1. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Data Analysis for Continuous Improvement
ESC Region 19

2. What is your responsibility in the state of Texas as an educator?
Why are you an educator?
What do you believe is your responsibility as an educator ?
What is your responsibility in the state of Texas as an educator?

5. https://tea.texas.gov/si/accountabilityinterventions/

6. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Continuous Improvement
Data Analysis
Root Cause Analysis
Plan to implement aligned strategy
Monitor for fidelity
Presenter: Glen Nathan

7. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Improvement Planning with Data
How can data-driven improvement planning help our campus achieve this vision?
Why is data analysis the first step in creating a plan?
Presenter: Glen Nathan
Say (1 min): We know that we need both a vision AND a plan to get our schools to improve. In order to anchor our plan in data, we are going to begin our planning work with Data Analysis. Individually, take one minute to answer question 2 in your note taking guide (show Slide 4):
Why is data analysis the first step in creating the plan? [Potential responses: because it helps us measure how far we are from our targets or from achieving our vision]
Say (1 min): Do a quick turn and talk with someone next to you about your answer. (Wait 2 minutes)
Say (2 mins): Let’s share whole group. Why is data analysis step one? (Have 1-2 people respond whole group)

8. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Key Idea
Analyzing data first tells us where we are now and how much we need to do to get to where we want to go.
Presenter: Glen Nathan
Say (1 min): (show Slide 5) Key Idea: Analyzing our data as a first step lets us know exactly what we need to plan for and how much we need to accomplish.

9. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Objectives
Identify why a campus did not meet standard and where the performance gaps are
Formulate plans based on the data to meet improvement goals
Presenter: Glen Nathan
Say (5 mins): (show Slide 6) Today, you are going to practice doing 2 things so that you can return to your campus ready to conduct your own Data Analysis:
Identify why a campus did not meet standard and where the performance gaps are
Write data-driven problem statements and annual goals on which to base improvement planning
We will look at a couple of case studies to determine why these actions are important for planning, and then we will practice using tools to conduct a sample data analysis.

10. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Key Idea
Knowing why you didn’t meet standard and where the performance gaps come from keeps you focused on planning actions that will close those gaps.
Presenter: Glen Nathan
Say (3 min): (show Slide 8) Key idea: Knowing why you didn’t meet standard and where the performance gaps come from keeps you focused on planning actions that will close those gaps.

11. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Key Idea
Campuses that…
focus on why they did not meet standard,
identify where the performance gaps are, and
write data-driven problem statements
…are set up for more effective improvement planning.
Presenter: Glen Nathan
Say (2 min): (show Slide 10) Key idea: Campuses that focus on why they did not meet standard, identify where the performance gaps are, and write data driven problem statements are set up for more effective improvement planning.

12. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Identifying Data Trends
Presenter: Glen Nathan
Data will be replaced with campus data, domains 1-3, Performance standards from lead4ward, Provide data slide with hightlignts.
Say (2 mins): (show Slide 11) Now we are going to practice conducting a data analysis and writing data-driven problem statements and annual goals. You are going to work with your campus team on a sample set of data. (Facilitator note: if a campus team has more than 4, divide them into groups of 4-5.)
Take out your Data Analysis Guided Discussion packet. This worksheet is meant to help teams uncover performance gaps and synthesize data into problem statements and should be used when you return to your campus to conduct your own data analysis. ( complete step 1b and c in PLCs)
Use the sample data packets on your table to complete the worksheet. You will also answer the two reflection questions on the slide in your note-taking guide. Take 20 minutes. (Facilitators note: during this time, circulate among tables to ensure that participants are using the worksheet correctly)
Domain 1: Teams should start by looking at the content areas, student subgroups, and performance levels. [Conversations should be taking place around the achievement by content area and student groups. To understand the grade level breakdown for each content area, the campus will use the student performance report that lists students’ individual results.]
Domain 3: Teams look at the Closing the Gaps table. The first table will help the campus with an overview of Domain 3. The second table provides a break down actual achievement numbers for Domain 3. [Conversations should be taking place around the Academic Achievement and Growth Status categories. The campus failed to meet many of the targets in these categories. Make sure that campuses understand the difference between the two tables and how they are used to help the campus understand the Domain 3 data.]

13. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Identifying Data Trends
59%+28%+10% =
A 32 scales to a 60
Presenter: Glen Nathan
Data will be replaced with campus data, domains 1-3, Performance standards from lead4ward, Provide data slide with hightlignts.
Say (2 mins): (show Slide 11) Now we are going to practice conducting a data analysis and writing data-driven problem statements and annual goals. You are going to work with your campus team on a sample set of data. (Facilitator note: if a campus team has more than 4, divide them into groups of 4-5.)
Take out your Data Analysis Guided Discussion packet. This worksheet is meant to help teams uncover performance gaps and synthesize data into problem statements and should be used when you return to your campus to conduct your own data analysis. ( complete step 1b and c in PLCs)
Use the sample data packets on your table to complete the worksheet. You will also answer the two reflection questions on the slide in your note-taking guide. Take 20 minutes. (Facilitators note: during this time, circulate among tables to ensure that participants are using the worksheet correctly)
Domain 1: Teams should start by looking at the content areas, student subgroups, and performance levels. [Conversations should be taking place around the achievement by content area and student groups. To understand the grade level breakdown for each content area, the campus will use the student performance report that lists students’ individual results.]
Domain 3: Teams look at the Closing the Gaps table. The first table will help the campus with an overview of Domain 3. The second table provides a break down actual achievement numbers for Domain 3. [Conversations should be taking place around the Academic Achievement and Growth Status categories. The campus failed to meet many of the targets in these categories. Make sure that campuses understand the difference between the two tables and how they are used to help the campus understand the Domain 3 data.]

