1. Deep Data Dive & Action Planning: Increasing Capacity for Improvement May 2015 Center for Educational Effectiveness: Greg Lobdell Office of Student and School Success, OSPI: Sue Cohn

2. Tools to Support This Presentation http://www.k12.wa.us/StudentAndSchoolSuccess/ActionPlanHandbook.aspx

3. Section II & Appendix A – Action-Planning Process Appendix B – Data Reflection Tools Student and School Success Action-Planning Handbook: A Guide for School Teams

4. Appendix B: Data Collection & Analysis Tools

5. Guides the data analysis process Provided in Word format so you can customize / edit; make it work for you This CEE Data Package contains data relevant to every page in the protocol Data Analysis Protocol

6. 1.Student Achievement Data 2.Educator / Organizational Effectiveness Data CEE Data Package and Services

7. Intended Audience: Superintendents, Principals, Leadership Teams, and Success Coaches  Welcome, Introductions, & Goals  Deep Data Dive Student Outcomes Organizational/Educator Capacity  Next Steps with Action Planning  Contact Information Agenda Bill Wagner / The Daily News Monticello “Success Night”

8. Participants can answer the following questions: What data are included in the Comprehensive Data Package? Where do I begin with the data? What are the next steps in the Action-Planning Process? Where do I go with questions and how do I access additional support? Goals

9. Community Agreements 1.Show up (choose to be present). 2.Pay attention (to heart and meaning). 3.Tell the truth (without blame or judgment). 4.Be open to outcome (not attached to outcome).

10. Before beginning the review of your data, please reflect on what you might see in data about your students’ performance. One or more of the following thought-starters may be helpful. – I assume… – I predict… – I wonder… – My questions/expectations are influenced by… See Appendix B.3 in the Action Planning Handbook, or, National School Reform Website at: http://www.nsrfharmony.org/free-resources/protocols/a-z http://www.nsrfharmony.org/free-resources/protocols/a-z Pause and Reflect #1

11. I. What data are included in the Comprehensive Data Package? Student Outcome Data Organization and Educator Capacity 11

12. “The real voyage of discovery consists not in seeking new landscapes, but in having new eyes.” -Marcel Proust

13. Anchoring Deep Data Dive in Action-Planning Cycle

14. 3 Components: Student Achievement Data Package EES-Staff (Certificated and Classified) EES-Student CEE Binder

15. 5 Achievement Analysis Modules (not all are applicable to every school)  Section 1: Proficiency Dashboard: Overall and subgroup views of percent of students meeting standard and percent by performance level.  Section 2: Student Growth Analysis: Overall views & subgroups  Section 3: English Language Acquisition Performance: WELPA, MSP for ELLs, and Former-ELL performance  Section 4: Graduation Rate Analysis: Overall and subgroup views of 4-year and 5-year graduation rates and drop-out rates  Section 5: Achievement Index Summary: Proficiency and Student growth in context of Achievement Index. Student Performance Data Dashboard (Achievement)

16. Achievement Section 5: The AI Summary report provides you with overall and subgroup views of both proficiency and student growth. If proficiency is the primary issue, then start on Section 1. If Student Growth is the primary issue, then begin with Section 2. If ELL, then go to Section 3. If SWD, please see both Section 1 (proficiency) and 2 (growth) for details. If Graduation Rates, then go to Section 4. EES-Staff and Student Data 2. Where do I begin with the data?

17. Section 5: Achievement Index Proficiency and Growth Analysis Composite Achievement Index vs. Trend of improvement in yearly Achievement Index values Shows break-points for bottom 5%, bottom 25%, median (50 th percentile), and top 25% Shows year-by-year details of Achievement Index values

18. Section 5. Details By Subject Area Detailed graphs for Median Student Growth Percentiles For 3 years Growth vs. Proficiency (at your level) Detailed graphs for Proficiency for 3 years This data provided for All-Students, Low Income, SWD, and ELL

19. Section 1. Proficiency “Dashboard”

20. Section 1. Proficiency Detail Proficiency Overall By Level Subgroup detail

21. Section 2. Student Growth Analysis Year by year Median Student Growth Data Details for Subgroups: Low-Income, SWD, ELL

22. Section 3. English Language Acquisition Performance WELPA (WLPT) results for every grade in your school (up to K-12) School, district, and state results Includes results by WELPA performance level

23. Section 3. English Language Acquisition Performance Also includes MSP performance for ELLs MSP Performance for FORMER-ELLs

24. Section 4. Graduation Rate Analysis Includes Adjusted 4-year and 5- Year Cohort Graduation Rates Data shown for All-students, Low-income, SWD, and ELL Cohort details: Starting, Move- in, Move-out, and Dropouts Year-by-year dropout data for All-students, Low-income, SWD, and ELL Sample HS

25. 1. Select data source (“Achievement Index Summary” – Section 5). 2. Individually complete “Essential Questions” on Data Reflection Protocol. 3. Collaborate and determine next steps for analyzing additional data that will inform goal-setting. Pause and Reflect #2

