Data First Introduction
- 1. The data made me do it! Using data for continuous school improvement An over view of Data First for school leaders
- 2. 8 traits of effective school boards 1. Commit to a vision of high expectations for students 2. Share beliefs about students’ abilities to learn 3. Are accountability driven, and focused on student outcomes 4. Have a collaborative relationship with staff and community 5. Are data savvy 6. Align and sustain resources to district goals 7. Lead as a united team with superintendent 8. Take part in team development and training SOURCE: Center for Public Education, 2011 2
- 3. The Key Work governance framework Data informs board actions aimed at improving student achievement National School Boards Association, www.nsba.org 3
- 4. Answer some questions about the data contained in this chart Reading Math Science Social Studies School A 70 68 51 62 School B 75 65 50 85 School C 68 68 45 45 School D 64 70 55 66 School E 86 81 70 75 School F 72 65 58 60 School G 55 60 30 40 4
- 5. How did we do overall? Your Which schools were strong? Turn Which schools were weak? Which content area was strong? Which content area was weak? 5
- 6. First question: What is the target? Reading Math Science Social Studies School A 70 68 51 62 School B 75 65 50 85 School C 68 68 45 45 School D 64 70 55 66 School E 86 81 70 75 School F 72 65 58 60 School G 55 60 30 40 6
- 7. Let’s make color work for us Made the target Missed the target 7
- 8. Which school made a target of 70? How did we do overall? Reading Math Science Social Studies School A 70 68 51 62 School B 75 65 50 85 School C 68 68 45 45 School D 64 70 55 66 School E 86 81 70 75 School F 72 65 58 60 School G 55 60 30 40 8
- 9. What if the targets are different for each content area? Reading 70 Mathematics 60 Science 40 Social Studies 50 Remember AYP (Adequate Yearly Progress) targets are often set separately for each content area 9
- 10. Targets: Reading – 70 Math - 60 Science – 40 Social Studies - 50 Reading Math Science Social Studies School A 70 68 51 62 School B 75 65 50 85 School C 68 68 45 45 School D 64 70 55 66 School E 86 81 70 75 School F 72 65 58 60 School G 55 60 30 40 10
- 11. Targets: Reading – 70 Math - 60 Science – 40 Social Studies - 50 Reading Math Science Social Studies School A 70 68 51 62 School B 75 65 50 85 School C 68 68 45 45 School D 64 70 55 66 School E 86 81 70 75 School F 72 65 58 60 School G 55 60 30 40 11
- 12. How does it work? Color Coding x 12
- 13. Targets: Reading – 70 Math - 60 Science – 40 Social Studies - 50 Reading Math Science Social Studies School A 70 68 51 62 School B 75 65 50 85 School C 68 68 45 45 School D 64 70 55 66 School E 86 81 70 75 School F 72 65 58 60 School G 55 60 30 40 13
- 14. Data Decision Making Cycle Resource Baseline Alignment Programs Student and Outcomes Practices 14
- 15. Student outcomes by themselves are a reporting system – not a data-driven decision making cycle. Resource Baseline Alignment Programs Student and Outcomes Practices 15
- 16. Decision making starts with where you are now. Last year’s outcomes become this year’s baseline. Resource Baseline Alignment Programs Student Outcomes and Practices 16
- 17. Choices made between baseline and outcomes are the heart of leadership. Resource Baseline Alignment Opportunity to Student Programs Learn Outcomes and Practices 17
- 18. Our bottom line is student achievement. These data define our success. Resource Baseline Alignment Programs Student Outcomes and Practices 18
- 19. Data first – act – monitor – repeat • Enrollment • Funding • Environment • Staffing • Student • Facilities Continuous Improvement outcomes Resource Baseline Accountability Alignment Programs Student and Outcomes Practices • Test scores • Curriculum • Graduation • Monitoring • Postsecondary • Supports 19
- 20. What questions could “baseline” data answer? • Enrollment • Funding • Environment • Staffing • Performance • Facilities Your Resource Baseline Alignment Turn Student Programs and Outcomes Practices • Test scores • Curriculum • Graduation • Monitoring • Postsecondary • Supports 20
- 21. Get your baseline Enrollment • How many students attend our schools? • What is the racial/ethnic make up? poverty level? • How many students have disabilities? are ELL? Environment • How large are our schools? • Is student discipline an issue? student attendance? Performance • How do our students score on state tests? • Are they graduating from high school? ready for college and workplace? 21
- 22. What questions could “resource” data answer? • Enrollment • Funding • Environment • Staffing • Performance • Facilities Your Resource Baseline Alignment Turn Student Programs and Outcomes Practices • Test scores • Curriculum • Graduation • Monitoring • Postsecondary • Supports 22
- 23. Align your resources Funding • What are our school district’s expenditures? • Is our school funding equitable? • How much of our funds are federal, state and local? Staffing • Are our teachers knowledgeable in the subject they teach? • How many teachers meet HQT? Which students do they teach? Facilities • What is our average class size? • Are classrooms & facilities up to date? 23
- 24. What questions could “programs & practices” answer? • Enrollment • Funding • Environment • Staffing • Performance • Facilities Your Resource Baseline Alignment Turn Student Programs and Outcomes Practices • Test scores • Curriculum • Graduation • Monitoring • Postsecondary • Supports 24
- 25. Examine programs & practices Curriculum • Do our students have access to rigorous high school courses? • What courses are required for graduation? Supports • What percent of our students are enrolled in in prekindergarten? • Do our students have access to technology? Monitoring • How is student progress monitored individually, by subgroup, by classroom and by school? • How do we know if our programs are working? 25
