The data made me do it!
Using data for
continuous
school
improvement
An over view of Data First for school leaders
8 traits of effective school boards
1. Commit to a vision of high expectations for students
2. Share beliefs about students’ abilities to learn
3. Are accountability driven, and focused on student
outcomes
4. Have a collaborative relationship with staff and
community
5. Are data savvy
6. Align and sustain resources to district goals
7. Lead as a united team with superintendent
8. Take part in team development and training
SOURCE: Center for Public Education, 2011
2
The Key Work governance framework
Data informs board actions aimed at improving
student achievement
National School Boards Association, www.nsba.org
3
Answer some questions about the
data contained in this chart
Reading
Math
Science
Social
Studies
School A
70
68
51
62
School B
75
65
50
85
School C
68
68
45
45
School D
64
70
55
66
School E
86
81
70
75
School F
72
65
58
60
School G
55
60
30
40
4
How did we do overall?
Your
Turn
Which schools were strong?
Which schools were weak?
Which content area was strong?
Which content area was weak?
5
First question: What is the target?
Reading
Math
Science
Social
Studies
School A
70
68
51
62
School B
75
65
50
85
School C
68
68
45
45
School D
64
70
55
66
School E
86
81
70
75
School F
72
65
58
60
School G
55
60
30
40
6
Let’s make color work for us
Made the target
Missed the target
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Which school made a target of 70?
How did we do overall?
Reading
Math
Science
Social
Studies
School A
70
68
51
62
School B
75
65
50
85
School C
68
68
45
45
School D
64
70
55
66
School E
86
81
70
75
School F
72
65
58
60
School G
55
60
30
40
8
What if the targets are different for
each content area?
Reading
Mathematics
Science
Social Studies
70
60
40
50
Remember AYP (Adequate Yearly
Progress) targets are often set separately
for each content area
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Targets:
Reading – 70
Science – 40
Reading
Math - 60
Social Studies - 50
Math
Science
Social
Studies
School A
70
68
51
62
School B
75
65
50
85
School C
68
68
45
45
School D
64
70
55
66
School E
86
81
70
75
School F
72
65
58
60
School G
55
60
30
40
10
Targets:
Reading – 70
Science – 40
Reading
Math - 60
Social Studies - 50
Math
Science
Social
Studies
School A
70
68
51
62
School B
75
65
50
85
School C
68
68
45
45
School D
64
70
55
66
School E
86
81
70
75
School F
72
65
58
60
School G
55
60
30
40
11
How does it work?
Color Coding
x
12
Targets:
Reading – 70
Science – 40
Reading
Math - 60
Social Studies - 50
Math
Science
Social
Studies
School A
70
68
51
62
School B
75
65
50
85
School C
68
68
45
45
School D
64
70
55
66
School E
86
81
70
75
School F
72
65
58
60
School G
55
60
30
40
13
Data Decision
Making Cycle
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
14
Student outcomes by themselves are a reporting
system – not a data-driven decision making cycle.
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
15
Decision making starts with where you are now.
Last year’s outcomes become this year’s baseline.
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
16
Choices made between baseline and outcomes
are the heart of leadership.
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
Opportunity
to
Learn
17
Our bottom line is student achievement. These
data define our success.
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
18
Data first – act – monitor – repeat
Accountability
• Test scores
• Graduation
• Postsecondary
• Funding
• Staffing
• Facilities
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
• Curriculum
• Monitoring
• Supports
Continuous Improvement
• Enrollment
• Environment
• Student
outcomes
19
What questions could “baseline” data
answer?
• Enrollment
• Environment
• Performance
Your
Turn
• Test scores
• Graduation
• Postsecondary
• Funding
• Staffing
• Facilities
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
• Curriculum
• Monitoring
• Supports
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Get your baseline
Enrollment
• How many students attend our schools?
• What is the racial/ethnic make up? poverty level?
• How many students have disabilities? are ELL?
Environment
• How large are our schools?
• Is student discipline an issue? student attendance?
Performance
• How do our students score on state tests?
• Are they graduating from high school? ready for college
and workplace?
21
What questions could “resource” data
answer?
• Enrollment
• Environment
• Performance
Your
Turn
• Test scores
• Graduation
• Postsecondary
• Funding
• Staffing
• Facilities
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
• Curriculum
• Monitoring
• Supports
22
Align your resources
Funding
• What are our school district’s expenditures?
• Is our school funding equitable?
• How much of our funds are federal, state and local?
Staffing
• Are our teachers knowledgeable in the subject they teach?
