Using Data to Guide School and District Change presented by Cheryl Dyer, Assistant Superintendent fo

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Using Data to Guide School and District Change
presented by Cheryl Dyer, Assistant
Superintendent for Curriculum and
InstructionBridgewater-Raritan Regional School
District, NJ
www.LeaderEd.com

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Using Data to Implement Change
www.leadered.com
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Cheryl Dyer

• Assistant Superintendent
• Bridgewater-Raritan Regional School District
• ICLE Consultant

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Webinar Objectives

• Participants will
• Examine macro level and micro level types of data
• Understand the relationships among content, the
  nature and needs of the learner and the
  expectations of the community as they relate to
  program evaluations and change
• Become familiar with resources available from
  ICLE to make data manageable

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Focus Activity

• Make a mental list of words and phrases that come
  to mind when you think of data.

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Frequently Listed Words and Phrases

• A sea of information
• Formative assessments
• Standardized test scores
• Overwhelming
• Time consuming to analyze
• Mind boggling

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Data Provides a Roadmap

• Where are we as a district?
• Where do we want to go?
• How do we want to get there?
• Managers keep the system in place and minimize
  risk, we need leadership for improvement!

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Lead the way
The essential task of leadership in business, in
education, in family life, and in public life is
to inspire, to teach, to act with courage, to
live with honor and to show the way. Gerald
Ford Abraham Lincoln once said (paraphrased)
"Good leaders take people where they want to go
while great leaders take people where they ought
to go." 
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Leading Change in High Schools

• Information, ideas and best practices related to
  key principles of change
• The most current research and models to craft
  school-wide solutions
• Practical advice, insight, and effective tools to
  improve high schools

Preview this publication at http//store.leadered.
com/
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Data Use Are you in Quadrant A, B, C or D?
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Rigor/Relevance Framework
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The administrators use the data to evaluate
programs and design adaptations that meet the
needs of the students and the expectations of the
community without sacrificing the integrity of
the discipline
The administration understands the data and can
explain it to others, but they havent been able
to drill down and develop programs to address
concerns
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4
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Application of low level analysis the
administrator uses the data to identify of groups
of students who are at-risk or in need of
something different
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Putting data in the hands of the administrators
they have acquired it, its in a nice binder!
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1
2
3
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5
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Rigor/Relevance Framework
The teachers use the data to design lessons to
address skill gaps and evaluate the effectiveness
of those lessons through formative assessments,
and differentiate to meet learner needs through
research-based interventions!
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Teachers understand the data, but dont know how
to use it to design lessons or formative
assessments or develop interventions.
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4
3
Application of low level analysis The teacher
can sort students into high and low groups of
achievement. At-risk students are identified.
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Putting data in the hands of the teacher they
have acquired it, its in a nice binder!
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1
2
3
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Where are we?

• Moving to Great
• How do we define great?
• Curriculum
• Instruction
• How far away is great?
• What is the benchmark?
• Where are we now?
• How do we get there?
• Put the right people on the bus in the right
  seats
• Make sure the driver has GPS!

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Big Picture Data

• What do we believe?
• Philosophy
• How prepared are we?
• Staff demographics
• What is our community like?
• Socioeconomic status

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Philosophy 101

• Understanding our beliefs
• Basic premise What we believe about how children
  learn influences how we teach!
• Think back to those child psychology classes and
  educational theory classes.
• What have you internalized about educational
  philosophy?

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Essentialists Believe

• Skills must be taught first.
• Basic skills and facts are necessary for future
  learning.
• Teachers must provide students with foundational
  knowledge.
• The main goal of education is develop the
  intellect.

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Essentialists Believe

• The pursuit of knowledge for its own sake is good
  in itself.
• We need to get back to basics!
• Students need rewards and punishments to learn.
• Not everyone has the potential for academic
  success.

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Constructivists Believe

• The curriculum must be relevant to the lives of
  the learners.
• Teaching must be based on the method of
  intelligence.
• Learning activities must be designed based on the
  needs of the students.
• The curriculum must be integrated in order for
  students to make sense of their learning.

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Constructivists Believe

• Students learn best through problem-solving and
  collaboration.
• The goal of education is transfer.
• Skills must be learned in context, not in
  isolation.
• Education is a process of growth.
• When learning activities are relevant, rewards
  and punishments are unnecessary.

