Creating Sustainable School Change

Creating Sustainable Systematic School Change

Wafa Hozien, Ph.D.Virginia State Universitywhozien@vsu.edu

Based on the Book: Why Failure Is Not An Option

Fourth Principle Data-Based Decision Making for Continuous Improvement

CHAPTER 8

Creating the Climate and Culture of Trust for Effective Data Use Components of Relational Trust

•Clarifying and declaring the “purpose” provides the ethical alignment between actions and intention.

•“Transparency” addresses the same and also builds confidence in leaders’ competence.

•The “openness” and “frank discussions” provide for the professional respect that builds trust.

Capacity Building for Analysis of Data

• Effective analysis of data requires several elements:

1. Clarifying accuracy of the data.

2. Using multisourced data and soft, “perceptual” data.

3. Understanding what the data are telling you.

4. Understanding what the data mean.

5. Tapping well-established, high-performing teams in open and frank dialogue.

Commitment to Implementation

• If the purpose for data collection is defined by those who use it,

• and a trusting, collaborative culture composed of capable staff

• allows for honest and incisive dialogue

• about the meaning of the data and actions that should be taken,

• then the chances of consistent implementation are great.

Uses of Data Good data used appropriately offer a multitude of benefits for schools and their stakeholders:

•To advance student achievement

•To address “whole-child” needs

•To provide feedback to students on academic progress

•To screen students for special programs

•To inform parents of student performance and inform the larger community of school and district gains

•To inform teacher judgments about improving classroom instruction

Uses of Data

• To organize schoolwide learning support programs to ensure that no student falls through the cracks

• To validate student and teacher efforts to improve

• To guide professional development activities

• To gauge program strengths and identify opportunities for program improvements

• To promote public accountability

• To monitor continuous progresses

To Successfully use data to drive continuous improvement, schools need to answer three important questions:

• 1. What data should be collected?

• 2. How should data be used?

• 3. Who should be involved?

What Data Should Be Collected?

Results-oriented data analysis should include such questions as:

•What criteria are used to determine proficiency?

•Does this piece of work show proficiency?

•In what areas are students doing particularly well?

•What are patterns of weakness?

•What can be done to address weak areas?

Other Data Sources:

• Academic Outcomes

• Correlates to Student Achievement

• Descriptive Data

Guidelines for Data Quality

• Multisourced Data

• Relevant Data

• Timely Data

• Consistent Data

• Disaggregating Data

Guidelines for Using Data

1.Using Data to Drive Decisions and Set Goals

2. Using Data to Target Interventions

3. Using Data to Support Change Initiatives

4. Using Data to Guide Continuous Improvement and Redefine Success

5. Using Data to Monitor Progress

6. Using Data to Guide Professional Development

Continuous Improvement Model

PLAN

an improvement

DOSomething new

STUDYThe results

ACTOn it

1. Set a SMART goal

Collect baseline data and createtemplates

2. Select an instructional strategy and/or best practice to improve your classroom.

3. Implement that strategy or strategies

4. Use identified assessments to show the level of student improvement in skill/ capability.

5. Study assessment results to determine what did or did not work.

6. Refine your instructional strategy

7. Revise targeted skill area or implement revisedstrategy

Methods and Strategies for Principals Who Want to Help Teachers learn to trust data: (McKenna, 2009)

1. Direct involvement

2. Be proactive

3. Periodic review

4. Set specific and realistic goals

5. Develop a long-range plan

6. Shift responsibility of analysis to teachers

7. Empower teacher leaders

7 Assessment and Grading Practices to enhance learning and teaching*:

1. Use summative assessments to frame meaningful performance goals.

2. Show criteria and models in advance.

3. Assess before teaching.

4. Offer appropriate choices.

5. Provide feedback early and often.

6. Encourage self-assessment and goal setting.

7. Allow new evidence of achievement to replace old evidence.

• *HOPE Foundation, Video, 2009b; McTighe & O’Connor, 2005)

Diagnostic Assessment

• Diagnostic assessment tools are used before teaching to plan appropriate instruction. They allow teachers to:

1. Find out what students know and what they don’t know;

2. Learn about student misconceptions;

3. Understand student interests, learning styles, learning preferences, and multiple intelligences; and

4. Inform students of learning goals and performance assessment criteria

• *HOPE Foundation, Video, 2009b; McTighe & O’Connor, 2005)

Formative Assessment

• Formative assessments provide continuous feedback to teachers and learners about progress. They focus on assessment for learning rather than assessment of learning.

Summative Assessment

• Effective summative assessment should be aligned with learning goals and evaluated against clear criteria.

• Used to frame meaningful performance goals

• Should offer options for students to display their learning

Questions

• Give guidelines for productive use of data to improve instruction.

• What strategies should you use for:

• Diagnostic, Formative and Summative Assessments?

References

• Blankstein, Alan M. (2004). Failure Is Not an Option: Six Principles That Advance Student Achievement in Highly Effective Schools. Thousand Oaks, Calif. : Corwin.