14. Identifying Data Trends
Were these our results?

15. Look at your own data.
What is your letter grade?
Is this surprising or what you might expect?

16. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Performance Levels
Presenter: Glen Nathan
Say (5 mins): (show Slide 6) Today, you are going to practice doing 2 things so that you can return to your campus ready to conduct your own Data Analysis:
Identify why a campus did not meet standard and where the performance gaps are
Write data-driven problem statements and annual goals on which to base improvement planning
We will look at a couple of case studies to determine why these actions are important for planning, and then we will practice using tools to conduct a sample data analysis.

17. Key Idea Where do we want our students? Approach ? Meets ? Masters ?
Have you seen instructional gaps in your students understanding of content?
What goals should we set with our students.? Where should the target be for student mastery of your grade level content?

18. Do you ever feel this way?

19. TEACHING THE TEKS
The TEKS give you everything you need to know about what to teach students and how they will be assessed.
CONTENT CONTEXT COGNITIVE LEVEL

20. DOES THE QUESTION ALIGN TO THE SE?

21. What is the Content, Context, and Cognitive Level?

22. DOES THE QUESTION ALIGN TO THE SE?

23. What is the Content, Context, and Cognitive Level?

24. DOES THE QUESTION ALIGN TO THE SE?

25. What is the Content, Context, and Cognitive Level?

27. DOES THE QUESTION ALIGN TO THE SE?

29. Identifying Data Trends
Data analysis:
We will begin examining Domain 2
Repeat the process modeled for Reading and Mathematics
Presenter: Glen Nathan

30. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Identifying Data Trends
Presenter: Glen Nathan
Data will be replaced with campus data, domains 1-3, Performance standards from lead4ward, Provide data slide with hightlignts.
Say (2 mins): (show Slide 11) Now we are going to practice conducting a data analysis and writing data-driven problem statements and annual goals. You are going to work with your campus team on a sample set of data. (Facilitator note: if a campus team has more than 4, divide them into groups of 4-5.)
Take out your Data Analysis Guided Discussion packet. This worksheet is meant to help teams uncover performance gaps and synthesize data into problem statements and should be used when you return to your campus to conduct your own data analysis. ( complete step 1b and c in PLCs)
Use the sample data packets on your table to complete the worksheet. You will also answer the two reflection questions on the slide in your note-taking guide. Take 20 minutes. (Facilitators note: during this time, circulate among tables to ensure that participants are using the worksheet correctly)
Domain 1: Teams should start by looking at the content areas, student subgroups, and performance levels. [Conversations should be taking place around the achievement by content area and student groups. To understand the grade level breakdown for each content area, the campus will use the student performance report that lists students’ individual results.]
Domain 3: Teams look at the Closing the Gaps table. The first table will help the campus with an overview of Domain 3. The second table provides a break down actual achievement numbers for Domain 3. [Conversations should be taking place around the Academic Achievement and Growth Status categories. The campus failed to meet many of the targets in these categories. Make sure that campuses understand the difference between the two tables and how they are used to help the campus understand the Domain 3 data.]

31. Knowing our Students
Using the academic growth table provided to you, work in groups to identify 2 students who:
Earned No Points
Earned ½ a point
Earned 1 point
Regressed a performance level
On a piece of chart paper, provide 1 to 2 bullet points why the students you identified may have shown the type of growth observed.

32. Identifying Data Trends

36. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Key Idea
Presenter: Glen Nathan
Sample Middle School
Met 1 of the 46 eligible indicators

37. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Identifying Data Trends
Why didn’t the campus meet standard?
Why is the campus in comprehensive support?
With your table group, record 2-4 bullets per missed Domain target on chart paper.
Presenter: Glen Nathan

38. Fahrig, R. SI Reorg Presentation: DCSI
06/28/18
Final Reflection
What will I do differently as a result of today’s training?
How will data guide my instructional decisions and practices?
What must Canyon Hills do to meet all stakeholder expectations?
Say (1 min): (show slide 27) We have practiced identifying action steps, assigning roles, and setting metrics to write an effective implementation plan. Before we leave, in your note taking guide, take a minute to reflect on the last question in your note taking guide:
What are the key actions I need to keep in mind when I do this work at my campus?

39. The Targeted Improvement Plan

43. Thank you for all your hard work and willingness to be a partner in this exciting opportunity to impact thousands of educational outcomes for the better through service as an agent of change and growth minded professional.
- Glenn Nathan

44. Any Questions??!!
Glenn Nathan