1. Session #66: Data Analytics Building a Culture for High Expectations Using Data Analytics
Bobby Ashley
ICLE Consultant
bobbyashley_lp

2. Session # 66 Qualitative vs Quantitative Data
Leadership Transformation Model
Organizational Structure Leading to Quad Data Use
5 Step Process for Using Data
Data Teams Aligned with the DSEI
#LeaderEd

3. Session Handouts
#ModelSchools

4. Data Analytics
Definition from WhatIs.com
Data analytics (DA) is the science of examining raw data with the purpose of drawing conclusions about that information. Data analytics is used in many industries to allow companies and organization to make better business decisions and in the sciences to verify or disprove existing models or theories.
#LeaderEd

5. “Using data appropriately changes adult behavior”
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

6. Quick Write (index card)
As a leader….
What is your message
How do you communicate it to all
Who inspired you to become an educator or inspired you to continue to be an educator

7. Data Analytics Agenda
ICLE Philosophy
Leadership and Expectations: Building Quad D Teams
Data – Data Analytics (Diverse data with Converse Solutions)
Assessments to drive instruction
Formative
Benchmarking
Lexiles
Structure for Capturing Data
Teacher Based Teams
Building Level Teams
District Level Teams
Collaborative Instructional Review Process for Teacher Walk
Throughs/Student Tasks
 Dialogue:
Individual Questions

8. Rigor/Relevance Framework
Rigor/Relevance Framework (continued)
Time: 3 minutes
The application model, along the horizontal axis, describes relevance. Low relevance is knowledge in one discipline or apply knowledge in one discipline. When teachers integrate multiple disciplines, this moves them into quadrants B and D of the Rigor/Relevance Framework. At the high end of the application model, students are applying knowledge to real-world predictable and unpredictable situations. We will use this Framework to guide our work around creating a rigorous and relevant learning environment. Using the Framework as lens through which to reflect on the quality of curriculum, instruction, and assessment will be our goal today. By the end of the day, you should have a good understanding of the four quadrants. The precursor to rigor and relevance is not included in the graphic seen here, but if there aren’t strong relationships, rigor and relevance are not possible.
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

9. ICLE’S Philosophy For All Students
Relationships
Relevance
Rigor
For All Students
ICLE’s Philosophy
Time: 1 minute
A way to address issues facing school’s today, such as increased expectations and advancements in technology, is a simple, yet complex approach that can be applied to all students. These are the three tenets of Bill Daggett’s philosophy. You may have seen these as rigor, relevance, and relationships, but we begin today with relationships intentionally. Relationships are the first step in creating an effective learning environment.
Relationships—the interactions and connections between students and teachers and among students in the classroom. Relationships make relevance possible.
Relevance—how what students are learning in the classroom applies to their lives outside of school. Relevance makes rigor possible.
Rigor—which stresses critical thinking and application of knowledge to new and perplexing problems and unknowns.
Click to animate FOR ALL STUDENTS.
I emphasis the importance of applying these three tenets to ALL students, including students with IEPs, English language learners, and gifted students. All of the strategies and tools we discuss are best practices for ALL learners.
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

10. Index Card
Write the name of the person who you most love and admire on the index card
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11. Quantitative Data vs. Qualitative Data

12. Quantitative vs Qualitative
Quantitative data is information about quantities; information that can be measured and written down. Some school examples are: summative, end of year data, benchmark tests, attendance, grades, expenses
Speaking of which, it might be time to call Guinness. You've got to be close to breaking the record
Qualitative data is information about qualities; information that can't actually be measured. Some examples of qualitative data are climate and culture of a school, how much the teacher is liked, or how much students like coming to school.
However, try telling Photoshop you can't measure color with numbers
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13. Sunnyside Elementary School Information
As of today, you have been hired as the Principal of Sunnyside Elementary School
You have been an elementary principal for 5 years prior to taking this job
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14. Sunnyside Elementary School
SES was established over 30 years ago
It is in an affluent district
Three years ago, the board closed a neighboring elementary school and bussed all the students to SES
Prior to the addition of these students, SES consistently scored above state average

15. Sunnyside Data Grade 2012 2013 2014 SES 2015 State 2015 Difference
2012
2013
2014
SES 2015
State 2015
Difference
2015
3rd
78.5%
48%
52%
55%
78%
23%
4th
85%
43%
56%
79%
5th
72%
36%
39%
42%
68%
26%
6th
73%
49%
75%
20%
7th
45%
50%
53%
8th
42.5%
51%
77%
24%
#LeaderEd

