DataDriven Decision Making

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Data-Driven Decision Making

• Presented by
• Mike White
• Center for Performance Assessment
• 513-673-5043

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This Afternoons Products

• You will leave the workshop with an understanding
  of
• Strand Analysis Data Teams
• Identified Urgent Need Area(s) Power Standards
• Curriculum Maps
• Power Lessons

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Can I Really Make A Difference?
Percent of Students Proficient
Hey Its Just Fate Some Kids Got It, and
Some Kids Dont Too Bad. Poverty and Melanin
Lead to Lower Achievement
Poverty and Ethnic Minority Enrollment
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Expectations

• Why are a disproportionate number of world-class
  soccer players born in January, February and
  March?
• Astrology is true
• Winter babies develop higher lung capacity
• Soccer parents more active in the spring and
  summer
• None of the above
• New York Times (May 7,
  2006)

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Its All About What Goes On in the Schools
People Passion

• The Powerful 23/49 Statistic
• Principal Effectiveness 23
• Teaching Qualification and Practice 49
  
• Economics, Ethnicity, Language 24
• People Are The Critical Variables
• Truth in Bumper Stickers!

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Passionate People MatterA Lot!

• Principals Effectiveness and Student Passing
  Rates
• School Leadership that Works 2005

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Lessons from the 90/90/90 Schools

• 90 or More Free and Reduced Lunch
• 90 or More Minority Enrollment
• 90 or More of the Students Meet or Exceed
  Proficiency on Independent State Tests
• Dispelling the Myth-Revisited
• www.edtrust.org

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Data Teams teamsYou are Not the Lone Ranger

• Form data teams appoint data team leaders
• Schedule regular data team meetings
• Schedule regular monthly collaborative meetings
  for principal and data team leaders

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What Are the Resources and Skills Needed for
Effective Data Teams?

• Data Folders not Data Tubs
• Authority to react to the data and make
  instructional, curricular decisions
• Time for collaboration

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Creating Capacity Form Data Teams

• Elementary Most data teams are grade level
  teams. All your third grade teachers might be a
  team, your
• fourth grade teachers another team.

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Creating Capacity Form Data Teams

• Middle School Two options
• 1. Grade level teams discussions focus more
  on specific students and academic needs not
  content specific
• 2. Vertical content departments discussions
  focus more on status of student achievement in
  content area as well as specific and effective
  instructional strategies

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Step 1Content Standards Report

• Best Report for Instruction
• Compare Strands to make a point
• Note number of items per Standard
• Designate your two lowest Strands as you Power
  Standards

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Number of Math Topics

• US 78 in 180 Days
• Japan 17 in 253 Days
• Germany 23 in 220 Days

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Finding your Power Standards (Leverage)
Bronzed Lecture Notes
Data Analysis
Power Standards Informative Text, Measurement,
Resource Allocation
That reminds me of a story
Literary Text
Halloween Pumpkins
Dinosaur Identification
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Step 2 Unwrap Your Power Standards

• Before deciding when to teach decide what and how
• What do students need to know?
• What do students need to show?
• Old School Biology Front End Estimation
• Lets try one--Geometry

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Unwrapping

• Unwrapping Examining standards and related
  indicators to determine exactly what students
  need to
• Know (concepts or content)
• Be able to do (skills)
• Through particular topic or context (what
  teachers will use to teach concepts and skills)

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The Reason We Create and Unwrap Power Standards

• The Main Thing is to Keep the Main Thing the Main
  Thing
• We have Determined What Students Need to Know and
  How they Need to Know it
• Estimation and Old School Biology
• We have Defined Our Destination-Our Goal

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Unwrapping

• Unwrapping Examining not just the
  vocabulary---but also sample questions (pages
  7-16)

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Step 3 Map your Power Standards

• Decide when your power standards will be taught.
• You cant have collaborative teaching, scoring
  and planning unless teachers teach these power
  standards at the same time!

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Collaboration Transparency

• We need to transform teaching from Private to
  Public
• Collaborative Cultures improve schools yet it is
  the norm for teachers to work in isolation like
  independent contractors
• Even schools with Professional Learning
  Communities actively resist analyzing and
  comparing data practices among teachers
  Dufour et al. 2005

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Mapping also helps us Decide What to Teach Within
Time Allotted

• Given the limited time you have with your
  students, teaching has become more and more an
  issue of deciding what you wont teach than what
  you will teach. You cannot do it all. You must
  choose the essential.

Heidi Hayes Jacobs, 1997
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Pre Assessment

• Where do I get questions?
• How long should this take?
• Short Cycle Assessments easy to find!
• Lcoo.com, Brainchild.com, studyisland.com

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Examine the pre assessment data

• Step 1 Collect and chart data and results

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Teach Teach Teach

• What weaknesses or misconceptions did you uncover
• Develop a teaching plan from the pre assessment
  data
• Set Proficiency Goals (80)
• How about using some Power Lessons for your Power
  Standards?

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Power Lessons for your Power Standards!

• Engagement
• Feasibility
• Scoring Guides
• Writing

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A Passion for Learning Engagement

• Nobody is Hooked on Phonics
• The ConChildren who are not proficient must go
  back to covering the basics before they attempt
  the fancy stuff
• What fraction is larger, 4/11 or 5/13?

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Power Lessons/Performance Assessments

• Create or produce descriptive writing to
  communicate with different audiences for a
  variety of purposes. (B.4.1)
• Describe and give examples of ways in which
  people interact with their physical environment,
  including use of land, location of communities,
  and design of shelters. (A.4.2)

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Engaging Scenario Moving to the Wilderness

• Imagine that your family is moving from a large
  east coast city to the wilderness in the
  mid-1800s. You have been told that the area is
  full of wild animals, you will not have a house
  to move into, food will not be available from a
  general store, other people may inhabit the area,
  the climate could be very hot or cold, and your
  survival may be a daily challenge.

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A Menu of Tasks Making Success Feasible for
Everyone

• Task 1Create region map and write region
  description (knowledge)
• Task 2Contrast/compare big city to wilderness
  region (comprehension)
• Task 3Design wilderness brochure (application
  and synthesis)
• Task 4Write Typical Day in the Wilderness
  letter (synthesis)

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Task Four Write Typical Day in the
Wilderness Letter

• Write a letter to a friend or family member
  telling them about a typical day in your life in
  the wilderness.
• Include as many parts of your day as you can. Be
  sure to use your senses as you describe the day
  to help the reader imagine it.

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Friendly Letter Guide on the Side

• Letter is time-sequenced
• Letter includes morning, afternoon, and evening
  activities
• Descriptive language includes use of all five
  senses
• Letter is between 200-250 words
• Letter has no spelling errors

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Post TestingExamine Your Data Again

• Step 1 Collect and chart data and results

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Make Sure Your Students Have Learned the Standards

• No More Teach Test and Hope for the Best
• Assessment for Remediation not Evaluation
  (Physical vs. Autopsy)

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Procedures to Fix It When Students Have Not
Learned the Standard

• When you truly want better results for students
  you dont just stare at the data and display
  colorful charts, you are willing to do
  uncomfortable thingsshare (HH)
• As a Principal-- ask the uncomfortable questions
  and make sure things are happening and confront
  people who are not doing them. Do it as
  tactfully and painlessly as possible but there
  will be a confrontation
• 
  Schmoker 2006

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Questions and Discussion

• Mike White, Ph.D.
• Center for Performance Assessment
• [phone]
• E-Mail white_ecs_at_fuse.net
• www.MakingStandardsWork.com