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Using Data in the Delaware Performance Appraisal System Wednesday, September 27, 2006.

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Presentation on theme: "Using Data in the Delaware Performance Appraisal System Wednesday, September 27, 2006."— Presentation transcript:

1 Using Data in the Delaware Performance Appraisal System Wednesday, September 27, 2006

2 2 Working Assumptions Everyone is thoroughly familiar with DPAS 1 and knows that DPAS 2 is being field tested. All administrators are familiar with the DSTP pages of the DOE website. All teachers and specialists have access to the DSTP pages of the DOE web site and know how to use those pages to find information about their students. NCLB is a data-based accountability system and finally…

3 3 Working Assumptions Collecting and analyzing data is the best way to identify and to help focus instruction on areas of need; therefore,

4 4 Working Assumptions Collecting and analyzing data is the best way to identify and to help focus instruction on areas of need; therefore, collecting and analyzing data need to become integral parts of the school culture. Data Culture

5 5 DPAS 1 vs. DPAS 2

6 6 DPAS Components List DPAS 1 1.Instructional Planning 2.Organization and Management of Classroom 3.Instructional Strategies 4.Teacher/Student Interaction 5.Evaluation of Student Performance 6.Related Responsibilities DPAS 2 1.Planning and Preparation 2.Classroom Environment 3.Instruction 4.Professional Responsibilities 5.Student Improvement

7 7 DPAS Components Comparison DPAS 1 1.Instructional Planning 2.Organization and Management of Classroom 3.Instructional Strategies 4.Teacher/Student Inter- action 5.Evaluation of Student Performance 6.Related Responsibilities DPAS 2 1.Planning and Preparation 2.Classroom Environment 3.Instruction 5.Student Improvement 4.Professional Responsibilities

8 8 DPAS 2 Components Data Potential DPAS 1 1.Instructional Planning 2.Organization and Management of Classroom 3.Instructional Strategies 4.Teacher/Student Inter- action 5.Evaluation of Student Performance 6.Related Responsibilities DPAS 2 1.Planning and Preparation 2.Classroom Environment 3.Instruction 5.Student Improvement 4.Professional Responsibilities (by encouraging certain kinds of staff development over others)

9 9 DPAS 1 1.Instructional Planning 2.Organization and Management of Classroom 3.Instructional Strategies 4.Teacher/Student Inter- action 5.Evaluation of Student Performance 6.Related Responsibilities DPAS 2 1.Planning and Preparation 2.Classroom Environment 3.Instruction 5.Student Improvement 4.Professional Responsibilities (by encouraging certain kinds of staff development over others) DPAS 1 Components Data Potential

10 10 So… How do I create a Data Culture in my school? How do I use DPAS 1 to encourage staff members to use data in making instructional decisions?

11 11 Creating a Data Culture Open access to all data, for all staff –DOE website – The Honeycomb –Display data all around the school Hallways Copy room! School publications Model using data –If you dont use it, why should your staff? –Setting school goals –Ask questions in terms of data in meetings in both formal and informal conversations with staff

12 12 Set the stage Make your expectations known up front –In writing –To all certified staff –Early in the observation cycle i.e., before you begin any observations –School-Wide Expectations summer letter First day packet –Reinforce frequently every meeting: staff, departments/teams, SIP or other leadership teams

13 13 EXAMPLE: School-Wide Expectations

14 14 EXAMPLE: School-Wide Expectations

15 Lets look at some sample data.

16 16 Trend Data Performance Over Time

17 17 Note: All data on the following Christina School District graphs was taken from the public pages of the DOE website. It is freely available to anyone with access to the internet, and the graphs can be created by anyone who can use Excel.

18 18 Examining Trend Data

19 19 Examining Trend Data

20 20 Examining Trend Data 5 3

21 21 Examining Trend Data 5 3 8

22 22 Examining Trend Data

23 23 Examining Trend Data

24 24 Examining Performance Against NCLB Targets

25 25 Examining Performance Against NCLB Targets

26 26 Disaggregations Getting to the school, teacher, and classroom levels.

27 27 Disaggregating by NCLB Cells

28 28 Disaggregating by NCLB Cells

29 29 Disaggregating by NCLB Cells

30 30 Disaggregating by NCLB Cells

31 31 Disaggregating by NCLB Cells

32 32 Disaggregating at the Teacher Level Charting Cohort Progress

33 33 Incorporating Data into DPAS

34 34 The Link The purpose of DPAS is to document how well (or whether or not) a staff member is doing his/her job. If you have framed that job in terms of using data –to set instructional goals and –to make decisions as to how to achieve those goals, then data and DPAS are a natural fit.

