1. Education for the Future http://eff.csuchico.edu Bradley J. Geise bgeise@csuchico.edu Using Data for Continuous School Improvement McKinney Independent School District

2. BACKGROUND Education for the Future – Non-Profit Initiative Victoria L. Bernhardt, Exec Director California State University, Chico Our Mission Funded by contracts. 17 Books, Conferences, Institutes, Workshop. Manage long-term implementation contracts. Monthly online meeting series.

4. OUTCOMES  What data are important.  How data inform continuous school improvement.  How to analyze all types of data for continuous school improvement.  How to work through a “problem” with data—getting to contributing causes. Everyone understands—

5.  How to create a shared vision.  How to build a plan that will get implemented and make a difference.  How to know if what you are doing is making a difference.  How to involve all staff. OUTCOMES

6.  WHY data analysis/continuous school improvement?  WHAT data/process do we need to engage for school improvement?  HOW do we involve all staff in the process of school improvement? AGENDA

12. WHY Data Analysis/Continuous School Improvement?

13. What would it take to ensure student learning increases at every grade level, in every subject area, and with every student group?

14.  Teachers and administrators must believe that all children can learn.  Schools must honestly review their data, especially classroom data.  One vision.  One plan to implement the vision. THINGS THAT NEED TO HAPPEN

15.  Curriculum, instructional strategies, and assessments must be clear and aligned to standards.  Staff need to collaborate and use student, classroom, and school level data related to standards implementation. THINGS THAT NEED TO HAPPEN

16.  Staff need professional development to work differently.  Schools need to rethink their current structures, and avoid add-ons. THINGS THAT NEED TO HAPPEN

17. WHAT IS THE HARDEST PART FROM YOUR PERSPECTIVE?  Beliefs that all children can learn.  Schools honestly reviewing their data.  One vision.  One plan to implement the vision.  Curriculum, instructional strategies, and assessments clear and aligned to standards.  Staff collaboration and use of data related to standards implementation.  Staff professional development to work differently.  Rethinking current structures to avoid add-ons.

18. THINGS WE KNOW ABOUT DATA USE For data to be used to impact classroom instruction, there must be structures in place, to—  Implement a shared schoolwide vision.  Help staffs review data and discuss improving processes.  Have regular, honest collaborations that cause learning.

20. Continuous Improvement Cycle Mission Vision

21. VISION defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ).

22. VISION Curriculum — What we teach. Instruction — How we teach the curriculum. Assessment — How we assess learning. Environment — How each person treats every other person.

23. MISSION succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist.

24. Data Analysis for Continuous School Improvement Is About What You Are Evaluating Yourself Against

25. Page 4

27. Page 14

34. IMPORTANT NOTES It describes the work that schools do, linking the essential elementsIt describes the work that schools do, linking the essential elements It is a process of evidence, engagement, and artifactsIt is a process of evidence, engagement, and artifacts

35. A PROCESS OF EVIDENCE, ENGAGEMENT, AND ARTIFACTS Evidence: Data to inform and drive a logical progression of next steps. Engagement: Bringing staff together to inform improvement through the use of data, moving from personality driven to systemic and systematic. Artifacts: The documentation of your improvement efforts.

36. WHEN DONE WELL… Uses data to inform all aspects of operation. Is focused on quantifying realization of your vision, moving away from sole use of data for compliance and accountability. Connects the dots for reporting to a variety of stakeholders.

37. VISION LEADING THE CHANGE/IMPROVEMENT PROCESS 1.Identify the change agents. 2.Empower with data to identify need(s). 3.Collaboratively prescribe change. 4.Support through prof learning, leadership, partnerships. 5.Evaluate to make sure it is making the intended difference.

