1. Driving Change: Putting Data to Use in the Classroom Every Day
Peter Gorman,
Superintendent of Charlotte-Mecklenburg Schools
Donna Lee Mitchell
Teacher Leader Effectiveness Unit
Delaware Department of Education
Susan Huffman
Academic Dean
Red clay Consolidated School District, Wilmington DE

3. DE Race to the Top Dramatically improved classroom instruction
Every single student in our
system will graduate college and career
ready, with the freedom to choose his or her life’s course.
Dramatically improved classroom instruction
Rigorous standards, curriculum,
and assessment
Complex Data systems
and practices
Effective teachers
and
leaders
Deep support
for the lowest-achieving schools
My vision is that every student in our system will graduate college and career ready, with the freedom to choose his or her life’s course
This will be possible because we have a viable, effective public education system that creates choices for kids, no matter where they come from
We’re going to achieve this vision by dramatically improving classroom instruction, through:
Effective teachers and leaders
Rigorous standards, curriculum, and assessments
Sophisticated data systems and practices
Deep support for the lowest-achieving schools
These pillars are not simply the RTTT assurances – they are what I truly believe to be the building blocks for better instruction, and the only way in which we will achieve our vision of college and career readiness for all
In each of these areas, we will identify and implement effective strategies and supports; and we will focus on what we learn to work best
This kind of change will require changing attitudes, beliefs, and behaviors, so that what happens in the classroom is even better than what we’re doing today
Across all areas, we will provide support – from the DDOE to LEAs, to schools and individual classrooms; and we will build on the foundation of collaboration across educators, communities, and all Delawareans
We realize that DDOE can only help create the conditions for change; it is the schools and teachers that will ensure our students’ success
We will continually measure progress against our vision, and we will know that we are succeeding when we have significantly improved:
Achievement – as measured by K-12 formative and summative assessments
Advancement – as measured by the graduation and drop-out rates
Postsecondary success – as measured by retention and remediation rates, and job attainment
Our 2015 goals are a midpoint on the road to achieving our vision - that’s why these goals are so important. Not as an end in and of themselves, or a requirement to receive funding, but because they represent an ambitious, realistic improvement from our system’s performance today
Ultimately, this is about creating choices for every kid who walks into one of our classrooms, regardless of where they came from
Provide Collaborative Planning Time (PLCs)-90 minutes of weekly time for teachers during the work day-90 minutes or (2)-45 minutes
Facilitate Data Coaches meet every other week with Core Content teachers (Eng, Math, Science, Social Studies) for 90 Minutes in PLC meetings, grades 2-10
Populate the professional learning communities (PLCs) based on decisions made by LEA administration – Departmental, Grade Level, Interdisciplinary, etc.
Monitor all PLCs (building administration) - Observation and feedback between PLC Meetings – Reporting follows a Red, Yellow, Green rubric of progress and implementation (Reporting tool is universal for all schools and coaches)
Ensure that the Conditions for the Success of the program are met.
Follow the Service Guidelines for use of Data Coaches as prescribed by DDOE
Implement a state-approved instructional improvement system (IIS) in every school
Establish an LEA Liaison, who will work collaboratively with Project Managers, focusing on communication, implementation, and monitoring of PLCs. Collaborate with DDOE to schedule coaches in PLCs in each building.
Support from the DDOE → LEAs → schools → classrooms
Collaboration between educators, communities, and all Delawareans
DE Race to the Top

4. Data Coach Project Timeline
RFP / Contract
Winter 2010
Pilot Program
Feb. –June 2011
Staff Train and Launch Full Program
June-August 2011
Year One SY
Year Two
Lessons Learned from Pilot
Principal Meetings – We found that meeting with the Principal’s prior to Data Coach launch helps to alleviate implementation issues. It affords the building administration the opportunity to consider which delivery model best suits their school/culture.
Every School is unique - One size does not fit all. Flexibility in how the PLCs are populated, scheduled and facilitated may look different from school to school.
Listening is Critical – Project Managers, Supervisors, Liaisons and Coaches listen to one another as the Data Coaches are deployed and scheduled to ensure the best fit and model.
Change of Focus in Collaborative Work – Some push back and frustration with the change in what the focus of the work is…in the past we have spent time working on instructional “what and when”, this focuses more on the “who and how”. It can be uncomfortable, but that’s ok.
BE FLEXIBLE – The project is still able to be implemented with fidelity with a bit of flexibility. Coaches had to realize that they are “plastic” and need to make this project work within the parameters of a District or Charter culture or strategic plan.
BE PATIENT… The project lasts for two years, and the coaches keep coming back
Data Coach Project Timeline

5. At a Glance – Project Numbers
~7000 Teachers
~1500 PLCs
200 Schools
41 LEAs
28 Data Coaches*
At a Glance – Project Numbers
* 1 CtC Coordinator; 1 Lead Coach; 1 Project Manager

6. Models of Implementation
Direct Facilitation
Coach the Coach
38% of the Schools using Direct Facilitation
Wireless Generation Data Coaches facilitate the PLCs
62 % of the Schools are implementing Coach the Coach model
Teacher Leaders serve as PLC Facilitators / School Coaches
School Coaches participate in monthly training to use the Taking Action with Data Framework
38%
62%
Conditions for Success
Attendance
Uninterrupted Time
Administrator Support and Participation
PLC Norms
Purpose – Goals
Accountability & Sharing
Professionalism
Models of Implementation

7. Six Phases of Skills Progression
Understanding Data/Adjusting Whole Class Instruction
Progress Monitoring / Introduction to Small Group Differentiation
Adjustment and Individualization of Instruction
Measuring Effectiveness Using Aggregated Data
Action Planning for Subpopulations
Transparent Data Culture
Conditions for Success
Attendance
Uninterrupted Time
Administrator Support and Participation
PLC Norms
Purpose – Goals
Accountability & Sharing
Professionalism
Methodology

8. Fundamental Assumptions
All educators can make a difference with All students
Our school becomes a more effective learning environment when we commit to learning about and improving our practices and structures
Supporting and helping educators to improve should be a key function of school leadership
School-wide collaboration focused on improvement will have a significant impact on teaching and learning
Conditions for Success
Attendance
Uninterrupted Time
Administrator Support and Participation
PLC Norms
Purpose – Goals
Accountability & Sharing
Professionalism
Fundamental Assumptions

9. Collaboration is essential to achieve success for all students and is embedded into the school culture
Goal is success for all students
Students are guaranteed extra time and support when they struggle with learning essential outcomes (standards)
Intervention is provided systematically and in a timely manner
Support is proactive rather than reactive
Professional development is job embedded
Emphasis shifts from “teaching” to “learning”
Conditions for Success
Attendance
Uninterrupted Time
Administrator Support and Participation
PLC Norms
Purpose – Goals
Accountability & Sharing
Professionalism
Paradigm Shift

10. Critical Elements Group Norms
Essential Outcomes and SMART Goals
Common Assessments
Analyze Data & Plan Differentiated Lessons
Implement Lessons
Reflect and Evaluate Effectiveness of Lessons
Adjust Instruction and Implement Refined Lessons
Conditions for Success
Attendance
Uninterrupted Time
Administrator Support and Participation
PLC Norms
Purpose – Goals
Accountability & Sharing
Professionalism
Critical Elements

11. Success Factors Common language Universal access to data Flexibility
Transparency
Value the speed bumps
Persistence
Accountability and celebration
Conditions for Success
Attendance
Uninterrupted Time
Administrator Support and Participation
PLC Norms
Purpose – Goals
Accountability & Sharing
Professionalism
Success Factors