A Focus on Results
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Transcript of A Focus on Results
A Focus on Results
Facilitated by: Debbie Schraeder, ESU#3
We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, school, and districts seek relevant data and information and use that information to promote continuous improvement.
-DuFour, DuFour, & Eaker
2012 NDE Data ConferenceIt’s More Than Numbers
April 2-3Kearney, NE
Agenda•Welcome/PLC Connection
•Using Data
•Analyzing Data
•Questions about Data
Data decisions must reach the classroom.When teachers collaborate to examine student learning, they can set
meaningful goals and share ideas for improving instruction.
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Six Essential Characteristics of BeingA Professional Learning Community
1. A Focus on Learning 2. A Collaborative Culture 3. Collective Inquiry4. Learning by Doing5. Continuous Improvement6. Results Orientation
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The “Big Ideas” that Should Drive Your PLC Efforts
1. Focus on LearningWe accept learning as the fundamental purpose of
our school and therefore are willing to examine all practices in light of their impact on learning.
2. Collaborative Culture We are committed to working together to achieve our
collective purpose. We cultivate collaborative culture through development of high performing teams.
3. Focus on ResultsWe assess our effectiveness on the basis of results rather than intentions. Individuals, teams and schools seek relevant data and information and use that information to promote continuous improvement.
Critical questions that lead to learning for all…
What will students know and be able to do?Common outcomes
How do we know students learned it?Common formative assessments
AND THE MOST IMPORTANT QUESTIONS OF ALL…
What happens if students do not learn it?Consistent and supportive responses
What happens if students already know it?Consistent and supportive responses
Over time…
We do more than enough assessment and we have a generous amount of data available to us.
The challenge is to make sense of the information we have and to determine whether it’s timely, accurate, and trustworthy.
Stories, are anecdotal evidence of our success…stories are a valuable source of data.
Assessments are also evidence of our success. They help us answer the question: How do we know students have learned?
Focus on Results ContinuumDiscuss with your team.
Handout page 3
Using Data to Increase Student Achievement
Using Data to Increase Student Achievement, Step-by-Step
By Nancy W. Sindelar. Classroom Leadership, March 2003.
• What Do Students Need to Know?
• How Will We Know if Students Have Learned It?
• What Will We Do if Students Haven’t Learned?
1. Use data to change the curriculum.2. Use data to refocus and improve instruction.3. Use data to address individual student weaknesses
and build upon individual strengths.
• Teacher Collaboration
Data Analysis Questions
•What do the data show? (facts)
•Why might this be? (hypotheses)
•How should we respond? (next steps)
Is it good because we’ve been doing it for a long time, or is it good because we have tangible evidence of its worth?
Achievement Data:State Assessment
Standardized tests ACT,MAT Etc.Alternative assessment data
Student gradesPortfolios
Demographic Data:Free/reduced lunch status
Parent education levelStudent ethnicity
Mobility rateDiscipline referrals, suspensions,
and expulsionsDaily rate of attendance
Profile Program Data:
Class sizeStaff years of teaching experience
Organization of the school day(time allotted to specific subjects)
Relationship of professionaldevelopment to the identified needs
Nature and frequency ofclassroom assessment
Four Lenses of Data
Perception Data:School climate data
Review of newspaper editorialsand letters
Student and/or parent surveysSchool safety data
Volunteerism in the school
DataDriven
Decisions
Common Assessment Results
•What do the data show? (facts)
•Why might this be? (hypotheses)
•How should we respond? (next steps)
Handout page 7
Sharing Data: Beginning of CommunityCollecting data is on the first step toward toward wisdom, but sharing data is the first step toward community.
-Henry Louis Gates, Jr.
Every Teacher Should Have the Benefit of:
1. Regular and timely feedback on his or her students’ progress
2. …in achieving an agreed-upon essential standard
3. …as measured on a valid, team-developed common assessment
4. …in comparison to the other students in the school who are attempting to achieve that same standard.
To what extent is that happening in your school?
All Things PLC, All in One Place http://www.allthingsplc.info/
All Things Assessment, All in One Place http://www.allthingsassessment.info/
Where Do We Go From Here?Discuss with your team.
Handout page 8
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Please contact me at ESU #3 if you have any questions, concerns, suggestions…
THANK YOU!!
Debbie [email protected]