1. Data Driven Decisions for School Improvement

2. AGENDA Disaggregating Current Data Finding Glows and Grows
Examining your data through the lens of accountability
Finding Glows and Grows
Identifying campus strengths to leverage resources mores effectively
Exploring Value of Staff and Programs
Evaluating programs and staff for alignment to results with consideration of why things are or are not effective

3. Framing our Lesson We Will I Will
Examine processes to collect and analyze data in order to increase accountability ratings and improve our schools.
I Will
Create one goal for the school year that will have a positive impact on school improvement and accountability.

4. Setting the Stage for Improvement

5. Critical Success Factors What data sources do you have influence or control of?
Based on audience, have teams create lists of data sources for each CSF…circle the one that seems to be the most important of most discusses by all educational stakeholders.

6. Compare this list to generated list
Compare this list to generated list. Which data sources provides most bang for the buck?

8. Disaggregating Current Data
What key data source, which is critical to accountability, do schools have great influence on?
How can we use this knowledge to enact significant change from one year to the next?

9. Disaggregating Current Data
How do we make sense of the STAAR results?
Understand what the report means
Know the terminology used by the state
Use the STAAR performance summary guide
Look at the Performance Level Summary for the assessments given at your campus.
What are your initial thoughts regarding the performance levels and student achievement?
Look

11. Disaggregating Current Data
Data analysis involves decoding skills as well as understanding and knowing what you are looking at and why.
Step 1: Why are you looking at a data set?
Step 2: What do you hope to learn from the data?

12. Disaggregating Current Data
Step 3: What are the headings, axes, or labels?
Step 4: What important information stands out to you?
Step 5: What conclusions have you arrived at?
Step 6: How would you share this information with someone else?

13. Disaggregating Current Data
The data is more than just numbers. It’s the story of a child who may or may not have been successful.
It has to “STICK” with you.
taisresources.net | Quality Data to Drive Instruction

14. Disaggregating Current Data

15. Disaggregating Current Data
Where you surprised by the results?
Do you have any systems or processes to help predict results or progress?
How is this data driving your school improvement plan for the new school year?

16. Disaggregating Current Data
What must occur to change your Index scores?
How many students (not percentages) did not “Approach Grade Level?”

17. Disaggregating Current Data
Of the student’s who did Approach Grade Level, how many “Meet Grade Level?”
Are your GT students achieving the “Masters Grade Level” standard?

18. Disaggregating Current Data
How did your accountability groups do?
Do you know which ones count for your campus?
What is the difference between Eco Dis students and non-Eco Dis students at your school?
What are the differences with your ELL’s?

19. Disaggregating Current Data
When examining your data, what are the differences between accountability groups?
How can this information be used with Teachers? With Students? With Instructional Practices?

21. Let’s look at school performance and compare it to state and federal accountability targets.

23. Accountability Targets

24. INDEX 1 Formula
# of Tests “Approaching Grade Level” _____________________________________________ Total # of Tests Taken

25. INDEX 2 Formula Progress Measure for ELA/Reading and Mathematics
ALL
A.A. H. W.
A.I. A.
P.I. 2+
SPED
ELL
Total
Pts.
Max
# of Tests
# Met of Exceeded Progress
# Exceeded Progress
Percent of Tests Met or Exceeded Progress
Percent of Tests Exceeded Progress
All Subjects Weighted Progress Rate
TOTAL
INDEX 2: SCORE (Total Points Divided by Maximum Total Points)
Progress Measure for ELA/Reading and Mathematics
200 pts for each group
MSC = 25 students, 7 for ALL

26. INDEX 3 Formula

27. INDEX 4 Formula

28. Disaggregating Current Data
After looking at the data, and reviewing how to calculate accountability scores, what are some critical areas to focus on for success?

29. Disaggregating Current Data
Have these been priorities at your campus?
If so how are these priorities reflected in your campus improvement plan?
If not, what would be necessary in order to effect change in these areas?

30. A Quick Look at HB 22
Changes to the accountability formula calculation.
A-F will continue
Actual methodology is still pending
Schools receive ratings beginning 2019
District in 2018

32. Data and School Improvement
Knowing that accountability is driven by standardized test scores, how are initiatives prioritized at your school/district so that your greatness is manifested on paper?

33. Data and School Improvement
If we repeat what we did last year, will we experience growth and improvement this year? Thinking about the question above what does your campus improvement plan look like?

35. Data Sources
Aside from STAAR test results, what other data sources do you have?
Reference back to your CSF data sources.
How often do you look at these sources?
If your teachers were asked for data sources, how do you think they would respond?

36. Finding Glows and Grows
Why are we looking at data?
Dr. Victoria Bernhardt - Six Reasons to Use Data

37. Finding Glows and Grows
Looking at your CSF data sources, identify 3 areas where your school is “GLOWING.”
What evidence do you have to support your conclusion?
Pass out a chart tablet page with markers….make a T-Chart with Glows on one side and grows on the other.

