Data, Vision, Action

Heather McMullenPrincipal, Woodland Elementary

Nov. 14, 2013

Tell me what you pay attention to and I will tell you who you are.Jose Ortega y Gasset, Spanish Philosopher, 1883

Learning OutcomesWe will explore using data to develop a vision for an

organization.We will see the connection between data, vision, and

action.We will collaborate with colleagues to extend our

knowledge and attitudes about analyzing data and developing culture.

“The aim is to influence school culture to be one in which educators use data continuously, collaboratively and effectively to improve teaching and learning.”

Nancy Love, Journal of Staff Development, 2004

Data, Data, Data

The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance.

Albert Einstein

Personal OutcomesI wonder about… I’m challenged by…

“The inherent capacity to choose to develop a vision for ourselves, to rescript our life, to begin a new habit or let go of an old one, to forgive someone to apologize, to make a promise and then keep it, in any area of life, is, always has been, and always will be a moment of truth for every true leader.”

Stephen Covey, 7 Habits of Highly Effective PeopleNot everything that is faced can be changed, but nothing can be changed until it is faces.

James Baldwin

Data, Vision, ActionApproaching the data

Developing the Vision

Putting the Vision into Action

”create disequilibrium as an impetus to explore alternatives to current practice”

Quote Activity: Data, Vision, Action

Choose a quote that speaks to you or challenges you - something that causes you to react.

You will gather with others who chose the same quote to share common understandings.

Be ready to share with the larger group.

Relationships, Relationships, Relationships• Relationships among teachers and administrators are important

indicators of a school readiness for reform and the ability to sustain it.• Collective decision making with broad group buy-in occurs more

readily in schools with strong relational trust.• Honest conversation about what is working and what is not working

means exposing one’s ignorance and making oneself vulnerable.Trust in Schools: A Core Resource for Improvement,

Bryk and Schneider, 2002

Not to understand another person’s way of thinking does not make that person confused.

Michael Quinn Patten

Oodles of Data• Demographic• Student Learning• School Systems• Perception

Continuous Improvement: It Takes More Than Test Scores,

Victoria Bernhardt, 2004

Demographic Data

Who do we serve? What are demographics are significant in this setting?

Examples: Race, Gender, Language, Time in School, Living in Poverty…

Student Learning

What do we know about student learning in this setting? What are the trends over time? From different angles?

Examples:Tests, Common assessments, Student work, Scores, Grades, Rubrics

Procedures and Systems

What impact does the current system have on the current reality?

Examples:Programs, practices, instructional strategies, course of study, instructional time, organization of instructional components

PerceptionsAre perceptions a result of the current system or a driver of the current system?

Examples: Reflections, Observation, Person-to-person Interviews, Surveys, Focus groups

Role of Principal for Data Driven Dialogues

Examines data to develop a vision and action planDecisions on what data will be used for the discussionDevelops parameters for and participates in data

dialoguesWorks with individuals or teams to examine and

analyze data for needed instructionMonitors implementation of instructional decisions

and the impact on student learningEnsures time is available for team dialogue on data

and professional development

A Short Story

Data, Vision, Action at Wildwood

INCREASING THE READING AND MATHEMATICS ACHIEVEMENT OF LOW INCOME STUDENTS AT WILDWOOD ELEMENTARY

THROUGH DATA ANALYSIS, TARGETED INTERVENTION AND PROFESSIONAL DEVELOPMENT

Heather McMullenProfessional Principal and Program Administrator Certification

University of Washington, Tacoma

December 3, 2012

To increase the number of low-income students meeting standard in reading and mathematics as measured by the Washington state MSP test grades 3-6 and DIBELS district benchmark reading tests grades K-6 (2.1/2.2).

To provide systematic professional development to staff regarding the culture of poverty and ways to support students and families in poverty (2.3).

