Using Data in the Delaware Performance Appraisal System

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Using Datain theDelaware Performance Appraisal
System

• Wednesday, September 27, 2006

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Working Assumptions

• Everyone is thoroughly familiar with DPAS 1 and
  knows that DPAS 2 is being field tested.
• All administrators are familiar with the DSTP
  pages of the DOE website.
• All teachers and specialists have access to the
  DSTP pages of the DOE web site and know how to
  use those pages to find information about their
  students.
• NCLB is a data-based accountability system
• and finally

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Working Assumptions

• Collecting and analyzing data is the best way to
  identify and to help focus instruction on areas
  of need therefore,

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Working Assumptions

• Collecting and analyzing data is the best way to
  identify and to help focus instruction on areas
  of need therefore, collecting and analyzing data
  need to become integral parts of the school
  culture.
• Data Culture

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DPAS 1vs.DPAS 2
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DPAS Components List

• DPAS 1
• 1. Instructional Planning
• 2. Organization and Management of Classroom
• 3. Instructional Strategies
• 4. Teacher/Student Interaction
• 5. Evaluation of Student Performance
• 6. Related Responsibilities

• DPAS 2
• 1. Planning and Preparation
• 2. Classroom Environment
• 3. Instruction
• 4. Professional Responsibilities
• 5. Student Improvement

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DPAS ComponentsComparison

• DPAS 1
• 1. Instructional Planning
• 2. Organization and Management of Classroom
• 3. Instructional Strategies
• 4. Teacher/Student Inter-action
• 5. Evaluation of Student Performance
• 6. Related Responsibilities

• DPAS 2
• 1. Planning and Preparation
• 2. Classroom Environment
• 3. Instruction
• 5. Student Improvement
• 4. Professional Responsibilities

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DPAS 2 Components Data Potential

• DPAS 1
• 1. Instructional Planning
• 2. Organization and Management of Classroom
• 3. Instructional Strategies
• 4. Teacher/Student Inter-action
• 5. Evaluation of Student Performance
• 6. Related Responsibilities

• DPAS 2
• 1. Planning and Preparation
• 2. Classroom Environment
• 3. Instruction
• 5. Student Improvement
• 4. Professional Responsibilities (by encouraging
  certain kinds of staff development over others)

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DPAS 1 Components Data Potential

• DPAS 1
• 1. Instructional Planning
• 2. Organization and Management of Classroom
• 3. Instructional Strategies
• 4. Teacher/Student Inter-action
• 5. Evaluation of Student Performance
• 6. Related Responsibilities

• DPAS 2
• 1. Planning and Preparation
• 2. Classroom Environment
• 3. Instruction
• 5. Student Improvement
• 4. Professional Responsibilities (by encouraging
  certain kinds of staff development over others)

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So

• How do I create a Data Culture in my school?
• How do I use DPAS 1 to encourage staff members to
  use data in making instructional decisions?

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Creating a Data Culture

• Open access to all data, for all staff
• DOE website The Honeycomb
• Display data all around the school
• Hallways
• Copy room!
• School publications
• Model using data
• If you dont use it, why should your staff?
• Setting school goals
• Ask questions in terms of data
• in meetings
• in both formal and informal conversations with
  staff

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Set the stage

• Make your expectations known up front
• In writing
• To all certified staff
• Early in the observation cycle
• i.e., before you begin any observations
• School-Wide Expectations
• summer letter
• First day packet
• Reinforce frequently
• every meeting staff, departments/teams, SIP or
  other leadership teams

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EXAMPLE School-Wide Expectations
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EXAMPLE School-Wide Expectations
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Lets look at some sample data.
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Trend Data

• Performance
• Over
• Time

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Note

• All data on the following Christina School
  District graphs was taken from the public pages
  of the DOE website. It is freely available to
  anyone with access to the internet, and the
  graphs can be created by anyone who can use Excel.

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Examining Trend Data
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Examining Trend Data
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Examining Trend Data
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Examining Trend Data
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Examining Trend Data
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Examining Trend Data
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8
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Examining Performance Against NCLB Targets
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Examining Performance Against NCLB Targets
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Disaggregations

• Getting to the
• school,
• teacher, and
• classroom levels.

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Disaggregating by NCLB Cells
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Disaggregating by NCLB Cells
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Disaggregating by NCLB Cells
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Disaggregating by NCLB Cells
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Disaggregating by NCLB Cells
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Disaggregating at theTeacherLevel- - - -
-ChartingCohortProgress
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• Incorporating
• Data
• into
• DPAS

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The Link

• The purpose of DPAS is to document how well (or
  whether or not) a staff member is doing his/her
  job.
• If you have framed that job in terms of using
  data
• to set instructional goals and
• to make decisions as to how to achieve those
  goals, then
• data and DPAS are a natural fit.

