Data First Introduction

The data made me do it!

Using data for continuous

school improvement

An over view of Data First for school leaders

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1. Commit to a vision of high expectations for students

2. Share beliefs about students’ abilities to learn

3. Are accountability driven, and focused on student outcomes

4. Have a collaborative relationship with staff and community

5. Are data savvy

6. Align and sustain resources to district goals

7. Lead as a united team with superintendent

8. Take part in team development and training

8 traits of effective school boards

SOURCE: Center for Public Education, 2011

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The Key Work governance framework Data informs board actions

aimed at improving student achievement

National School Boards Association, www.nsba.org

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Reading Math Science Social Studies

School A 70 68 51 62School B 75 65 50 85School C 68 68 45 45School D 64 70 55 66School E 86 81 70 75School F 72 65 58 60School G 55 60 30 40

Answer some questions about the data contained in this chart

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How did we do overall?

Which schools were strong?

Which schools were weak?

Which content area was strong?

Which content area was weak?

Your Turn

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First question: What is the target?

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Made the target

Let’s make color work for us

Missed the target

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Which school made a target of 70?How did we do overall?

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Remember AYP (Adequate Yearly Progress) targets are often set separately for each content area

Reading 70

Mathematics 60

Science 40

Social Studies 50

What if the targets are different for each content area?

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Targets: Reading – 70 Math - 60

Science – 40 Social Studies - 50



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Color CodingHow does it work?

x

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Data Decision Making Cycle

Baseline Resource Alignment

Programs and

Practices

Student Outcomes

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Student outcomes by themselves are a reporting system – not a data-driven decision making cycle.


Programs and

Practices

Student Outcomes

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Decision making starts with where you are now.Last year’s outcomes become this year’s baseline.


Programs and

Practices

Student Outcomes

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Choices made between baseline and outcomes are the heart of leadership.


Programs and

Practices

Student Outcomes

Opportunity to

Learn

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Our bottom line is student achievement. These data define our success.


Programs and

Practices

Student Outcomes

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Data first – act – monitor – repeat

• Curriculum• Monitoring• Supports

• Test scores• Graduation• Postsecondary

• Funding• Staffing• Facilities

• Enrollment• Environment• Student

outcomes


Programs and

Practices

Student Outcomes

Acc

ount

abili

ty

Continuous Im

provement

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What questions could “baseline” data answer?




• Enrollment• Environment• Performance


Programs and

Practices

Student Outcomes

Your Turn

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Enrollment• How many students attend our schools?• What is the racial/ethnic make up? poverty level?• How many students have disabilities? are ELL?

Environment• How large are our schools?• Is student discipline an issue? student attendance?

Performance• How do our students score on state tests?• Are they graduating from high school? ready for college

and workplace?

Get your baseline

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What questions could “resource” data answer?






Programs and

Practices

Student Outcomes

Your Turn

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Funding• What are our school district’s expenditures?• Is our school funding equitable?• How much of our funds are federal, state and local?

Staffing• Are our teachers knowledgeable in the subject they teach?• How many teachers meet HQT? Which students do they teach?

Facilities• What is our average class size?• Are classrooms & facilities up to date?

Align your resources

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What questions could “programs & practices” answer?






Programs and

Practices

Student Outcomes

Your Turn

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Curriculum• Do our students have access to rigorous high school

courses?• What courses are required for graduation?Supports• What percent of our students are enrolled in in

prekindergarten?• Do our students have access to technology?Monitoring• How is student progress monitored individually, by subgroup,

by classroom and by school?• How do we know if our programs are working?

Examine programs & practices

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Instructional Programs and Practices

Equal Opportunity to Learn

Rigorous curriculum and research-based practices

Continuous feedback

Instructional interventions

Teacher Quality

Collaboration and

Building Capacity

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What questions could “student outcomes” answer?






Programs and

Practices

Student Outcomes

Your Turn

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Test scores• Are our students meeting state proficiency standards?• Are our schools making AYP?• Are our students ready for college as measured by SAT, ACT?

Graduation• Are students graduating on time with a standard diploma?

Postsecondary• Are our students enrolling in college? • Are our students successful in postsecondary careers, training

and education?

Assess outcomes

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Your district has a persistently low-achieving

school. Your superintendent has data showing

this school also has high teacher turnover and

a high proportion of new teachers. She wants

the board to approve an incentive plan to lure

the district’s best teachers to this school.

Parents in high-achieving schools protest.

What would a data-driven board do?

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Teacher quality and student achievement

• Monitoring• Working

Conditions• HR Policies

• State Tests• Local

Measures

• Qualifications• Distribution• Equity

• Enrollment• Student

outcomes


Programs and

Practices

Student Outcomes

The decision-making cycleA

ccounta

bili

tyC

ontin

uous Im

pro

vem

en

t

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• Identify your need• Examine your teacher distribution data • Look at best practices in teacher recruitment &

retention• Involve your teachers, engage your community

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Student performance

0%

100%

high needs district ave low needs

Advanced

Proficient

Basic

Below Basic

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High Needs District Ave Low Needs0%

100%

>4 years2-4 years1 year

Assignment by teacher experience

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Recruitment & retention

• Improve working conditions, eg., supportive leadership, strong induction programs for new teachers

• Provide effective professional development

• Use targeted financial incentives such as housing assistance to attract highly-qualified teachers.

SOURCE: Center for Public Education, 2012

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Determining Return on Investment (ROI) of particular policies and programs informs better decisions and helps school leaders explain potentially unpopular decisions to the community.

here’s how it works …

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1. High cost or great difficulty to implement

2. Significant cost or difficulty to implement

3. Moderate cost or difficulty to implement

4. Little or no cost or difficulty to implement

Implementation score – Degree of Difficulty and Cost

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1. Very little or no impact or opportunity for change

2. Some impact or opportunity for change

3. Strong impact or opportunity for change

4. Greatest impact or opportunity for change

Results score – Degree of Impact or Change

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4

3

2

1

1 2 3 4

Difficult/High Cost Easy/Low Cost

HighImpact

LowImpact

Key Work of School Boards, 2009© Katheryn Gemberling

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B U I L D I N G T H E F O U N D A T I O N

4

3

2

1

1 2 3 4

Retain as is

Redesign or remove

Eliminate

Retain but simplify or reduce cost

Difficult/High Cost Implementation

Easy/Low Cost Implementation

HighImpact

LowImpact

Key Work of School Boards, 2009© Katheryn Gemberling

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The data made me do it!

Data First Introduction

Education

school c

school e

school g

high school

school leaders

school funding equitable

school districts expenditures

view of data