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Using Data to Guide School and District Change presented by Cheryl Dyer, Assistant Superintendent for Curriculum and Instruction Bridgewater-Raritan Regional School District, NJ
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3. Using Data to Implement Change

4. Cheryl Dyer Assistant Superintendent ICLE Consultant
Bridgewater-Raritan Regional School District
ICLE Consultant

5. Webinar Objectives Participants will:
Examine macro level and micro level types of data
Understand the relationships among content, the nature and needs of the learner and the expectations of the community as they relate to program evaluations and change
Become familiar with resources available from ICLE to make data manageable

6. Focus Activity
Make a mental list of words and phrases that come to mind when you think of “data.”

7. Frequently Listed Words and Phrases
A sea of information
Formative assessments
Standardized test scores
Overwhelming
Time consuming to analyze
Mind boggling

8. Data Provides a Roadmap
Where are we as a district?
Where do we want to go?
How do we want to get there?
Managers keep the system in place and minimize risk, we need leadership for improvement!

9. Lead the way~
“The essential task of leadership in business, in education, in family life, and in public life is to inspire, to teach, to act with courage, to live with honor and to show the way.”
Gerald Ford
Abraham Lincoln once said (paraphrased): "Good leaders take people where they want to go while great leaders take people where they ought to go." 

10. Leading Change in High Schools
Information, ideas and best practices related to key principles of change
The most current research and models to craft school-wide solutions
Practical advice, insight, and effective tools to improve high schools
Preview this publication at

11. Data Use: Are you in Quadrant A, B, C or D?

12. Rigor/Relevance Framework 6
The administrators use the data to evaluate programs and design adaptations that meet the needs of the students and the expectations of the community without sacrificing the integrity of the discipline
The administration understands the data and can explain it to others, but they haven’t been able to drill down and develop programs to address concerns 5 4 3
Application of low level analysis: the administrator uses the data to identify of groups of students who are ‘at-risk’ or in need of something different 2
Putting data in the hands of the administrators: they have “acquired it,” it’s in a nice binder! 1 1 2 3 4 5

13. Rigor/Relevance Framework 6
The teachers use the data to design lessons to address skill gaps and evaluate the effectiveness of those lessons through formative assessments, and differentiate to meet learner needs through research-based interventions!
Teachers understand the data, but don’t know how to use it to design lessons or formative assessments or develop interventions. 5 4 3
Application of low level analysis: The teacher can sort students into high and low groups of achievement. “At-risk” students are identified. 2
Putting data in the hands of the teacher: they have “acquired it,” it’s in a nice binder! 1 1 2 3 4 5

14. Where are we? Moving to “Great” How do we define great?
Curriculum
Instruction
How far away is great?
What is the benchmark?
Where are we now?
How do we get there?
Put the right people on the bus in the right seats
Make sure the driver has GPS!

15. Big Picture Data What do we believe? How prepared are we?
Philosophy
How prepared are we?
Staff demographics
What is our community like?
Socioeconomic status

16. Philosophy 101 Understanding our beliefs
Basic premise: What we believe about how children learn influences how we teach!
Think back to those child psychology classes and educational theory classes.
What have you internalized about educational philosophy?

17. Essentialists Believe:
Skills must be taught first.
Basic skills and facts are necessary for future learning.
Teachers must provide students with foundational knowledge.
The main goal of education is develop the intellect.

18. Essentialists Believe:
The pursuit of knowledge for its own sake is good in itself.
We need to get back to basics!
Students need rewards and punishments to learn.
Not everyone has the potential for academic success.

19. Constructivists Believe:
The curriculum must be relevant to the lives of the learners.
Teaching must be based on the method of intelligence.
Learning activities must be designed based on the needs of the students.
The curriculum must be integrated in order for students to make sense of their learning.

20. Constructivists Believe:
Students learn best through problem-solving and collaboration.
The goal of education is transfer.
Skills must be learned in context, not in isolation.
Education is a process of growth.
When learning activities are relevant, rewards and punishments are unnecessary.

21. Can you be somewhere along the continuum?
The Curriculum Wars
The Content
Discovery Learning
Explicit Instruction
Can you be somewhere along the continuum?

22. Sitting in the Middle of the See Saw
Do some beliefs conflict with one another?
Students should not have a choice in their education. They are immature and unable to judge for themselves.
The school should be a great smorgasbord of intellectual, artistic, creative and athletic activities, from which each child could take whatever he wanted, and as much as he wanted, or as little.

