Lord of the Rings · Questions ????? •Contacts: –Dr. Judy Penny - [email protected] ......

Lord of the Rings

The Journey of Title I Principals From Data

Overload to Enlightenment

Copyright 2014 Winston-Salem/Forsyth County Schools 2014

Presented By Staff of Winston-Salem/Forsyth County Schools

• Dr. Judy Penny, Title I Program Evaluation Mgr

• Ms. Carol Montague-Davis, Asst Superintendent for Secondary Schools

• Ms. Leslie Alexander, Principal of John F. Kennedy High School (Title I)

• Mr. Sean Gaillard, Principal of Wiley Middle School (Title I)


Does This Look Familiar?


Our Journey Begins

• District provides schools with mounds of data

• Located on multiple state websites, district websites, vendor websites, district handouts

• Principals & school staff overwhelmed!!!


Data Problems in District

• Data in multiple places

• Some data hard to locate

• Data not easily understood

• Don’t see connection between data & practice


Bright Idea: Data Notebooks


School Data Notebooks

• Physical Notebook – 3-ring binders with 8 sections

• Electronic Versions – on district web portal

• Available to each school, Title I staff, and instructional coaches


School Data Notebooks

• Used graphical presentations of data

• Multi-year presentations

• Schools compared to other Title I schools, district, state


Notebook Sections

• Demographic Data

• Student Achievement Data

• Value-Added Data (EVAAS)

• Benchmark Data

• Classroom Walk-Through Data

• Teacher Information

• Climate Surveys

• Goal Summary Data

Copyright 2014 Winston-Salem/Forsyth

County Schools 2014

Notebook Section: Demo Data

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Enrollment By Race/Ethnicity Over Time xxx Elementary

Other % Hispanic % Black % White %


Notebook Section: Student Achievement

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Read 3 Read 4 Read 5 Math 3 Math 4 Math 5 Science 5

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EOG Proficiency Over Time xxx Elementary

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Achievement Gaps 2008-2012: Middle Math Xxx Middle School

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Read 3 Read 4 Read 5 Math 3 Math 4 Math 5 Science 5

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EOG Proficiency 2011-2012 xxx Elementary

Level I Level II Level III Level IV


Notebook Section: Classroom Walk-Through Data


Notebook Section: Teacher Info

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Teacher Standards

NC Educator Evaluation System 2011-2012 xxx Elementary School

Not Demonstrated Developing Proficient Accomplished Distinguished


Notebook Section: Goal Summaries

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2012 ALGEBRA 1 GOAL SUMMARY DIFFERENCE BETWEEN TEACHER & STATE MEAN

WS/FCS District xxx High Teacher # 1 Teacher # 2

Teacher # 3 Teacher # 4 Teacher # 5 Teacher # 6


Still a Lot of Data!!!

• Saw need for principals to connect with data on a deeper level

• Planned monthly data sessions with principals

• Explored different data each month: – Role play

– Data activities

– Simulation training


Goals of Data Sessions

• Clear understanding of data, how to interpret it, AND how to explain it

• Have hands-on experience with data to deepen understanding

• Make connections between data and practice


Teacher EVAAS Session

• Handout of sample Teacher EVAAS Report

– Reviewed each section of report

– What numbers mean & how to interpret

• Demonstration of principal conversation with teacher about Teacher EVAAS Report

– How not to have conversation



• Feedback from principals –What was wrong –How to do better

• Activity: Role plays – gave 3 scenarios with

sample Teacher EVAAS Reports –Groups of 3 –Rotated roles – principal, teacher,

observer



• Follow-up: Hold meaningful conversations with teachers about their Teacher EVAAS Reports

• Principal Perspective – how helped


Classroom Walk-Through & Marzano: Session #1

• Activity: Marzano chart activity

• Use your green handout:

– In 1st column, rank the strategies from #1 to #9

– #1 = Most Effective

– #9 = Least Effective


Marzano Effectiveness Order

#1 Identifying similarities & differences

#2 Summarizing & note-taking

#3 Reinforcing effort & providing recognition

#4 Homework & practice


Marzano Effectiveness Order

#5 Nonlinguistic representations

#6 Cooperative learning

#7 Settings objectives & providing feedback

#8 Generating & testing hypotheses

#9 Questions, cues, & advance organizers



• Principals used their walk-through data to complete the last column

• Small group discussion about what they saw

• Whole group sharing

• Follow-up: Do activity at their schools



• Reviewed strategies

• Activity: Principals in Pairs – discussed what thought each strategy would look like in classroom

• Shared chart – how strategies should look in classroom


County Schools 2014



• Follow-up: Use new insights when doing classroom walk-throughs in own building

• Principal Perspective – how helped


Comprehensive Needs Assessment (CNA) Training: Session #1

• Intro to whole school process

– Why do CNA

– How CNA fits within Title I framework – SIP & budget

– How to do CNA – involve School Improvement Team (SIT) & whole school with data teams


