DCSI Meeting January 2018 Multiple Measures of Data and ......Data Literacy. Multiple Measures....

2018 © Region One Education Service Center

DCSI MeetingJanuary 2018

Multiple Measures of Data and Data Literacy

Region One Education Service CenterOffice of School Improvement, Accountability and Compliance

Agenda

• Data Definition • Multiple Measures of Data• Data Literacy• Data Protocols

– Data Driven Dialogue– Consultancy Protocol

Organizational Resources

Research Resources

NormsWhat are the Norms? Two-Way Confidentiality – Confidentiality when sharing

dilemmas and when providing feedback https://padlet.com/rdegollado/dataliteracynorms

Describe the context of the schooland school district.

Help us understand all other numbers.

Are used for disaggregatingother types of data.

Describe our system and leadership.

DEMOGRAPHICS

WHAT STUDENT DEMOGRAPHIC DATA ELEMENTS ARE MISSING?

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

School and Teaching Assignment

Qualifications

Years of Teaching/At this School

Gender, Ethnicity

Additional ProfessionalDevelopment

STAFF DEMOGRAPHICS

Help us understand whatstudents, staff, and parents are perceiving about the learning environment.

We cannot act different from what we value, believe, perceive.

PERCEPTIONS DATA

Student, Staff, Parent,Alumni Questionnaires

Observations

Focus Groups

PERCEPTIONS INCLUDE…….

Know what students are learning.

Understand what we are teaching.

Determine which studentsneed extra help.

STUDENT LEARNING AREIMPORTANT DATA

STUDENT LEARNINGDATA INCLUDE

Diagnostic Assessments(Universal Screeners)

Classroom Assessments

Formative Assessments(Progress Monitoring)

Summative Assessments(STAAR, End of Course)

Who are they? Who are they? Who are they? Who are they?W

What concepts do they not

understand?

What skills do the students need?

understand?

What concepts do they need

reinforced?

What skills do the students need

enriched?

reinforced?

enriched?

reinforced?

enriched?

reinforced?

enriched?

Is professional learning required to change processes?

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.

Do You Agree?

SCHOOL PROCESSES

Processes include…

Actions, changes, functions that bring about a desired result

Curriculum, instructional strategies, assessment, programs, interventions …

The way we work.

Tell us about the waywe work.

Tell us how we get theresults we are getting.

Help us know if we have instructional coherence.

SCHOOL PROCESSES

SCHOOL PROCESSES DEFINITIONS

INSTRUCTIONAL: The techniques and strategies that teachers use in the learning environment.

ORGANIZATIONAL: Thosestructures the school puts in placeto implement the vision.

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

Data LiteracyDecision-Making

Process

CollaborativePlanning

DifferentiatedDelivery

Multiple Measures

Resources

Replication Feedback

Data Literacy Culture

Data Literacy

Decision-Making Process

Data Expectations

Data Informs decisions to:- Adopt- Continue- Discontinue Innovations

Methodology

There is a specific evidence of methodology for:- Describing Data- Documenting Data- Analyzing Data

Sharing

Data is:- Communicated- Modeled- Supported

Data Literacy

Collaborative Planning

Celebration

Leaders celebrate collective inquiry in explicit measurable ways

Scheduling

Leaders schedule protected time for staff collaboration

Differentiated Delivery

- Leaders provide focus on 1-2 approaches- System for staff to collect data that measures rigor and programmatic implementation

Data Literacy

Multiple Measures

Triangulation

Data is triangulated to check for understanding and inform midcourse corrections

Calendaring

Leaders adhere to a calendar that promotes the use of timely benchmarks to make whole program adjustments

Benchmark Data

Staff understand assessment data and make mid-course corrections in programmatic support

Data Literacy

Resources

Prioritization

Leaders prioritize use of money, time, space, PD, and human capital and are measured for impact

Hard Resources

Data is used to prioritize allocation of:- Money- Time - Structures

Soft Resources

Data is used to prioritize allocation of:- Space- Professional Development- Human Capital

Data Literacy

Replication

Systems

Replication-worthy practices are defined, recognized, and validated on a systemic level

Standards

A defined process for replicating practices is in place

Data Literacy

Feedback

Improving Performance

Feedback is provided to improve performance outcomes for students and staff

Modeling

Leader models the use of effective feedback

Sharing

Leader gathers and displays data around the frequency and quality of feedback from districts

Data Literacy

Differentiated Delivery

Instructional Approaches

Leaders provide support for 1-2 programmatic approaches based on what students and staff need

Explicit Delivery

Leaders create a system for staff to collect data that progressively measures increased levels of rigor and explicit and effective programmatic implementation

Data Literacy

Data Literacy Culture

Guidance

Leaders explicitly guide practitioners to recognize the benefits and effective use of data in all contexts

Written Protocols

Leaders use explicit written protocols to establish user-friendly data systems, and promote best practices

Time and Energy

Time and energy is spent on data literacy as evidenced by meeting agendas, visibility of data, team analysis, and celebrations

Processes Data Sources

Implementation Data – Data that demonstrates your actions and programmatic fidelity; i.e. You did what you planned, when you planned to do it

Impact Data – Data that demonstrates the effectiveness of your actions

Impact Implementation

Data-Driven Dialogue

Leading TeamsConsultancy Protocol

A Consultancy is a structured process for helping an individual or a team think more expansively about a

particular, concrete dilemma.

Think about your dilemma (regarding teams or individual in your setting).

Dilemmas deal with issues with which you are struggling or that you are unsure about.

Some criteria for a dilemma might include:

Is it something that is bothering you enough that your thoughts regularly return to the dilemma?

Is it an issue/dilemma that is not already on its way to being resolved?

Is it an issue/dilemma that does not depend on getting other people to change (in other words, can you affect the dilemmaby changing your practice)?

Is it something that is important to you, and is it something you are actually willing to work on?

Pre-Work

Do some reflective writing about your dilemma. Some questions that might help are:

Why is this a dilemma for you? Why is this dilemma important to you? What have you done already to try to remedy or manage the dilemma? What have been the results of those attempts? Who do you hope changes? Who do you hope will take action to resolve

this dilemma? If your answer is not you, you need to change your focus. You will want to present a dilemma that is about your practice, actions, behaviors, beliefs, and assumptions, and not someone else’s.

What do you assume to be true about this dilemma, and how have these assumptions influenced your thinking about the dilemma?

What is your focus question? A focus question summarizes your dilemma and helps focus the feedback (see the next step).

Pre-Work

3. Frame a focus question for your Consultancy group: Put your dilemma into question format. Try to pose a question around the dilemma that seems to you to get to

the heart of the matter. Remember that the question you pose will guide the Consultancy group

in their discussion of the dilemma

Pre-Work

Handout

Dr. Belinda S. Gorena, Administrator956-984-6173

bgorena@esc1.net

Ruben Degollado, Coordinator956-984-6185

rdegollado@esc1.net

Benjamin Macias, Specialist 956-984-6234

bmacias@esc1.net

Barbara Gonzales, Specialist986-984-6145

bgonzales@esc1.net

DCSI Meeting January 2018 Multiple Measures of Data and ......Data Literacy. Multiple Measures....

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