38. Page 21

39. Page 117 RANDOM ACTS OF IMPROVEMENT

41. Page 117 FOCUSED ACTS OF IMPROVEMENT

43. Evidence

44. Page 14

46. Page 17

47.  Describe the context of the school and school district.  Help us understand all other numbers.  Are used for disaggregating other types of data.  Describe our system and leadership. DEMOGRAPHICS ARE IMPORTANT DATA

48.  Enrollment  Gender  Ethnicity / Race  Attendance (Absences)  Expulsions  Suspensions DEMOGRAPHICS

49.  Language Proficiency  Indicators of Poverty  Special Needs/Exceptionality  IEP (Yes/No)  Drop-Out/Graduation Rates  Program Enrollment DEMOGRAPHICS (Continued)

50. WHAT STUDENT DEMOGRAPHIC DATA ELEMENTS CHANGE WHEN LEADERSHIP CHANGES?  Enrollment  Gender  Ethnicity/Race  Attendance (Absences)  Expulsions  Suspensions  Language Proficiency  Indicators of Poverty  Special Needs/ Exceptionality  IEP (Yes/No)  Drop-Out / Graduation Rates  Program Enrollment

51.  School and Teaching Assignment  Qualifications  Years of Teaching/At this school  Gender, ethnicity  Additional Professional Development STAFF DEMOGRAPHICS

52. Page 17

53.  Help us understand what students, staff, and parents are perceiving about the learning environment.  We cannot act different from what we value, believe, perceive. PERCEPTIONS ARE IMPORTANT DATA

54.  Student, Staff, Parent, Alumni Questionnaires  Observations  Focus Groups PERCEPTIONS INCLUDE

55. PERCEPTIONS What do you suppose students say is the #1 “thing” that has to be in place in order for them to learn?

56. “I’ve got it, too, Omar…. a strange feeling like we’ve just been going in circles.”

57. PERCEPTIONS Given what we have discussed so far, what key measure must be a part of any staff questionnaire?

58. Page 17

59.  Know what students are learning.  Understand what we are teaching.  Determine which students need extra help. STUDENT LEARNING ARE IMPORTANT DATA

60. STUDENT LEARNING DATA INCLUDE  Diagnostic Assessments (Universal Screeners)  Classroom Assessments  Formative Assessments (Progress Monitoring)  Summative Assessments (High Stakes Tests, End of Course) Defined: Pages 54-57

62. What happens when learning organizations react solely to the measures used for compliance and accountability? STUDENT LEARNING ARE IMPORTANT DATA

63. Page 17

64. Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they really want. SCHOOL PROCESSES

65. Processes include…  Actions, changes, functions that bring about a desired result  Curriculum, instructional strategies, assessment, programs, interventions …  The way we work.

66.  Tell us about the way we work.  Tell us how we get the results we are getting.  Help us know if we have instructional coherence. SCHOOL PROCESSES ARE IMPORTANT DATA

67. SCHOOL PROCESSES  The missing link in improving K- 12 education  The missing link in meeting NCLB requirements

71. “How can anyone be sure that a particular set of new inputs will produce better outputs if we don’t at least study what happens inside?” Paul Black and Dylan Wiliam

73. Engagement

77. 1. What are Big River’s demographic strengths and challenges? StrengthsChallenges 2. What are some implications for the Big River High School improvement plan? 3. Looking at the demographic data presented, what other demographic data would you want to answer the question Who are we? for Big River High School? Study Questions—Demographic Data

78.  STRENGTHS: Something positive that can be seen in the data. Often leverage for improving a challenge.  CHALLENGES: Data that imply something might need attention, a potential undesirable result, or something out of a school’s control. DEFINITIONS

79.  IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN are placeholders until all the data are analyzed. Implications are thoughts to not forget to address in the school improvement plan. Implications most often result from CHALLENGES. DEFINITIONS

80. LETS SEE WHAT IT LOOKS LIKE Pages 265-296

81. CASE STUDY QUESTIONNAIRES: Students K-1:Pages 297 - 300 Students 2-5:Pages 301 - 306 Staff:Pages 307 - 315 Parents:Pages 316 - 321 Please read independently and answer questions related to perception/questionnaire data. 20 Minutes. PERCEPTION DATA

82. Please review findings with teammates. Prepare your findings on poster paper. 10 minutes. PERCEPTION DATA

83. Answer Questions— Strengths, Challenges, Implications, Other Demographic Data.  Independently  In Small Groups  Merge to Whole Group WITH YOUR STAFF WHAT ARE THE BENEFITS OF THIS APPROACH?

