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Keeping the Focus on Student Success
A systematic approach to creating a platform for engaging focused data
talks
Lee CourvilleDirector of Elementary Academic Programs
Eric PenrodDirector of Secondary Academic Programs
Dr. Janice Mauldin Assistant Superintendent of Academic Programs
Prominent educational researchers have long decried education as a field in which
practitioners make decisions based on intuition, gut instinct, or fads
(Slavin, 2002)
Successful districts in the current era of standards, standardized testing, and demands for evidence of the quality
of performance, invest considerable human, financial and technical resources in developing their capacity to assess the performance of students, teachers, and schools, and to utilize these assessments to inform decision making about needs and strategies for improvement, and progress toward goals at the
classroom, school, and district levels.--Anderson
What are focused data talks?
What are the elements of a systematic approach for focused
data talks?
How do we engage in focused data talks?
TEACHERLEADERS
Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst for making change. (Katzenmeyer and Moller, 2001)
Building Communities of Practice
Principal
Collaborative
Learning
Assistant Principal
Collaborative
Learning
Teacher Leaders
Collaborative
Learning
What speaks to you?
• Choose one of the following quotes based on your strongest reaction after reading it
• Think about why the quote evoked the strongest reaction
• Be prepared to share out with the group
We have to transform the way we think about data from a hammer that’s going to hurt teachers to a flashlight that’s going to help them.
-- Data Quality Campaign ED Aimee Guidera
1
The idea is fairly simple: If analyzed correctly, student test data can tell educators what works in the classroom and what needs to change. It can tell administrators where to invest resources and which educators are effective. And it can help parents better understand how their children are learning.
-- Data Quality Campaign ED Aimee Guidera
2
We have an opportunity to blow the lid off school attainment, dramatically and swiftly reduce the achievement gap and enhance the “life chances” of all children, regardless of their economic or social circumstances.
Mike Schmoker
3
“To assess student achievement accurately, teachers and administrators must understand the achievement targets their students are to master. They cannot assess (let alone teach) achievement that has not been defined”.
Richard J.Stiggins
4
Sharing
People without information cannot act. People with information cannot help but act.
Ken Blanchard
1. What are focused data talks?
Non-emotional look at Student Data
Springboard for problem solving
Drives decisions for the future
Ongoing
It is not…….
an autopsy
It is…….
Diagnostic
How do you use data?
• Discuss with an elbow partner how data is used on your campus/district
• You will have 5 minutes
• Choose a spokesperson to share out with the larger group
Sharing
System of Interlocking Relationships
Goals
Student Data
Curriculum
InstructionC,C,C
ObservationsProfessional Development
PDAS
Accountability
Programs
Collaboration
AssessmentsCommonLanguage
Budgeting
LeadershipDevelopment
ParentalInvolvement
AlignmentEngagement
InstructionalMaterials Instructional
Technology
2. What are the elements of a systematic approach for
focused data talks?
Implementation
Foundation
Culture
Data Management Data
Capacity
Analyze Data and Next Steps
Elements of a Systematic Approach for Focused Data Talks
Foundation for Data Driven Decisions
• Specific measurable goals– District– School– Classroom– Student
• Implementationof a system-widecurriculum
Culture of Purposeful Use of Data
• Explicit Expectations• Explicit Norms• Mutual Accountability
Culture of Purposeful Use of DataExplicit Expectations
• All data is revealed
• All teachers analyze data
• Everyone takes personal responsibility for and acts upon data
• No excuses
Culture of Purposeful Use of DataExplicit Norms
• Teachers prepare data by a specified date
• Teachers analyze their class data, meet with the grade level to analyze data, and meet with the department to analyze data
• Data will be analyzed objectively without emotion
• Decisions will be made regarding instructional practices for future lessons
• Data will be analyzed throughout the school year
Culture of Purposeful Use of DataMutual Accountability
• Every person, regardless of position, has a moral and professional obligation to provide the best education possible to the students we serve
• Data is shared with EVERYONE
Data Management SystemUser-friendly Timely Accessible
The Right Data
• Student Achievement– 9 Weeks– Tests– Daily Work– Other assessments
• Instructional Practice• Goal Implementation• Curricular• Resource Allocation• Programs• Planning Decisions
Capacity for Data Driven Decision Making
• Invest in Professional Development• Provide support on how to use
data and model use of data and data discussions
• Provide time for teacher collaboration
• Share data and improvement strategies across the district
Analyze Data and Create Next Steps
• Immediate Feedback• Data Analysis Protocols• Goal Monitoring Reports– Administrators– Teachers– Students
• Next Steps
In God we trust. All others must bring data.
Robert Hayden, Plymouth State College
Student Data
Plan
Teach
Review
Assess
Data Talks T.L./Teacher
Data Talks Principal/T.L.
Data Talks District/Principal
Reteach
Reassess
Student Data
Plan
Plan• Unpack TEKS/Student
Expectations• Year at a Glance• Curriculum• Alignment• Content• Context• Concept
District School
Academic FocusData Analysis
Academic FocusData Analysis
Student Data
Plan
Teach
Teach
• Content• Context• Concept• Rigor• Engagement
Student Data
Plan
Teach
Review
Review
• Review content in different contexts at the appropriate conceptual level
• Include STAAR formatted questions
• Broader scope than what will be tested
• Reteach during review if necessary (mini lessons)
Student Data
Plan
Teach
Review
Assess
Assess
• Assess with STAAR formatted questions
• Assessment will not cover all tested TEKS in all contexts
• Assessment results collected and analyzed
• Data drives next instructional steps
Student Data
Plan
Teach
Review
AssessData Talks T.L./Teacher
Data Talks Principal/T.L.
Data Talks District/Principal
3. How do we engage in focused data talks?
Data Talks• Teacher Leader and Teacher• Principal and Teacher Leader• District and Principal
Preparing for data talks
Documents
Assessment Results Report from Data Management
System
Teacher/ Class Report• By student
– Listed in order of answers correct• For each student indicate:
– All Student Groups– Raw Score and percent– Identify Proficiency Category
Item Response Report• By student
– Listed in alpha order
Item Analysis Report• By item number and
percent correct– Proficiency Category
During Focused Data Talks
During Focused Data Talks
After Focused Data Talks
Student Data
Plan
Teach
Review
Assess
Data Talks District/Principal
Data Talks Principal/T.L.
Data Talks T.L./Teacher
Reteach
Re-Teach
• Students are retaught concepts to be tested– Individual– Small Group– Whole Class
Student Data
Plan
Teach
Review
Assess
Data Talks District/Principal
Data Talks Principal/T.L.
Data Talks T.L./Teacher
Reteach
Reassess
Re-Assess
• Students are reassessed using a different test from the TBA
• Students are reassessed only on the areas not mastered
Data Tables
Focused data talks
Elements of a systematic approach for focused data talks
Engage in focused data talks