TUSD Instructional Coach Data Driven Dialogue School Accountability Plans

1
TUSD Instructional Coach Data Driven
DialogueSchool Accountability Plans

• July 29, 2005
• Lynn Strizich

2
Accountability under NCLB and AZ LEARNS

• The History

3
NCLB Expectations for AdequateYearly Progress
(AYP)

• 100 of students must be proficient in the
  states academic standards (reading and math) by
  2013-2014.
• 12 years
• 2001-2002 2013-2014
• Academic Year
  Academic Year
• (100)

4
AZ LEARNS

• Intention is to gauge the performance of schools
  through the academic achievement of its students
  as measured by
• DPA Dual Purpose Assessment
• AIMS criterion referenced J curve.
• Terra Nova norm referenced bell curved

5
How to Measure Performance School Improvement
Change
Change
Change
Change
6
How to Measure Performance Student Growth
Change
Change
Change
Change
7
Annual Measurable Objectives

• Annual Measurable Objectives (AMO)the
  percentage of students that must pass AIMS in
  order for a school to make AYP.
• AMOs differ by subject and grade, but not by
  subgroup.
• AMOs increase by plateaus, allowing state and
  school programs the opportunity to work.
• Details about the AMOs can be found in the NCLB
  Technical Manual.

8
Annual Measurable Objectives (AMO)the
percentage of students that must pass AIMS in
order for a school to make AYP.
9
Three Components for Determining Adequate Yearly
Progress (AYP)

• 95 of enrolled students must be assessed
  annually.
• Students must meet all Annual Measurable
  Objectives (AMOs).
• Students must demonstrate adequate gain or meet
  threshold criteria for the Additional Indicator
• High schools - graduation
• Elementary schools attendance 90

10
AYP Details

• All schools are evaluated under NCLB.
• Schools are evaluated by grade and in each
  subgroup specified by NCLB
• Race/Ethnicity
• Special Education
• Limited English Proficient and
• Economically disadvantaged
• Only students enrolled for a full academic year
  must be included in AMO calculations only stable
  students must be evaluated.
• All students must be included in accountability-
  including special education students and English
  language learners with invalid test scores.
• Minimum of 40 students included in whole school
  and subgroup evaluations.

11
What We Know Today

• AZ LEARNS is changing
• Student Achievement data is no longer embargoed
• SA data is cleansed
• School labels will be released October 15
• August 1 preliminary AYP
• MAP Sept 7
• AYP

12

• And what is good, Phaedras,
• And what is not good
• Need we ask anyone to tell us these things?
• Robert M. Pirsig, Zen and the Art of Motorcycle
  Maintenance

13
Supporting Data Dialogue

• Think 3s

14
3 Components to Attend to and Plan for in Data
Driven Dialogue

• Task - Content
• Relationship Context
• Process

15
Attention to Relationship/Context

• Shared Norms and Values
• Group members
• Adopt and honor norms that ensure psychological
  safety for all group members
• Filter choices and decisions through agreed upon
  values
• Adapted from Data Driven Dialogue Wellman
  Lipton, Mira Via 2004

16
Attention to Relationship/Context

• Shared Norms and Values
• Group members
• Adopt and honor norms that ensure psychological
  safety for all group members.
• Filters choices and decisions through agreed upon
  values.
• Collaborative Cultures
• Group members
• Balance participation and seek input from all
  group members
• Seek and honor diverse perspectives.
• Anticipate and accept productive conflict as a
  process that contributes to group success.
• Adapted from Data Driven Dialogue Wellman
  Lipton, Mira Via 2004

17
Attention to Relationship/Context

• Professional Community
• Group members
• Question and explore, comparing individual and
  collective teaching practices against clear
  agreed upon standards.
• Engage purposely with relevant tasks which focus
  on student learning.
• Consistently use data to self assess and reflect.
• Adapted from Data Driven Dialogue Wellman
  Lipton, Mira Via 2004

18
Attention to Task/Content

• Learning Focused
• Group members
• Establishes task priorities that are congruent
  with site and district values
• Uses data to focus its attention and energy
• Time and Energy Efficient
• Group members establish and maintain clear
• Task or product success criteria
• Task agendas
• Time frames for its work
• Adapted from Data Driven Dialogue Wellman
  Lipton, Mira Via 2004

19
Attention to Task/Content

• Data Driven
• Group members
• Collect and select relevant data for its work
• Develops and utilizes effective data displays
• Large
• Vibrant
• Simple
• Uses data effectively to make decisions avoid
  the DRIP.
• Adapted from Data Driven Dialogue Wellman
  Lipton, Mira Via 2004

20
Attention to Process

• Shared Tools and Structures
• The Group
• Develops and applies shared tools and structures
• Follows agreed upon protocols
• Refocuses and redirects
• Data Driven Dialogue
• The Group
• Uses data to focus and calibrate conversations
• Inquire/Clarify their own and others assumptions
• Seek shared understanding/meaning
• Adapted from Data Driven Dialogue Wellman
  Lipton, Mira Via 2004

21
Attention to Process

• Learning-Focused Conversations
• Group members
• Invite and sustain the thinking of others
• Give their full attention to others fully
  present and actively listening
• Balance advocacy for their own ideas with inquiry
  into the ideas of others.
• Adapted from Data Driven Dialogue Wellman
  Lipton, Mira Via 2004

22
3 Phases the Process Supporting Data Driven
Dialogue

• Phase I - Activating Engaging
• Phase II Exploring Discovering
• Phase III Organizing Integrating
• Using Data Getting Results Nancy Love
• TERC Adapted from Pathways for Understanding
  Wellman Lipton

23
Activating and Engaging Phase I

• Surfacing experiences, possibilities and
  expectations
• Asks What are the
• Assumptions we hold?
• Predictions are we making?
• Questions we are asking?
• Possibilities for learning?

