1. June GATE Equity Webinar: Using Data to Enhance Reflective Practices
Thank you for joining us for the June GATE Equity Webinar.
Where we explore topics related to equity in graduation success.
This webinar will be recorded and we are working on our process for making our webinars ADA compliant, so stay tuned for recordings.
The PowerPoint is available now in the handouts with the leadership lesson plan.
I’m Kefi Andersen, OSPI Graduation and Equity specialist.
Today’s topic is Using Data to Enhance Reflective Practices.
June is a good time to think about the year to come. Data is your friend for making smart decisions about where to focus.
As we go along, if you have any burning questions you want answered, feel free to type them in and I’ll be monitoring them.
I’m joined today by Dr. Chuck Salina and Dr. Suzann Girtz from Gonzaga University. They have written two excellent books from their experiences as the Sunnyside turnaround team, where they created the leadership lesson plan to move their graduation rate from 41% to 85% in seven years. This plan focuses on quick wins and a 45 day cycle. They’re going to share their tool with us today.
We’re glad you both can be here today to share your expertise.
Exploring topics related to equity in graduation success
Kefi Andersen – OSPI Graduation and Equity Specialist
Dr. Chuck Salina – Gonzaga Professor
Dr. Suzann Girtz – Gonzaga Professor

2. Vision Mission Every student ready for career, college, and life
To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.
Vision Mission
All of our work at OSPI is grounded in the vision for every student to graduate from high school ready for career, college, and life. The mission of OSPI is to provide resources to schools and districts to ensure students are successful.

3. Measuring Success Performance Indicators
Measures of Success
Increase four- and five-year high school graduation rates
Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education
Performance Indicators
We must help students:
Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS).
Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment.
Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades.
Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit.
Enroll in college-level courses and earn dual credit.
Take the SAT and ACT and earn college-ready scores.
Access financial aid for post-secondary learning.
We must help students avoid:
9th-grade course failure.
Suspensions and expulsions.
Chronic absenteeism.
Measuring Success
In 2014, OSPI adopted agency wide measures of success, including (pause) high school graduation and, (pause) post graduation enrollment and remediation course-taking. At that same time, OSPI implemented research-based performance indicators. These serve to guide our work across the K12 public education system.

4. Objectives Understand the process for finding peer mentors
How to use our Leadership Lesson Plan in 45 Days
Be able to create timeless goals
Understand the basics of the conceptual and action frameworks that support timeless goals
The purpose of the webinar today is to support you in Using Data to Enhance Reflective Practices.
To do this we want to help you Understand the process for finding peer mentors by using your data.
We also want you to learn How to use our Leadership Lesson Plan to get some quick wins in 45 Days.
Chuck and Suzann are going to be talking about how to create timeless goals that can help guide your practice.
And the basics of the conceptual and action frameworks that support those timeless goals.

5. How to Use Equity Analytics
Mind the Gap
Consider Demographics and Enrollment
Start with Data
The Equity Analytics are a tool we have developed at OSPI to look at equity among student groups.
In a district, they can use this tool to see where they stand in comparison to the state average and get a more nuanced picture by filtering for only districts that look similar in demographics and enrollment.
They are a snapshot of the year past, so it is good to keep in mind that a school level data system will be more nimble throughout the year.

6. Equity Analytics State Summary and District Detail
We don’t have a ton of time to look at them today but here is a snapshot of some of the views available.
You can see each district in the statewide summary with the state average on the left.
You can filter using these sliders on the side to match enrollment, low income, ELL, or % Special education.
If you want to see your student groups you go to the district detail tab. The farther apart the bars, the larger the gap.

7. Find a Mentor District Filter to districts that match your parameters.
Draw a box around the people who are Higher Performing – Smaller Gap.
You’ll get bounced to the names of those districts and the data associated with them.
If you want to see who is doing well with gaps, you go to the performance tab. Here the districts are color coded so you can draw a box around districts with a small gap who are doing well.
I want to encourage you to take a look at these analytics if you haven’t already. They really do put equity in perspective and are a great tool to help you find your focus for targeted supports.
9/20/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

8. Process for Finding Highlight Districts
Better Than State Graduation Rate Over Time
Small Gap between Low Income and Non-Low Income
Large Low Income Population
(45% +)
District Size
Mid-Large: Cohort 1
Small:
Cohort 2
At OSPI we used this data from the Equity Analytics to help us find highlight districts.
Chuck and Suzann come from Sunnyside, one of the first districts identified.
What makes a district a highlight district?
We look for a graduation rate that is better than the state average
which is sustained over time.
We want districts with 50% or more low income students.
And we want to see a small gap between low income and non-low income students.
We focused on large districts at first and recently we’ve been looking at small districts.

