How Can Using Data Lead to School Improvement?

Six-Year Plan: Vision

Collaborating for SuccessVISION:1. An effective positive behavior support system fosters

discipline at each school.2. All teachers and administrators participate in fully

functioning professional learning communities.

High Quality Curriculum &InstructionVISION:1. All students achieve high levels of success as math

problem solvers.2. All students achieve high levels of success as readers,

writers and thinkers.3. All subgroups of students meet or exceed Standards of

Learning goals. 4. All students graduate from high school. 5. All teachers reflect on student learning and

continuously work to improve instructional practices.

Purposeful Use of Data &Assessment VISION: 1. Teachers and schools respond intentionally when

students struggle with or exceed learning expectations.2. All staff collect, manage, and use data and assessment

to inform decisions.

Community Outreach VISION:1. All Staunton City Schools are revered by staff,

students, parents, and community.2. All Staunton City School parents are fully involved

and engaged in their child’s education.

What data do you collect?

Assessment Data (Quantitative)

Program Data (Quantitative)

Student Data (Quantitative)

Perception Data(Qualitative)

Why do you choose to keep that data?

Assessment Data Student Data

Where do we as a department or school want to be? What are the needs? Is this reflected in our goals?

What are the highest accomplishments we can achieve in our department/ school/ division? Are we there?

Is what we are doing making a difference for ALL students?

Are all students meeting the benchmark? Are all students making progress?

Perception Data Program Data

How do we want to be perceived by students, parents, staff, community?

Is that the perception?

Is what we are doing working?

If so, how can we continue to show improvements in this area?

If not, have we implemented with fidelity? What do we need to do in order to see progress?

Schools committed to improving student learning need information more than ever. They must have a process that gathers authentic and relevant information and used it to identify strengths and weaknesses in a way that pushes people toward continuous improvement.” (Dolan, 1994)

Where should we focus our attention?

Goal-SettingIt takes all of us . . . Goals AND Strategies

Administrator sTeachersStaffStudentsParentsCommunity

Daily InstructionEvery day matters . . .

Maximized instructional timeClear learning target (planned)Aligned curriculum Engaged/authenticHigher-level thinking (rigor)Evidence of student learning

Work of the PLCsCommon learning goals, assessments,

reflections

What do we want students to know?How will we know they have learned it?How will we respond when they don’t learn it?How will we enrich when they do learn it?

InterventionContinuous monitoring and support for

individual student progress

Use data to identify studentsSet appropriate goals for studentsProvide high-quality intervention and supportContinuously monitor student progress

How does data lead to improvement?

Questions to begin thinking about soon . . . Did we, as a school/division, meet our objectives? If not, what do we need to do differently? What are

indicators (best practices) that align to our data needs? What is the climate of our school/division? What are some

specific perceptions or needs that need to be addressed in the improvement plan?

What programs and/or interventions are working or not working?

Resources for School Improvement

What does the data indicate is an area of improvement?

Math?Reading?

Graduation?

Subgroup? Content category?

Discipline?

Attendance?

What are contributing school factors or needs?

High level thinking?

Rigorous assessments?

Belief in all students?

Maximized instructional time?

Common vision?

Aligned curriculum?

Specific and targeted interventions?

Fidelity of implementation?

How do these needs align with indicators?

Data/ Need: Indicator

Data indicates that the mathematics performance at the school was significantly lower than other schools implementing the same curriculum.

Was the curriculum implemented with fidelity? How will we know if we are making improvements in this area?

ID10:The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.

Example

Targeted Interventions

TA01The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.

TA02The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).

TA03The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

Required Improvement Indicators for All Schools in Improvement

School leadership teams must assess and include the three targeted interventions indicators below in their improvement plans.

How does data lead to improvement?

Questions to consider throughout the year . . . Based on universal screenings and other assessments, are all students

showing growth? Who are students being monitored? Tier 2 students? Tier 3 students?

What is being done for these students, and is it making a difference? What instructional trends is our walk-through data showing and

where do we need to focus attention? Does our data correlate? For example, do our grades align with our

other assessments? What does the work of the PLC look like? Does it demonstrate

academic rigor? What are the key elements? Is behavior getting in the way of learning? If so, for whom? How? Is attendance getting in the way of learning? If so, for whom? How? Are we on track for meeting/ exceeding benchmarks? How do we

know?

The right data is predictive . . .

Drum Roll Please . . .

“How High-Poverty Schools are Getting it Done”

1 – Their beliefs about potential drive their work.

2 – They put instruction at the center of their managerial duties.

3 – They focus on building the capacity of all the adults in the building.

4 – The monitor and evaluate what leads to success and what can be learned from failure.