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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, NJTo 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 telephoneUse mic & speakersIf using mic & speakers make sure your volume is turned up so you can hearIf using the telephoneDial: Access Code:Audio PIN: unique PIN shown in audio control panel on screenTechnical difficulties? Contact Debra Light at (518)All participants are on mute.
2 Webinar GuidelinesAll participants are on mute during the entire webinar.Presentation portion will be 45 minutesQuestions and Answers portion will be 15 minutesTo 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
5 Webinar Objectives Participants will: Examine macro level and micro level types of dataUnderstand the relationships among content, the nature and needs of the learner and the expectations of the community as they relate to program evaluations and changeBecome familiar with resources available from ICLE to make data manageable
6 Focus ActivityMake 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 informationFormative assessmentsStandardized test scoresOverwhelmingTime consuming to analyzeMind 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 FordAbraham 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 changeThe most current research and models to craft school-wide solutionsPractical advice, insight, and effective tools to improve high schoolsPreview this publication at
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 disciplineThe administration understands the data and can explain it to others, but they haven’t been able to drill down and develop programs to address concerns543Application of low level analysis: the administrator uses the data to identify of groups of students who are ‘at-risk’ or in need of something different2Putting data in the hands of the administrators: they have “acquired it,” it’s in a nice binder!112345
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.543Application of low level analysis: The teacher can sort students into high and low groups of achievement. “At-risk” students are identified.2Putting data in the hands of the teacher: they have “acquired it,” it’s in a nice binder!112345
14 Where are we? Moving to “Great” How do we define great? CurriculumInstructionHow 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 seatsMake sure the driver has GPS!
15 Big Picture Data What do we believe? How prepared are we? PhilosophyHow prepared are we?Staff demographicsWhat 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 WarsThe ContentDiscovery LearningExplicit InstructionCan 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.
24 Less Big Picture Data What programs do we have? CurriculumIs it aligned with the state?Curriculum matrixIs it rigorous and relevant?Lesson Plan AnalysisWhat does our community expect?Survey data
25 What is a Program Evaluation? The First Step in the Curriculum Renewal ProcessThe basis and catalyst for curriculum renewalA mechanism to critically review existing curriculum in a systematic and collaborative mannerA 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 ResearchYear Two/Stage Two~ Curriculum DevelopmentYear Three/Stage Three~ Initial ImplementationYears Four and Five/Stages Four and Five~ Full Implementation, Monitoring and Assessment
28 Year One/Stage OneProcess of comparing the actual program to the ideal programResearch, comparisons, surveys, analysis of student achievementPreparation of the Program Evaluation ReportOverview, 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 SurveysCurriculum MatrixNational Essential Skills StudyWhite Papers on Researched Best PracticesGold Seal Lessons
30 It’s Time to Lead Updated March 20, 2009 We Learn Student Survey – 70,358We Teach Instructional Staff Survey – 6,554We Lead Whole Staff Survey – 12,430
31 Year Two/Stage Two Curriculum Development Revisions Might take place in years three and fourSummer Curriculum WritingNew Course DevelopmentTwo-year processTextbook Adoption RecommendationsBudgeting and Purchasing
32 ICLE Resources for Year Two Curriculum MatrixNational Essential Skills StudyWhite Papers on Researched Best PracticesGold Seal LessonsSuccessful 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 SkillsHigh, medium, and low priorities assignedProfessional development activities and 150 Gold Seal LessonsTo learn more, order or view excerpt:Curriculum Matrix series
34 Choosing Districts for Comparison CriteriaSimilar demographicsSocioeconomic status (DFG)Diversity: Limited English Proficient, Special Education, Racial and Ethnic groupsSimilar configurationK-12Similar sizeAccording to the NJ DOE “large” is a district with more than 3,500 total students
35 The Comparison Group Bernards Township Montgomery Flemington-Raritan PrincetonHillsboroughSouth BrunswickHolmdelWatchung HillsHunterdon CentralWarrenLong HillWest 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 dataHow do they compare to others?Are they making progress from year to year?