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The Curriculum Wars
The Content
Explicit Instruction
Discovery Learning
Can you be somewhere along the continuum?
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Sitting in the Middle of the See Saw

• Do some beliefs conflict with one another?
• Students should not have a choice in their
  education. They are immature and unable to judge
  for themselves.
• The school should be a great smorgasbord of
  intellectual, artistic, creative and athletic
  activities, from which each child could take
  whatever he wanted, and as much as he wanted, or
  as little.

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Can we trust them to choose vegetables?
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Less Big Picture Data

• What programs do we have?
• Curriculum
• Is it aligned with the state?
• Curriculum matrix
• Is it rigorous and relevant?
• Lesson Plan Analysis
• What does our community expect?
• Survey data

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What is a Program Evaluation?

• The First Step in the Curriculum Renewal Process
• The basis and catalyst for curriculum renewal
• A mechanism to critically review existing
  curriculum in a systematic and collaborative
  manner
• A means of determining whether the existing
  curriculum is meeting the needs of the learner,
  the expectations of the community and is true to
  the discipline (curriculum paradigm)

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How It Works

• Five Year and Five Stage Process
• Year One/Stage One Program Evaluation, Review
  and Research
• Year Two/Stage Two Curriculum Development
• Year Three/Stage Three Initial Implementation
• Years Four and Five/Stages Four and Five Full
  Implementation, Monitoring and Assessment

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The Cycle
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Year One/Stage One

• Process of comparing the actual program to the
  ideal program
• Research, comparisons, surveys, analysis of
  student achievement
• Preparation of the Program Evaluation Report
• Overview, Description of Changes, Philosophy,
  Comparison Data, Perception of Program, Evidence
  of Effectiveness, Commendations, Recommendations,
  Timeline for Implementation of Recommendations

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ICLE Resources for Year One

• We Lead, We Teach, We Learn Surveys
• Curriculum Matrix
• National Essential Skills Study
• White Papers on Researched Best Practices
• Gold Seal Lessons

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Its Time to Lead
Updated March 20, 2009 We Learn Student Survey
70,358 We Teach Instructional Staff Survey
6,554 We Lead Whole Staff Survey 12,430
www.successfulpractices.org
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Year Two/Stage Two

• Curriculum Development
• Revisions
• Might take place in years three and four
• Summer Curriculum Writing
• New Course Development
• Two-year process
• Summer Curriculum Writing
• Textbook Adoption Recommendations
• Budgeting and Purchasing

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ICLE Resources for Year Two

• Curriculum Matrix
• National Essential Skills Study
• White Papers on Researched Best Practices
• Gold Seal Lessons
• Successful Practices Network

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Achieving AYP Using State-specific Curriculum
Matrix Data

• Crosswalks state standards to state tests in
  English, math, and science and to the Essential
  Skills
• High, medium, and low priorities assigned
• Professional development activities and 150 Gold
  Seal Lessons

To learn more, order or view excerpt
http//store.leadered.com Curriculum Matrix series
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Choosing Districts for Comparison

• Criteria
• Similar demographics
• Socioeconomic status (DFG)
• Diversity Limited English Proficient, Special
  Education, Racial and Ethnic groups
• Similar configuration
• K-12
• Similar size
• According to the NJ DOE large is a district
  with more than 3,500 total students

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The Comparison Group
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Is Our Current Model Working?

• Achievement data from 2006 and 2007 NJ ASK for
  Language Arts Literacy reveals that it is not
  working!

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Small Picture Data

• How are the students doing?
• Assessment data
• How do they compare to others?
• Assessment data
• Are they making progress from year to year?
• Assessment data

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Student Data
of Total Students partially proficient by grade
level
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Student Data
of Total Students partially proficient by grade
level
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Student Data
of General Education students partially
proficient by grade level
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Student Data
of SE Students partially proficient by grade
level
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Reading Recovery Results
in Partially Proficient ranges from 17 to 50
for Discontinued students, of Partially
Proficient ranges from 43 to 100 for
Recommended Action
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Analysis of Reading Recovery Results

• Why arent all of the successful students
  successful on the NJ ASK two years later?
• Lack of systematic Tier 2 and additional Tier 3
  intervention after 1st grade
• What accounts for the high percentage of
  Partially Proficient scores among the
  Recommended Action group of students?
• Students needs are addressed by MLS Assistants
• Lack of clearly defined, evidence/research based
  Tier 2 and Tier 3 interventions for this group!