9. Polling/Questions
Do you know the largest gaps between your student groups?
Yes, I know where the largest gaps are.
I have a vague idea of which student groups need more attention.
I’m not sure where to focus my efforts.
I struggle to find the data I need.
We’re going to poll and take a moment to look at the questions. Today’s poll is:
Do you know the largest gaps between your student groups? Take a moment to answer our polling questions and we’ll check on our questions.
-----<Questions>
The moment you’ve all been waiting for, Suzann, can you tell us more about your Leadership Lesson Planning and how you got here?

10. Leadership Lesson Planning
Chuck Salina & Suzann Girtz
Gonzaga University
SUZANN Background – research – why us

11. Leadership Team Action Planning
What will I do differently as a leader to create a culture for learning?
CHUCK

12. Do we believe that each teacher is capable of being effective?
Glickman Quote
Teachers are in the forefront of successful instruction; supervision (leadership) is the background, providing support, knowledge, and skills that enable teachers to succeed, when improved instruction and school success do not materialize, supervision (leadership) should shoulder the responsibility for not permitting teachers to succeed.
-Glickman
Do we believe that each teacher is capable of being effective?
CHUCK

13. Argyrus quote
Logically connecting research and the statements of the leader to the actions of the leader (informal or formal) with their consequences and performance of the organization.
Argyrus
CHUCK – connect to theory of action and action research, different way of doing business in a way that engages all stakeholders

14. School Change Requires:
Leadership demonstrating new behaviors
to change old beliefs
BEHAVIOR
BELIEF
CONSISTENT
MESSAGE
CHUCK

15. Dynamite slide
Formal Leadership and healthy SYSTEMS are the catalysts for change
Lighting the fuse on the dynamite
Formal Leadership
CHUCK
Formal leader CATALYST for change –
teacher in the classroom in their PLC
or Principal
All change is top down/bottom up – tight loose then loose tight
Initiate and then collectively
Putting the spotlight on the problem
So what is the spark to make this happen
Collin Powell gives us some insight

16. Polling/Questions Do you currently do short term action planning?
Yes, and we’ve found it effective.
Yes, but we aren’t sure it is effective.
No, but I would like to know more.
No, and I don’t think it would change the way we do things.

17. Leadership Lesson Planning The art of leadership is not to fix problems but to have the spotlight on the right problems
Intentional – identifies the leaders’ work
This is YOUR plan for action – not viewed as a traditional SIP
Limited number of timeless goals
Done through through the collaborative inquiry process within the leadership team.
Twice weekly
Short periods of time (45 Calendar days)
Built on quick wins and grounded in evidence
CHUCK

18. Elementary Example Screenshot
CHUCK – be intentional in planning, short – over 45 days, specific

19. Step 1: Begin With the End in Mind
Select a small number of timeless goals
We recommend no more than 4
CHUCK

20. Step 1: Overarching (45-Day) Goals
Step 1: Overarching (45-Day) Goals Grounded in the Conceptual and Action Frameworks
Strengthen a collaborative culture that promotes student achievement and ensures that each student will meet standard. This will be achieved by individually and collectively focusing on the connection of curriculum, instruction, and assessment practices that improve student learning.
Relentlessly utilize data to refine systems of social support and academic press for each student that results in increased assessment scores and academic success.
Develop and implement more opportunities for students to help them connect to school and envision their future.
Engage our local and school community in building relationships that promote the success of each student. 
CHUCK

21. Step 2: Moving Forward – Gaining Traction
For each goal, as a leadership team discuss with each other, teachers and students:
Identify your current reality - types of data:
Perceptual
Demographic
Achievement
Contextual
What does your ideal look like?
What is realistic that we can do in the next 45 days to move forward to our ideal?
What evidence would we accept that we are making progress?
CHUCK

22. Sept 2: Moving Forward – Gaining Traction
Based on the discussion, craft action steps for each goal
Tough the first time around
Do something!
Do reality checks with those you serve and closest to the work – the power of one on ones.
Do we have the right action steps
What are we doing well?
What should we be doing differently
What’s one school wide change you’d make to be more successful in your _______?
Less is more – the planning process is designed to be nimble
CHUCK

23. Step 3: Who on the leadership team will be accountable?
Leadership and Span of Control – Declaring One’s Accountability
I will be accountable for this specific goal and/or action step.
WHAT EVIDENCE WILL I ACCEPT IN MAKING PROGRESS TOWARD THE GOAL?
Becoming Product Driven
Perceptual
Helps understand the WHY behind the work
Achievement
Demographic
Contextual
Make your thinking visible to everyone – embrace transparency
CHUCK