38 Student Data: % of Total Students partially proficient by grade level SchoolLALLALLALLALBRRSD11.713.116.316.8DFG126.96.36.199.7Bernards188.8.131.52.1Hillsborough9.08.37.9Montgomery5.99.28.07.7Warren184.108.40.206.5Watchung1.32.7Princeton10.98.57.4West-Windsor4.56.8Flemington-Raritan8.46.1South Brunswick10.612.013.511.3Holmdel6.55.05.4Long Hill10.36.311.6Chatham3.44.1
39 Student Data: % of Total Students partially proficient by grade level SchoolLALLALLALLALBRRSD11.713.116.316.8DFG220.127.116.11.7Bernards18.104.22.168.1Warren22.214.171.124.5Chatham3.44.1
40 Student Data:% of General Education students partially proficient by grade levelSchoolLALLALLALLALBRRSD7.39.510.911.8DFG126.96.36.199Bernards188.8.131.52Warren0.51.0Chatham184.108.40.206
41 Student Data: % of SE Students partially proficient by grade level School% in SELALLALBRRSD9.547.011.651.1DFG12.621.215.032.5Bernards18.513.314.0Warren12.230.021.1Chatham18.914.321.4
42 Reading Recovery Results School# in RR in 1st Grade# Discontinued# PP on 3rd Grade NJ ASKRecomm. ActionAction TakenAdamsville2619 (73%)7 (36%)54 SE, 1 MLS4 (80%)Bradley Gardens1814 (77%)3 (21%)11 MLSCrim20 (77%)6 (30%)64 SE, 2 MLS4 (67%)Hamilton2018 (90%)4 (22%)1 SE1 (100%)JFK10 (55%)5 (50%)42 SE, 2 MLS3 (75%)Milltown169 (56%)2 (22%)75 SE, 2 MLS3 (43%)Van Holten1912 (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 gradeWhat accounts for the high percentage of “Partially Proficient” scores among the “Recommended Action” group of students?Students needs are addressed by MLS AssistantsLack 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 GradeOverall, students perform better than the state, but worse than the DFG and worse than districts in the comparison group.
46 Trend Data 3rd GradeWe 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 GradeIn 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 ImplementationCurriculum is put into practiceFocus on Staff DevelopmentFeedback from teachers, parents, and studentsMid-course adjustments are made if necessaryRevisions are made if needed
49 How is this information being used to meet student needs? Professional Development for special education and general educationFour rounds of grade level training combining special education and grade level teachersJob embedded training through the literacy coach and supervisorsTraining for pull-out replacement resource teachers in grades 5-12Training 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 HSRequired weekly writingRequired writing in all content areasFormative AssessmentsSix-week Summer Literacy ProgramUse of NCLB funds for economically disadvantaged and LEP students
51 How is this information being used to meet student needs? Intervention SpecialistsSupplemental resources for special education and general educationFundationsIntervention StationsPhonicsWords Their WayStudy IslandVersatiles
52 Years Four and Five Full implementation Student achievement data is gathered and analyzed as a function of the changeStrengths and weaknesses of the curriculum are determined
53 ICLE Resources for Years 3-5 Gold Seal LessonsSuccessful Practices NetworkConsultants for Staff DevelopmentResource Binders for Staff DevelopmentUsing Assessment for InstructionImproving Performance for Special Education StudentsHow 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-controlExpectations that are too lowOver-scheduling of childrenA culture of self-indulgenceNo pain~ lots of expected gainSense 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 LineIn 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 ConferenceJune 28- July 1, 2009AtlantaVisit for more information
60 Bridgewater-Raritan Regional School District 1587 Route 146Rexford, New York(fax)Cheryl DyerBridgewater-Raritan Regional School DistrictP.O. Box 6030836 Newmans LaneBridgewater, NJ 08807ext. 277
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62 Thank you for attending! We hope you found the information valuable. For future webinar dates and topics visitPlease do not hesitate to contact us with any questions or comments. We encourage and value your feedback.(518) |
63 ReFOCUS RePOSITION ReINVENT ReFOCUSRePOSITIONReINVENTCheryl and our team of consultants are available to workwith your school or district.Data Driven Decision MakingResponse to Intervention (RTI)Curriculum Design and ImplementationLiteracy Across the CurriculumDifferentiated InstructionRigor, Relevance, and RelationshipsFor information, please contact Lindsay Kaufman at(518) or
64 ReFocus RePosition ReInvent Achieve Student Success with LessK-12 FALL SYMPOSIUMOCTOBER 23 – 25, SAN DIEGOReFocus RePosition ReInvent