1. Creating District C.I.P. And Building S.I.P. Making Sure The Canaries Don’t Die While You Are Data Mining

2. How Are You Using Data To Make Effective Decisions?

3. Essential Questions How do you decide which data to collect? Where do you find data? How do you use that data to make decisions? What processes/structures are in place to communicate data to different audiences? Do you know why you are getting the results you currently have? What evidence do you have that all students are learning?

4. Big Ideas District and school staff can access relevant data from ODE, district and school sources District and school staff can use processes to analyze data effectively Data is vital to making program decisions for improving student achievement

5. Purposes of Data Monitor compliance – state and federal Make and support local program and budget decisions Communicate student progress to students, parents, community, school board Inform instruction

6. Effect Data – what students are producing Student Achievement results Various measures – State, District, School, Grade Level, Classroom Formative and Summative Two Types of Data The percentage of students who scored at the proficient or higher level on the district math assessment.

7. Two Types of Data Cause Data – what the adults are doing Information based on the actions of adults in the system materials used curriculum chosen frequency of lessons duration of lessons instructional strategies Forty-seven High School Math teachers took part in the week long, hands-on math course emphasizing writing in the math classroom. The teachers implemented the new strategies in their classrooms during second quarter.

8. Where’s The Data? State Reports District Reports and Information School Reports and Information

9. Two Levels of Goals: Tier 1 (District) Goals Tier 2 (Building) Goals Tier 1 – System wide Expectations for all students SMART Goals Effect Indicators Tier 2 – School based SMART Goals Strategies Cause Indicators Effect Indicators

10. Process Used Data-Driven Decision Making Six steps for DDDM 1. Find the data (Treasure Hunt) 2. Analyze the data 3. Prioritize needs 4. Set, review, revise SMART goals 5. Determine strategies 6. Establish results indicator

11. The Leadership and Learning Matrix Effects / Results Data Antecedents / Cause Data Lucky  High results, low understanding of antecedents  Replication of success unlikely Leading  High results, high understanding of antecedents  Replication of success likely Losing Ground  Low results, low understanding of antecedents  Replication of failure likely Learning  Low results, high understanding of antecedents  Replication of mistakes unlikely

12. Workshop Tasks →1. Find the data: “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

13. Seminar Tasks 1. Find the data — “Treasure Hunt” →2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

14. Measuring Growth Point in Time Status "How are this year’s students in Grade X scoring?" Grade Level Status Growth “Are this year’s students at Grade X doing better than previous Grade X students?” Cohort Growth "How much are student cohort test scores increasing from year to year?"

15. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data →3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

16. Task 3 – Prioritize Needs Analysis l Examples: Fifth grade boys need to improve in reading. Skills for “analysis of text” need the most improvement. Eighth grade FRL students need help on mathematics problem solving and reasoning.

17. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis → 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals 6. Determine results indicators

18. Establishing, reviewing, or revising goals (what students will do) and creating measurable, achievable objectives is the next step. Where do we need to go now?

19. Step 4: Set, Review, Revise Annual SMART Goals S-M-A-R-T Specific Measurable Achievable Relevant Timely

20. Increasing Student Achievement: Setting the Target by Quartile 0 – 24% proficient = 20% increase in proficiency per year 25 – 49% proficient = 12% increase in proficiency per year 50 – 74% proficient = 7% increase in proficiency per year 75 – 99% proficient = 4% increase in proficiency per year

21. Goals Tier 1 and Tier 2 Goals – Remember the difference Tier 1 and Tier 2 Goals Be selective! Only one to three goals based on needs analysis. Rule of Six Goals statements should include: Targeted subject area, grade level, and student population Criteria to be achieved Expected change Measurement instrument to be used

22. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals → 5. Identify specific strategies to meet goals 6. Determine results indicators

23. Buildings: How Will We Get There? Developing specific, instructional strategies and activities to achieve goals

24. Task 5 – Identify Specific Strategies to Achieve Goals Can emphasis in one area produce a positive impact in another area? If providing “more time” isn’t a sufficient answer for meeting an important goal, what specifically should your school or team do to meet the goals you identified?

25. Select Specific Strategies Why? Adult actions will impact student achievement Strategies are: Action-oriented Measurable/accountable Specific Research-based Considerations: instructional, organizational, leadership, programmatic

26. Research-Based Strategies 90/90/90 Schools, Reeves 2003 Ten Things High Schools Can Do Right Now to Improve Student Achievement, Reeves, 2006 What’s Happening in Schools? or Not, Learning 24/7 Observation Study, 2005

27. Additional Evidence in Support of Research-Based Strategies Best Practice, Zemelman-Daniels, Hyde, 1998 Art & Science, Marzano 2007 The Kids Left Behind, Barr & Parrett, 2003 School Leadership That Works, Marzano, Waters, McNulty, 2005

28. What’s Already Working? What Else Can We Do? To determine effective strategies, complete a fishbone diagram: 1) Identify area(s) of greatest success 2) Prioritize challenges or needs

29. Examples of Specific Strategies “Teachers will use specific math software programs in classroom and lab to help identified students at risk in math” “Increase number of math problem- solving activities with accompanying scoring guide that requires students to explain their solutions in writing.”

30. Strategies for Success Focused staff development and percent of staff implementing Data-driven Decision Making Continuous search for replicable reform Systematic data gathering Consistent, ongoing monitoring of student progress

31. “Antecedents to Excellence” Writing as lever External scoring Frequent use of performance assessments Consistent use of scoring guides Consistent expectations Multiple opportunities for student success

32. Seminar Tasks 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual goals 5. Identify specific strategies to meet goals → 6. Determine results indicators

33. How Will We Know If It’s Working? Results indicators measure effectiveness and accountability!

34. Task 6: Determine Results Indicators Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies Tier 1: How will you know that you have achieved your goal Tier 2: How will you know if a particular strategy is effective? Results indicators determine: If strategy is being implemented If strategy is having intended effect on student learning and improved performance

35. “Good faith efforts to establish goals and then to collectively and regularly monitor and adjust actions toward them produce results.” Dr. Mike Schmoker, Author of Results: The Key To Continuous Improvement How Will We Know We Are Getting There?

36. Examples of Results Indicators Reading intervention class offered and required for identified students working below grade level in reading comprehension Percentage of students who score proficient or higher in math problem- solving activities requiring students to explain their solutions in writing will increase from 37% to 49% as measured by District problem solving assessment given on November 20 th.

37. School Action Plan with Accountability What needs to be done? Who will do it? Who will oversee it? What resources are needed? What targeted professional development do teachers need? What’s the timeframe throughout the year? When will the actions be completed?

38. Developing Your Accountability Plan When you create your accountability plan consider: Teacher or administrator teams Monitoring cycles Goals Strategies Impact on student and adult behavior Ability to make midcourse corrections

39. Three Ways To Report District SMART Goals Indicators Building SMART Goals Indicators The Rest of the Story – Narrative Data Teams SMART Goals Next Steps