16. Guiding Questions What is your first reaction/ thought, BE HONEST
What solutions/alternatives can you come up with to solve this problem
Who will you involve or will you do it alone
Are you ready to craft a plan now or do you need more information

17. Plan your course of action
List three steps you will take to solve this problem
What will you do
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18. Four Quadrants of LeadershipC D
Adaptive
Leadership
Visionary
Leadership
High
KNOWLEDGE A B
Low
Authoritative
Leadership
Collaborative
Leadership
Low
High
APPLICATION

19. Quadrant A – Authoritative
Traditional Leadership
School Manager
Leaders decide, others act
Authoritarian

20. Quadrant B – Collaborative
Empowerment - Application of leadership by administration and staff
The staff works in a highly collaborative setting
Positive, supportive work environment

21. Quadrant C – Creative Reflective and Innovative Visionary
Anticipation of the Future
Student Needs Drive Action

22. Quadrant D – Adaptive
Adaptive leadership
Creative and Collaborative
Reflective and Innovative
Staff and Students are Empowered to Take a Significant Leadership Role

23. Table Discussion
Discuss the Four Quadrants of Transformation Leadership
Review your three solutions to SES
Which Quadrant did you work in as a new principal
After discussing the Transformation Model, would you change your course of action, How
#LeaderEd

24. Which Quadrant:1 Minute Turn and Talk
Which quadrant do you want data teams working in when using data?
Quad A: Isolation/Managing data
Quad B: Collaborating/Low levels (What)
Quad C: Student needs drive the discussion
Quad D: Adapting structures to meet needs
What structures do you have in place to ensure this work is being done

25. “Using data appropriately changes adult behavior”
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

26. “Whoever is doing the work is doing the learning”
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

27. Concerning Leadership…
Henry Ford said: “If I would have asked them what they wanted, they would have said they wanted a better horse.”

28. Quad D Data Use
Teachers know and analyze data prior to meeting with other teachers
Teachers use virtual tools to share and discuss data prior to meeting
Administrators hold teachers accountable for using data
There is evidence in classrooms data is being used to inform instruction
#LeaderEd

29. Creating a Culture for Quad D Data

30. Communication Structure for Using Data
Teacher Based
Teams
Building Level
Leadership Team
Administration
Team

31. Data Team Configurations
Teacher-leader groups
Grade-level representatives
School improvement committees
Content-area teams
Professional learning community teams
Data Team Configurations
Time: 1 minute
Often you will have existing structures in your school that lend themselves to the creation of a data team. There is no one correct way to form a data team although there may be a best way for your particular school and its needs. If you have data teams currently working in your school, which configuration here do you use? Do you use something different?
Allow participants to respond.
Now, all of us have had plenty of experience working on teams. I want you to think for a few minutes about the characteristics of a good team.
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32. AP, Counselor, Media Director,
ILT; Team Players
Principal
Chair Person
Team Leaders
AP, Counselor, Media Director,
Data Team Players
Time: 2 minutes
In their book Transforming Teaching and Learning Through Data-Driven Decision Making, authors Ellen Mandinach and Sharnell Jackson suggest four specific roles and responsibilities for members of a BDT. You’ll find the names and descriptions of these roles on Participant Guide page 27.
Click to reveal each player.
The principal appoints both a data coach and the data team, ensuring that they have both the time and the resources to complete their work. The principal also provides leadership through communication by clarifying goals, using data in speeches and meetings, and encouraging staff to use data.
The data coach leads the team, trains colleagues in the use of data, models data use, serves as a liaison with the IT staff, and acts as chief motivator for teachers’ use of data in teaching and learning.
The data team’s primary purpose is to examine data with an eye toward informing instructional and administrative decisions. The team also helps to model the use of data and to motivate fellow teachers.
The IT staff trains other staff in the use of data systems and tools and maintains those systems and tools to support data-driven decision making.
The data coach is a relatively new position in many schools. Let’s consider what it takes to be a data coach.
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34. Using the 5-Step Process Agenda
Use student reading levels for discussion
Look at this document through a teacher led (TBT)
Look at this document through the lens of a building level Instructional Leadership Team
(ILT)
Look at this document through the lens of a Principal or Administrative Team
What is the difference
Using the 5-Step Process Agenda

