HUHS Data Retreat

August 18, 2011

Welcome!

Overview of Today

Data Retreat

Purpose: Engage in the practice of data collection and analysis through a structured process that is rooted in collaboration. Examining data reinforces the use of data-based decision making, helping us to determine effectiveness and identify priorities.

Outcome: Utilize evidence gathered to prepare for developing strategies to address student and system needs with a focused data-driven plan of action.

Today’s Focus

Data Sources

Data Collection

Data Analysis

Agenda

Morning– Summary of Materials– Overview of the Process– Team Readiness– Data Analysis

LUNCH – Provided

Afternoon– Continue Data Analysis – Identify Next Steps and Timeline

Retreat Materials

Data Binder→ Tab 1: Demographics & Enrollment Data→ Tab 2: Student Achievement- Performance & Course Data→ Tab 3: Student Achievement-Standardized Assessment Data→ Tab 4: Other Academic Indicator Data→ Tab 5: Student Behavioral Data→ Front Pocket: Resources → Back Pocket: District Report

Other Handouts→ Department Specific Data

Remember, we can’t boil the ocean in a day!

Reflecting on Our Process

BeforeDistrict Strategic Plan Goals

12 Annual Retreat Goals

Selection of Department Goal

AfterDistrict Strategic Plan Goals

1 District

Instructional Priority

Development of Department Specific Goal & Action Plan

What does the “after” look like?

• 1: Best Practices in Instruction• 2: Educational Transitions• 3: Data-Driven Decisions

Strategic Plan

• Improved learning for all students while closing achievement gaps with a focused data-driven plan of action

Instructional Priority • Developed at the

department level• Embedded in a data-

driven action plan• Monitored quarterly

Department Goals

What is a data-driven action plan?

A plan that aligns with the district instructional priority and incorporates:

• Area of focus which includes a priority student sub-group

• SMART goal and rationale

• Action steps, timelines, and evidence

• On-going data-driven decision making and results

• Summary of outcomes

Today’s “Takeaways”

To be ready for generating your goal and action plan, you will need to:

• Start identifying data sources important to your work/department

• Begin documenting areas of need, that you observe in student learning, which will provide direction for developing a goal

• Keep in mind those activities and action steps that you will already be working on for the 2011-2012 school year and incorporate these items into your action plan

“He who has begun is half done.”

- Horace

Team Readiness

Coming Together as a Professional Learning Community

Four Guiding Questions

→ What should each student know and be able to do?

→ What systems are in place to monitor a student's learning in a timely manner?

→ How do we respond when a student does not learn?

→ What do we do when a student already knows the content?

Our School as a Professional Learning

CommunityCharacteristics of a PLC

• Shared vision, mission, and values• Practice collective inquiry• Organized in collaborative teams• Action oriented• Committed to continuous improvement• Results oriented

Data Collection

Looking at the six characteristics of a professional learning community, to what extent are they in practice at our school?

Be prepared to share your findings with the whole group.

2010 – Goal #12

Improve levels of participation, ownership, teamwork, and professionalism among all staff as evidenced by an annual perception survey.

Putting Data in the Driver’s Seat

• What?

• So What?

• Now What?

“Data are to goals what signposts are to travelers; data are not end points, but essential to reaching them.”

-Mike Schmoker (1999)

District Approach to Goal Attainment

Public Relations and Marketing Coordinator

District Report

2010 – Goal #11

Inform district residents and the larger community of positive attributes of HUHS to impact positive public perception as evidenced through an annual perception survey.

Strides Toward Meeting Our Goal

Summary of public relations and marketing efforts

2010 – Goal #10

Identify our various audiences and diversify our marketing approaches to increase enrollment and public perception.

Demographic & Enrollment Data

• Examine the student demographic and enrollment data to observe the following:

– Ahas! (patterns/trends, celebrations, surprises)

– Oh Nos! (concerns)

– Hmm? (new questions that “jump” out)

• How can we use these findings?

CHART IT !

TAB 1

Protocol for Analyzing Data

Phase I • Predictions

Phase II • Observations

Phase III • Inferences

Data Driven Dialogue

Student Achievement Data

Performance and Course Data

• Academic Grade Comparison• Grade Comparison (Failures)• Citizenship Grade Comparison

• Summer School

• Course Enrollment Comparison• Course Requests• Course Requests (Sequential Courses)

• Class Size Report

CHART IT !

TAB 2

Groups 2 & 3

Groups 1 & 4

Group 5

Group 5

Student Achievement Data

Department Citizenship Grades Course Comparison

• Phase I – Predictions– What will we see in our course citizenship grades?

• Phase II – Observations– What patterns our present in our course citizenship

grades?

• Phase III – Inferences– We believe this data suggests…

• How can we use these findings?

GROUP REPORT OUT!

Citizenship grades reflect the degree to which our students demonstrate behaviors in the areas of effort and work ethic, attitude and decision making, as well as preparedness for learning.

The Second Time Around

Our Beliefs→ Credit recovery is designed to…

Our Practice→ How do we deliver credit recovery?

The Litmus Test→ Do our beliefs align with our practice?

Our Next Steps→ What do we continue doing?→ What do we do differently?

GROUP REPORT OUT!