Prioritized Goals

CNA

(School Data & Summary Analysis)

School Improvement Plan Title I Budget


CNA Training: Session #1

• Activity: Data cards

• Data team card – use 5 per school – each card is for one data team

• Data cards – cards have list of several different pieces of data

• Create data teams & assign specific data to each team



Comprehensive Needs Assessment (CNA) Data Group

Potential Chair(s): __________________________________________________

Potential Group Members: ____________________________________________

_____________________________________________________________

Use Protocol for Examining Data as guide to explore the following data:

Parent Involvement

Kinds of activities

Attendance

Engagement in student learning

Involvement in decision-making

Unmet needs

Community Demographics

Current makeup

Changes over time

Community partners

Other community groups


• Follow-up: Form data teams at school & give each team:

• Their assignment (data team card)

• Protocol for Examining Data

• CNA Data Team Report

• Space to work

• Deadline for completion


County Schools 2014


• Discussed sources of data – gathering info from PLCs, grade-level groups, department teams, parents, students, etc.

• How to review & interpret data

• Important statistical technical:

Ocular Analysis



• Activity: Data Team Simulation

• Divided principals into 5 data teams

• Gave each team their data team card & data from

simulated school

• Teams reviewed data & made recommendations

• Follow-up: Help school data teams with process



• Discussed how to have SIT meeting re CNA

• Activity: SIT/CNA Mock Meeting

– Principals divided into their data team groups

– Refreshed their memories about findings & recommendations

– Selected two members to report to SIT

– Held mock SIT/CNA meeting


County Schools 2014


• Follow-up: Use this process in schools:

– Data teams report findings/recommendations

– SIT selects priorities

– Data teams turn in reports

– Compile School Data Summary & Analysis

• Follow-up: Next year have data teams function all year


County Schools 2014

Principal Perspective: CNA Process in a School


Comprehensive Needs Assessment @ Wiley

• Core Beliefs @ Wiley

• We Believe in Every Child.

• We Work Together as a Team.

• Every Moment Is a Positive Opportunity for Learning.


The Process: Getting Started

• Met with Judy and Admin. Team (meeting reviewing Title I Data Notebook and CNA Process)

• Presented Process to SIT for buy-in and support

• Used Learning Team Meetings as venue for reviewing data

• LTM Room became a Data Room


The Process: Looking at Data

• Data Reviewed: – Student and Community Demographics

– Attendance/Discipline

– Student Achievement and Growth

– Professional Capacity (teacher qualifications, effectiveness, professional development needs)

– Teacher Input

– Parent Surveys

– Student Surveys


The Process: What We Did

• Trained teachers how to use the Protocol for Examining Data

• Included PTA Parent Representation in Process

• Note to Self: Next time, include students and community members in the process

• Compiled Data Review Notes with Instructional Leadership Team


The Process: What We Did

• Found trends in data

• Shared results with SIT, PTA Executive Board, and Faculty

• Wrote School Data and Summary Analysis


Data Infusion At School & Teacher Level


Are Your Data Team Meetings Like This?


The Data Notebook

• Data doesn’t necessarily tell us all the answers

• But . . .

• It tells us where to ask questions

• Not every teacher loves data analysis


Whose Data is it Anyway: Helping teachers to own their data

• Own the data……but don’t take it personally

• Increasing teacher comfort level through data discussions

• Quarterly data notebooks: Establishing a time to present teacher findings

• The paradigm shift of tying decisions to data


Teachers as Data Experts: Empowering teachers to analyze and

create meaningful data

• What does the data we are looking at imply?

• Are we looking at the right data?

• How could other data sources be meaningful?


//wsfcs.net/488/Data/Users/Office/laalexander/John F. Kennedy/Thiel's differentiation circles.doc


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Megan Alan

Kaylin Daniel Pat Erica Deshun Milton Betty Jose Au’Qsha

Karizma Dashawn

Zayonte Anthoney Yanca Kody Pablo Jackie

Tyesha Quentin Larry

Cameron Hezekiah Yami Diamond Aldair Briannia Bobby

Nathan

Data as a Motivator

• Establishing short-term wins


EVAAS 2013.mht

EVAAS 2013.mht

EVAAS 2013.mht

EVAAS 2013.mht

EVAAS 2013.mht

EVAAS 2013.mht

Data as a Motivator

• Improving teacher efficacy through data practices

• Making data personal




Consensus in District

• We want all our principals to understand their data so that they can have meaningful data conversations in their schools

• We want to use our data in relevant ways to drive instruction to improve student outcomes

• Title I can be a powerful data resource for schools


Questions ?????

• Contacts: – Dr. Judy Penny - [email protected]

– Ms. Carol Montague-Davis - [email protected]

– Mr. Sean Gaillard – [email protected]

– Ms. Leslie Alexander – [email protected]


mailto:[email protected]




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Lord of the Rings · Questions ????? •Contacts: –Dr. Judy Penny - [email protected] ......

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