- 26. Instructional Programs and Practices Equal Opportunity to Learn Rigorous curriculum and research-based practices Teacher Quality Continuous Instructional Collaboration and feedback interventions Building Capacity 26
- 27. What questions could “student outcomes” answer? • Enrollment • Funding • Environment • Staffing • Performance • Facilities Your Resource Baseline Alignment Turn Student Programs and Outcomes Practices • Test scores • Curriculum • Graduation • Monitoring • Postsecondary • Supports 27
- 28. Assess outcomes Test scores • Are our students meeting state proficiency standards? • Are our schools making AYP? • Are our students ready for college as measured by SAT, ACT? Graduation • Are students graduating on time with a standard diploma? Postsecondary • Are our students enrolling in college? • Are our students successful in postsecondary careers, training and education? 28
- 29. What would a data-driven board do? Your district has a persistently low-achieving school. Your superintendent has data showing this school also has high teacher turnover and a high proportion of new teachers. She wants the board to approve an incentive plan to lure the district’s best teachers to this school. Parents in high-achieving schools protest. 29
- 30. The decision-making cycle Teacher quality and student achievement • Enrollment • Qualifications • Student • Distribution Continuous Improvement outcomes • Equity Accountability Baseline Resource Alignment Programs Student and Outcomes Practices • State Tests • Monitoring • Local • Working Measures Conditions • HR Policies 30
- 31. What would a data-driven board do? • Identify your need • Examine your teacher distribution data • Look at best practices in teacher recruitment & retention • Involve your teachers, engage your community 31
- 32. Student performance 100% Advanced Proficient Basic Below Basic 0% high needs district ave low needs 32
- 33. What would a data-driven board do? • Identify your need • Examine your teacher distribution data • Look at best practices in teacher recruitment & retention • Involve your teachers, engage your community 33
- 34. Assignment by teacher experience 100% >4 years 2-4 years 1 year 0% High Needs District Ave Low Needs 34
- 35. What would a data-driven board do? • Identify your need • Examine your teacher distribution data • Look at best practices in teacher recruitment & retention • Involve your teachers, engage your community 35
- 36. Recruitment & retention • Improve working conditions, eg., supportive leadership, strong induction programs for new teachers • Provide effective professional development • Use targeted financial incentives such as housing assistance to attract highly-qualified teachers. SOURCE: Center for Public Education, 2012 36
- 37. What would a data-driven board do? • Identify your need • Examine your teacher distribution data • Look at best practices in teacher recruitment & retention • Involve your teachers, engage your community 37
- 38. Determining Return on Investment (ROI) of particular policies and programs informs better decisions and helps school leaders explain potentially unpopular decisions to the community. here’s how it works … 38
- 39. Implementation score – Degree of Difficulty and Cost 1. High cost or great difficulty to implement 2. Significant cost or difficulty to implement 3. Moderate cost or difficulty to implement 4. Little or no cost or difficulty to implement 39
- 40. Results score – Degree of Impact or Change 1. Very little or no impact or opportunity for change 2. Some impact or opportunity for change 3. Strong impact or opportunity for change 4. Greatest impact or opportunity for change 40
- 41. High Impact 4 3 2 Low 1 Impact 1 2 3 4 Difficult/High Cost Easy/Low Cost Key Work of School Boards, 2009 © Katheryn Gemberling 41
- 42. B U I L D I N G T H E F O U N D AT I O N High Impact 4 Retain but Retain simplify or as is reduce cost 3 2 Eliminate Redesign or remove Low 1 Impact 1 2 3 4 Difficult/High Cost Easy/Low Cost Implementation Implementation Key Work of School Boards, 2009 © Katheryn Gemberling 42
- 43. The data made me do it! 43
Editor's Notes
- #3: CPE reviewed current school board research and identified the common characteristics of effective school boards.Refer participants to hand out
- #21: What are some questions related to your baseline.
- #22: National and at least state level data found in the Data Center. Clearly, not a comprehensive list. Where do we need to focus? What are our priorities?
- #23: What are some questions related to resource alignment?
- #24: Other questions to ask locally – textbooks & instructional materials? Time for instruction, professional collaboration? Guidance counselors and other support staff? Are we putting our money where our priorities are?
- #25: What are some questions related to programs & practices?
- #26: We don’t have a lot of comparable national data on programs, including how many districts have SIS and/or LMS in place for monitoring progress. Part of your work as boards is to make sure such systems are in place as well as policies regarding their use.
- #27: Do our programs deliver on our goals? The biggest levers a school district has for improving student outcomes are rigorous curriculum and instruction; and teacher quality. School boards also need to provide the system supports for the levers to work.
- #28: What are some questions related to student outcomes?
- #29: Other: GPA, AP/IB scores, retention rates, late grads, discipline/attendance.Are our children learning and succeeding?
- #30: Referto the data decision-making cycle to make your case.
- #33: Comparison of the “high needs/persistently low performing” school to the school district average and to the “low needs/high performing” school.
- #35: High needs school – school district average – low needs school
- #41: Remember .. Impact is measured by better student outcomes.