1. Keeping the Focus on Student Success A systematic approach to creating a platform for engaging focused data talks

2. Lee Courville Director of Elementary Academic Programs Eric Penrod Director of Secondary Academic Programs Dr. Janice Mauldin Assistant Superintendent of Academic Programs

4. Prominent educational researchers have long decried education as a field in which practitioners make decisions based on intuition, gut instinct, or fads (Slavin, 2002)

5. Successful districts in the current era of standards, standardized testing, and demands for evidence of the quality of performance, invest considerable human, financial and technical resources in developing their capacity to assess the performance of students, teachers, and schools, and to utilize these assessments to inform decision making about needs and strategies for improvement, and progress toward goals at the classroom, school, and district levels. --Anderson

6. What are focused data talks? What are the elements of a systematic approach for focused data talks? How do we engage in focused data talks?

7. TEACHER LEADERS

8. Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst for making change. (Katzenmeyer and Moller, 2001)

9. Building Communities of Practice Principal Collaborative Learning Assistant Principal Collaborative Learning Teacher Leaders Collaborative Learning

11. What speaks to you?

12. Choose one of the following quotes based on your strongest reaction after reading it Think about why the quote evoked the strongest reaction Be prepared to share out with the group

13. We have to transform the way we think about data from a hammer that’s going to hurt teachers to a flashlight that’s going to help them. -- Data Quality Campaign ED Aimee Guidera 1

14. The idea is fairly simple: If analyzed correctly, student test data can tell educators what works in the classroom and what needs to change. It can tell administrators where to invest resources and which educators are effective. And it can help parents better understand how their children are learning. -- Data Quality Campaign ED Aimee Guidera 2

15. We have an opportunity to blow the lid off school attainment, dramatically and swiftly reduce the achievement gap and enhance the “life chances” of all children, regardless of their economic or social circumstances. Mike Schmoker 3

16. “To assess student achievement accurately, teachers and administrators must understand the achievement targets their students are to master. They cannot assess (let alone teach) achievement that has not been defined”. Richard J.Stiggins 4

17. Sharing

18. People without information cannot act. People with information cannot help but act. Ken Blanchard

19. 1. What are focused data talks? Non-emotional look at Student Data Springboard for problem solving Drives decisions for the future Ongoing

21. It is not……. an autopsy

22. It is……. Diagnostic

24. How do you use data? Discuss with an elbow partner how data is used on your campus/district You will have 5 minutes Choose a spokesperson to share out with the larger group

25. Sharing

26. System of Interlocking Relationships

27. Goals Student Data Curriculum Instruction C,C,C Observations Professional Development PDASAccountabilityProgramsCollaborationAssessments Common Language Budgeting Leadership Development Parental Involvement Alignment Engagement Instructional Materials Instructional Technology

28. 2. What are the elements of a systematic approach for focused data talks?

29. Implementation FoundationCulture Data Management DataCapacity Analyze Data and Next Steps Elements of a Systematic Approach for Focused Data Talks

30. Foundation for Data Driven Decisions Specific measurable goals – District – School – Classroom – Student Implementation of a system-wide curriculum

31. Culture of Purposeful Use of Data Explicit Expectations Explicit Norms Mutual Accountability

32. Culture of Purposeful Use of Data Explicit Expectations All data is revealed All teachers analyze data Everyone takes personal responsibility for and acts upon data No excuses

33. Culture of Purposeful Use of Data Explicit Norms Teachers prepare data by a specified date Teachers analyze their class data, meet with the grade level to analyze data, and meet with the department to analyze data Data will be analyzed objectively without emotion Decisions will be made regarding instructional practices for future lessons Data will be analyzed throughout the school year

34. Culture of Purposeful Use of Data Mutual Accountability Every person, regardless of position, has a moral and professional obligation to provide the best education possible to the students we serve Data is shared with EVERYONE

35. Data Management System User-friendly Timely Accessible

36. The Right Data Student Achievement – 9 Weeks – Tests – Daily Work – Other assessments Instructional Practice Goal Implementation Curricular Resource Allocation Programs Planning Decisions

37. Capacity for Data Driven Decision Making Invest in Professional Development Provide support on how to use data and model use of data and data discussions Provide time for teacher collaboration Share data and improvement strategies across the district

38. Analyze Data and Create Next Steps Immediate Feedback Data Analysis Protocols Goal Monitoring Reports – Administrators – Teachers – Students Next Steps

39. In God we trust. All others must bring data. Robert Hayden, Plymouth State College

40. Student Data PlanTeachReview Assess Data Talks T.L./Teacher Data Talks Principal/T.L. Data Talks District/Principal ReteachReassess

41. Student Data Plan

42. Unpack TEKS/Student Expectations Year at a Glance Curriculum Alignment Content Context Concept

43. District School Academic Focus Data Analysis

45. Student Data PlanTeach

46. Content Context Concept Rigor Engagement

47. Student Data PlanTeachReview

48. Review content in different contexts at the appropriate conceptual level Include STAAR formatted questions Broader scope than what will be tested Reteach during review if necessary (mini lessons)

49. Student Data PlanTeachReview Assess

50. Assess with STAAR formatted questions Assessment will not cover all tested TEKS in all contexts Assessment results collected and analyzed Data drives next instructional steps

51. Student Data PlanTeachReview Assess Data Talks T.L./Teacher Data Talks Principal/T.L. Data Talks District/Principal

52. 3. How do we engage in focused data talks?

53. Data Talks Teacher Leader and Teacher Principal and Teacher Leader District and Principal

54. Preparing for data talks

55. Documents

56. Assessment Results Report from Data Management System Teacher/ Class Report By student – Listed in order of answers correct For each student indicate: – All Student Groups – Raw Score and percent – Identify Proficiency Category Item Response Report By student – Listed in alpha order Item Analysis Report By item number and percent correct – Proficiency Category

57. During Focused Data Talks

59. After Focused Data Talks

60. Student Data PlanTeachReview Assess Data Talks District/Principal Data Talks Principal/T.L. Data Talks T.L./Teacher Reteach

61. Re-Teach Students are retaught concepts to be tested – Individual – Small Group – Whole Class

62. Student Data PlanTeachReview Assess Data Talks District/Principal Data Talks Principal/T.L. Data Talks T.L./Teacher ReteachReassess

63. Re-Assess Students are reassessed using a different test from the TBA Students are reassessed only on the areas not mastered

64. Data Tables

69. Focused data talks Elements of a systematic approach for focused data talks Engage in focused data talks