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DPAS Components

• DPAS 1
• 1. Instructional Planning
• 2. Organization and Management of Classroom
• 3. Instructional Strategies
• 4. Teacher/Student Inter-action
• 5. Evaluation of Student Performance
• 6. Related Responsibilities

• DPAS 2
• 1. Planning and Preparation
• 2. Classroom Environment
• 3. Instruction
• 5. Student Improvement
• 4. Professional Responsibilities (by encouraging
  certain kinds of staff development over others)

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Data in DPAS 1 Components

• INSTRUCTIONAL PLANNING
• provides appropriate instructional objectives
• provides methods and materials which maximize
  learning
• includes provisions for evaluating objectives
• provides scope and sequence for lesson
• ORGANIZATION AND MANAGEMENT OF CLASSROOM
• arranges classroom for instructional
  effectiveness
• uses instructional time efficiently
• establishes, communicates and maintains
  standards for students
• maintains high engagement rate
• maintains a positive classroom environment
• monitors the learning activities of students

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Data in DPAS 1 Components

• INSTRUCTIONAL STRATEGIES
• uses and organizes appropriate methods and
  activities in their proper sequence and time
  frame, i.e., reviews, modeling, guided and
  independent practice, and closure
• demonstrates sufficient knowledge of subject
  matter being taught
• uses available instructional media and
  materials effectively
• establishes a mind set for learning
• focuses lesson on teaching objective
• uses level of instruction that is appropriate
• maintains pace of learning
• provides opportunities for student differences
• checks for student understanding
• conveys appropriately high expectations for
  students

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Data in DPAS 1 Components

• TEACHER/STUDENT INTERACTION
• promotes high rate of student interest
• provides prompt and specific feedback in a
  constructive manner
• provides opportunities for active
  participation
• uses questioning techniques effectively
• demonstrates fairness and consistency in
  dealing with students
• speaks and writes clearly, correctly and at an
  appropriate level for student understanding
• EVALUATION OF STUDENT PERFORMANCE
• uses appropriate formative and summative tools
  and techniques
• makes effective use of norm- and/or
  criterion-referenced test data
• provides prompt feedback and constructive
  comments on tests, homework and other assignments
• maintains accurate records documenting student
  performance

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Data in DPAS 1 Components

• RELATED RESPONSIBILITIES
• complies with policies, regulations and
  procedures of school district/building
• engages in professional development
• communicates effectively with parents
• works cooperatively with staff
• performs non-instructional responsibilities as
  assigned

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Data in DPAS 1 Components

• 1. Instructional Planning
• What data did you use in deciding to teach this
  lesson?
• What data-identified needs are you addressing
  with this lesson?
• How does this lesson address trends shown in the
  graphs I presented in my opening day presentation
  (or Sept. staff meeting, etc.)?
• How do you plan to meet the needs of students in
  our target NCLB cells?

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Data in DPAS 1 Components

• 3. Instructional Strategies
• What data is there to show that the
  instructional strategies you have chosen are
  effective for meeting your instructional goals?
• general data from professional development
• specific data generated by the teacher for this
  group of students
• Timed scans of the classroom
• time on task, incidences of specific behaviors

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Data in DPAS 1 Components

• 5. Evaluation of Student Performance
• How have you determined that your chosen
  assessment strategies will accurately reflect
  student learning?
• How closely does data you have collected from
  your classroom assessments mirror data from the
  DSTP?
• If there are discrepancies, why?
• Are students learning?
• Are the assessments not good enough?
• Are changes in instruction indicated?

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Data in DPAS 1 Components

• 6. Related Responsibilities
• What data analysis work have you undertaken on
  your own?
• Review of your particular students DSTP scores?
  Instructional needs comments?
• Data generated from classroom assessments?
• How have you applied what you have gained from
  professional development opportunities (course
  work, district workshops, individual reading) to
  improve your understanding of your students
  performance and instructional needs?

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Objections Responses

• I taught it, but they didnt learn it.
• NCLB the DSTP dont care what you did. They
  only care about your results.
• My job is to teach. Its the kids
  responsibility to learn.
• No, your job is to bring about student learning
  and to improve student performance.
• There may once have been a time when your job
  was simply to put it out there, but that time
  is long gone.

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Objections Responses

• Like it or not, districts, schools and teachers
  are no longer being judged on what they do. What
  matters now is what their students do.
• Results matter above all, and process (teaching)
  is valued only to the degree that it produces the
  desired outcome (student performance at or above
  targets).

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Objections Responses

• Teaching the Curriculum
• vs.Teaching to needs identified by data
• Should be a false dichotomy
• Teachers are expected to teach the curriculum,
  however
• that should never be an excuse for not meeting
  students needs.
• If there are problems, it is important to
  identify where they lie.

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Curriculum Alignment
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Curriculum Alignment
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Tools Strategies

• Differentiated Instruction
• Authentic embedded assessments
• Understanding By Design ( similar systems)
• Rubrics
• Staff cooperative work sessions
• analysis of school/grade data
• planning of common lessons
• scoring of common assessments
• Gates-McGinitie, Dibels, unit tests that come
  with texts

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Other Data

• Attendance
• Discipline
• TAG / Special Ed referral test results
• Schools Attuned / A Mind at a Time info
• Learning Styles inventories
• Teachers grade distributions
• Comparisons of grade distributions with DSTP
  scores of the same students

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Still not enough?

• Ask for more!

• Sample form
• Performance Appraisal Request for
  Additional Information
• (see handout)

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Keep in mind

• Analyzing school data can point out both
  strengths and weaknesses
• but the best thing that data does is to raise
  questions.
• Your schools ability to find those questions and
  then to answer them will determine your future
  success.