2010 – Goal #1

Expand credit recovery delivery options to meet the individual learning needs of students.

Teaching and Learning with Technology

AG Courses = 0 online Art Courses = 0 onlineBIT Courses = 4 onlineEnglish Courses = 2 onlineFACS Courses = 2 onlineMath Courses = 1 onlineMusic Courses = 0 onlinePhy Ed & Health Courses = 2 onlineScience Courses = 1 onlineSocial Studies = 0 onlineTechEd Courses = 0 onlineWorld Language = 1 online

2010 – Goal #2

Develop E-Learning opportunities to create a more flexible schedule for students, which includes 15 E-Learning work ahead/for credit classes by 2011-2012.

Total = 13 online courses

Protocol for Analyzing Data

Phase I • Predictions

Phase II • Observations

Phase III • Inferences

Data Driven Dialogue

Student Achievement DataStandardized Assessment Data

Goal #3: Increase the percentage of students taking the ACT to 70% for the class of 2011

Goal #4: Achieve ACT composite score of 23.0 for the class of 2011 and 50% college readiness score in each of the four areas (science, social studies, English, math)

– ACT

• To what degree did we meet our goals?• What factors influenced our results?• How do these results provide direction for your work/

department goal? CHART IT !

TAB 3

Groups 1 & 4

Student Achievement Data

Standardized Assessment Data

Goal #5: Increase students enrolling in AP courses to 60% by 2012-2013

Goal #6: Increase the students participating in AP exams to 70% in 2010-2011 and 75% in 2011-2012

– AP

• To what degree did we meet our goals?• What factors influenced our results?• How do these results provide direction for your work/

department goal?

CHART IT !

TAB 3

Group 2

Student Achievement Data

Standardized Assessment Data

District Instructional Priority: Improved learning for all students while closing achievement gaps with a focused data-driven plan of action.

– WKCE

• Describe the areas of strength.• What are the greatest areas of need?• What factors influenced our results?• How do these results provide direction for your work/

department goal?

CHART IT !

TAB 3

Groups 3 & 5

What Works With FamiliesSix Types of Involvement

• Parenting (increase families’ understanding of their children’s growth and development)

• Communication (two-way communications about school, classroom programs, and children’s progress)

• Volunteering (activities enable families to share their time and talents to support students, teachers, and the school)

• Learning at Home (provide information and ideas to families about the academic work done in class and how to help their children)

• Decision Making (activities enable families to participate in decisions about school programs that affect children)

• Collaborating with the Community (activities encourage the partnership of schools, families, and community groups)

2010 – Goal #7

Implement strategies around the six types of involvement to increase family perceptions of HUHS as measured by the What Works In Schools Survey.

Classroom Case Study

2010 – Goal #8

Use Search Institute survey data to increase to at least 50% of youth reporting internal assets in the categories of social competencies and positive values.

Student Behavioral Data

Tab 4 Data – Other Academic Indicators• Attendance (four sources)• Truancy (two sources)

Tab 5 Data – Student Behavioral• Discipline• Suspension (two sources)• Pre-Expulsion• Expulsion (two sources)

Examine the student behavioral data to observe:– Ahas! (patterns/trends, celebrations, surprises)– Oh Nos! (concerns)– Hmm? (new questions that “jump” out)

2010 – Goal #9

Decrease missed class periods by 30% due to behaviors and related consequences through the use of PBIS.

PBIS Monthly Data Action Planning

2010 – Goal #9

Decrease missed class periods by 30% due to behaviors and related consequences through the use of PBIS.

• Look at data monthly by focusing on the “Big 5”– What?– Who?– When?– Where?– Why?

• After identifying the specific problem, ask:– What are the smallest changes we could make to

improve student behavior?– What behavioral lessons/routines need to be

taught to address the problem?– Develop monthly action plan, implement, monitor,

& adjust

Other Academic Indicator DataTAB 4

•The count of dropouts for a graduating class over four years (i.e. 12th grade dropouts for the year reported + 11th grade dropouts for the prior year + 10th grade dropouts for 2 years prior + 9th grade dropouts for 3 years prior).

Drop Out Rate

•number of students in the cohort who complete high school (any credential) within four years divided by

•the number of students who form the four-year adjusted cohort for the graduating class.

Completion Rate

•number of students in the cohort who graduate (regular diploma) within four years divided by

•the number of students who form the four-year adjusted cohort for the graduating class.

Graduation Rate

Four-Year Rate

Other Academic Indicator Data

• Post-Graduation Plans• Graduates Enrolled in UW Campuses• Athletic Participation

How does a student’s post secondary aspirations influence their

high school programming ?

THINK ABOUT IT!

TAB 4

What’s Next?

• Meet with your department to develop your data-driven action plan– Review data significant to your department– Complete action plan– Submit plan electronically to Michelle by September 30, 2011

• Prepare for Department Data Days– November 9, 2011; January 25, 2012; March 28, 2011– Collect data to monitor progress toward your goal

Where’s the Data?

• Data Retreat Binder

• Wisconsin Information Network for Successful Schools (WINSS)Wisconsin Information Network for Successful Schools - WINSS home page

• Wisconsin School Performance ReportWisconsin District and School Performance Reports

• Skyward

• Other…

THANK YOU !