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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
2018 © Region One Education Service Center
Agenda
• Data Definition • Multiple Measures of Data• Data Literacy• Data Protocols
– Data Driven Dialogue– Consultancy Protocol
2018 © Region One Education Service Center
Organizational Resources
2018 © Region One Education Service Center
NormsWhat are the Norms? Two-Way Confidentiality – Confidentiality when sharing
dilemmas and when providing feedback https://padlet.com/rdegollado/dataliteracynorms
2018 © Region One Education Service Center
2018 © Region One Education Service Center
2018 © Region One Education Service Center
2018 © Region One Education Service Center
2018 © Region One Education Service Center
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
School and Teaching Assignment
Qualifications
Years of Teaching/At this School
Gender, Ethnicity
Additional ProfessionalDevelopment
STAFF DEMOGRAPHICS
2018 © Region One Education Service Center
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
Student, Staff, Parent,Alumni Questionnaires
Observations
Focus Groups
PERCEPTIONS INCLUDE…….
2018 © Region One Education Service Center
2018 © Region One Education Service Center
Know what students are learning.
Understand what we are teaching.
Determine which studentsneed extra help.
STUDENT LEARNING AREIMPORTANT DATA
2018 © Region One Education Service Center
STUDENT LEARNINGDATA INCLUDE
Diagnostic Assessments(Universal Screeners)
Classroom Assessments
Formative Assessments(Progress Monitoring)
Summative Assessments(STAAR, End of Course)
2018 © Region One Education Service Center
2018 © Region One Education Service Center
Who are they? Who are they? Who are they? Who are they?W
hat d
o th
e st
uden
ts k
now
?
Wha
t can
the
stud
ents
do?
Goa
l: W
hat w
e ex
pect
(Kno
w a
nd D
o)
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they not
understand?
What skills do the students need?
What concepts do they need
reinforced?
What skills do the students need
enriched?
What concepts do they need
reinforced?
What skills do the students need
enriched?
What concepts do they need
reinforced?
What skills do the students need
enriched?
What concepts do they need
reinforced?
What skills do the students need
enriched?
Is professional learning required to change processes?
2018 © Region One Education Service Center
2018 © Region One Education Service Center
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?
2018 © Region One Education Service Center
SCHOOL PROCESSES
Processes include…
Actions, changes, functions that bring about a desired result
Curriculum, instructional strategies, assessment, programs, interventions …
The way we work.
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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.
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
2018 © Region One Education Service Center
Data LiteracyDecision-Making
Process
CollaborativePlanning
DifferentiatedDelivery
Multiple Measures
Resources
Replication Feedback
Data Literacy Culture
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
Processes Data Sources
2018 © Region One Education Service Center
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
2018 © Region One Education Service Center
Processes Data Sources
2018 © Region One Education Service Center
Processes Data Sources
Impact Implementation
2018 © Region One Education Service Center
2018 © Region One Education Service Center
Norms
2018 © Region One Education Service Center
Data-Driven Dialogue
2018 © Region One Education Service Center
Data-Driven Dialogue
2018 © Region One Education Service Center
Leading TeamsConsultancy Protocol
A Consultancy is a structured process for helping an individual or a team think more expansively about a
particular, concrete dilemma.
2018 © Region One Education Service Center
Leading TeamsConsultancy Protocol
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
2018 © Region One Education Service Center
Leading TeamsConsultancy Protocol
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
2018 © Region One Education Service Center
Leading TeamsConsultancy Protocol
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
2018 © Region One Education Service Center
Leading TeamsConsultancy Protocol
Handout
2018 © Region One Education Service Center
Leading TeamsConsultancy Protocol
Handout
2018 © Region One Education Service Center
Dr. Belinda S. Gorena, Administrator956-984-6173
Ruben Degollado, Coordinator956-984-6185
Benjamin Macias, Specialist 956-984-6234
Barbara Gonzales, Specialist986-984-6145