Wsu Greg Lobdell September 2008 Data And Decision Making

The Use of Data to Inform Instruction, Building, & District Decisions Greg Lobdell Co-founder & Research Director 19 September, 2008

CEE & Data: Supporting a Cycle of Continuous Improvement ,[object Object],[object Object],[object Object],[object Object],CEE Services OSPI & Summit Partners ESDs Districts Schools & Classrooms Demographics & Community Characteristics Perceptual Academic Achievement Contextual-Program and Process

Today’s Outcomes ,[object Object],[object Object],[object Object]

How Will We Get There? ,[object Object],[object Object],[object Object]

So Much Data, So Little Time… ,[object Object],[object Object],[object Object]

3 Models of Assessment Interpretation ,[object Object],[object Object],[object Object]

Status ,[object Object],[object Object],[object Object],[object Object]

Improvement (Change) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Measuring Growth and Improvement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Conclusive Validity ,[object Object],[object Object],[object Object],[object Object],[object Object]

Be Careful with Cause & Effect (Jumping to Conclusions) ,[object Object],[object Object],[object Object],[object Object],[object Object]

Status, Improvement, and Growth Data Must Share Certain Attributes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Three Critical Questions ,[object Object],[object Object],[object Object],[object Object],[object Object]

Application Across Domains of Data ,[object Object],[object Object]

Additional Comparison Points % = Results from 17 Latino-Majority Districts

What does your eye say about improvement? % = Results from 17 Latino-Majority Districts

Growth Models ,[object Object]

Two Flavors of Growth Models ,[object Object],[object Object],[object Object]

Interpreting Growth Highest (or fastest) growth “Rate”

Source: Policymaker’s Guide to Growth Models for School Accountability: How Do Accountability Models Differ? Council of Chief School Officers (CCSSO) Web site.

Which is Better? ,[object Object],[object Object],[object Object],[object Object],[object Object]

MATH- 4 th to 7 th Grade Growth

MATH- 4 th to 7 th Grade Growth What about students at levels 1 & 2?

Predictive Assessment to Understand “expected” Growth ,[object Object],[object Object],[object Object],[object Object],[object Object]

Question 1: How Strong are the Correlations with MAP and WASL? (MVSD) ,[object Object],[object Object]

Interesting Findings ,[object Object]

How Can We Use This? What Do We See Here in the PINK?

How Can We Use This? What Do We See Here in the Yellow?

How Can We Use This? What Do We See Here in the Green?

What, When, Where, and How? ,[object Object],[object Object],[object Object]

Most Data Can (or should be) Used in Multiple Ways

Extending Beyond Achievement Data ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Schools of Distinction What Makes Them Different?

Schools of Distinction: Design Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Remembering the Award Winners ,[object Object],[object Object],[object Object],[object Object]

School Student Demographics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

School and District Demographics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ESD Representation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What’s It Look Like in the Building?

Lower than the state 4 of 5 years Above the state the last 2 years

69% NOT meeting standard to 86% MEETING standard

Today’s Research Data Will Be: Phase III– What can we learn about repeat winners in ’08-’09? Phase I Practices of Improving or Turnaround Schools Oct 2007 – Jan 2008 Phase II EES-Staff Survey Characteristics of High Performing Schools Dec 2007 – May 2008

Phase II Who Responded? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Let’s Get Into the Results ,[object Object],[object Object],[object Object]

What is The Leader’s Role? ,[object Object],[object Object],[object Object]

Schools of Distinction Research Review of Phase I - Research Findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Schools of Distinction Research Phase II – What Have We Learned? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Reading and Math Beliefs are more important – both in top 10! Collaborative planning for integration of literacy and numeracy across the curric. Leadership facilitate processes for improvement Staff have frequent feedback about how they are doing Teachers engage in PD learn and apply skills and strategies Struggling students receive intervention Celebrating student success Teachers integrate literacy and numeracy Strength in positive side of Trust Lower “Trust Erosion” factors

Readiness for Improvement or ” Culture Eats Strategy for Breakfast ” ,[object Object],[object Object]

Application for Today ,[object Object],[object Object],[object Object]

A Culture of Collaboration ,[object Object],[object Object],[object Object],[object Object],[object Object]

Turnaround Instructional Leadership ,[object Object],[object Object]

Stable Leadership Matters ,[object Object]

Focused Leadership ,[object Object],[object Object],[object Object],[object Object],[object Object]

Focused Leadership (from Phase I)

System Support ,[object Object],[object Object],[object Object]

Measuring and Reporting ,[object Object],[object Object],[object Object]

Data-driven Professional Development

High Quality Teaching and Learning The Instructional Work of the Organization ,[object Object],[object Object],[object Object]

Data-driven Instruction ,[object Object],[object Object],[object Object]

Schools of Distinction Research Phase II – What Have We Learned? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Schools of Distinction Research Phase II – What Have We Learned? (cont…) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Taxonomy of Assessment Responsiveness

As leaders- How do you Build Toward Responsiveness? ,[object Object],[object Object],[object Object],[object Object],[object Object]

References You Can Use ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Wsu Greg Lobdell September 2008 Data And Decision Making

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