1. Turning Data into Action The GCS Journey

2. Where we started We had data everywhere It didn’t come with instructions We talked about data-based decision making, but often didn’t know what that means We didn’t have a systemic, systematic method for gathering data and using it to change outcomes

3. Action Plan The Accountability Department built a set of monthly workshops for “data gurus” Principals designated one or two people at their school to attend the sessions Each month, we gathered data from multiple sources We built the “Data Guru Wiki” to hold agendas, data questions, and directions After each session, we sent questions to principals for them to discuss with their data guru

4. Superintendent’s Charge The Superintendent charged us to build a set of data expectations that each principal would meet Principals still wanted clear directions and sources for data Out of this came the Principals Playbook, an outline of data month by month We will continue to supplement this with monthly meetings of data gurus

5. What are our goals? Work with all GCS departments to provide data, ways of analyzing and using it Ensure each school has a “data guru” who can provide “just in time” data to help inform instructional and organizational decisions Continue to build detailed documentation for gathering data from multiple sources Use data for school improvement purposes

6. Data Guru Sessions Each session has multiple data sources Each session provides questions to ask for each data source Each session provides the questions to principals for further discussion back at the school

7. Session 1 EVAAS Participants will build individual teacher classes for custom student reports and learn how to give user IDs to teachers. They will learn how to use the reports to target instruction and to inform parents of student progress.

8. Session 1 – EVAAS Questions Which teachers will want and use this information and this program? EC teacher? Tech savvy teacher? At risk teacher? How will we train these teachers? What use will they make of reports? What is ethical use of predictions?

9. Session 2 EVAAS Performance Diagnostics EVAAS allows you to see your grade’s or subject’s performance with different levels of students.

10. Session 2 Questions Are some grades or subjects doing better with low performing students? Are high-performing students being “stretched”? What instructional practices account for the differences you see?

11. Session 4 EVAAS Reading results have been posted to EVAAS. Participants will visit EVAAS and review various reports that are available to help schools target instruction and inform parents of student progress. The process for building individual teacher classes for custom student reports and the process for giving access to teachers will be reviewed.

12. Session 4 Questions Have you given teachers access to EVAAS and how are they using it? What use can teachers make of reports? Are you using EVAAS to target at- risk students? Are you using this data to target high-performing students?

13. Session 5 EVAAS – Creating Custom Student Reports, Access for Teachers If time allows, we’ll do a quick review about how to set up custom student reports and give teachers access to EVAAS. How can teachers make use of EVAAS?

14. Session 6 Data > Information > Knowledge How can I turn data into information and information into knowledge? What does the data tell us? What does it not tell us? How am I going to use this information when I get back to school? What changes do we need to make to help our students perform at a higher level? How can I involve other people in analyzing the data for our school? How can I share the data analysis results with other stakeholders (staff, students, parents, community)? How will the methods I use to share data be different for different stakeholders?

15. Session 7 EOC Results & EVAAS (High Schools only) We would like for you to bring a copy of your EOC results by teacher. We’ll look up the students in EVAAS to see how the results compared to the projections. We can use the individual projections or the at-risk reports by looking for those students who had a small chance of making a Level III but who did so anyway. You can choose a teacher you think is wonderful and we’ll see whether the projections bear out your opinion. If time allows, we can have some conversations about scheduling and providing supports for those students who are not as likely to be proficient.

16. Session 7 Questions What about those teachers who teach only regular kids? Are some of them really producing great results? Should we share results by school to ensure all learn about best practices? How do the projections compare to the student’s actual scores? Is it helpful to look at projections?

17. Any Questions ? ? ?

18. Principals Playbook Based on our experience, month by month, we were able to build the Principals Playbook. While it emphasizes EVAAS only in the early months of the year, our data guru sessions will provide support for its on- going use throughout the year

19. August What: EVAAS At-Risk and Custom Student Reports What you’ll need: Login for EVAAS Source: EVAAS software

20. EVAAS is the Education Value-Added Assessment System developed by SAS  and made available to NC school districts by NCDPI. EVAAS provides a variety of reports that may help your school better target instruction and inform parents of student progress. Check out the Value-Added reports, Diagnostic and Performance Diagnostic reports for school improvement planning and to focus instructional decisions. Utilize the At-Risk reports and Custom Student report options to target interventions for particular students and to inform parents of student progress. Consider giving access to teachers in your building who might make use of this information.

21. Questions: Are some grades or subjects doing better with low performing students? High performing students? Are students being “stretched”? Are students making sufficient grade- to-grade progress? Are you using EVAAS to target at-risk students? Are you using this data to target high-performing students? What instructional practices account for the differences you see? What use can teachers make of reports? Which teachers will want this information and be able to use this program effectively? Have you given your teachers’ access to EVAAS and how are you going to train them in its use? What is ethical use of predictions? Check when completed Date_________________________

22. Support from Accountability August and September data guru sessions will examine each of these reports and their uses. GCS Principal’s Playbook wiki will give detailed instructions for building and using each report.

23. September What: EVAAS – Leverage Teacher Awareness of Educational Progress Rates – Student Pattern Lists What you’ll need: Login for EVAAS Source: EVAAS software, Accountability Department

24. Student Pattern List EVAAS is the Education Value-Added Assessment System developed by SAS  and made available to NC school districts by NCDPI. The student pattern list can be used to divide students into three equal groups (Low, Middle, & High). Using the teacher’s roster for the previous year, the teacher can assemble a student pattern list that identifies the value-added effect the teacher had with each of these groups. Using a current roster, the teacher can then identify particular needs for their own professional growth by looking at strengths or weaknesses from the previous year correlated to the groups being taught during the current year. It is useful to use this exercise in conjunction with the printed teacher value-added reports that are available from the accountability department.

25. Questions: Are teachers being particularly effective with low, middle, or high students? How can each teacher use this information to plan for their own professional growth? How can you use this data to pair or team teachers for more effectiveness? How can you use this data to identify effective teachers who should serve as mentors or exemplars? How can you effectively present this information to teachers? Check when completed Date_____________________

26. Support from Accountability Data guru sessions in September and October will provide instructions in building the Student Pattern Report. Accountability will provide workshops or individual sessions with principals to help them see how to use the Teacher Value Added report in conjunction with the Student Pattern Report to build teacher capacity to work with students.

27. Principals’ Playbook http://www.gaston.k12.nc.us/ Go to Departments > Accountability > Principals’ Playbook

28. Turning data into action The journey has just begun…

29. Any Questions ? ? ?

30. For Further Information, Contact: Dot Lodge Chief Accountability Officer or Barbara James Accountability Coordinator Gaston County Schools Accountability Department PO Box 1397 943 Osceola Street Gastonia, NC 28053