OSSE School Improvement Data Workshop Workshop #1 January 30, 2015 Office of the State Superintendent of Education

1 ©2015 U.S. Education Delivery Institute EDI works with K-12 and higher education partners across the United States Our higher education practice involves… ▪ Systems of higher education ▪ Institutions of higher education ▪ Higher education nonprofits Red denotes both Our K-12 practice involves… ▪ State education agencies ▪ Districts ▪ Schools ▪ Education nonprofits

2 ©2015 U.S. Education Delivery Institute Introductions Who do we have in the room today? What do you hope to get out of this workshop series?

3 ©2015 U.S. Education Delivery Institute We are going to improve our ability to answer all four of these questions during this workshop series “Delivery” (n.) is a systematic process through which school leaders can drive progress and deliver results. It will enable a system to answer the following questions rigorously: 1 What is our system trying to do? 2 How are we planning to do it? 3 At any given moment, how will we know whether we are on track? 4 If not on track, what are we going to do about it?

4 ©2015 U.S. Education Delivery Institute This workshop series will focus on improving the way we use data to monitor progress on campus 1.Self-assess our progress monitoring and begin planning for improvement. 2.Improving and practicing our process for coming to a shared view of progress with our own data. 3.Design and test our new progress- monitoring routine start to finish. 4.Plan to implement our new progress- monitoring process across campus.

5 ©2015 U.S. Education Delivery Institute Here are our objectives for today ▪ Determine our progress monitoring routine of focus and assess its quality ▪ Learn about strategies to improve the way we monitor progress ▪ Begin to plan for improving our routine based on our self- assessment

6 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 9:00 – 9:50Welcome and overview 9:50 – 11:00Determining our progress monitoring routine of focus and assessing its quality 11:00 – 11:55Learning how to improve the way we monitor progress 11:55 – 12:00Workshop close and exit ticket

7 ©2015 U.S. Education Delivery Institute There are simple steps you can take to make the most of the workshop!  Choose a team leader/facilitator  Suspend disbelief!  Ask yourself, “What can we do now, with what we have?”  Try not to get caught up in the minute details  Leverage the expertise at the table

8 ©2015 U.S. Education Delivery Institute

9 Pulse check! Use cards and markers to answer these questions, then place your cards on the brown paper: ▪ What types of data do we use most often? ▪ What keeps our data from being more useful (or as useful as we want it to be)?

10 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 9:00 – 9:50Welcome and overview 9:50 – 11:00Determining our progress monitoring routine of focus and assessing its quality 11:00 – 11:55Learning how to improve the way we monitor progress 11:55 – 12:00Workshop close and exit ticket

11 ©2015 U.S. Education Delivery Institute What’s going on here? Scenario: School Leadership Team Meeting ▪ A principal and her leadership team are reviewing last year’s formative assessment scores and observation results for each third grade teacher. They want to decide how to support each teacher this year. ▪ There is a lot of data and it’s tough for the team to agree on which assessment trends and observations are meaningful, so they conclude that they will keep their eyes peeled early in the year and assign support as soon as it’s clear who needs it the most.

12 ©2015 U.S. Education Delivery Institute What happens at your school? What has to happen for you to feel like you had a productive conversation using data at your school?

13 ©2015 U.S. Education Delivery Institute Conversations about progress need to feel productive in order to drive improvement From ▪ Discussing the definitions of the data and who is or is not included ▪ Questioning whether the data are reliable enough to answer our questions ▪ Using the data to admire the problem ▪ Disagreeing about the conclusions to be drawn from the available data Changes in our conversations about progress To ▪ Discussing the trends we see in the results ▪ Using data that are relevant to the work we are doing to hit our goals for students ▪ Using the data to solve the problem ▪ Reaching consensus in order to make decisions based on what the data say

14 ©2015 U.S. Education Delivery Institute The rubric uses our four defining characteristics of good data routines Strong execution Regularity Focus on performance Action on performance All good meetings Good routines

15 ©2015 U.S. Education Delivery Institute The rubric uses our four defining characteristics of good data routines Strong execution ■ Buy-in to purpose and preparedness? ■ Clear roles and responsibilities? ■ Participants come prepared? ■ High-quality materials? ■ Well facilitated? ■ Clear next steps? Regularity ■ Happens regularly enough? ■ Right people present? Focus on performance ■ Clear area of focus? ■ Shared view of performance? ■ Focus on most important aspects? Action on performance ■ Helps identify most critical barriers? ■ Tough questions asked? ■ Creative problem-solving? ■ Encourages learning?

