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Heather McMullen
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Data, Vision, Action
Heather McMullenPrincipal, Woodland Elementary
Nov. 14, 2013
Tell me what you pay attention to and I will tell you who you are.Jose Ortega y Gasset, Spanish Philosopher, 1883
Learning OutcomesWe will explore using data to develop a vision for an
organization.We will see the connection between data, vision, and
action.We will collaborate with colleagues to extend our
knowledge and attitudes about analyzing data and developing culture.
“The aim is to influence school culture to be one in which educators use data continuously, collaboratively and effectively to improve teaching and learning.”
Nancy Love, Journal of Staff Development, 2004
Data, Data, Data
The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance.
Albert Einstein
Personal OutcomesI wonder about… I’m challenged by…
“The inherent capacity to choose to develop a vision for ourselves, to rescript our life, to begin a new habit or let go of an old one, to forgive someone to apologize, to make a promise and then keep it, in any area of life, is, always has been, and always will be a moment of truth for every true leader.”
Stephen Covey, 7 Habits of Highly Effective PeopleNot everything that is faced can be changed, but nothing can be changed until it is faces.
James Baldwin
Data, Vision, ActionApproaching the data
Developing the Vision
Putting the Vision into Action
”create disequilibrium as an impetus to explore alternatives to current practice”
Quote Activity: Data, Vision, Action
Choose a quote that speaks to you or challenges you - something that causes you to react.
You will gather with others who chose the same quote to share common understandings.
Be ready to share with the larger group.
Relationships, Relationships, Relationships• Relationships among teachers and administrators are important
indicators of a school readiness for reform and the ability to sustain it.• Collective decision making with broad group buy-in occurs more
readily in schools with strong relational trust.• Honest conversation about what is working and what is not working
means exposing one’s ignorance and making oneself vulnerable.Trust in Schools: A Core Resource for Improvement,
Bryk and Schneider, 2002
Not to understand another person’s way of thinking does not make that person confused.
Michael Quinn Patten
Oodles of Data• Demographic• Student Learning• School Systems• Perception
Continuous Improvement: It Takes More Than Test Scores,
Victoria Bernhardt, 2004
Demographic Data
Who do we serve? What are demographics are significant in this setting?
Examples: Race, Gender, Language, Time in School, Living in Poverty…
Student Learning
What do we know about student learning in this setting? What are the trends over time? From different angles?
Examples:Tests, Common assessments, Student work, Scores, Grades, Rubrics
Procedures and Systems
What impact does the current system have on the current reality?
Examples:Programs, practices, instructional strategies, course of study, instructional time, organization of instructional components
PerceptionsAre perceptions a result of the current system or a driver of the current system?
Examples: Reflections, Observation, Person-to-person Interviews, Surveys, Focus groups
Role of Principal for Data Driven Dialogues
Examines data to develop a vision and action planDecisions on what data will be used for the discussionDevelops parameters for and participates in data
dialoguesWorks with individuals or teams to examine and
analyze data for needed instructionMonitors implementation of instructional decisions
and the impact on student learningEnsures time is available for team dialogue on data
and professional development
A Short Story
Data, Vision, Action at Wildwood
INCREASING THE READING AND MATHEMATICS ACHIEVEMENT OF LOW INCOME STUDENTS AT WILDWOOD ELEMENTARY
THROUGH DATA ANALYSIS, TARGETED INTERVENTION AND PROFESSIONAL DEVELOPMENT
Heather McMullenProfessional Principal and Program Administrator Certification
University of Washington, Tacoma
December 3, 2012
To increase the number of low-income students meeting standard in reading and mathematics as measured by the Washington state MSP test grades 3-6 and DIBELS district benchmark reading tests grades K-6 (2.1/2.2).
To provide systematic professional development to staff regarding the culture of poverty and ways to support students and families in poverty (2.3).