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Overview of Grades 3-11 LAL Total Students
5th, 6th and 7th grade results show the effect of
the increased rigor of the revised tests in 2008.
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Trend Data for 3rd Grade
Overall, students perform better than the state,
but worse than the DFG and worse than districts
in the comparison group.
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Trend Data 3rd Grade
We have more students in advanced proficient than
in the state overall, but less than the DFG and
considerably less than in comparison districts.
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Trend Data for 11th Grade
In 2006, the of partially proficient students
was almost identical to the DFG. In 2007 and
2008, the DFG out scored the district.
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Year Three/Stage ThreeThe What are We Going to
Do About it? Stage

• Initial Implementation
• Curriculum is put into practice
• Focus on Staff Development
• Feedback from teachers, parents, and students
• Mid-course adjustments are made if necessary
• Revisions are made if needed

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How is this information being used to meet
student needs?

• Professional Development for special education
  and general education
• Four rounds of grade level training combining
  special education and grade level teachers
• Job embedded training through the literacy coach
  and supervisors
• Training for pull-out replacement resource
  teachers in grades 5-12
• Training for teachers of self-contained SE
  students in grades K-12

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How is this information being used to meet
student needs?

• Literacy Initiative at the HS
• Required weekly writing
• Required writing in all content areas
• Formative Assessments
• Six-week Summer Literacy Program
• Use of NCLB funds for economically disadvantaged
  and LEP students

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How is this information being used to meet
student needs?

• Intervention Specialists
• Supplemental resources for special education and
  general education
• Fundations
• Intervention Stations
• Phonics
• Words Their Way
• Study Island
• Versatiles

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Years Four and Five

• Full implementation
• Student achievement data is gathered and analyzed
  as a function of the change
• Strengths and weaknesses of the curriculum are
  determined

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ICLE Resources for Years 3-5

• Gold Seal Lessons
• Successful Practices Network
• Consultants for Staff Development
• Resource Binders for Staff Development
• Using Assessment for Instruction
• Improving Performance for Special Education
  Students
• How Brain Research Impacts Instruction

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Do We Have Hidden Beliefs?

• Do we really believe that students should be
  challenged to reach their full potential?
• Then why is participation in Advanced Placement
  and honors kept low via complicated entrance
  criteria?
• Do we really believe in a balanced curriculum?
• Then why do parents still think we refuse to
  teach phonics and traditional math algorithms?

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How Did We Get Here?

• Too much emphasis on self-esteem
• Not enough emphasis on self-control
• Expectations that are too low
• Over-scheduling of children
• A culture of self-indulgence
• No pain lots of expected gain
• Sense of entitlement

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The Bottom Line

• Dont be afraid to ask the tough questions.
• Admit when something isnt getting the results
  that you want.
• Resist complacency!
• Expect as much from others (including students)
  as you expect from yourself!

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More Bottom Line

• In order for people to buy in to change, they
  need to know
• What needs to change?
• Why does it need to change?
• What skills do they need to effect change?
• How will they supported?
• What is the desired goal?
• How will they know when the goal is reached?

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And dont leave any child behind

• In the words of John Dewey
• What the best and wisest parent wants for his
  own child, that must the community want for all
  its children. Any other ideal for our schools is
  narrow and unlovely acted upon, it destroys our
  democracy. (1899)

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Mark Your Calendar!
17th Annual Model Schools Conference June 28-
July 1, 2009 Atlanta
Visit www.LeaderEd.com for more information
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• 1587 Route 146
• Rexford, New York 12148
• 518-399-2776
• 518-399-7607 (fax)
• www.leadered.com

Cheryl Dyer Bridgewater-Raritan Regional School
District P.O. Box 6030 836 Newmans
Lane Bridgewater, NJ 08807 www.brrsd.k12.nj.us cdy
er_at_brrsd.k12.nj.us 908-685-2777 ext. 277
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For more information about the www.LeaderEd.com
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Thank you for attending!We hope you found the
information valuable.
For future webinar dates and topics visit
www.LeaderEd.com
Please do not hesitate to contact us with any
questions or comments. We encourage and value
your feedback. [phone]
Info_at_LeaderEd.com
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www.LeaderEd.com
ReFOCUS
RePOSITION
ReINVENT

• Cheryl and our team of consultants are available
  to work
• with your school or district.
• Data Driven Decision Making
• Response to Intervention (RTI)
• Curriculum Design and Implementation
• Literacy Across the Curriculum
• Differentiated Instruction
• Rigor, Relevance, and Relationships

For information, please contact Lindsay Kaufman
at [phone] or Lindsay_at_LeaderEd.com. www.le
adered.com/consulting.html
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Achieve Student Success with Less K-12 FALL
SYMPOSIUM OCTOBER 23 25, 2009 SAN DIEGO
www.LeaderEd.com

• ReFocus RePosition
  ReInvent