Tracy Unified School District Leadership Institute Leading the

Tracy Unified School District Leadership Institute  Leading the

Tracy Unified School District Leadership Institute Leading the Transformation Breakout Session Authentic Data Driven Decision Making July/August 2014 Dr. Paul F. Ezen Consultant Leaderships Role in Data-Driven Decision Making PG page 23

Data-Driven Leadership Standardizing expectations Standardizing tools and protocols Facilitating fast and accurate communication Enabling evaluation and accountability Data Strategies

Analyze forces of change. Identify student learning needs. Data Strategies Analyze forces of change. Identify student learning needs. Set student learning goals. Set school goals. Data Strategies Analyze forces of change. Identify student learning needs. Set student learning goals. Set school goals. Analyze school practices.

Test hypotheses. Quantify perceptions. PG page 23 Successful Leadership Strategies What are some strategies you have put in place in your building or district to use data and get results?

With your table group, create a graphic organizer to describe effective strategies. PG page 23 Gallery Walk Take a packet of sticky notes. Record strategies that you would like to use.

Leave positive notes or comments. Strategies for Data-Driven Instruction Ask for and post public displays of data in schools. Ask data-driven questions of leadership teams. Ask students to quantify their learning progress. Ask teachers to cite data indicating how they gauge student learning. Use charts and graphs to reduce data to useful information by focusing on simple numbers, gap comparisons, and trends. Ask frequent questions to ensure data accuracy.

PG page 24 Transformational Leadership Framework KNOWLEDGE High Low

C D A B Low APPLICATION Grades based on multiple kinds of assessments Peer review of student work Individual progress

monitoring Observations by instructional coaches High PG page 25 Setting SMART Goals Goal: Specific Measurable Attainable

Relevant Time-based Who, what, when, where, why? How much? How often? Is it realistic? Why? Is it important? Why? How long will it take? Developing a Productive Data Team PG page 26

Data Pyramid Less often More often adapted from The Data Coachs Guide to Improving Learning for All Students, p. 129 PG page 27 Purposes and Functions of the Building Data Team (from Leaders Make It Happen! pp. 9798) To access and monitor student success, the quality of instruction, and the

effectiveness of the team in order to improve instructional practice and performance PG page 27 BDT Processes 1. Uses building data to develop a school 2. 3. improvement plan that focuses on a limited number of strategies aligned with the

districts goals and strategies Determines specific shared instructional strategies to implement schoolwide Actively monitors the implementation and effectiveness of the shared instructional strategies (adult indicators) and their impact on student learning PG page 27 BDT Processes 4. Actively monitors the teacher-based 5. 6.

Instructional Data Teams (IDTs) and their follow-through Provides for and participates in professional development and provides additional learning supports to staff Makes adjustments based on the data PG page 27 Data Team Players PG page 27

The Successful Data Coach Demonstrates leadership Is committed to equity Is a skilled collaborator Knows how to run a meeting Is willing to learn and take risks Has a basic knowledge of data and assessments Is comfortable with computers Data Team Configurations PG page 28

Describing Results-Focused Teams from Teacher Teams That Get Results, Kuzmich and Gregory (2007) PG page 29 Data Team Agenda Date: September 19 DT Members Present: John Stacy, Bill, Dave, Melissa, Juan, Jake, Kathy A. Review progress of implementation of action items from previous meetings. B. Review student data and/or data related to action plan to determine if

plan and initiatives are working. C. Discuss new plans and/or adjustments to current plans based on data review. D. Review student intervention efforts and effects on student performance. E. Review action decisions from this meeting and assign actions to report on for next meeting. F. Review any additional items related to student achievement and progress. Actions: PG page 30 Questions for Data Teams 1.

Do we have the data we need? What are we trying to measure? Did we measure what we need to monitor? Is the assessment a reasonable length? Should we revise any questions for a postassessment? PG page 30

Questions for Data Teams 2. What do the data mean? Do any responses stand out? Do the questions accurately test the targeted knowledge?

What learning needs are evident? What does a proficient response look like? Which questions had a high/low number of correct responses? PG page 30 Questions for Data Teams 3. What should our goals be?

