Glendale Elementary School District Professional Development August 15, 2012.

Data-Informed Decision Making

Glendale Elementary School DistrictProfessional Development

August 15, 2012

To ensure best first instruction of the Common Core using student achievement data to differentiate for each child.

Purpose

Districtwide PD Calendar August: Data-Informed

Decision Making with the Common Core in Mind

September: PLC Training Meet the Common Core

October: Benchmark Data Analysis and Interventions/Extensions

November: Creating Common Formative Assessments

December: Benchmark Data Analysis and Interventions/Extensions

January: PLC Training to Meet the Common Core

February: Benchmark Data Analysis and Interventions/Extensions

March: Questioning Strategies to Increase Levels of Rigor

April: AIMS/Stanford 10

May: Student Discourse to Increase Depths of Knowledge

Agenda and ObjectivesAgenda

I. PD session overviewII. What is data?III. The Data-Informed

Decision Making Process

IV. Refection/Feedback

Objectives◦ Identify types of data

that may be collected◦ Categorize types of data◦ Illustrate the DIDM

Process◦ Analyze data and

identify trends◦ Formulate an action plan

How this PD aligns with:

Teacher Evaluation document◦ Facilitation: End of

Lesson Assessment, Feedback, Assessment (TAP)

◦ Planning: End of Lesson Assessment

Administrator ISLLC Standards◦ Teaching and Learning:

Assessment and Accountability

“ When it comes to student learning, no one test, not even a good one, can possibly give us a full picture of what students understand and can do in relation to national or local standards and curricula.”

Nancy LoveUses and Abuses of Data

What is Data?

Basic information used in the research process.

Basically, there are four types of data: Outcome: evidence of student learning,

tests (formative, summative), etc. Demographic: information about students,

parents, staff, etc. Program: Information about the school

programs, processes, districtwide implementations, etc.

Perception: Feedback on attitudes, beliefs, interests, etc.

Types of Data

The Importance of Data

Provides the focus to make good decisions Allows us to work effectively Improves school processes Measures impact of strategies

implemented Remember:

◦ All those numbers are children

Data and School Improvement

◦ Effective schools frequently monitor progress

◦ Schools need to be results focused and data driven

◦ School Leadership Teams need accurate data on what is happening at the school to make decisions

◦ Schools must have a systematic way of collecting, organizing, analyzing, and using data

◦ All staff must be collectors and interpreters of data

Analyze data

Create an action plan

Collect and organize data

Implement the action plan

Ask “What are we looking for?”

Interpret the data

Consider a variety of data sources

Reflect on the process

Sequence the following steps in the Data-Informed Decision Marking Process:

Data-Informed Decision Making ProcessAsk

“What are we looking for?”

Consider a variety of data sources

Collect and

organize the data

Analyze the data

Interpret the data

Create an action

plan

Implement the action plan

Reflect on the

process

Data Analysis

Data reveals strengths and weaknesses

Data reveals where we need to do

better

Data reveals where to make changes

Data almost always point to action

Data is the enemy of comfortable

routines

Given the data on your table:◦Write down non-judgmental comments/observations regarding the data

◦Do not interpret the data ◦Use only “I see…” statements

Data Analysis

Go back to the list of observations and interpret the data. Why might each observation occur?

Data Interpretation

The key…The key to improving student achievement is correctly identifying the needs and then making decisions to meet those needs.Identified

ProblemImplement Solution

Identified Problem

Problem Solving

Implement Solution

Think about creating SMART goals: Specific Measurable Attainable Realistic Timely

Formulate an Action Plan

Non-Examples and Examples of SMART Goals

All 4th grade students will pass AIMS with an “exceeds” label.

All 7th and 8th grade teachers will teach writing.

An increase of 50% of 4th grade students will reach the “meets” designation on the 3rd Math benchmark through a structured RTI process.

100% of 7th and 8th grade Social Studies and Science teachers will incorporate writing in their content area five times per instructional period.

Task Analyze the steps to obtain your goal.

Once the SMART goal is created

SMART Goal Strategy/Action Who is responsible

Timeline Evidence of Effectiveness

Current Reality: Last year, 44% of our 8th grade students met or exceeded on the Math AIMS test.

Our SMART Goal: This year, at least 60% of 8th grade students will meet or exceed on the AIMS Math test

1. Clarify Pacing Guide and outcomes for all teachers

2. Ensure benchmarks are aligned

3. Create common formative assessments

4. Implement common formative assessments

All members of the team

All members

All members

All members

August 20

August 27

September 15

September 20

Pacing Guide

Alignment doc

Created CFAs

PLC time analyzing CFA results

“True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.”

Winston Churchill

Implement the Plan and Reflect

What does this have to do with me?

Fill in the blanks of this Data-Informed Decision Making Process:

Informal Assessment

Ask “What are we looking for?”

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Collect and organize data

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Interpret the data

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Implement the action plan

Reflect on the process

Please take a moment to fill out the Reflection/Feedback form.

Reflection/Feedback