Riding the Data Carousel

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Riding the Data Carousel
(without Falling Off!)

• OSPI Conference January 8, 2009

John Schmitz, Principal, Dimmitt
MS john.schmitz_at_rentonschools.us Jack
McCullough, Planning and Solution Coach Jessica
Godfrey, Assistant Principal, Dimmitt MS
Center for Educational Effectiveness
jessica.godfrey_at_rentonschools.us
jack_at_effectiveness.org
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• How do staff respond when you announce a data
  carousel or present data?

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• The assessment is flawed.
• The assessment changes every year.
• This years kids were especially _______ .
• Theres just too much data.
• Data can be used to support anything.
• Perceptual data is just touchy-feely.
• Staff and students change every year.
• Can I see my data?

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• School-wide Title 1/LAP
• SIA grant Year 4 Summit District
• ELL, SpEd, Honors, Tier II classes
• Ethnically/culturally diverse student body of
  850
• Majority students of color growing Latino
  population
• 65-70 qualify for free- and reduced-lunch

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Whats worked for us.
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1. Make your case.
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Readiness to benefit.Readiness to
benefit.Readiness to benefit.Readiness to
benefit.Readiness to benefit.Readiness to
benefit.Readiness to benefit.
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1. Make your caseEmphasize the process.
Student Success
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Provide context.
1. Make your case.
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• Step 1 Data Exploration Recording Sheet,
  January 11, 2008
• You have three sets of data to look at in a very
  short time
• Parent Perceptions (November 2007)
• Student Perceptions (November 2007 and Healthy
  Youth Survey from 2006)
• Staff Perceptions (from both November 2007 and
  May 2007)
• Task Make notes on those that stand out as very
  positive and those that stand out as challenges.
• Please record the specific data that led you to
  that judgmentyoull need it for the next step.
• Positives
• 1. ___ of ___________ perceive that
• 2. ___ of ___________ perceive that
• 3. ___ of ___________ perceive that
• 4. ___ of ___________ perceive that
• 5. ___ of ___________ perceive that
• 6. ___ of ___________ perceive that
• 7. ___ of ___________ perceive that

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• Step 2 Critical Observations, January 11, 2008
• Task Come to consensus on critical
  observations, supported by at least three data
  points, about challenges facing DMS. These will
  be prioritized by the full staff (after
  summarization to eliminate redundancy) on January
  16 the prioritizations will then go to
  Leadership Team for their consideration as they
  develop draft goals.
• Themes or topics identified by the Leadership
  Team in their preliminary analysis, which could
  be the core of some of your teams critical
  observations, include, in no particular order
  Parent and Family Involvement, The I/They Gap,
  Staff Belief in Students Meeting Standards,
  Cultural Responsiveness, Supportive Learning
  Environment, Student Behavior Management, Student
  Ownership/Engagement.
• We believe_______________________________________
  _______________ is a challenge Dimmitt should
  address. Data that support our belief includes
• a.
• b.
• c.
• We believe________________________________________
  ______________ is a challenge Dimmitt should
  address. Data that support our belief includes
• a.
• b.

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Step 3 Establishing Our Priorities, January 16,
2008
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2 new SIP goals resulted
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Demonstrate the purpose.
1. Make your case.

• Review data.
• Identify critical factors/criteria.
• Locate comparable schools with better
  performance.
• Investigate their methods/strategies/practices.
• Research those methods/strategies/practices.
• Pilot.
• Evaluate student achievement results.

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The Step-Up-to-Writing Experiment

• www.just4kids.org
• OSPI Comparison schools
• Center for Educational Effectiveness

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2. Be prepared.
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2. Be prepared.
Our Mantra Intentionality
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Know thy data(and read ahead.)
2. Be prepared.
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Stay current on the data available.
2. Be prepared.
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3. Scaffold in skills.
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POP QUIZ!
1. What percentage of students qualifies for
free- and reduced- lunch? 2. Of students
receiving disciplinary suspensions, what
percentage are male? Female? 3. What percentage
of 8th grade students met standard on the Reading
WASL? 4. To what extent do students feel safe at
school?

• Perceptual
• Achievement
• Contextual
• Demographic

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3. Scaffold in skills.

• Terms (strand data, cohort, etc.)
• Interpreting data displays (bar graph, radar
  graph, pie chart, trend chart, etc.)
• Distinguishing among perceptual, contextual,
  demographic and achievement data.
• Writing narratives.

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4. Build in novelty.
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• Narratives (Successful and Unsuccessful)
• 27 of Dimmitt staff report that Johns clothes
  always or almost always match.
• 23 of Dimmitt staff report that Johns clothes
  never match.
• John should stop trying to dress like Ryan
  Seacrest.

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4. Build in novelty.

• Change of venue, individual, group, Cooperative
  Learning, snacks, computers, etc.

• Evaluate and debrief event.
• Solicit feedback from participants.
• Connect events throughout process.

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Where we are now

• The process has been established. (Set goals,
  make a plan, implement, measure progress)
• People are asking more questions about data.
• The questions are changing and becoming more
  sophisticated.
• Data has helped to focus PLCs on student
  learning.
• Collaboration has become the norm rather than the
  exception.