What do the data say about gaps in achievement? (Do we have an equity problem in our school?) Are our goals specific, measurable, achievable, relevant, and timely (SMART)? What obstacles stand in the way of our reaching those student learning goals?

PG page 31 Questions for Data Teams 4. What instructional strategies will we emphasize? Do we need to model or teach these strategies? Does the classroom environment need to change in some way?

Do teachers have access to the resources and materials that they need? PG page 31 Questions for Data Teams 5. How will we recognize success? How can we tell that students are learning?

How can we confirm that everyone is using the strategies as intended and described? How can we link learning to specific strategies? What kind of formative assessment might teachers use to reveal on-target learning? Making Data Public What goal were we trying to

meet with this change? What data will prove that we succeeded? What data established the need for this change? Does this change match the values in our mission?

Presenting Information 100 90 80 70 60 50 40 30 20 10 0 A

B C 1 2 3 4 Minute Paper 1. What does your data team currently look like?

2. How does your team focus on teaching and learning? 3. What results is your team getting? Action Item Next steps at your school? Determine GAPs Process to fill those GAPs Collaborative Process

Communication

Recently Viewed Presentations

  • Colonial Mercantilism - bcsc.k12.in.us

    Colonial Mercantilism - bcsc.k12.in.us

    Colonial Mercantilism A step towards the American Revolution Objective: Students will examine the economic policy of mercantilism in order to understand the impact on England and England's colonies.
  • Moving Beyond Testing to Assess Learning

    Moving Beyond Testing to Assess Learning

    Take one color-coded post-it for each question, write the question # in the corner. 2. Write a number between 0-100 on each post-it in increments of 10. 3. Do not share responses "Consensogram" Questions Please respond on a scale of...
  • The Structure of Sport for People with Disabilities in South ...

    The Structure of Sport for People with Disabilities in South ...

    DISABILITY SPORT SOUTH AFRICA ... and SRSA to include disability as part of "Transformation Charter" SA Games provincial academies Development in SCSA Zone VI: will be working with ASCOD Zone VI MASS PARTICIPATION Rural development project funded by Transnet in...
  • MODULE 2 MINDFULNESS WELCOME  Acknowledgement of country Facilitators

    MODULE 2 MINDFULNESS WELCOME Acknowledgement of country Facilitators

    Sitting meditation that will be guided by the facilitator. Refer to Appendix 1 at the end of the Module 2 - Mindfulness Package. Applying the instructions, guide the participant through a sitting meditation. After the meditation allow people a couple...
  • Welcome! [mrshepnersfloral.weebly.com]

    Welcome! [mrshepnersfloral.weebly.com]

    Full-service - All services; events, gifts, plants & flowers. Specialty- Just Weddings or Parties (Large Events) Limited-Service /Carriage Trade Shop - Elite clientele. Flower Merchandisers: Stem Shops - Mass Market Shop. Mass Market Shop/ Cash and Carry. Studio Operation -...
  • INTRO LOGIC - UMass

    INTRO LOGIC - UMass

    INTRO LOGIC DAY 17 Translations in PL 3 Existential Quantifier Existential-Negative Quantifier Universal Quantifier Universal-Negative Quantifier Negative-Existential Quantifier Negative-Universal Quantifier Quantifier-Specification - 'some' Quantifier-Specification - 'no' Quantifier-Specification - 'every' Multiple Quantification sentences with more than one quantifier ...
  • Operating Systems Introduction

    Operating Systems Introduction

    interrupt service. Usually, a program issues system calls by . special instructions. called a . Software Interrupt. This instruction . has an operand that identifies . the desired kernel service. When a process executes the trap instruction, the interrupt hardware...
  • Welcome! Parent & Family Session Defining New Roles

    Welcome! Parent & Family Session Defining New Roles

    Talk to your student TODAY about signing the parental release. ... Textbook Rental Program. Parking Permits $30 (Fall stickers available beginning July 5) Tools $$$ Art Supplies $$ Visit the VU Bookstore Today! All About the Money. All About the...