24. Step 4: Time is Golden
CHUCK

25. Step 5 Action Teams
Self Correcting within the 45 day time period Action teams are small groups of staff and/or students that identify their current reality and design a course of action to attain a new ideal. Short term A move to immediate action Embedded in collaborative inquiry Grounded in student and teacher success
CHUCK – tell story….PE story…no dress downs, zeroes going up, became grad issue – end: solved issue, changed perception

26. Example goals
Develop a collaborative culture by focusing curriculum, instruction, and assessment practices to improve student learning.
Utilize data to implement systems of social support and academic press for students and teachers.
Connect students and teachers to the school and community.
Engage our local and school community in building relationships that promote the success of each student that help them envision their future.
SUZANN

27. Timeless goals do NOT:
Define outcomes/results in terms of single data points (ex. Graduation rate)
Focus narrowly on content area achievements (ex. Higher test scores)
Singular behavioral outcomes (ex. Improved attendance)
SUZANN

28. Timeless goals DO: Cross content areas
Looks at multiple data sources simultaneously
Focus on culture versus outcome
Impact and engage all stakeholders
Help you understand the process within the context of a line of inquiry/problem of practice
Connect to the Action Framework
SUZANN

29. Example goals
Develop a collaborative culture by focusing curriculum, instruction, and assessment practices to improve student learning.
Utilize data to implement systems of social support and academic press for students and teachers.
Connect students and teachers to the school and community.
Engage our local and school community in building relationships that promote the success of each student that help them envision their future.
SUZANN
Example 45-day plan showed attendance under multiple timeless goals, coming at it various ways with various supports

30. Continuous Improvement
Your destination is not a straight line- it is messy with many detours and readjustments along the way
Your new ideal becomes your new current reality
Becoming more intentional
SUZANN
Pass out template now

31. Themes emerged from research with:
Turnaround Schools
Cohort 1 outliers – large
Cohort 2 outliers – small
Case study materials reviewed included:
Visits, interviews (students, staff, admin), surveys, artifacts, external reports
SUZANN

32. Collaboration& Instruction Team
Action Framework
Action Framework
Leadership Team
Leadership action plan that integrates each of the described factors below
Data Team
Evidence-based processes that assist in monitoring and connecting systems, and collaborative inquiry that supports teaching and learning
Schoolwide Systems
Behavior Management Social Emotional Achievement
Collaboration& Instruction Team
Collaborative practice engaged in action research
CULTURE FOR
LEARNING
SUZANN – THIS IS THE HOW
Salina, Girtz, Eppinga

33. Conceptual Framework Conceptual Framework Relational Trust
Feeling Safe
Having something to offer
Providing time and expertise
Academic Press
Provides specific direction embedded in high standards, goals and belief of success for everyone
Supports
Provides assistance/
help in meeting expected standards/goals C U L T R E
LEARNING F O R
SUZANN – THIS IS THE MOTHER…THE WHY – NEED TO HAVE THIS IN MIND AS YOU PLAN
ACTIVITY: Connect their frameworks to this, what supports your work as coaches – 3 ?’s
Push for more academic press – higher and higher standards
Define each person
Social Support – we can have systems in place to help students – it is the spirit if intent
Do we use data to punish or to diagnose how we might help
If this is the only spotlight – scores go DOWN
Just social support score slight increase
Student to Student is the most powerful
Relational Trust is the missing link – it is the clues that holds systems together

34. Complementary Resources
Leadership Lessons
Supporting principles
Themes, factors, and indicators
Surveys for each framework and to reflect on current reality
Graduation: A Team Effort webpage
Powerless2powerful.com books

35. Polling/Questions
Does our conceptual and action framework resonate with you?
Yes, I want to learn more about application.
Yes, I find it useful.
I’m not sure how to apply this to my work.
Other (use the chat box to tell us more!)

36. For More Information For Questions on Strategies and Support:
For Action Research
Dixie Grunenfelder
Dr. Charles Salina
Director Secondary Education and K-12 Supports
Gonzaga University |
Kefi Andersen
Dr. Suzann Girtz
Graduation and Equity Specialist |
For more information on Data and the Analytic tool,
Contact Lance Sisco.
For more information on Strategies and Support you can contact
Dixie Grunenfelder or me, Kefi Andersen.
Thank you for joining us today. We look forward to future conversations as we work to support Washington schools.

37. Re-subscribe
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38. Next Time
Join us:
August 16, 2017
10-11a.m.
Using Assessments and Student Growth Percentiles to Jump Start Your Year