1. 114511201 The Administrator’s Tool Box - Effectively Using ERG Data u
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2. Performance Management Functions
The “Heart and Soul” of Performance Management
How well is your organization doing?
Where are improvements necessary?
Who are the models of high performance?
Are your improvement strategies working?
The greatest challenge to performance improvement is the difficulty that organizations have in seeing themselves as they really are.
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3. Public Education Accountability System
Level 4
Level 2
Level 4 01 04
162 05 26 02
Level 3
Academic Rating System
Level 2
Level 1
Level 1
Level 3
Financial Integrity Rating System of Texas
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4. A Level Playing Field - Academic Performance Index
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5. A Level Playing Field - Financial Performance Index
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6. The ERG Performance Matrix
Over Forecast
Under Forecast
Academic Ranking
Level 4
Level 2
Level 4 11 15 14 10
Level 3 12 16 14 08
Level 2 12 08 14 16
Level 1 15 11 08 16
Level 1
Level 3
Financial Ranking
Under Forecast
Over Forecast
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7. The ERG Education Productivity Index
Over Forecast
Under Forecast
Academic Ranking
Least Value
Level 4
Level 3
Most Value
Level 2
Level 1
Level 1
Level 2
Level 3
Level 4
Financial Ranking
Under Forecast
Over Forecast
Performance is Measured by Both Location and Movement
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8. Northside is a High Performing District
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9. Now, Tell Me About Your Campus …..
Access the Campus Analyst by clicking on “Campus “ from the menu on the left. Look at the “square” your campus star is in. Using your worksheet, describe the meaning of your campus’ position in the Matrix.
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10. Tell Me MORE About Your Campus …..
Using your campus’ data and the Performance Table to the right of the Matrix, complete the following:
1. Did your EPI move up or down? How much did it change?
2. Did your API move up or down? How much did it change?
3. Did your SPI move up or down? How much did it change?
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11. Setting Campus Performance Goals
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12. ERG Performance Prescription
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13. Activity using the ERG Prescription
Look at the API - for each of the 5 areas (or 2 for ES & MS), based on that information:
What are the areas the data says you should focus on?
Is that long enough to achieve or too long?
Rewrite the prescription (ie. Based on NSISD’s goals, how many years do you think it should take to be the best in the group for Met Standard performance?)
Adjust the goal, or adjust the years to achieve it (do you want to be average in a particular area, or do you want to adjust (accelerate) the years to achieve it to be the best?).
Now the big question – what has to change if we are going to achieve these goals in less time?
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14. What affects momentum???
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15. Dig a Little Deeper – The Profile Screen
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16. Looking Vertically With The Profile Screen
Don’t forget to look at your momentum. Its an early warning indicator!
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17. What Does Your Profile Say About You?
Using the Profile Screen, under “Core Academics” expand out Met Standard and also expand Met Standard for each of your campus’ grade levels :
What is the primary subject area the data says you should focus on?
Is this a singular grade phenomenon or across all grade levels?
What is your second priority?
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18. Measuring Growth and Achievement
High Achievement
&
Low Growth
Low Achievement
&
Low Growth
High Achievement
&
High Growth
Low Achievement
&
High Growth
How do we take these basic measurements and make them useful for leadership.
A table of numbers is not effective.
This view shows performance of your campus within a district for all tests taken.
The red dot is the campus’ weighted average. Each of the green dots represents a grade level for all tests taken.
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19. The Next Step – The Classroom Analyst
Using the Profile Screen, for this campus, we identified that Math was the subject we wanted to focus on. Does the Classroom Analyst support that? To find out, we are going to use the Classroom Analyst to look at Math for all grades and then ELAR for all grades. The Classroom Analyst is accessed from the campus’ “Matrix” screen and is a button above the Ranking Tables on the right. In the display options, leave the Matrix as Campuses, then choose: Subject: Math STAAR Class: ALL Then click update. Repeat for ELAR.
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20. And … we drill again – The Classroom Analyst
Math – All Grades
ELAR – All Grades
Grade 10
Algebra I
Grade 11
Geometry
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21. And … we drill again – The Classroom Analyst Teacher Level Detail
10th Grade Math Teachers
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22. Things to Keep in Mind ….
Tool for identifying areas for improvement, not for personnel evaluation
Use the right approach - Confront the brutal fact – but be careful to not confront them brutally!
Conduct autopsies without blame
Avoid misinterpretation of the data – become more familiar with the tool!
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23. Having the “Talk” What NOT to Say:
Your students’ performance really dropped this year. Did you review at all before the test?
What TO Say:
Do you see areas that really stand-out as strengths or areas you want to focus on?
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24. Having the “Talk” What NOT to Say:
I hope you have a plan in mind to fix this.
What TO Say:
What steps have you been thinking about for this year?
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25. Having the “Talk” What NOT to Say: Do you even like teaching math?
What TO Say:
What strategies will you be using?
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26. Having the “Talk” What NOT to Say:
I suggest you observe Mrs. Jackson. She really knocked the top off of that area this year.
What TO Say:
Would you like to observe in a classroom to see some strategies that worked well this past year?
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27. Having the “Talk” What NOT to Say:
I’ve chosen some great teachers for those of you who aren’t sure what you’re doing, to observe. I think it will really help you.
What TO Say:
Would you be willing to let others observe in your classroom who want to see how you use strong strategies? You have a lot to share.
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28. Having the “Talk” The Negative Results from “What NOT to Say”:
This approach will put the individual on the defensive. It then becomes a discussion about blame, not the results and future goals.
The Positive Results for “What TO Say”:
This is confronting the brutal facts, but allowing the teacher to participate and share his/her observations. This approach builds buy-in and respects the teacher’s professional status.
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29. Final Thoughts!!
ERG is a tool NOT another program. It tells the story of what is really going on – all the way down to the classroom level.
Many tools reveal performance data, ERG reveals dynamic movement of students’ learning. Which teachers “grow” students the most, i.e. which resources are being deployed successfully for the most benefit.
ERG helps to set campus goals that are based on a total picture. How a campus achieves those goals is up to the principals’ leadership.
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