24
Exploring and Discovering Phase II

• Analyzing the Data
• Asks What
• Seems to pop/jump out?
• Are some patterns/trends?
• Seems to be surprising/unexpected?
• Have we not explored yet?

25
Organizing Integrating Phase III

• Generating Explanations
• Asks What
• Inferences, explanations, conclusions can we
  draw?
• Are the ways this data compare with our standards
  for performance and or current literature?
• Are the ways this data might inform future action?

26

• Faced with the choice between changing ones mind
  and proving that there is no need to do so,
  almost everybody gets busy on the proof.
• John Kenneth, Galbraith
• From Data Driven Dialogue Wellman Lipton,
  Mira Via 2004

27
WANTED Sandwich Artist Cooking with
Data
28
Phase I

• Examine the quality of your ingredients
• Pull the sample data from the bucket at your
  table
• Each member of your team should take one ethnic
  group and chart their achievement data on the
  graph paper.
• Phase I of your Data Journey
• While members of your team are charting
  brainstorm
• What might be some
• Assumptions we hold?
• Predictions are we making?

29
Phase II

• Determine which ingredients must be included in
  our sandwich
• Discuss and note some responses to the first two
  questions on the sample data sheet.

30
Organizing Integrating Phase III

• How can we have a better sandwich?
• What
• Might be some responses you have for the final
  three questions on the sample data sheet.

31
Building the Sandwich

• The Elephant in the Room

32
Which Elephant

• Choose a picture from the bucket that
• Represents your comfort level in discussing or
  presenting standardized student achievement data.

• Choose a different picture from the bucket that
• Represents how you think most of your staff feels
  about standardized student achievement data.

33
Check out the Swiss Cheese

• Reflect upon the achievement for the school where
  you will be the Instructional Coach.

• What are the Gaps that need to be filled?
• Write down your initial thoughts on a piece of
  cheese.

34
Lettuce In

• What are positive trends in the data?
• Note them on the back of a leaf of lettuce

35
Add Onion

• What are some areas the data is showing
  opportunities or responsibilities for improvement?

• Slice and Dice the Disappointments.
• How can the data be disaggregated for
  understanding and discussion?

36
Do we have tomatoes

• Is the data running all over the place?
• Is it inconsistent from
• year to year?
• grade to grade?

37
What is the nature of the data?

• What does the data resemble?
• A sweet pickle chip?

• A tangy dill spear?

• Hot Peppers?

38
How will we talk about the Elephant

• Add Mayonnaise
• The Binder

• A structure for dialogue that will help us talk
  about the elephant?

39
Lay a foundation

• The first thing you must have is
• A good piece of bread to serve as the foundation.
• Start with positive and/or neutral information.

40
Cover (Top) the Sandwich

• Top the Sandwich
• A plan of action serves to cover the sandwich.
• It covers all
• Of the middle and makes it possible for us to
  handle whats inside with confidence and fewer
  spills.

41
Top it with an olive

• Presentation Matters
• Visual Displays create meaning out of numbers
• Use the charting tool in Excel to preview a
  variety of graphic displays. Choose the one that
  most clearly presents your information.

42

• Lay a positive foundation
• Add the fillings make sure that the elephant is
  inside
• Make sure you look at all the filling and
  sandwich possibilities
• Top it with a plan
• Present it with confidence and creative flair.

43
Model your data dialogue after the sandwich
44

• The final conclusion is that we know very little,
  and yet it is astounding that we know so much,
  and still more astounding that so little
  knowledge can give us so much power.
• Betrand Russell

45
Self-Guided Data Tour

• Some data pages you may find useful

46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
THE NEW DATA IS HERE!
50
Your School
Check your options here!
51
Your School
52
Your School
53
(No Transcript)
54
Your School
55
Taking Data Discussion Down to the Next Level The
Classroom by Content Area Looking for ways to
make student achievement in reading, writing and
mathematics everyones work.
56
Your password should grant you access to all data
for your site. If not, check with your site
administrator or Accountability and Research
57
Your School
Choose your data parameters carefully here.
Do you want historical achievement data by
teacher or are you looking to help the teacher
target instruction for this years class?
Your Password will determine the level and types
of data you may access at your site.
58
Teachers at your school
Students in this teachers Class
Coconut Cream Peach Crumble Strawberry Cake Fudge
Ripple Carmel Apple Cotton Candy Hot Dog Grilled
Cheese Banana Split Chocolate Sundae Cherry
Coke Apple Tart Lemmon Meringue
59
Strawberry Cake
60
(No Transcript)
61
(No Transcript)
62
Your password should grant you access to all data
for your site. If not, check with your site
administrator or Accountability and Research
63
(No Transcript)
64

School Name
65

School Name
66
(No Transcript)
67
School Name
68
School Name
School Name
69
School Name
70
(No Transcript)
71
(No Transcript)
72
(No Transcript)
73
On-line Data Entry of School Accountability Plans
74
(No Transcript)
75
Site Name
76
(No Transcript)
77
Site Name
78
(No Transcript)
79
(No Transcript)
80
Staff Development Planning

• Is driven by your principal, district initiatives
  and constituents
• A planner helps clarify, divide and conquer time.
• Plan for 60-90 minutes of Staff Development per
  week

81
(No Transcript)
82
(No Transcript)
83
(No Transcript)
84
(No Transcript)
85
(No Transcript)
86
(No Transcript)
87
(No Transcript)
88
School Name
89
School Name
90
(No Transcript)
91
(No Transcript)
92
(No Transcript)
93
(No Transcript)
94
School Name
Data Options
Both - Table and Graph
95
School Name
96
School Name