1. Understanding Data:
A Principal’s Perspective
Dr. Glenn E. Malone
Washington State University
11/15/12

2. Poll Everywhere

3. Essential Questions
1. What does a principal candidate need to
know about data to get hired?
2. What is the current state of data-laden
initiatives?
3. What resources are available to help
principals explore data?
4. What tools or strategies can a principal use
to help?
5. What examples are available?

4. What should a Principal
Candidate know
About Data
To
Get
Hired?

5. Relationships Precede Learning!

6. Attitude is Everything!

7. All Children Can Learn!

8. When hiring what are the most important skills
you are looking for in a principal candidate?
1. A deep awareness that relationships at every point on the
continuum are the base from which we work.
2. A great attitude, willingness, a smile and kindness.
1. The genuine belief that "each child" can learn and succeed.
2. A deep understanding of quality instruction, and the desire to do a
little extra every day to serve each child.
3. The use of formative and summative data to inform and
differentiate instruction.
Dr. Tim Yeomans, Superintendent

9. Wildwood’s Turnaround
2 Years of NOT making AYP
School of Improvement Status
Sanctions
The Role of Data?
35 Schools
School of Distinction
Washington Achievement Award

10. What is the
Current State
of
Data-laden
Initiatives ?

11. Miss South Carolina

12. ESEA Flexibility Waiver
AYP
Sanctions
Uniform Bar

13. Flexibility Waiver
From:
Current annual measurable goals for determining
adequate yearly progress (AYP) and associated
sanctions
To:
New “ambitious but achievable” annual measurable
objectives (AMO) to guide improvement efforts for
reading, mathematics, and graduation rates

14. Adequate Yearly Progress (AYP)

15. Annual Measurable Objectives (AMO)

16. From AYP to AMO
9 subgroups ~ 11 subgroups
37 Cells ~ 45 Cells
N>30 ~ N>20
Yes or No ~ On/Above or Below

17. AYP

18. AMO

19. 13 1

21. Brouillet Grades 3-6 Reading MSP Growth AIM Line - ALL
+ 2.3 % /year Initial Growth Needed
+ 2.0 % /year Adjusted Growth Needed
100.0
90.0 86.3
84.1
81.8
79.5
80.0 77.2
74.9
72.7 76.2
70.0
60.0
% Met Std
50.0 AIM
Actual
40.0
30.0
20.0
10.0
0.0
2011 2012 2013 2014 2015 2016 2017

22. Brouillet Grades 3-6 Reading MSP Growth AIM Line - ALL
+ 2.3 % /year Initial Growth Needed
+ 2.0 % /year Adjusted Growth Needed
100.0
90.0 86.3
84.1
81.8
79.5
80.0 77.2
74.9
72.7 76.2
70.0
60.0
% Met Std
50.0 AIM
Actual
40.0
30.0
20.0
10.0
0.0
2011 2012 2013 2014 2015 2016 2017

25. Am I good enough? How do I grow?
Distinguished
Proficient
Satisfactory
Basic
Unsatisfactory
Unsatisfactory

27. Use of Student Growth Data
“Student growth data must be a “substantial factor” in evaluating principals for
a least three of the eight evaluation criteria.”
• Criteria 3 – Planning with Data (3.4)
• Criteria 5 – Improving Instruction (5.2)
• Criteria 8 – Closing the Gap (8.3)

28. Achievement Index
sbe.wa.gov
Major Changes
Student Growth
Subgroup Focus

31. Let’s Explore Some Web Tools

32. Washington Query
eds.ospi.k12.wa.us

33. OSPI Report Card
reportcard.ospi.k12.wa.us

34. WADE
www.cedr.us

35. Smarter Balanced
Sample Items
sampleitems.smarterbalanced.org

36. Planning w/ Data…
Where do we start?

37. Ferrucci Junior High School
Dr. Aileen Baxter &
Mr. Michael Kraft
Success at the Core
TERC Using Data

38. Enrollment
Ferrucci Junior High 737
Low Income
8th Reading
37.4%
73.5%
7th Reading 8th Math White
71.0% 63.7% 69.5%
AMO AMO
7th Math Hispanic
Reading Math
61.8% 11.9%
67.6% 65.9%

39. Enrollment
Ferrucci Junior High 737
Low Income
8th Reading
37.4%
73.5%
7th Reading 8th Math White
71.0% 63.7% 69.5%
AMO AMO
7th Math Hispanic
Reading Math
61.8% 11.9%
67.6% 65.9%

47. At my school, leadership teams help to get
the entire staff “on the same page”
regarding school improvement.
~ Dr. Aileen
Baxter, Principal

48. Glacier View Junior High
Mr. Mark Vetter
Mr. Brian Curtis &
Mrs. Rachel Johnson
Action Research
Data Analysis
Collaborative Inquiry

49. Enrollment
Glacier View Junior High 813
Low Income
8th Reading
28.4%
75.3%
7th Reading 8th Math White
82.4% 70.0% 66.5%
AMO AMO
7th Math Hispanic
Reading Math
79.2% 11.3%
71.7% 72.7%

50. Teacher Perspectives

52. Teacher Perspectives

53. Student Perspectives

55. When we took our teacher
questionnaires, student questionnaires, and
testing outcomes together, there was MUCH to
talk about.
~ Rachel Johnson, 9th grade
teacher

57. The Findings
• Teachers in the group communicated a
number of false assumptions about students’
literacy skills and reading preferences
• Analysis of student data was useful in raising
awareness of student literacy needs
• Teachers changed perspectives and made
initial changes in their practices

58. The beauty is the results were difficult to argue
with. It didn't leave me in a position of having to
highlight the disconnect; it was laid bare in the
numbers and student quotations. Using
collaborative inquiry was less threatening for all of
us. And it was motivating too, in a way that it
might not have been without the data.
~ Rachel Johnson, 9th
grade teacher

59. Free Resources
Data Readiness Assessments
Low & High Capacity Data Use
Ready-made Modules & Videos

66. Data Walls

67. 3 Phase Dialogue
Predictions
Observations
Inferences

68. Go Visual
Stoplight Highlighting
to emphasize patterns

69. Data-Driven Dialogue
Phase 1: Predict Phase 2: Go Visual!
– Bring – Use stoplight highlighting
Experiences, Possibilities, to emphasize patterns in
& Expectations to the data.
surface.
Phase 3: Observe Phase 4: Infer/ Question
– Analyze Data. – Generate possible Explanations.
– What are some of the – What inferences or
patterns, trends or conclusions can be made? What
surprises? questions do you have?

71. Time?
Rethinking
Restructuring
Reorganizing

73. COLLABORATION IS KEY!

74. Questions