84. FACILITATION GUIDE Pages 343-353

85. FACILITATION GUIDE Pages 218-252

86. FACILITATION GUIDE Pages 209-210

88. Aggregating Implications for Planning Across All Areas of Data

89. Page 343

90. 1. What are Big River’s demographic strengths and challenges? StrengthsChallenges 2. What are some implications for the Big River High School improvement plan? 3. Looking at the demographic data presented, what other demographic data would you want to answer the question Who are we? for Big River High School? Study Questions—Demographic Data

92. Pages 336-339

93. Page 340 What We Saw in the Data: IMPLICATIONS

94. Page 341 What We Saw in the Data: IMPLICATION COMMONALITIES

95. Page 342 What We Saw in the Data: AGGREGATED IMPLICATIONS

97. Page 14

99. "We cannot solve our problems with the same thinking we used when we created them." Albert Einstein

100. CONTRIBUTING CAUSES: CONTRIBUTING CAUSES: Underlying cause or causes of positive or negative results. Pages 105-108

101. Page 106-108 PROBLEM SOLVING CYCLE EXAMPLE

102. Not enough students are proficient in Mathematics. IDENTIFY THE PROBLEM

103. THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses Page 106

104. THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses Page 106

105. What questions do you need to answer to know more about the problem, and what data do you need to gather? THE PROBLEM-SOLVING CYCLE

106. Example Questions/Data Needed Page 107

108. 1. Identify a problem/ undesirable result. 2. List 20 reasons this problem exists (from the perspective of your staff). THE PROBLEM-SOLVING CYCLE

109. 3. Determine what questions you need to answer with data. 4. What data do you need to gather to answer the questions? THE PROBLEM-SOLVING CYCLE

110. Please post on chart paper.

111. PROBLEM SOLVING CYCLE Evidence: Automatically end up at the 4 circles. Focus on the process(es) at the root. Engagement: Makes big problems manageable. Time savings. Key in making the move from personality driven to systemic and systematic.

112. Pages 354-358 PROBLEM SOLVING CYCLE FACILITATION GUIDE

114. Digging Deeper Into Process Measurement

115. Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they really want. SCHOOL PROCESSES

118. “How can anyone be sure that a particular set of new inputs will produce better outputs if we don’t at least study what happens inside?” Paul Black and Dylan Wiliam

119. Page 215

120. SCHOOL PROCESSES DEFINITIONS  INSTRUCTIONAL: The techniques and strategies that teachers use in the learning environment.  ORGANIZATIONAL: Those structures the school puts in place to implement the vision.

121.  ADMINISTRATIVE: Elements about schooling that we count, such as class sizes.  CONTINUOUS SCHOOL IMPROVEMENT: The structures and elements that help schools continuously improve their systems.  PROGRAMS: Programs are planned series of activities and processes, with specific goals. SCHOOL PROCESSES DEFINITIONS

122. What process changes most frequently when leadership changes? SCHOOL PROCESSES

123. Creating the inventory versus data driving isolation of process?

124. If you are not monitoring and measuring program implementation, the program probably does not exist. MONITORING SCHOOL PROGRAMS AND PROCESSES

125. You cannot evaluate a program that you cannot describe. EVALUATING SCHOOL PROGRAMS AND PROCESSES

126. MONITORING AND EVALUATING PROGRAM IMPLEMENTATION If you can describe what a program will look like when implemented, you can monitor its implementation, and evaluate its impact.

