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1 All participants are on mute.
Using Data to Guide School and District Change presented by Cheryl Dyer, Assistant Superintendent for Curriculum and Instruction Bridgewater-Raritan Regional School District, NJ To hear this webinar you will need to choose your audio mode. Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices: Use telephone Use mic & speakers If using mic & speakers make sure your volume is turned up so you can hear If using the telephone Dial:  Access Code: Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact Debra Light at (518) All participants are on mute.

2 Webinar Guidelines All participants are on mute during the entire webinar. Presentation portion will be 45 minutes Questions and Answers portion will be 15 minutes To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end of the webinar presentation. We will send you a follow up with the PowerPoint presentation and helpful resources

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

61 For more information about the
Questions and Answers This is the end of the presentation portion. Submit questions at this time and stay on to hear the answers. If you are logging off, thank you for attending and we will you with follow-up information. For more information about the

62 Thank you for attending! We hope you found the information valuable.
For future webinar dates and topics visit Please do not hesitate to contact us with any questions or comments. We encourage and value your feedback. (518) |

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

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