35 35 DPAS Components DPAS 1 1.Instructional Planning 2.Organization and Management of Classroom 3.Instructional Strategies 4.Teacher/Student Inter- action 5.Evaluation of Student Performance 6.Related Responsibilities DPAS 2 1.Planning and Preparation 2.Classroom Environment 3.Instruction 5.Student Improvement 4.Professional Responsibilities (by encouraging certain kinds of staff development over others)

36 36 Data in DPAS 1 Components INSTRUCTIONAL PLANNING: provides appropriate instructional objectives provides methods and materials which maximize learning includes provisions for evaluating objectives provides scope and sequence for lesson ORGANIZATION AND MANAGEMENT OF CLASSROOM: arranges classroom for instructional effectiveness uses instructional time efficiently establishes, communicates and maintains standards for students maintains high engagement rate maintains a positive classroom environment monitors the learning activities of students

37 37 Data in DPAS 1 Components INSTRUCTIONAL STRATEGIES: uses and organizes appropriate methods and activities in their proper sequence and time frame, i.e., reviews, modeling, guided and independent practice, and closure demonstrates sufficient knowledge of subject matter being taught uses available instructional media and materials effectively establishes a mind set for learning focuses lesson on teaching objective uses level of instruction that is appropriate maintains pace of learning provides opportunities for student differences checks for student understanding conveys appropriately high expectations for students

38 38 Data in DPAS 1 Components TEACHER/STUDENT INTERACTION: promotes high rate of student interest provides prompt and specific feedback in a constructive manner provides opportunities for active participation uses questioning techniques effectively demonstrates fairness and consistency in dealing with students speaks and writes clearly, correctly and at an appropriate level for student understanding EVALUATION OF STUDENT PERFORMANCE: uses appropriate formative and summative tools and techniques makes effective use of norm- and/or criterion-referenced test data provides prompt feedback and constructive comments on tests, homework and other assignments maintains accurate records documenting student performance

39 39 Data in DPAS 1 Components RELATED RESPONSIBILITIES: complies with policies, regulations and procedures of school district/building engages in professional development communicates effectively with parents works cooperatively with staff performs non-instructional responsibilities as assigned

40 40 Data in DPAS 1 Components 1. Instructional Planning What data did you use in deciding to teach this lesson? What data-identified needs are you addressing with this lesson? –How does this lesson address trends shown in the graphs I presented in my opening day presentation (or Sept. staff meeting, etc.)? How do you plan to meet the needs of students in our target NCLB cells?

41 41 Data in DPAS 1 Components 3. Instructional Strategies What data is there to show that the instructional strategies you have chosen are effective for meeting your instructional goals? –general data from professional development –specific data generated by the teacher for this group of students Timed scans of the classroom –time on task, incidences of specific behaviors

42 42 Data in DPAS 1 Components 5. Evaluation of Student Performance How have you determined that your chosen assessment strategies will accurately reflect student learning? How closely does data you have collected from your classroom assessments mirror data from the DSTP? If there are discrepancies, why? Are students learning? Are the assessments not good enough? Are changes in instruction indicated?

43 43 Data in DPAS 1 Components 6. Related Responsibilities What data analysis work have you undertaken on your own? –Review of your particular students DSTP scores? Instructional needs comments? –Data generated from classroom assessments? How have you applied what you have gained from professional development opportunities (course work, district workshops, individual reading) to improve your understanding of your students performance and instructional needs?

44 44 Objections & Responses I taught it, but they didnt learn it. NCLB & the DSTP dont care what you did. They only care about your results. My job is to teach. Its the kids responsibility to learn. No, your job is to bring about student learning and to improve student performance. There may once have been a time when your job was simply to put it out there, but that time is long gone.

45 45 Objections & Responses Like it or not, districts, schools and teachers are no longer being judged on what they do. What matters now is what their students do. Results matter above all, and process (teaching) is valued only to the degree that it produces the desired outcome (student performance at or above targets).

46 46 Teaching the Curriculum vs. Teaching to needs identified by data Should be a false dichotomy Teachers are expected to teach the curriculum, however… that should never be an excuse for not meeting students needs. If there are problems, it is important to identify where they lie. Objections & Responses

47 47 Curriculum Alignment X

48 48 Curriculum Alignment the TAUGHT curriculum X the ASSESSED curriculum the WRITTEN curriculum

49 49 Tools & Strategies Differentiated Instruction Authentic & embedded assessments Understanding By Design (& similar systems) Rubrics Staff cooperative work sessions: –analysis of school/grade data –planning of common lessons –scoring of common assessments Gates-McGinitie, Dibels, unit tests that come with texts

50 50 Other Data Attendance Discipline TAG / Special Ed referral test results Schools Attuned / A Mind at a Time info Learning Styles inventories Teachers grade distributions Comparisons of grade distributions with DSTP scores of the same students

51 51 Still not enough? Ask for more! Sample form: Performance Appraisal Request for Additional Information (see handout)

52 52 Keep in mind: Analyzing school data can point out both strengths and weaknesses… but the best thing that data does is to raise questions. Your schools ability to find those questions and then to answer them will determine your future success.


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