35. #LeaderEd

36. #LeaderEd

37. Creating a Culture for Quad D Data

38. Transforming Teaching
From a Traditional Approach
“Deliver" Instruction
Teacher-centered
Classroom learning
Standardized approach
Learn to do
Content focused
Looking for the right answer
Teaching segmented curriculum
Passive learning opportunities
To a Transformed Approach
“Facilitate” learning
Student-centered
Learning anytime/anywhere
Personalized, differentiated
Do to learn
Application focused
Develop thinking
Integrating curriculum
Active learning opportunities
Transforming Teaching
Time: 2 minutes
This morning we touched on the interactive model for Teaching. Let’s briefly review and further examine how we can move from a traditional approach to a modern, transformed approach. We begin by moving from…
delivering instruction to facilitating instruction;
a teacher-centered approach to a student-centered approach;
learning only in the classroom to learning anytime, anywhere;
one standardized approach to teaching and learning to a personalized approach for each student; and
learning to do to doing to learn, and so on.
Note how the functions of teaching can help district leaders facilitate the shift from a traditional approach to an interactive approach to teaching and support of effective instruction and student learning.
Raise one hand if you’re just beginning to think about these goals for your school or district. Raise both hands if you’re on your way toward transformation. If your school or district is already fully transformed, stand up.
Monitor responses and call on two or three participants to elaborate.
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 9/1/2013

39. Transforming Instructional Leadership
From a Traditional Approach
Principal leads
Manage the current system
Use experience to solve problems
Replicate practices with fidelity
Look to supervisors for answers
Rely on individual expertise
Authority
To a Transformed Approach
Team leads
Change the system
Learn new ways to adapt
Choose practices to meet needs
Empower staff to take action
Share each other’s expertise
Collaboration
Transforming Instructional Leadership
Time: 2 minutes
Now let’s take a look at what needs to shift in Instructional Leadership to move from traditional to transformed. We begin by moving from…
leadership at only the principal level to a team approach;
a focus on managing the current system to changing the system;
using past experience to solve new problems to learning new ways to adapt; and
repeating the same practices regardless of situation to choosing practices based on what the learner or situation needs, and so on.
Again, raise one hand if you’re just beginning to think about these goals for your school or district. Raise both hands if you’re on your way toward transformation. If your school or district is already fully transformed, stand up. Notice whether you’re further ahead or behind on these goals as compared to your Teaching goals.
Monitor responses and call on two or three participants to elaborate.
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 9/1/2013

40. Transforming Organizational Leadership
From a Traditional Approach
Vision set by top leadership
Priorities based on short-term results
Rigid structures to accommodate adult needs
Top-down management for ease of administration
Teachers are object of change
To a Transformed Approach
Vision set by all
Priorities based on long-term improvement
Flexible structures to support learner needs
Top-down support for bottom-up change
Teachers are agents of change
Transforming Organizational Leadership
Time: 2 minutes
Finally, let’s look at Organizational Leadership. The goal is to shift from top-down leadership to collaborative leadership. This type of system invites teachers to become agents rather than objects of change.
Take a moment to consider the points on the slide. One more time, raise one hand if you’re just beginning to think about these goals for your school or district. Raise both hands if you’re on your way toward transformation. If your school or district is already fully transformed, stand up.
Which goals seem toughest to achieve—Teaching goals, Instructional Leadership goals, or Organizational Leadership goals?
Monitor responses and call on two or three participants to elaborate.
Now that we’ve seen an overview of transforming Organizational and Instructional Leadership and Teaching, you’ll have a more focused opportunity to assess where your school or district stands.
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 9/1/2013

41. Communication Structure Using Data
Teacher Based
Teams
Building Level
Leadership Team
Administration
Team

42. Teaming

43. Neuroscience Connections
The human brain is hardwired to give and receive care.
Neuroscience Connections
Time: 2 minutes
As neuropsychologist Dr. Paul Nussbaum notes, neuroscience supports instruction that emphasizes relationships along with rigor and relevance. This idea is key to the Teaching segment of the Daggett System for Effective Instruction.
The evolution of our brains and the way we learn has to do with what best supports our survival as a species. According to clinical specialist Dr. Sigurd Zielke, research shows that our brains thrive on interaction and socialization.
Our students—because of their ages, backgrounds, and interests—do not necessarily perceive the world the same way that we do. Assessing where they have come from can help us know how to teach them. Building relationships between students and teachers has a dramatic impact on student achievement and teaching effectiveness.
These relationships do not only benefit students from a socialization standpoint. Research by Zielke also indicates that communicating our needs yields a better likelihood of achieving what we need. If we take the time to build relationships with our students, they will more likely communicate their needs, allowing us to better design our instruction. Technology is a tool that can help teachers build relationships with their students, as well as increase the rigor and relevance of the learning environment. Let’s use the web to search for some resources to add to our repertoire.
TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