127. Page 256

128.  Implementing Common Core – Pages 84-86  Early Warning System – Page 111  Using Data to Improve Teaching and Learning – Page 151  Vision – Page 160  Elementary RtI – Page 256

129. TEMPLATE/EXAMPLES: Pages 255-257 Go through the measuring processes table for a program/process. Template on page 255.

130. Everything we do is a PROCESS.

132. FLOWCHARTING SCHOOL PROCESSES  Assess what is really being implemented.  Understand how we get our results.  Determine the cause of a problem or challenge.

133.  Build common understandings of a whole process.  Communicate process related information visually.  Provide a way to monitor and update processes. FLOWCHARTING SCHOOL PROCESSES

134. PROCESS FLOWCHARTS Process maps or flow charts are composed of a relatively standardized set of symbols.

135. Individual student meets benchmark expectations. Yes No DIAMONDS ARE FOR DECISIONS

136. Student does need additional assistance—staff identifies skill deficit and matches intervention. RECTANGLES ARE FOR ACTION

137. Page 261

138. Page 63 Page 371 MARYLIN AVENUE’S SHARED VISION FLOWCHART

139. Pages 88-89

140. Page 262

141.  Prevention System – Pages 88-89  Common Core State Standards – Page 90  Shared Vision– Page 260  High School Process– Page 261  Process of Using Data in PLCs– Page 262 FLOWCHART EXAMPLES

142. Within your teams, please use the mapping symbols to map your vision on chart paper… PROCESS FLOWCHARTS

143. FLOWCHARTING SCHOOL PROCESSES Empowering change. Creating a focus on fidelity. Considering best practice and professional learning. Practically applying previous learning. Considering the role of assessment and student learning data. Provides foundation for effective monitoring and measuring. Process allowing reflection on vision (values and beliefs).

144. 1. List the programs and processes being used in your school. 2. Analyze the lists of programs and processes – complimentary/contradictory? 3. Analyze the programs and processes using the Measuring Programs and Processes Table. 4. Use flowcharts to describe and visualize how a program or process is to be implemented. HOW TO ANALYZE SCHOOL PROCESSES DATA

145. FACILITATION GUIDE Pages 253-257

146. FACILITATION GUIDE Pages 258-262

148. VISION LEADING THE CHANGE/IMPROVEMENT PROCESS 1.Identify the change agents. 2.Empower with data to identify need(s). 3.Collaboratively prescribe change. 4.Support through prof learning, leadership, partnerships. 5.Evaluate to make sure it is making the intended difference.

150. Page 14

152. “Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment… If people don’t have their own vision, all they can do is ‘sign up’ for someone else’s. The result is compliance, never commitment.” Peter Senge, The Fifth Discipline

153. MISSION succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist.

154. VISION defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ).

155. VISION Curriculum — What we teach. Instruction — How we teach the curriculum. Assessment — How we assess learning. Environment — How each person treats every other person.

156.  Instructional Coherence.  A Shared Vision for School Improvement.  Data-Informed Decision Making. PRECONDITIONS FOR SCHOOL IMPROVEMENT

157. BUILDING A MISSION AND VISION Identify values and beliefs. Curr, Instr, Assessment, Environment. Determine purpose. Develop mission. Develop shared vision to accomplish mission. Create action plan.

158. Comprehensive Data Analysis Best Practices Learning CREATING A VISION AND MISSION

159. Using Data to Inform Mission and Vision A Process of Continuous Improvement

161. Using Staff Questionnaire Results To Inform Mission and Vision Response to: I work with people who collaborate effectively.

162. 1. What are Big River’s demographic strengths and challenges? StrengthsChallenges 2. What are some implications for the Big River High School improvement plan? 3. Looking at the demographic data presented, what other demographic data would you want to answer the question Who are we? for Big River High School? Study Questions—Demographic Data

164. BUILDING A MISSION AND VISION Identify values and beliefs. Curr, Instr, Assessment, Environment. Determine purpose. Develop mission. Develop shared vision to accomplish mission. Create action plan.

