osse school improvement data workshop workshop #1 january 30, 2015 office of the state...

OSSE School Improvement Data Workshop

Workshop #1

January 30, 2015

Office of the State Superintendent of Education

2 ©2015 U.S. Education Delivery Institute

EDI works with K-12 and higher education partners across the United States

Our higher education practice involves…

▪Systems of higher education

▪Institutions of higher education

▪Higher education nonprofits

Red denotes both

Our K-12 practice involves…▪State education agencies

▪Districts

▪Schools

▪Education nonprofits


Introductions

Who do we have in the room today?

What do you hope to get out of this workshop series?


We are going to improve our ability to answer all four of these questions during this workshop series

“Delivery” (n.) is a systematic process through which school leaders can drive progress and deliver results.

It will enable a system to answer the following questions rigorously:

1 What is our system trying to do?

2 How are we planning to do it?

3 At any given moment, how will we know whether we are on track?

4 If not on track, what are we going to do about it?


This workshop series will focus on improving the way we use data to monitor progress on campus

1. Self-assess our progress monitoring and begin planning for improvement.

2. Improving and practicing our process for coming to a shared view of progress with our own data.

3. Design and test our new progress-monitoring routine start to finish.

4. Plan to implement our new progress-monitoring process across campus.


Here are our objectives for today

▪Determine our progress monitoring routine of focus and assess its quality

▪Learn about strategies to improve the way we monitor progress

▪Begin to plan for improving our routine based on our self-assessment


Here is our agenda

Time Session

9:00 – 9:50 Welcome and overview

9:50 – 11:00 Determining our progress monitoring routine of focus and assessing its quality

11:00 – 11:55 Learning how to improve the way we monitor progress

11:55 – 12:00 Workshop close and exit ticket


There are simple steps you can take to make the most of the workshop!

Choose a team leader/facilitator

Suspend disbelief!

Ask yourself, “What can we do now, with what we have?”

Try not to get caught up in the minute details

Leverage the expertise at the table


Let’s do this


Pulse check!

Use cards and markers to answer these questions, then place your cards on the brown paper:

▪What types of data do we use most often?

▪What keeps our data from being more useful (or as useful as we want it to be)?


Here is our agenda

Time Session






What’s going on here?

Scenario: School Leadership Team Meeting

▪A principal and her leadership team are reviewing last year’s formative assessment scores and observation results for each third grade teacher. They want to decide how to support each teacher this year.

▪There is a lot of data and it’s tough for the team to agree on which assessment trends and observations are meaningful, so they conclude that they will keep their eyes peeled early in the year and assign support as soon as it’s clear who needs it the most.


What happens at your school?

What has to happen for you to feel like you had a productive conversation using data at your school?


Conversations about progress need to feel productive in order to drive improvement

From

▪Discussing the definitions of the data and who is or is not included

▪Questioning whether the data are reliable enough to answer our questions

▪Using the data to admire the problem

▪Disagreeing about the conclusions to be drawn from the available data

Changes in our conversations about progress

To

▪Discussing the trends we see in the results

▪Using data that are relevant to the work we are doing to hit our goals for students

▪Using the data to solve the problem

▪Reaching consensus in order to make decisions based on what the data say


The rubric uses our four defining characteristics of good data routines

Strong execution

Regularity

Focus on performance

Action on performance

All good meetings

Good routines


The rubric uses our four defining characteristics of good data routines

Strong execution

■ Buy-in to purpose and preparedness?■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?

Regularity■ Happens regularly enough?■ Right people present?

Focus on performance■ Clear area of focus?■ Shared view of performance? ■ Focus on most important aspects?

Action on performance

■ Helps identify most critical barriers?■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?


Remember, it’s an iterative journey

“The meetings did not always go well.”

Instruction to Deliver, p.95


How can we get to a point where our conversations about progress look like this all the time?

Using self-assessment rubric, we can pinpoint where our routines need strengthening:


Exercise: our routine self-assessment

What How Materials Time

▪Determine which routine you will reflect upon− The “name” of routine− What do we assess during

the routine?− How frequently does it

occur?− What data do we use?

▪Using the rubric, reflect on your routine and rate it against each category

▪Compare ratings and come to consensus, recording your responses on cards and placing them on brown paper

▪School teams

▪Individually

▪School teams

▪Flipchart

▪Rubric

▪Brown paper▪Cards▪Markers

▪10 minutes

▪10 minutes

▪20 minutes


Here is our agenda

Time Session






Progress monitoring activities in key aspects across schools

Progress monitoring conversations look different across schools depending on their purpose.

Key differences include:

▪Data used▪Frequency▪People involved▪Outcome (or objectives)


Oregon turnaround schools assess progress on the key interventions occurring on campus

Progress monitoring three key interventions in an Oregon school

Planning Capacity Evidence

The school will improve student achievement through implementation of the Common Core ELA Shifts.

Yellow Yellow Yellow Yellow

The school will improve student achievement through implementation of the Common Core Math Shifts

Yellow Yellow Orange Orange

Staff will plan for and implement activities that support parents in the education of their children.

Green Yellow Green Green

Strategy/intervention

Rubric categories Overall likelihood ▪Data used

– Quarterly formative assessment results

– Qualitative ratings and conversations with principle coaches

– Planning and financial data

▪Frequency– Varies; at least

quarterly▪People involved

– School leadership team– Turnaround coach

▪Outcome– Concrete next steps at

the school and support requested from the ODE Department of School Turnaround


In order to assess progress, schools needed to complete a “strategy profile” and clarify their goals

Strategy profile template for Oregon schools


A BIE school in South Dakota is focusing specifically on K-2 literacy

▪Data used– Regular Journeys formative

assessment results (at least bi-weekly)

– Observation data from coaches and assistant principal

▪Frequency– Very regular (weekly or bi-

weekly)▪People involved

– Assistant principal– Teacher– Instructional coach

▪Outcome– Interventions to be put in place

immediately ▫Students▫Teacher▫Support staff

K-2 literacy progress monitoring in a BIE school


Exercise: beginning our plan for improvement

What How Materials Time

▪Based on your greatest areas for improvement, discuss:

− What are the 2-3 biggest challenges you face in improving your progress monitoring routine?

− What is one thing you could do tomorrow to address each challenge?

− What could you start doing within the next 2 months to address each challenge?

− What are your next steps to make these things happen?

▪School teams ▪Brown paper▪Cards▪Markers

▪30 minutes


Here is our agenda

Time Session






Exit ticket!

What do you want to get out of the next three workshops?

What support do you need to reach this goal?

Thank You

@EdDelivery

www.deliveryinstitute.org

osse school improvement data workshop workshop #1 january 30, 2015 office of the state...

Documents

higher education partners

workshop series delivery

shared view of progress

workshop close

types of data

systematic process

following questions

agenda timesession