1. USING DATA REPORTS AND CONDUCTING NEEDS ASSESSMENTS & September 25, 2012 Greg Lobdell, Center for Educational Effectiveness Candace Gratama, The BERC Group Travis Campbell, K12 Director, OSPI Sue Cohn, School Improvement Specialist, OSPI Office of Student and School Success

2. Audio is one-way only; all participants are in mute status. Please send questions to us via the Comments box. We will answer questions at our first available opportunity. WEBINAR ETIQUETTE REMINDER 2

3. Share protocols for using your CEE data report Describe Initial Action Plan review and S.M.A.R.T. Strategies Outline process to conduct internal Needs Assessments and identify resources available to support the process Describe next steps Respond to questions GOALS FOR WEBINAR 3

4. USING YOUR CEE DATA REPORT 4

5. Purpose – To answer: Why was your school identified? – To provide you with overall and subgroup performance vs. improvement charts EMERGING SCHOOL PERFORMANCE ANALYSIS

6. This weeks report: 2009, 2010, and 2011 view to provide your team with explicit details on why you were identified Report sent 3 rd Week of October: 2012 updated view – Provides latest and most relevant view for your team 2-PHASE APPROACH

7. Emerging schools can be identified in 2 ways: – Priority/PLA list (next 5%): Overall Reading/Math performance over 3 years – Focus list (next 10%): Subgroup performance in Reading/Math over 3 years OSPI wanted to provide you and your team views that covered not only overall performance but each subgroup RECALL

8. 2009, 2010, and 2011 data Continuously enrolled students only No margin of error applied Students with disabilities (handled same as in AYP) – Portfolio students are counted as proficient – Basic (Level 2) proficiency is not counted as proficient N >= 30 rule: per content area per year for all grades tested in the school (N>=20 used in 2012) METHODOLOGY REFRESHER

9. Combined Reading/Math proficiency is the weighted average of % meeting standard (weighting based on number of students tested). METHODOLOGY REFRESHER

10. Page 1: Introduction / Methodology Page 2: Subgroup Details for Your School Page 3: All-Students View Pages 4-11: Subgroup Views: Limited English and Students with Disabilities represent the two most frequent subgroups identified for Emerging designation. Page 4: Limited English Page 5: Students with Disabilities Page 6: Low-Income Page 7: American Indian / Alaskan Native Page 8: Asian / Pacific Islander Page 9: Black Page 10: Hispanic Page 11: White STRUCTURE OF REPORT

11. Average sizes over the 3 years N of 30 is required in each year for identification– so you could have an average greater than 30 in this table and no point on the graph in the report SUBGROUP DETAILS

12. Combined Reading and Math (used in the identification) Reading only (not used in identification but informs Action Planning process) Math only (not used in identification but informs Action Planning process) EACH PAGE- 3 GRAPHS

13. INTERPRETING EACH GRAPH

14. Median: Blue dotted line

15. INTERPRETING EACH GRAPH Threshold for Emerging is left (below) this line

16. INTERPRETING EACH PAGE

17. Reports provided in PowerPoint and PDF format – PDF: Easiest to print and email – PPT: Easiest to extract graphs out of for other documents and presentations Questions? Email Greg@effectiveness.orgGreg@effectiveness.org USING THESE GRAPHS

18. INITIAL ACTION PLAN REVIEW AND S.M.A.R.T. STRATEGIES 18

19. All Initial Action Plans were reviewed by Student and School Success Leaders and Coaches. Coaches assessed one strategy using a rubric focused on essential elements of an effective S.M.A.R.T. Strategy; coaches also provided additional feedback on remaining strategies. Principals and schools teams will use feedback on their Initial Action Plan when they craft their Student and School Success Action Plan. INITIAL ACTION PLAN REVIEW 19

20. 1.What are the expected outcomes of implementing the strategy for students/sub-groups? 2.What are the expected outcomes of using this strategy for educator practice? 3.What professional development or technical assistance (PD/TA) is provided to support effective implementation of this strategy? 4.What resources are allocated to support effective implementation of this strategy? 5.What evidence will be utilized to determine the effectiveness of this strategy in achieving the desired outcomes? ESSENTIAL QUESTIONS

