Performance Management
Part 1: Getting Started with Data Teams
Reflection
1. What structures do you have in place currently to meet and talk about student data?
2. What data systems do you have access to?
3. What data do parents have access to?
4. What constraints keep you from looking at student data on a regular basis?
Middle School Matters Research Platform: Performance Management
Objectives:
•
Explore the Middle School Matters Performance Management principles and practices
•
Determine how your middle school(s) can align efforts and ensure that systems, processes, and people
work together, efficiently and effectively, to improve student performance and outcomes.
•
Plan next steps to establish a data team and organize their work
Focus for Today
•
Principle 1: Establish and communicate a strong commitment to evidence-based decision making
– Practice 1: The principal establishes a schoolwide data team with ongoing responsibility for
promoting and ensuring effective data use.
– Practice 2: Develop a data-use plan that articulates activities, roles, and responsibilities.
– Practice 3: Develop common understanding of key terminology among all data users.
•
Principle 2: Identify and monitor indicators aligned with campus goals.
– Practice 1: Review lagging data to determine performance goals.
– Practice 2: Determine indicators for measuring progress toward goals.
– Practice 3: Establish targets for indicators based on school goals.
(Note: Part 2 afternoon session focuses on Principle 3)
•
Principle 4: Guide and support parents and students to stay on track to postsecondary success by
selecting goals and monitoring their progress toward those goals.
– Practice 1: Explain expectations and assessment criteria.
– Practice 2: Provide feedback to students that is timely, specific, well formatted, and
constructive.
– Practice 3: Provide tools that help students learn from feedback.
– Practice 4: Use students’ data analyses to guide instructional changes.
Sample Data Team Activities
•
Publish a school-wide data collection calendar.
•
Publish a data directory so staff know which departments collect and maintain different types of data
and when data is reported.
•
Adopt an EWI system to identify at-risk students (course grades, behavior, and attendance).
•
Review source data systems to ensure data is available.
•
Determine reports that users will need and get feedback on report layout from end users.
•
Plan for training of data entry staff to ensure data quality and security.
•
Plan for training and coaching of classroom teachers on how to use data to drive improvements in the
classroom.
Example of How to Support A Department or Subject Team
Month
Assessment
Who
Collects
Data?
Who Shares Data?
How are Data
Shared?
Ongoing
Weekly analysis of
student work samples
Mathematics
teachers
Mathematics teachers
In small groups
monthly
January
Open-ended response
item assessment (used
as baseline)
Mathematics
teachers
Department chair
Weekly mathematics
department meeting
April
At least 35% of
students meet the
benchmark (set at
baseline)
Ongoing Progress Monitoring Activities
February
March
Progress Goals
Open-ended response
item Assessment A
Mathematics
teachers
Department chair
Weekly mathematics
department meeting
At least 50% of
students meet the
benchmark (set at
baseline)
Ongoing Progress Monitoring Activities (state assessment typically April/May)
May
Open-ended response
item Assessment B
Mathematics
teachers
Department chair
Weekly mathematics
department meeting
At least 65% of
students meet the
benchmark
June
Reflection on the endof-year state
standardized
assessment results
Principal
Principal and
mathematics
department chair
prepare presentation
End-of-year
mathematics
department meeting
40% of students will
meet proficiency in
mathematics
Source: Adapted from Data Wise, 6th edition (Boudett, City, and Murnane, 2008; p.153)
Key Terminology – Having a Shared Language
What do these words mean to you?
Achievement
Evidence
Intervention
Setting Performance Goals
What goals does your campus have?
What data informed those goals?
Who was involved in goal setting?
How are the goals shared with others (teachers, parents, and students)?
Selecting Indicators
Select indicators that focus attention on what matters most and drives appropriate action
Guidelines for Selecting an Indicator:
 accepted by and meaningful to the end user
 tells how well goals and objectives are being met
 simple, understandable, logical, and repeatable
 shows a trend
 defined unambiguously
 timely
 sensitive
Pick a Performance Goal for your Campus. Pick an Indicator that meets the guidelines.
Performance Goal
Indicator
Indicator Description
Setting Expectations
What expectations have been communicated to parents and students about:
 Attendance
 Behavior
 Grades
 State/District Assessments
 Graduation/College Readiness
How have the expectations been communicated?
Grading and Feedback
•
Discuss your thoughts about the case against zero
•
Discuss anything innovative you have tried in the past with grading and the reaction of your students.
•
Discuss any experiences you have had with new grading policies from your school or district (such as
standards based report cards).
Planning for Students to Take Ownership of their Learning
Example Student Performance Data Report for Discussion with Teacher
Student Name:
Date:
Class and Period:
Skill to focus on:
Teacher’s questions:
Summarize what the student was asked to think/talk about
Student’s responses:
Summarize the key points from the student’s response
Student’s understanding:
Describe what the student’s response reveals about their understanding of the concept
or skill that was the focus of this conference.
Implications for Instruction:
What changes will be made to instruction based on the student’s response?
Action Plan
Performance Management Area
Next Steps
Data Team
Data Use Plan
Developing a Shared Language
Setting and Communicating Campus
Goals
Selecting Performance Indicators
Communicating Expectations to
Parents and Students
Grading and Feedback
Other:
Other:
People Responsible
Target Date