1. Looking at Data Through the Human Lens

3. Please Do Now 14 Parameters For Success (Handout)

4. How do you capture the human side of learning? Why should we put faces on data?

5. Technology and accountability have generated a data dump on teachers.

6. “The information is useless unless educators can put faces on the data at all points on the learning continuum and know what to do to help the children behind the statistics. Regardless of how we aggregate the data the numbers represent real lives.”

7. “Educators are now used to data being used as a hammer rather than a flashlight.” ~Jonathan Cohen

8. What if we, as coaches, helped our teachers turn that around so that the data was is a flashlight helping us look beyond the numbers?

9. How do we, as coaches, help our colleagues… to be evidence informed about the children behind statistics? to be knowledgeable experts about each child behind the statistics? to look for better ways of continually moving the children behind the statistics forward on the learning journey?

10. Research was conducted in 4 countries in 2010-11…

11. Respondents were asked… Why put faces on the data? How do you put faces on the data? What are the top three leadership skills needed to do this?

12. Why put faces on the data? Know the students Plan for students Ensure responsibility for students Assess progress

13. Improvement Drivers 4 Big Ideas

14. Improvement Drivers…4 Big Ideas Assessment Instruction Leadership Ownership

15. Assessment Provide professional development that supports daily and ongoing assessment practices to improve and differentiate instruction.

16. Instruction The instruction is intentional and meets the needs of every student and teacher.

17. Leadership Embraces the ability to be knowledgeable, to mobilize others, and to create sustainable improvement.

18. Ownership Of every student and every teacher every day.

19. Please Do Now 14 Parameters For Success (Handout)

20. Case Study-Sanger Unified District

21. This creates a shift in thinking… We need to move from a list of statistics and punitive accountability to the daily learning that comes from informed and committed educators understanding the students behind the statistics.

22. Data to improve schools and systems Data to improve the individual child’s learning experience

23. Effective Data + Effective Teaching = Success

24. “In order to build success in schools we need to see the data not as numbers but as the names and faces of every single student.” ~Sharratt and Fullan

25. “The single most important factor common to successful change is that relationships improve. If relationships improve, schools get better.” ~M. Fullan

26. “ We are wired to feel things for people, not for numbers.” ~Sharatt and Fullan

27. Using Data As a Coach How you can help teachers make sense of student data and use it to improve instruction and learning

28. What Is PVAAS? Not predicting the future!! What will most likely occur under a certain set of conditions.

29. Setting Expectations Mondays…

30. Expectations for Students Information ◦ How students did on assessments and other tests Experience ◦ How similar students have performed in previous years

31. PVAAS Expectations Information ◦ Test scores across grades and subjects Experience ◦ Similar students who have already taken this test ◦ Prior scores ◦ Scores on test we are projecting to ◦ Growth measure of school  School Value Added Report

32. District Growth Measure

33. Student Projection Pathway https://pvaas.sas.com/  Reports  Projection Summary (SINGLE GRADE) Select grade Select subject

37. Look at individual data through eMetric https://solutions1.emetric.net/ Choose: ◦ Individual Report ◦ Year ◦ Grade ◦ School Get Report Click on individual student name

39. As a coach… What would you recommend to this teacher???

40. 5 Strategies of Assessment FOR Learning 5 Strategies of Assessment FOR Learning Where the learner is going 1. Clarifying and sharing learning intentions and success criteria (Use examples and models of strong and weak work: Exemplars) Where the learner is right now 2. Engineering effective classroom discussions, activities, and tasks that elicit evidence of learning How to close the gap 3. Activate learners as instructional resources for one another 4. Activate learners as owners of their own learning 5. Provide feedback that moves learning forward (Hattie, 2012) 40

41. Now, Let’s Maximize Learning through One- to-One Conferencing with Feedback: After Assessment and During Learning 41 I know you set the goal to improve your work with estimation strategies in problem-solving situations. How are you doing with the instructional enrichment pieces you chose? I appreciate the amount of time and energy you are giving this learning task.

42. One ‐ to ‐ One Conference Questions 1) What do you notice when you look at this printout of your scores? 2) Is there any one reporting category that stands out to you more than the others? Why? 3) In which category do you see a chance to build on your strengths? How might you do that? 4) In which category do you see a chance to enrich your areas of need? How might you do that? 5) What goal could you set for yourself today that can be realistically reached before the next testing session?