23. Specific Measurable Actionable/Attainable Realistic/Results-oriented Timely/Time-bound S.M.A.R.T. Strategies articulate both the evidence supporting the strategy and measurable outcomes for students and educators. S.M.A.R.T. STRATEGIES

24. CONDUCTING AN INTERNAL NEEDS ASSESSMENT 24

25. HIGHLIGHTS OF INTERNAL NEEDS ASSESSMENT PROCESS Engages principals, teams, and other stakeholders in reflection around: Feedback on Initial Action Plan Current realities based on locally-developed data (disaggregated student assessment, demographic, perceptual, and contextual data) Beliefs about students and learning and educator capacity to address opportunity gaps among students Changes required to strengthen leadership and instructional practice and boost student achievement Research and evidence-based strategies and approaches Systems-level supports and barriers to change 25

26. 26 STEPS 1. Select Leadership Team and Facilitator to shepherd process 2. Identify and invite key stakeholders 3. Allocate sufficient time for Leadership Team and Stakeholders to engage in process 4. Collect and sort data; examples include a.CEE Data Reports b.Healthy Youth Surveys c.State Report Card data (Demographic, Achievement, Perceptual, Contextual) 5. Analyze data, with focus on identified students/subgroups 6. Complete Student and School Success Principles Rubric 7. Collate rubric results 8. Identify findings and recommendations for high-leverage actions

27. Step 1. Select Leadership Team and facilitator. Step 2. Identify and invite key stakeholders. 27

28. Step 3. Allocate sufficient time for Leadership Team and Stakeholders to engage in the process 28 Step in ProcessTime RequiredParticipants Step 4. Collect DataApprox. 1 weekLeadership Team Step 5. Analyze Data2-3 hoursLeadership Team and Stakeholders Step 6. Complete Rubric1-2 hoursLeadership Team and Stakeholders Step 7. Collate Rubric results 1 hourLeadership Team and Stakeholders Step 8. Identify findings and recommendations for high-leverage actions 1-2 hoursLeadership Team; may include Stakeholders

29. Step 4. Collect and sort data. 1.State Report Card Data comparing school, district, and state a.Demographic data b.Achievement data for all students and disaggregated by subgroup for 2012 c.Trend data for all students and disaggregated by subgroup for 2008 to 2012 2.CEE Data Reports 3.Feedback on Initial Action Plan 4.Healthy Youth Surveys 5.Perceptual Data (Staff, Student, and Parent Surveys) 6.Classroom instruction data from classroom walk-throughs 7.College and Career Readiness Data – High Schools (Course taking patterns and college attendance, persistence, gradation rates) 29

31. STATEWIDE ASSESSMENT TRENDS (MSP/HSPE)

32. STATEWIDE ASSESSMENT TRENDS – LIMITED ENGLISH

33. *Step 5. Analyze data *Step 6. Complete Student and School Success Principles Rubric *Step 7. Collate Rubric results. 33 LEADERSHIP TEAM AND STAKEHOLDERS

35. Step 8. Determine Findings and Recommended Areas for Study Based on the findings from the Rubric, what do we believe are the areas of highest need in our school? What areas do we recommend for further study? 35

36. AVAILABLE RESOURCES 36 OSPIs Division of Student and School Success Regional Educational Service District (ESD) Title I set-aside and other district funds

37. NEXT STEPS 37 Select your Leadership Team and Key Stakeholders Begin to gather data for the Needs Assessment Review findings from your Initial Action Plan (will be sent week of October 1-5) Complete steps 3-8 of the Needs Assessment View the webinar for using the Indistar action planning tool (week of October 1-5)

38. QUESTIONS? 38 For assistance, please contact Andy Kelly @ Andrew.kelly@k12.wa.usAndrew.kelly@k12.wa.us or (360) 725-4960