16 ©2015 U.S. Education Delivery Institute Remember, it’s an iterative journey “The meetings did not always go well.” Instruction to Deliver, p.95

17 ©2015 U.S. Education Delivery Institute How can we get to a point where our conversations about progress look like this all the time? Using self-assessment rubric, we can pinpoint where our routines need strengthening:

18 ©2015 U.S. Education Delivery Institute Exercise: our routine self-assessment WhatHowMaterialsTime ▪ Determine which routine you will reflect upon − The “name” of routine − What do we assess during the routine? − How frequently does it occur? − What data do we use? ▪ Using the rubric, reflect on your routine and rate it against each category ▪ Compare ratings and come to consensus, recording your responses on cards and placing them on brown paper ▪ School teams ▪ Individually ▪ School teams ▪ Flipchart ▪ Rubric ▪ Brown paper ▪ Cards ▪ Markers ▪ 10 minutes ▪ 20 minutes

19 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 9:00 – 9:50Welcome and overview 9:50 – 11:00Determining our progress monitoring routine of focus and assessing its quality 11:00 – 11:55Learning how to improve the way we monitor progress 11:55 – 12:00Workshop close and exit ticket

20 ©2015 U.S. Education Delivery Institute Progress monitoring activities in key aspects across schools Progress monitoring conversations look different across schools depending on their purpose. Key differences include: ▪ Data used ▪ Frequency ▪ People involved ▪ Outcome (or objectives)

21 ©2015 U.S. Education Delivery Institute Oregon turnaround schools assess progress on the key interventions occurring on campus Progress monitoring three key interventions in an Oregon school ▪ Data used – Quarterly formative assessment results – Qualitative ratings and conversations with principle coaches – Planning and financial data ▪ Frequency – Varies; at least quarterly ▪ People involved – School leadership team – Turnaround coach ▪ Outcome – Concrete next steps at the school and support requested from the ODE Department of School Turnaround

22 ©2015 U.S. Education Delivery Institute In order to assess progress, schools needed to complete a “strategy profile” and clarify their goals Strategy profile template for Oregon schools

23 ©2015 U.S. Education Delivery Institute A BIE school in South Dakota is focusing specifically on K-2 literacy ▪ Data used – Regular Journeys formative assessment results (at least bi- weekly) – Observation data from coaches and assistant principal ▪ Frequency – Very regular (weekly or bi-weekly) ▪ People involved – Assistant principal – Teacher – Instructional coach ▪ Outcome – Interventions to be put in place immediately ▫ Students ▫ Teacher ▫ Support staff K-2 literacy progress monitoring in a BIE school

24 ©2015 U.S. Education Delivery Institute Exercise: beginning our plan for improvement WhatHowMaterialsTime ▪ Based on your greatest areas for improvement, discuss: − What are the 2-3 biggest challenges you face in improving your progress monitoring routine? − What is one thing you could do tomorrow to address each challenge? − What could you start doing within the next 2 months to address each challenge? − What are your next steps to make these things happen? ▪ School teams ▪ Brown paper ▪ Cards ▪ Markers ▪ 30 minutes

25 ©2015 U.S. Education Delivery Institute Here is our agenda TimeSession 9:00 – 9:50Welcome and overview 9:50 – 11:00Determining our progress monitoring routine of focus and assessing its quality 11:00 – 11:55Learning how to improve the way we monitor progress 11:55 – 12:00Workshop close and exit ticket

26 ©2015 U.S. Education Delivery Institute Exit ticket! What do you want to get out of the next three workshops? What support do you need to reach this goal?

Thank