Intervention Goals

Keys to the Intervention

Developing Professionally

Building Capacity

Celebrating Strengths

Examining Data

Targeted Instructio

n

Intervention

Wildwood Elementary

Serving 542 Students Built in 1966 53% Free and Reduced (2011) 21% Special Education Pre-School to Sixth Grade

Staff 28 classroom teachers and 25 support

staff 16.3 years average experience

Changing Demographics

• Number of students on free and reduced lunch almost tripled from 2005 to 2011

• Ninety percent of staff at Wildwood had worked there 10 years or more

• In 2011, 53.1% of all Wildwood students qualified as low-income

2005 2006 2007 2008 2009 2010 20110

10

20

30

40

50

60

Percentage of Wildwood Students on Free and Reduced Lunch

Free and Reduced Lunch

YearP

erc

enta

ge o

f Stu

dent

Body

2.1

Analyzing Data – artifact 1

• Persistent Achievement Gap between non-low income and low income students

• Achievement Gap from 16% to 50%

• AYP pressures related to progress of low income students

• Depleted resources due to sanctions

2.1

Perc

en

t M

eeti

ng

Sta

nd

ard

Elementary Uniform Bar (3-5)

52.2

64.2

76.1

88.1

29.7

47.3

64.9

58.0

100

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Reading

Mathematics

79.0

88.1%

58%

High Stakes Challenge

Intervention, Special Education and Title 1 coordination

Schedule constructed around Instructional Blocks

Intervening and Instructing -artifact 2 2.12.2

Coordinated Services -artifact 2

Common Grade Level Reading and Math Blocks

Common Grade Level Intervention Blocks

Included Special Education and Title schedule coordination

2.12.2

Shift to teaching to grade level expectations in reading

Facilitated deep knowledge of state test question stems

Wrote questions for a variety of reading materials and levels (K-6)

Planned instruction and assessment of reading comprehension strategies at all grade levels

Aligned mathematics instruction to performance expectations

Met with teachers to deepen knowledge of tested math targets

Wrote “student friendly” targets with success criteria Coordinated grade level team meetings to align

current curriculum and supplement when needed

Adhering to Targets -artifact 3

2.3

2.12.2

Students assessed frequently in reading comprehension and mathematics

Grade levels teams met weekly to adjust groups based on assessments Teachers communicated with parents weekly via progress reports from

small groups Instruction in small groups based on skill deficits

Groups were grade level flexible Students moved out of groups when the target skill was attained

Adhering to Targets -artifact 3 2.2

2.1

Examining Data -artifact 4

Data Spreadsheets compiled for team discussions Multiple levels and multiple data points

entered MSP, DIBELS, CBAs, Intervention materials

assessment Data included multiple years of data Patterns in the data were highlighted Interventions for each student recorded Data sheets public and maintained for multiple

school years

2.12.2

Examining Data – artifact 4

Data Days 3x per year Shift in ownership – “my kids” vs. “our

kids” Predictions and Commitments made

publicly

2.12.2

Focus on:Gaining poverty knowledgeConnecting with familiesCommunication and

teaching stylesExamining our biasesHonoring students’

strengthsKnowing local resources

Developing Professionally -artifact 5

Prepared and Facilitated 6 sessions1.5 hours each – all Wildwood staff

2.3

Tour of local community resources in order to build capacity and knowledge

Bus Tour St. Francis HousePuyallup Food BankStaff donations

Building Capacity and Connections -artifact 62.3

On-site resources for struggling families and support from PTA, Wildwood Staff and District Staff Wildwood clothing bank Wildwood food bank Homework helpers

2.3

Washington School of Distinction in 2011

Celebrating Accomplishments -artifact 7

Special Recognition: Closing the Achievement Gap 2011

2.2

Out of the 1,388 schools on the A.Y.P. failing list, only 35 elementary schools earned their way off the needs improvement list. Wildwood Elementary beats the odds!

2.2

2.12.2

Students at Wildwood

scored above the district and the state in

reading and math in 2011.

Over 85% of Wildwood 3rd Grade low income students met standard in reading in 2011.

Closing the Achievement Gap2.2

2.1

2.3

We closed the gap in Reading (5.1% difference)

We closed the gap in Math (8.4% difference)

How can we raise math scores for all 3rd grade students?

INCREASING THE READING AND MATHEMATICS ACHIEVEMENT OF LOW INCOME STUDENTS AT WILDWOOD ELEMENTARY

Professional

DevelopmentTargeted

Instruction and

Intervention

Data Analysis

Building Relationship

s and Connections

Data, Vision…