26. Multiple Perspectives: Enables comparison and triangulation – Staff (includes separate results for Certificated and Classified staff) – Students Reports include – Main report (with 7 Principles and 9 Characteristics views) – Longitudinal comparison with earlier survey data where possible – Indistar Supplement Report for easy upload of data for Expected Indicators – PDF and PPT formats for easy access to pages or individual graphs Organizational and Educator Capacity: EES-Survey Data

27. Organizational and Educator Capacity – Behaviors and practices of high-performing schools – Readiness for Improvement and Organizational Trust – Cultural Responsiveness – District Support for Improvement Includes 7-Principles view of all items Items reference Indistar® Indicators Organizational and Educator Capacity: EES-Survey Data

28. Radar graphs Mean score graphs Item-detail graphs Three Primary Analysis Techniques

29. Interpreting : Item Detail Graphs

30. Item Detail Graphs Green is positive Ivory is opportunity Orange and red are negative Grey is no response

31. Interpreting Radar Graphs Shows Percent Positive Responses Comparisons are to schools at your level Closer to the Edge is “better”

32. Interpreting Mean Score Graphs

33. “I” vs. “My Colleagues” Gaps

34. Use to complete last two sets of entries on Data Analysis Protocol (“Response” and “Barriers/Obstacles”) Analysis Steps: – Study Readiness for Improvement (EES-Staff pages 6-8). – Study Summary Section (EES-Staff pages 12 and 13) – Study Detailed results. Note: Indistar® Indicator references are embedded within items. This defines the current reality of your school and forms the baseline from which to set your S.M.A.R.T. Goals. – This baseline also defines “from where” you monitor progress as your team defines progress monitoring steps in your plan. Using Your Educational Effectiveness Data

35. Each page of the protocol asks these two prompts. EES-Staff and EES-Student survey results provide data on “monitoring teaching and learning” For Barriers / Obstacles: See the EES-Staff Readiness to Benefit section, particularly the “problem solving” and “conflict resolution ” sections Using EES Data with Your Data Analysis Protocol

36. The EES-Staff and Student data provide extensive data on attitudes, practices, and foundational issues of trust and social capital. Using EES Data: An Example EES-Staff: Struggling students receive intervention to acquire skills: 87% of our staff answered “Almost always True”, but with Students, “I get extra help from my teachers when I need it” only 29% answered “Almost Always True”. Why is there such a discrepancy? From EES-Staff: There is a willingness to address conflict”, only 31% of staff indicated this was Almost or Often True. Staff “Willingness to be held accountable for student learning” was only 38% Almost or Often True. These must be barriers.

37. 3. What are the next steps?

38. 1.Review data with Leadership Team & Complete Data Reflection Protocols a.Section 2 & Appendix A – Assess Stage b.Appendix B – Data Analysis Tools 2.Conduct Data Carousel with Team/Staff 3.Continue with the steps described in Assess Stage (Section 2) in Handbook 4.Access “Trainings, Presentations and Webinars” on OSSS website at http://k12.wa.us/StudentAndSchoolSuccess/Webinars.aspx http://k12.wa.us/StudentAndSchoolSuccess/Webinars.aspx 3. What are the next steps? Chinook Middle School

39. Example: Data Carousel Activity

40. How will you engage your Leadership Team in completing the Data Analysis Protocol for all data in CEE data package: – “Data Source” – “Essential Questions” – “Responses and “Barriers/Obstacles” What will you need to do to prepare your team for the dialogue and analysis? Pause and Reflect #3

41. Timeline Collect Data Engage in Data Analysis Assess Indicators using tools provided (Current Level of Development tool) Apply for iGrant funds (available July 1, 2015) May – Aug 2015 Aug– Oct 2015 ESD Action- Planning Workshops Create and/or Revise Student and School Success Action Plan Submit Plan to OSPI (Oct 30, 2015) Implement Plan Nov 2015 Coach Critique of Action Plans 2015-16 school year Implement Plan Progress Monitor Indicators and Tasks Revise Plan as necessary Address Coach Critique feedback Submit Plan for mid-year review (Feb 28, 2016) Submit Plan for annual review (May 30, 2016)

42. Student and School Success Action-Planning Handbook to guide your work (http://k12.wa.us/StudentAndSch oolSuccess/ActionPlanHandbook. aspx)http://k12.wa.us/StudentAndSch oolSuccess/ActionPlanHandbook. aspx CEE Comprehensive Data Package – Survey reports – Achievement data Your Success Coach CEE (info@effectiveness.org) 4. Where do I go for support?

43. Office of Student and School Success: (360) 725-4960 or www.k12.wa.us/StudentAndSchoolSuccess www.k12.wa.us/StudentAndSchoolSuccess Andy Kelly: andrew.kelly@k12.wa.usandrew.kelly@k12.wa.us Travis Campbell: travis.campbell@k12.wa.ustravis.campbell@k12.wa.us Sue Cohn: sue.cohn@k12.wa.ussue.cohn@k12.wa.us Center for Educational Effectiveness – Greg Lobdell: (425) 947-5239 or greg@effectiveness.org greg@effectiveness.org Contact Information