44. Serotonin & Dopamine Pathways
Serotonin and dopamine are neurotransmitters that help us to regulate our mood and make us feel good, calm or happy. Notice the sprinkler system of these “feel good” neurotransmitters throughout the brain? Notice what area they dominate? The frontal cortex.

45. purple and blue = low degree of activity
Orient them again to what the colors mean and the functions of the different areas. The most important thing to point out is that the area of the frontal cortex is red, which means a high degree of activity is occurring in the frontal lobes during this emotion. The frontal cortex is where we write poems, create cathedrals and solve algebra problems. Again, ask them to note something about this slide.
purple and blue = low degree of activity
red and orange = high degree of activity

46. red and orange = high degree of activity
purple and blue =
low degree of activity
red and orange = high degree of activity
Orient the audience to what they are viewing:
An fMRI is a functioning magnetic resonance image. These indicate brain function while an event is occurring. This is done by taking many fMRI of many people and creating a composite, an average, so to speak.
Now orient them to what the colors mean. Then have them examine the fear slide. Point out specifically what is occurring with regard to the frontal cortex in comparison with the brain stem and cerebellum (survival areas). Ask them to note something about the contents of this slide.

47. Purposes and Functions of an Instructional Leadership Team Focused on Data      
To access and monitor student success, the quality of instruction, and the effectiveness of the team in order to improve instructional practice and performance by using data to inform teaching practices
Purposes and Functions of the Building Data Team
Time: 1 minute
Let’s focus on the Building Data Team, or BDT, which is frequently overlooked when a district considers how to use data to inform decision making. The BDT often serves as a liaison between the District Data Team, which may be specifically concerned with ensuring that the district meets state objectives, and the Instructional Data Teams, which view data on a more personalized, student-by-student basis. The BDT’s purposes and functions are shown here. You’ll find this statement on Participant Guide page 27 for your future reference.
How does the Building Data Team achieve these outcomes?
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48. Uses building data to develop a school improvement plan that focuses on a limited number of strategies aligned with the district’s goals and strategies
 Determines specific shared instructional strategies to implement school-wide
Actively monitors the implementation and effectiveness of the shared instructional strategies (adult indicators) and their impact on student learning
BDT Processes
Time: 1 minute
A successful Building Data Team engages in a series of processes. These processes appear on Participant Guide page 27 and continue onto the next slide.
Click to reveal each step in the process and read the steps aloud.
The BDT considers all forms of data, from test scores to demographics to school processes and perceptions. Team members use these data to develop a school improvement plan that selects a few strategies and goals for staff to use to improve learning.
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49. BDT Processes
Actively monitors the teacher-based Instructional Data Teams (TBTs) and their follow-through
Provides for and participates in professional development and provides additional learning supports to staff
Makes adjustments based on the data
BDT Processes, cont.
Time: 1 minute
Click to reveal each process as you read aloud.
The team’s work does not end with the creation of a plan. Team members also monitor the teacher-based data teams that are charged with carrying out the plan in the classroom. In addition, the BDT provides professional development for the staff. This might include modeling the use of data or peer evaluation of classroom instruction. Once the team members see how the data plan is progressing, they adjust it based on new data.
Who is on this team, and what are their roles?
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50. Creating a Culture for Data Analytics Structure

51. Communication Structure Using Data
Teacher Based
Teams
Building Level
Leadership Team
Administration
Team

53. “The Big 3”
DLT
BLT
TBT

54. We Surveys/Solution Center
WE LEARN™ – Student Survey Grades 3-5
WE LEARN™ – Student Survey Grades 6-12
WE TEACH™ – Instructional Staff Survey
WE LEAD™ – Whole Staff Survey
WE SUPPORT™ - Parent/Community Survey
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56. Exit Ticket
Write one concept from this presentation you will use in your school and district in the coming school year.
Discuss with a neighbor
Session Evaluation
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57. Session Evaluation Pick One: http://goo.gl/HKxzQC Paper MSC App
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