23. Can we trust them to choose vegetables?

24. Less Big Picture Data What programs do we have?
Curriculum
Is it aligned with the state?
Curriculum matrix
Is it rigorous and relevant?
Lesson Plan Analysis
What does our community expect?
Survey data

25. What is a Program Evaluation?
The First Step in the Curriculum Renewal Process
The basis and catalyst for curriculum renewal
A mechanism to critically review existing curriculum in a systematic and collaborative manner
A means of determining whether the existing curriculum is meeting the needs of the learner, the expectations of the community and is true to the discipline (curriculum paradigm)

26. How It Works: Five Year and Five Stage Process
Year One/Stage One~ Program Evaluation, Review and Research
Year Two/Stage Two~ Curriculum Development
Year Three/Stage Three~ Initial Implementation
Years Four and Five/Stages Four and Five~ Full Implementation, Monitoring and Assessment

27. The Cycle

28. Year One/Stage One
Process of comparing the actual program to the ideal program
Research, comparisons, surveys, analysis of student achievement
Preparation of the Program Evaluation Report
Overview, Description of Changes, Philosophy, Comparison Data, Perception of Program, Evidence of Effectiveness, Commendations, Recommendations, Timeline for Implementation of Recommendations

29. ICLE Resources for Year One
We Lead, We Teach, We Learn Surveys
Curriculum Matrix
National Essential Skills Study
White Papers on Researched Best Practices
Gold Seal Lessons

30. It’s Time to Lead Updated March 20, 2009
We Learn Student Survey – 70,358
We Teach Instructional Staff Survey – 6,554
We Lead Whole Staff Survey – 12,430

31. Year Two/Stage Two Curriculum Development Revisions
Might take place in years three and four
Summer Curriculum Writing
New Course Development
Two-year process
Textbook Adoption Recommendations
Budgeting and Purchasing

32. ICLE Resources for Year Two
Curriculum Matrix
National Essential Skills Study
White Papers on Researched Best Practices
Gold Seal Lessons
Successful Practices Network

33. Achieving AYP Using State-specific Curriculum Matrix Data
Crosswalks state standards to state tests in English, math, and science and to the Essential Skills
High, medium, and low priorities assigned
Professional development activities and 150 Gold Seal Lessons
To learn more, order or view excerpt:
Curriculum Matrix series

34. Choosing Districts for Comparison
Criteria
Similar demographics
Socioeconomic status (DFG)
Diversity: Limited English Proficient, Special Education, Racial and Ethnic groups
Similar configuration
K-12
Similar size
According to the NJ DOE “large” is a district with more than 3,500 total students

35. The Comparison Group Bernards Township Montgomery Flemington-Raritan
Princeton
Hillsborough
South Brunswick
Holmdel
Watchung Hills
Hunterdon Central
Warren
Long Hill
West Windsor-Plainsboro

36. Is Our Current Model Working?
Achievement data from 2006 and 2007 NJ ASK for Language Arts Literacy reveals that it is not working!

37. Small Picture Data How are the students doing?
Assessment data
How do they compare to others?
Are they making progress from year to year?

38. Student Data: % of Total Students partially proficient by grade level
School
LAL
LAL
LAL
LAL
BRRSD
11.7
13.1
16.3
16.8
DFG
7.6
7.3
8.6
8.7
Bernards
4.3
3.6
4.4
3.1
Hillsborough
9.0
8.3
7.9
Montgomery
5.9
9.2
8.0
7.7
Warren
3.9
4.8
5.3
3.5
Watchung
1.3
2.7
Princeton
10.9
8.5
7.4
West-Windsor
4.5
6.8
Flemington-Raritan
8.4
6.1
South Brunswick
10.6
12.0
13.5
11.3
Holmdel
6.5
5.0
5.4
Long Hill
10.3
6.3
11.6
Chatham
3.4
4.1

39. Student Data: % of Total Students partially proficient by grade level
School
LAL
LAL
LAL
LAL
BRRSD
11.7
13.1
16.3
16.8
DFG
7.6
7.3
8.6
8.7
Bernards
4.3
3.6
4.4
3.1
Warren
3.9
4.8
5.3
3.5
Chatham
3.4
4.1

40. Student Data:
% of General Education students partially proficient by grade level
School
LAL
LAL
LAL
LAL
BRRSD
7.3
9.5
10.9
11.8
DFG
3.5
3.8
4.1
Bernards
2.1
1.4
1.1
Warren
0.5
1.0
Chatham
1.2
2.2
0.4

41. Student Data: % of SE Students partially proficient by grade level
School
% in SE
LAL
LAL
BRRSD
9.5
47.0
11.6
51.1
DFG
12.6
21.2
15.0
32.5
Bernards
18.5
13.3
14.0
Warren
12.2
30.0
21.1
Chatham
18.9
14.3
21.4

42. Reading Recovery Results
School
# in RR in 1st Grade
# Discontinued
# PP on 3rd Grade NJ ASK
Recomm. Action
Action Taken
Adamsville 26
19 (73%)
7 (36%) 5
4 SE, 1 MLS
4 (80%)
Bradley Gardens 18
14 (77%)
3 (21%) 1
1 MLS
Crim
20 (77%)
6 (30%) 6
4 SE, 2 MLS
4 (67%)
Hamilton 20
18 (90%)
4 (22%)
1 SE
1 (100%)
JFK
10 (55%)
5 (50%) 4
2 SE, 2 MLS
3 (75%)
Milltown 16
9 (56%)
2 (22%) 7
5 SE, 2 MLS
3 (43%)
Van Holten 19
12 (63%)
2 (17%)
2 SE, 3 MLS
% in Partially Proficient ranges from 17% to 50% for Discontinued students,
% of Partially Proficient ranges from 43% to 100% for Recommended Action