38. Finding Glows and Grows
If you do not have any evidence, what can you do to generate information that provides you with evidence to validate your statement?
With your teams, explain why these areas are glowing. Look for commonalities.

39. Finding Glows and Grows
Looking at your CSF data sources, identify 3 areas where your school needs to “GROW”
What evidence do you have to support your conclusion?

40. Finding Glows and Grows
Have these “GROWS” been “GROWS” for a while? What are you doing differently to achieve your goals?
With your teams, examine why these areas are in need. Look for commonalities.

41. What support do you need to achieve your goal and GROW into another GLOW?

42. What support do your teachers need to achieve your goal?

43. Leveraging Strengths
How can you leverage your strengths to better address your areas of need?
How will these strengths assist with you setting and meeting improvement goals for the year?

44. Value of Staff and Programs
If high quality/effective teaching has the greatest effect on student outcomes, how much time is spent supporting teachers?
How do you know what support teachers need?
How do you identify your most and least effective teachers?

45. Value of Staff and Program
Making Time for Observations
Dr. Paul Bambrick-Santoyo - Responsibility to Build Teacher Quality

46. Value of Staff and Programs
Have you looked at your school appraisal data?
How many teachers were distinguished?
How many teachers were accomplished?
How many teachers were proficient?
How many teachers were developing?
How many teachers need improvement?
Do the results of teacher evaluations match the campus accountability results?

47. Value of Staff and Programs
How many walkthroughs do teachers receive?
Are the walkthroughs random? Targeted? Distributed evenly?
Do you calibrate results with your instructional leadership team?
How often do you look at observation data?

48. Value of Staff and Programs
Do the results of teacher evaluations match the campus accountability results?
Why or why not?
What resources or processes are need to align student outcomes with educator observations and evaluations?

49. Value of Staff and Programs
Feedback and Observation for Teacher Growth
Dr. Paul Bambrick-Santoyo - Developing Teacher Quality through Bite-sized Feedback

50. Value of Staff and Programs
Learning Walks
Professional development as a leadership team
Calibration exercises
Cognitive coaching

51. Value of Staff and Programs
Does your master schedule leverage the strengths of your staff to its fullest?
Is data used to create the master schedule?
How are student’s distributed to teacher’s?
Are your classes balanced according to student need?

52. Value of Staff and Programs
Make a list of the various programs at your school.
What effect are these programs having?
Have you compared your school to another of similar demographics not using your program?

53. Value of Staff and Programs
What effect are these programs having?
Do you a significant difference?
What is meant by statistical significance?
Are there any programs that may not be the best use of resources at your school?

54. Value of Staff and Programs
Why are you still employing them?
What are the consequences of making a change to your program?
How do you proceed with changing the program?

55. Value of Staff and Programs
Program Evaluation Example.
Campus A is spending $20,000 per year to purchase the SpringBoard ELAR curriculum for all English 1 students and teachers.
Approaches GL
Meets GL
Masters GL
Campus A
62.38
48.63
3.17
Region 19
59.12
47.58
2.98
Texas
58.79
44.19
3.64

56. Value of Staff and Programs
The results for the last 3 years at Campus A have followed a similar trend, always 1-3 % points above the regional and state average.
Should the campus continue to spend money to purchase this program?
Approaches GL
Meets GL
Masters GL
Campus A
62.38
48.63
3.17
Region 19
59.12
47.58
2.98
Texas
58.79
44.19
3.64

57. Value of Staff and Programs
What additional information do you need to arrive at a decision?
What might you expect to occur if a change is made? If no change is made?
Approaches GL
Meets GL
Masters GL
Campus A
62.38
48.63
3.17
Region 19
59.12
47.58
2.98
Texas
58.79
44.19
3.64

58. Value of Staff and Programs
Have you paused to consider the validity and/or veracity of statements made on your campus?
How would you rate your school’s data literacy level?
Is data used for all decisions?

59. Value of Staff and Programs
Data Driven Decisions Example
I want to have 9 weeks testing on Wednesday and Thursday, nor Thursday and Friday, before ending the 9 weeks grading period and starting spring break. I claim its hurting student grades and adding too much work to teachers because students all start spring break early. How can we use data to arrive at a decision?

60. Value of Staff and Programs
If I know the value of my staff and programs, have I reflected that value in my master schedule for the new year?
What data am I using to create the master schedule?
How is the master schedule important to school improvement and accountability?

62. Setting Goals

63. Setting Goals
Create one goal you have for the new school year that will have a measurable impact on school improvement using the data you have reviewed and discussed today.

64. Setting Goals
Use the SMART goal acronym to further explain how you will measure your progress and determine when you should achieve your goal.

65. Professional Development
Texas Accountability Intervention System
September 8, 2017
September 29, 2017
Transformational Teacher Institute
September 14, 2017
October 11, 2017
November 1, 2017

66. Resources
Visit our Website!! Check out new sessions in “Click N Learn” Visit the Research and Analysis page

67. Glenn A. Nathan Research Analyst – ESC Region 19 915. 780
Glenn A. Nathan Research Analyst – ESC Region (o)