered Their Data Use Processes

11. Why Do We Use Data? When Do We Use Data? What Kinds of Data?

12. D.R.I.P Data Rich Information Poor

13. Situating Your Data Use Within a Cycle of Inquiry

14. Cycle of Inquiry for Improvement of Student Learning Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

15. Cycle of Inquiry for Improvement Collect and analyze data for problem identification: Understand STUDENT PROBLEMS (learning, attendance, behavior) ROOT CAUSES to these problems Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

16. Using Data to Understand Student Learning Problems The following are examples of student learning problems that I often hear: Our average ACT is 19.2. Our problem is that our students have a low ACT score. Our freshman on track rate is 81%. Our problem is our freshman student academic performance. Our average students (quartiles 2 and 3) make more yearly progress on MAPS in math and reading than our below- and above-average students (quartile 1 and quartile 4 performers).

17. Within-school Improvement of Student Learning Administrative Leadership Instructional Leadership TEAM Organizational Resources Teaching/ Instruction Student Engagement and Learning Cosner, 2005; Gamoran, Secada, & Marrett, 2000; Bryk et al., 2006

18. Within-school Improvement of Student Learning Administrative Leadership Instructional Leadership TEAM Organizational Resources Teaching/ Instruction Student Engagement and Learning Understanding ROOT CAUSES TO STUDENT LEARNING PROBLEMS

19. Student Learning Data System AND Instructional Practice Data System

20. Instructional Problems / Instructional Data Systems Instructional Problems / Instructional Data Systems Instructional Problems Speculate instructional problems. Collect and analyze instructional practice data to explore these speculations. Student Engagement / Learning Problems

21. Connecting Student Learning Problems to Instructional Practice Problems Our average students (quartiles 2 and 3) make more yearly progress on MAPS in math and reading than our below- and above-average students (quartile 1 and quartile 4 performers). Speculate: Less than robust differentiation practices are occurring in math and reading classes

22. Cycle of Inquiry for Improvement of Student Learning Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

23. Selecting/Enacting Improvement Strategy with Weak Problem Identification School: Within-school problems Strategy Why are we working SO HARD and seeing no improvement?

24. Improvement of Student Learning School: Within-school problems Strategy selected and designed to address within- school problems

25. Wisconsin Education Policy Context Educator Effectiveness Common Core RTI New WI Assessment System Schools and Districts End or Means? Initiative or Strategy?

26. Illustration: Common Core Common core implementation is more than the alignment of lessons to “standards” (lesson plans show numerical alignment to standard 1.a) – Curricular implications – Instructional implications

27. Deepen Understanding: Theories of Action (Common Core) Changes To Teaching Teacher Decisions/ Planning/Design Classroom Environment Curriculum Materials Instructional Practices Teacher-created Student Work Tasks and Assessments Student Learning What instructional problems are being targeted by this policy initiative?

28. Illustration: Common Core A major “instructional problem” being targeted by common core (reading/language arts) is lack of “rigor” as evidenced in: A)Text-based materials that students encounter (complex text; content-rich nonfiction) and student use of text (evidence/ claims). B) Teaching strategies that support student engagement with complex texts C) Teacher-created student work tasks (application, synthesis, evaluation) D) Within-classroom teacher questions (application, synthesis, evaluation) E) Student-to-student classroom talk

29. Deepen Understanding: Theories of Action (Common Core) Teaching Problems Lack of rigor (reading) Teacher questions Curriculum materials/ Texts Work tasks, homework, Projects, assessments Student talk Student Learning Are these instructional problems happening in our school? What data might be collected/analyzed in our Instructional Practices Data System?

30. Instructional Practices Data System: Potential Data Sources Student Surveys and Interviews Teacher Surveys Classroom Observation/Walkthroughs Instructional Practice Artifacts – Lesson/unit plans – Work tasks, homework, assessments

31. Root Cause Data Collection/Analysis (Instructional Practices Data System) Find and name key problems Identify desired instructional practice changes and select/plan for improvement strategies that will target and support these practice changes

32. Cycle of Inquiry for Improvement Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

33. With Your 2:00 Thought Partner 1) What key problems of practice in our school might we speculate are occurring based on the best data currently available? 2) How can instructional practice evidence- gathering practices can help us explore these speculations further through a cycle of inquiry?

34. Situating Your Data Within Cycles of Inquiry Linking These Cycles to Phases of Change

35. Why Do We Use Data? When Do We Use Data? What Kinds of Data?

36. Cycle of Inquiry for Improvement Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

39. Different leadership skills are needed for different phases of the change process. Moving from Implementation to Institutionalization

43. Teresa Lien Instructional Facilitator Baraboo Area S.D. tlien@barabooschools.net

45. Developing a Theory of Action for Your Improvement Work Dr. Ryan Krohn Asst. Superintendent Waukesha S.D. rkrohn@waukesha.k12.wi.us

49. Dr. Dana Monogue Assistant Superintendent Elmbrook School District monogued@elmbrookschools.org

50. Mike Budisch Principal Merton Primary School budischm@merton.k12.wi.us

51. Matt Renwick Principal Howe Elementary Wisconsin Rapids S.D. matthew.renwick@wrps. net

55. Cycle of Inquiry for Improvement Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

57. With Your 3:00 Thought Partner What does your district’s or school’s continuous improvement process look like? How do you go about setting goals that will lead to improved student learning? How do your district’s leadership practices match your current phase of the change process in regard to your biggest improvement work?

58. Why Do We Use Data? When Do We Use Data? What Kinds of Data?

59. Cycle of Inquiry for Improvement of Student Learning Set (SMART) goals to be achieved from strategy implementation Select strategies to address identified problems; develop and communicate detailed strategic work plans Collect and analyze diagnostic data for problem identification and develop shared understanding of identified problems Enact detailed strategy work plans Collect and analyze diagnostic/monitoring data to assess strategy enactment and outcomes; use diagnosis to inform interventions Cosner 2013, Adapted from Bay Area Schools Model/Smylie 2010

61. joeschroeder@awsa.org 262.366.4903 @joeschroeder23