43. Analysis of Reading Recovery Results
Why aren’t all of the successful students successful on the NJ ASK two years later?
Lack of systematic Tier 2 and additional Tier 3 intervention after 1st grade
What accounts for the high percentage of “Partially Proficient” scores among the “Recommended Action” group of students?
Students needs are addressed by MLS Assistants
Lack of clearly defined, evidence/research based Tier 2 and Tier 3 interventions for this group!

44. Overview of Grades 3-11 LAL: Total Students
5th, 6th and 7th grade results show the effect of the increased rigor of the revised tests in 2008.

45. Trend Data for 3rd Grade
Overall, students perform better than the state, but worse than the DFG and worse than districts in the comparison group.

46. Trend Data 3rd Grade
We have more students in advanced proficient than in the state overall, but less than the DFG and considerably less than in comparison districts.

47. Trend Data for 11th Grade
In 2006, the % of partially proficient students was almost identical to the DFG. In 2007 and 2008, the DFG ‘out scored’ the district.

48. Year Three/Stage Three The “What are We Going to Do About it?” Stage
Initial Implementation
Curriculum is put into practice
Focus on Staff Development
Feedback from teachers, parents, and students
Mid-course adjustments are made if necessary
Revisions are made if needed

49. How is this information being used to meet student needs?
Professional Development for special education and general education
Four rounds of grade level training combining special education and grade level teachers
Job embedded training through the literacy coach and supervisors
Training for pull-out replacement resource teachers in grades 5-12
Training for teachers of self-contained SE students in grades K-12

50. How is this information being used to meet student needs?
Literacy Initiative at the HS
Required weekly writing
Required writing in all content areas
Formative Assessments
Six-week Summer Literacy Program
Use of NCLB funds for economically disadvantaged and LEP students

51. How is this information being used to meet student needs?
Intervention Specialists
Supplemental resources for special education and general education
Fundations
Intervention Stations
Phonics
Words Their Way
Study Island
Versatiles

52. Years Four and Five Full implementation
Student achievement data is gathered and analyzed as a function of the change
Strengths and weaknesses of the curriculum are determined

53. ICLE Resources for Years 3-5
Gold Seal Lessons
Successful Practices Network
Consultants for Staff Development
Resource Binders for Staff Development
Using Assessment for Instruction
Improving Performance for Special Education Students
How Brain Research Impacts Instruction

54. Do We Have Hidden Beliefs?
Do we really believe that students should be challenged to reach their full potential?
Then why is participation in Advanced Placement and honors kept low via complicated entrance criteria?
Do we really believe in a balanced curriculum?
Then why do parents still think we refuse to teach phonics and traditional math algorithms?

55. How Did We Get Here? Too much emphasis on self-esteem
Not enough emphasis on self-control
Expectations that are too low
Over-scheduling of children
A culture of self-indulgence
No pain~ lots of expected gain
Sense of entitlement

56. The Bottom Line Don’t be afraid to ask the tough questions.
Admit when something isn’t getting the results that you want.
Resist complacency!
Expect as much from others (including students) as you expect from yourself!

57. More Bottom Line
In order for people to ‘buy in’ to change, they need to know:
What needs to change?
Why does it need to change?
What skills do they need to effect change?
How will they supported?
What is the desired goal?
How will they know when the goal is reached?

58. And don’t leave any child behind~
In the words of John Dewey:
“What the best and wisest parent wants for his own child, that must the community want for all its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.” (1899)

59. 17th Annual Model Schools Conference
Mark Your Calendar!
17th Annual Model Schools Conference
June 28- July 1, 2009
Atlanta
Visit for more information

60. Bridgewater-Raritan Regional School District
1587 Route 146
Rexford, New York
(fax)
Cheryl Dyer
Bridgewater-Raritan Regional School District
P.O. Box 6030
836 Newmans Lane
Bridgewater, NJ 08807
ext. 277

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63. ReFOCUS RePOSITION ReINVENT
ReFOCUS
RePOSITION
ReINVENT
Cheryl and our team of consultants are available to work
with your school or district.
Data Driven Decision Making
Response to Intervention (RTI)
Curriculum Design and Implementation
Literacy Across the Curriculum
Differentiated Instruction
Rigor, Relevance, and Relationships
For information, please contact Lindsay Kaufman at
(518) or

64. ReFocus RePosition ReInvent
Achieve Student Success with Less
K-12 FALL SYMPOSIUM
OCTOBER 23 – 25, SAN DIEGO
ReFocus RePosition ReInvent