Intervention Goals
Keys to the Intervention
Developing Professionally
Building Capacity
Celebrating Strengths
Examining Data
Targeted Instructio
n
Intervention
Wildwood Elementary
Serving 542 Students Built in 1966 53% Free and Reduced (2011) 21% Special Education Pre-School to Sixth Grade
Staff 28 classroom teachers and 25 support
staff 16.3 years average experience
Changing Demographics
• Number of students on free and reduced lunch almost tripled from 2005 to 2011
• Ninety percent of staff at Wildwood had worked there 10 years or more
• In 2011, 53.1% of all Wildwood students qualified as low-income
2005 2006 2007 2008 2009 2010 20110
10
20
30
40
50
60
Percentage of Wildwood Students on Free and Reduced Lunch
Free and Reduced Lunch
YearP
erc
enta
ge o
f Stu
dent
Body
2.1
Analyzing Data – artifact 1
• Persistent Achievement Gap between non-low income and low income students
• Achievement Gap from 16% to 50%
• AYP pressures related to progress of low income students
• Depleted resources due to sanctions
2.1
Perc
en
t M
eeti
ng
Sta
nd
ard
Elementary Uniform Bar (3-5)
52.2
64.2
76.1
88.1
29.7
47.3
64.9
58.0
100
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Reading
Mathematics
79.0
88.1%
58%
High Stakes Challenge
Intervention, Special Education and Title 1 coordination
Schedule constructed around Instructional Blocks
Intervening and Instructing -artifact 2 2.12.2
Coordinated Services -artifact 2
Common Grade Level Reading and Math Blocks
Common Grade Level Intervention Blocks
Included Special Education and Title schedule coordination
2.12.2
Shift to teaching to grade level expectations in reading
Facilitated deep knowledge of state test question stems
Wrote questions for a variety of reading materials and levels (K-6)
Planned instruction and assessment of reading comprehension strategies at all grade levels
Aligned mathematics instruction to performance expectations
Met with teachers to deepen knowledge of tested math targets
Wrote “student friendly” targets with success criteria Coordinated grade level team meetings to align
current curriculum and supplement when needed
Adhering to Targets -artifact 3
2.3
2.12.2
Students assessed frequently in reading comprehension and mathematics
Grade levels teams met weekly to adjust groups based on assessments Teachers communicated with parents weekly via progress reports from
small groups Instruction in small groups based on skill deficits
Groups were grade level flexible Students moved out of groups when the target skill was attained
Adhering to Targets -artifact 3 2.2
2.1
Examining Data -artifact 4
Data Spreadsheets compiled for team discussions Multiple levels and multiple data points
entered MSP, DIBELS, CBAs, Intervention materials
assessment Data included multiple years of data Patterns in the data were highlighted Interventions for each student recorded Data sheets public and maintained for multiple
school years
2.12.2
Examining Data – artifact 4
Data Days 3x per year Shift in ownership – “my kids” vs. “our
kids” Predictions and Commitments made
publicly
2.12.2
Focus on:Gaining poverty knowledgeConnecting with familiesCommunication and
teaching stylesExamining our biasesHonoring students’
strengthsKnowing local resources
Developing Professionally -artifact 5
Prepared and Facilitated 6 sessions1.5 hours each – all Wildwood staff
2.3
Tour of local community resources in order to build capacity and knowledge
Bus Tour St. Francis HousePuyallup Food BankStaff donations
Building Capacity and Connections -artifact 62.3
On-site resources for struggling families and support from PTA, Wildwood Staff and District Staff Wildwood clothing bank Wildwood food bank Homework helpers
2.3
Washington School of Distinction in 2011
Celebrating Accomplishments -artifact 7
Special Recognition: Closing the Achievement Gap 2011
2.2
Out of the 1,388 schools on the A.Y.P. failing list, only 35 elementary schools earned their way off the needs improvement list. Wildwood Elementary beats the odds!
2.2
2.12.2
Students at Wildwood
scored above the district and the state in
reading and math in 2011.
Over 85% of Wildwood 3rd Grade low income students met standard in reading in 2011.
Closing the Achievement Gap2.2
2.1
2.3
We closed the gap in Reading (5.1% difference)
We closed the gap in Math (8.4% difference)
How can we raise math scores for all 3rd grade students?
INCREASING THE READING AND MATHEMATICS ACHIEVEMENT OF LOW INCOME STUDENTS AT WILDWOOD ELEMENTARY
Professional
DevelopmentTargeted
Instruction and
Intervention
Data Analysis
Building Relationship
s and Connections
Data, Vision…
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