165. VISION  Curriculum — What we teach.  Instruction — How we teach the curriculum.  Assessment — How we assess learning.  Environment — How each person treats every other person.

166. Vision is Putting Action to Our Values and Beliefs

167. …INTO A SHARED VISION We must collaborate to provide quality instruction. Value/Belief: We will collaborate through effective implementation of Professional Learning Communities. Vision:

169. Continuous Improvement Cycle Mission Vision

170. VISION = DESTINATION Values and beliefs into action Reflective of your theory of change Must be informed by data and research – the evidence of best practices The collaboration around data to inform vision IS getting the agreements in place for change

171. Mission statements have three parts:  Who we are.  What we do.  What results we want to achieve. MISSION

172. EXAMPLE SHARED VISION The Mission of Marylin Avenue Elementary School is to enable ALL students to achieve their personal best, and to be respectful, thoughtful, and independent learners. Pages 364-370

173. Page 63 Page 371 MARYLIN AVENUE’S SHARED VISION FLOWCHART

174. Page 160

175. FACILITATION GUIDE Pages 359-371

176. AS A TEAM Take 7.5 minutes to review the VISION and discuss where your school/district is with respect to a SHARED VISION.

179. The Improvement Plan as the Evidence of Engagement

180. HOW ARE WE GOING TO GET THERE? Items essential to the success of your plan: Bringing together implications for planning from demographic, perception, process, student learning data as well as problem solving.

181. HOW ARE WE GOING TO GET THERE? Items essential to the success of your plan: Professional development to support the plan. An effective leadership structure that defines roles and responsibilities, meeting times, etc., to carry out the plan. Partnerships to that are aligned to realizing the vision.

182. FACILITATION GUIDE Pages 388-391

183. Pages 141-142 EXAMPLE: SOMEWHERE ELEMENTARY SCHOOL PROFESSIONAL LEARNING CALENDAR

184. FACILITATION GUIDE Pages 392-393

185. FACILITATION GUIDE Pages 394-395

186. Pages 130-132

188. Page 14

190. Page 255

191. FACILITATION GUIDE Pages 253-257

192. CONTINUOUS IMPROVEMENT AND EVALUATION “Continuous improvement causes us to think about upstream process improvement; not downstream damage control.” Teams & Tools

193.  Align elements to vision.  Systems thinking.  Next steps.  Evaluate all parts of the system. CONTINUOUS IMPROVEMENT AND EVALUATION

194.  Information and Analysis  Student Achievement  Quality Planning  Leadership  Professional Learning  Partnership Development  Continuous Improvement and Evaluation CONTINUOUS IMPROVEMENT CONTINUUM CATEGORIES

195. INFORMATION AND ANALYSIS FallSpring School Continuums ~ Pages 198-204

197. MAKING TIME FOR SCHOOL IMPROVEMENT

199. Page 170

200. MAKING TIME FOR SCHOOL IMPROVEMENT Knowledge/Information (Why?)Knowledge/Information (Why?) CIPlanning Framework/ProcessCIPlanning Framework/Process DataData Organizational StructuresOrganizational Structures TimeTime

201. Knowledge/Information: Why?

202. Framework/Process

203. Data

204. Organizational Structures

205. Time

211. VISION LEADING THE CHANGE/IMPROVEMENT PROCESS 1.Identify the change agents. 2.Empower with data to identify need(s). 3.Collaboratively prescribe change. 4.Support through prof learning, leadership, partnerships. 5.Evaluate to make sure it is making the intended difference.

212. WHAT: Calibrating Your School Improvement Efforts, moderated by Bradley Geise. CALIBRATING YOUR SCHOOL IMPROVEMENT EFFORTS ONLINE MEETINGS WHO: Open to all, at no cost. WHEN: Once per month, approximately 60 minutes. HOW:Via Join.me

213. Bradley Geise bgeise@csuchico.edu