• How many teachers meet HQT? Which students do they teach?
Facilities
• What is our average class size?
• Are classrooms & facilities up to date?
23
What questions could “programs &
practices” answer?
• Enrollment
• Environment
• Performance
Your
Turn
• Test scores
• Graduation
• Postsecondary
• Funding
• Staffing
• Facilities
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
• Curriculum
• Monitoring
• Supports
24
Examine programs & practices
Curriculum
• Do our students have access to rigorous high school
courses?
• What courses are required for graduation?
Supports
• What percent of our students are enrolled in in
prekindergarten?
• Do our students have access to technology?
Monitoring
• How is student progress monitored individually, by subgroup,
by classroom and by school?
• How do we know if our programs are working?
25
Instructional Programs and Practices
Equal Opportunity to Learn
Rigorous curriculum and
research-based practices
Continuous
feedback
Instructional
interventions
Teacher Quality
Collaboration and
Building Capacity
26
What questions could “student
outcomes” answer?
• Enrollment
• Environment
• Performance
Your
Turn
• Test scores
• Graduation
• Postsecondary
• Funding
• Staffing
• Facilities
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
• Curriculum
• Monitoring
• Supports
27
Assess outcomes
Test scores
• Are our students meeting state proficiency standards?
• Are our schools making AYP?
• Are our students ready for college as measured by SAT, ACT?
Graduation
• Are students graduating on time with a standard diploma?
Postsecondary
• Are our students enrolling in college?
• Are our students successful in postsecondary careers, training
and education?
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What would a data-driven board do?
Your district has a persistently low-achieving
school. Your superintendent has data showing
this school also has high teacher turnover and
a high proportion of new teachers. She wants
the board to approve an incentive plan to lure
the district’s best teachers to this school.
Parents in high-achieving schools protest.
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The decision-making cycle
Teacher quality and student achievement
Accountability
• State Tests
• Local
Measures
• Qualifications
• Distribution
• Equity
Baseline
Resource
Alignment
Student
Outcomes
Programs
and
Practices
• Monitoring
• Working
Conditions
• HR Policies
Continuous Improvement
• Enrollment
• Student
outcomes
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What would a data-driven board do?
• Identify your need
• Examine your teacher distribution data
• Look at best practices in teacher recruitment &
retention
• Involve your teachers, engage your community
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Student performance
100%
Advanced
Proficient
Basic
Below Basic
0%
high needs
district ave
low needs
32
What would a data-driven board do?
• Identify your need
• Examine your teacher distribution data
• Look at best practices in teacher recruitment &
retention
• Involve your teachers, engage your community
33
Assignment by teacher experience
100%
>4 years
2-4 years
1 year
0%
High Needs
District Ave
Low Needs
34
What would a data-driven board do?
• Identify your need
• Examine your teacher distribution data
• Look at best practices in teacher recruitment &
retention
• Involve your teachers, engage your community
35
Recruitment & retention
• Improve working conditions, eg., supportive leadership,
strong induction programs for new teachers
• Provide effective professional development
• Use targeted financial incentives such as housing
assistance to attract highly-qualified teachers.
SOURCE: Center for Public Education, 2012
36
What would a data-driven board do?
• Identify your need
• Examine your teacher distribution data
• Look at best practices in teacher recruitment &
retention
• Involve your teachers, engage your community
37
Determining Return on Investment
(ROI) of particular policies and
programs informs better decisions and
helps school leaders explain
potentially unpopular decisions to the
community.
here’s how it works …
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Implementation score –
Degree of Difficulty and Cost
1. High cost or great difficulty to implement
2. Significant cost or difficulty to implement
3. Moderate cost or difficulty to implement
4. Little or no cost or difficulty to implement
39
Results score –
Degree of Impact or Change
1. Very little or no impact or opportunity for
change
2. Some impact or opportunity for change
3. Strong impact or opportunity for change
4. Greatest impact or opportunity for change
40
High
Impact
4
3
2
Low
Impact
1
1
Key Work of School Boards, 2009
© Katheryn Gemberling
2
Difficult/High Cost
3
4
Easy/Low Cost
41
B U I L D I N G
High
Impact
4
T H E
F O U N D AT I O N
Retain but
simplify or
reduce cost
Retain
as is
3
2
Redesign or remove
Eliminate
Low
Impact
1
1
Key Work of School Boards, 2009
© Katheryn Gemberling
2
Difficult/High Cost
Implementation
3
4
Easy/Low Cost
Implementation
42
The data
made me do
it!
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