my school name here date. aug. 9 3 hrs district event common message provided to sites 1.5 hrs sept....
TRANSCRIPT
Reconnecting to Our Core
My School Name HereDate
Fist to Five
Human Bar Graph
RALLY ROBIN
Aug 93 hrs District event
Common Message provided to sites 15 hrs
Sept 203 hrs District event
Individual Learning using Common Core Wiki2 hrs
Site Hours based on SIP PL focus
1st Semester
15 + 2 hrs = 35 hrs needed for November Trade-Out
Exploring the Wiki
Choice Board
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Fist to Five
Human Bar Graph
RALLY ROBIN
Aug 93 hrs District event
Common Message provided to sites 15 hrs
Sept 203 hrs District event
Individual Learning using Common Core Wiki2 hrs
Site Hours based on SIP PL focus
1st Semester
15 + 2 hrs = 35 hrs needed for November Trade-Out
Exploring the Wiki
Choice Board
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Human Bar Graph
RALLY ROBIN
Aug 93 hrs District event
Common Message provided to sites 15 hrs
Sept 203 hrs District event
Individual Learning using Common Core Wiki2 hrs
Site Hours based on SIP PL focus
1st Semester
15 + 2 hrs = 35 hrs needed for November Trade-Out
Exploring the Wiki
Choice Board
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
RALLY ROBIN
Aug 93 hrs District event
Common Message provided to sites 15 hrs
Sept 203 hrs District event
Individual Learning using Common Core Wiki2 hrs
Site Hours based on SIP PL focus
1st Semester
15 + 2 hrs = 35 hrs needed for November Trade-Out
Exploring the Wiki
Choice Board
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Aug 93 hrs District event
Common Message provided to sites 15 hrs
Sept 203 hrs District event
Individual Learning using Common Core Wiki2 hrs
Site Hours based on SIP PL focus
1st Semester
15 + 2 hrs = 35 hrs needed for November Trade-Out
Exploring the Wiki
Choice Board
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Exploring the Wiki
Choice Board
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Choice Board
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
201112
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
201213
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
What happens ifhellip
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Misuse of dataIf it is true that a high percentage of people who suffered from the flu last winter drove a car during the week before they had flu symptoms does it mean that driving a car causes the flu
We must apply a process to estimate the relationship of one thing to another You would need to know the statistical relationship between a dependent itemvariable (suffering from the flu) and the independent itemvariable (driving a car)
Using Data Correctly to Inform ActionHmmmhellipI have data
now how do I use it
effectively
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Best Practices for Using Data
Data to take action is a broader endeavor than just compiling numbers and looking at reports
ldquoWhen you have mastered numbers you will in fact no longer be reading numbers any more than you read words when reading books You will be reading meaningsrdquo W ‐E B Du Bois
Having data and charts is a lot like having books We have what we need to get started but now we get to dig in and read the story It is in that process that the story begins to shape our understanding broaden our view and inspire us toward meaningful action
We would not appreciate going to the doctor only to get readings and test results but come away with no prescription or plan of action
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Performance Series Results over Time
2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
10
20
30
40
50
60
70
80
90
100
546 557 552 558 543564
631 634 634 612
Springfield Public SchoolsPerformance Series Assessment End-of-Year Results
Grades 3-8
English Language Arts Math
Perc
ent
Prof
amp
Adv
ance
d
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Missouri Assessment Program (MAP) Results over Time
School Year 2008-2009
School Year 2009-2010
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
0
10
20
30
40
50
60
70
80
90
100
508 527 520512 517
555 574 563 549 503
Springfield Public SchoolsMissouri Assessment Program (MAP) Test Grades 3-8
English Language Arts Math
Perc
ent
Profi
cien
t amp
Adv
ance
d
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Grad 2004
Grad 2005
Grad 2006
Grad 2007
Grad 2008
Grad 2009
Grad 2010
Grad 2011
Grad 2012
Grad 2013
70
75
80
85
90
95
100
856 860 859 862 860 862 864872
882
878
804814
789 802819 815
832 828
876
890
SPS Persistence to Graduation (P2G) Initiative
State of Missouri Graduation Rate Springfield Public Schools Graduation Rate
February 2007 - SPS ini-tiated a systematic ap-proach to improve P2G
The Power of Systematic Focus Toward Improvement
Source Missouri Comprehensive Data System Missouri Department of Elementary Education (DESE)
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Collaboratively analyzing our data
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
A Collaborative Data Process
bull Divide into __ equal teams based on the number on the back of your agenda
bull Move to your team area with the data we are analyzing
bull Work as a team to analyze your data responding to the question Take turns serving as the recorder noting team observations on the question sheet
bull Rotate to each of the additional questions and repeat the process
bull When you return to your original question summarize your findings Prepare to
share your findings with other teams
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
We capture success and identify gaps
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
We prioritize our workhellip
Similarity Groups
Inference
Reading Complex Text
Critical Thinking
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
We Create Action Plans with Measures
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
And align all our Professional Learning
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
We create shared understanding
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
Mid-Year Check
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
And we keep moving forwardhellip
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-
- Reconnecting to Our Core
- Fist to Five
- Human Bar Graph
- Slide 4
- 1st Semester
- Exploring the Wiki
- Choice Board
- Slide 8
- Slide 9
- 201112
- 201213
- Slide 12
- Slide 13
- What happens ifhellip
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- A Collaborative Data Process
- We capture success and identify gaps
- We prioritize our workhellip
- We Create Action Plans with Measures
- And align all our Professional Learning
- Slide 28
- Mid-Year Check
- Slide 30
- Slide 31
-