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Building A System of Holistic Accountability in Partner School Districts: District, School, and Instructional Data Teams

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Title: Building A System of Holistic Accountability in Partner School Districts: District, School, and Instructional Data Teams


1
Building A System of Holistic Accountability in
Partner School Districts District, School, and
Instructional Data Teams
  • Connecticut State Department of Education

2
Objectives
  • 1) Review State Accountability Legislation,
    Public Act 08-153, Section 4
  • 2) Understand what it means to be a Partner
    District, including what resources are available
    and what is required
  • 3) Learn about Holistic and Reciprocal
    Accountability and
  • 4) Understand the required accountability system
    (District, School, and Instructional Data Teams).

3
Legislation Public Act 08-153 Section 4
  • (2) (A) Require an operations audit to identify
    possible programmatic savings and an
    instructional audit to identify any deficits in
    curriculum and instruction or in the learning
    environment of the school or district.
  • (H) Direct the local or regional board of
    education for the school or district to develop
    and implement a plan addressing deficits in
    achievement and in the learning environment as
    recommended in the instructional audit.

4
Legislation, cont.
  • (M) Require local and regional boards of
    education to (i) undergo training to improve
    their operational efficiency and effectiveness as
    leaders of their districts improvement plans.
  • (ii) Submit an annual action plan to the
    Commissioner of Education outlining how, when,
    and in what manner their effectiveness shall be
    monitored.

5
Legislation, cont.
  • (3) If a directive of the State Board of
    Education pursuant to subparagraph (C), (D), (E),
    or (L) of subdivision (2) of this subsection or a
    directive to implement a plan pursuant to
    subparagraph (H) of said subdivision affects
    working conditions, such directive shall be
    carried out in accordance with the provision of
    sections 10-153a to 10-153n, inclusive.

6
District System of Accountability
  • Each district will be required to develop a
    system of accountability which includes the
    following components of the Connecticut
    Accountability for Learning Initiative (CALI)
  • Focus on student achievement
  • Prioritized standards-based curriculum
  • Use of data to inform instruction
  • Frequent assessment of student progress
  • Use of research-based strategies
  • Collaborative teams focused on student learning
    and
  • All adults held accountable for student
    achievement.

7
District System of Accountability, cont.
  • The accountability system must include
  • District Data Team
  • School Data Teams and
  • Instructional Data Teams (grade level and/or
    content area teacher teams).

8
Relationship and Synergy Between Data Teams
District Data Team
School Data Team
School Data Team
School Data Team
School Data Team
Inst. Data Team
Inst. Data Team
Inst. Data Team
Inst Data Team
Inst. Data Team
Inst Data Team
Inst. Data Team
Inst. Data Team
Inst. Data Team
Inst. Data Team
Inst Data Team
Inst. Data Team
Inst. Data Team
Inst. Data Team
Inst. Data team
Inst. Data Team
Inst Data Team
Inst. Data Team
Inst. Data Team
Inst. Data Team
Inst. Data Team
Inst. Data Team
9
Partner Districts Identification Criteria
  • Partner Districts are those districts that have
    been identified in Year 3 or beyond of being in
    need of improvement at the whole district level
    in reading, math or both.

10
Partner District Supports
  • Are provided technical assistance teams from the
    Connecticut State Department of Education
  • Can access CALI training at no cost
  • Receive funding for two Demonstration Schools
  • Receive on-site consultant support from
    Leadership and Learning Center
  • Have access to coaches for schools

11
Partner District Requirements
  • Implement District, School, and Instructional
    Data Teams
  • Are assessed at the district and school level by
    Cambridge Education
  • Revise District Improvement Plans for approval by
    State Board of Education to include components of
    CALI and respond to Cambridge Assessment findings

12
Connecticut Accountability for Learning
Initiative
13
CALI Professional Development includes
  • FOR ALL EDUCATORS
  • Data-Driven Decision Making/Data Teams (DDDM/DT)
  • Making Standards Work (MSW)
  • Effective Teaching Strategies (ETS)
  • Common Formative Assessments (CFA)
  • Improving School Climate (ISC)
  • Scientific Research Based Interventions (SRBI,
    also known as Response to Intervention)
  • Register at www.sdecali.net
  • FOR COACHES LEADERS
  • Coaching Instructional Data Teams
  • Coaching Effective Teaching Strategies
  • The Change Academy Leading Change Getting
    Everyone on Board
  • Classroom Data Feedback, Follow up Follow
    Through
  • School Improvement Planning No Child Left
    Behind
  • FOR PARAPROFESSIONALS
  • CALI Overview

14
Levels of Training
  • Basic training provides foundational information
  • Certification training allows participants to
    turnkey basic training in a trainer of trainers
    model (completing basic training is a
    pre-requisite)
  • Certification is offered in DDDM/DT, MSW, ETS,
    CFA, ISC and SRBI

15
Why We Have to Work Differently
  • Old Rules
  • Some students will learn it and some wont.
  • If they dont learn it, its their fault.
  • New Rules
  • All students will learn it.
  • If they dont learn it, the professionals have
    to take responsibility.

16
Holistic Accountability
  • The concept of holistic accountability includes
    three foundational components
  • No child will be held more accountable than the
    adults in the system
  • Tier II Indicators (adult actions that are cause
    data), must be as carefully monitored as Tier I
    Indicators (student achievement outcomes that are
    effect data) and
  • Adult cause and student effect data must be
    monitored on every level of the system through
    District Data Teams, School Data Teams, and
    Instructional Data Teams.

17
CSDE Beliefs
  • Improving schools and districts must be a
    transparent process where honest bad news is
    confronted.
  • The purpose of improvement planning is to improve
    student achievement. It is not to sort,
    categorize, or label districts, schools, staff,
    or students.

18
CSDE Beliefs, cont.
  • The actions of the adults in the system have the
    power to improve student achievement, regardless
    of the challenges.
  • District and School Improvement Plans are more
    than just a compliance exercise.
  • District and School Improvement Plans are most
    effective when the scope of the goals and actions
    are limited, and implementation and effectiveness
    of plan are constantly monitored to allow for
    revisions as needed.

19
Leadership Learning Matrix
Effects/Results (stud.out.) Lucky High results, low understanding of antecedents Replication of success unlikely Leading High results, high understanding of antecedents Replication of success likely
Effects/Results (stud.out.) Losing Low results, low understanding of antecedents Replication of failure likely Learning Low results, high understanding of antecedents Replication of mistakes unlikely
Antecedents/Cause Data(adult actions) Antecedents/Cause Data(adult actions) Antecedents/Cause Data(adult actions)
(Reeves, 2006)
20
Reciprocal Accountability
  • If the district (or state) is to hold schools
    accountable for producing specific outcomes for
    their students, the district (or state) has the
    responsibility to provide those schools with the
    resources (human, material, and intellectual) and
    the conditions necessary to produce those
    outcomes.
  • - Richard Elmore
  • Hess, F. M. (2006). Urban school reform
    Lessons from San Diego. Cambridge, MA Harvard
    Education Press.

21
Data Teams
  • Data Teams are groups of professional educators
    working collaboratively to analyze the effect of
    their actions on identified student outcomes.
  • Data teams adhere to continuous improvement
    cycles, examine patterns and trends, and
    establish specific timelines, roles, and
    responsibilities to facilitate analysis that
    results in action.
  • White, S. (2005). Beyond the numbers.
    Englewood, CO Advanced Learning Press.

22
Data Team Process(applies to District, School,
and Instructional Data Teams)
  • Step 1 Collect and chart data (cause and
    effect)
  • Step 2 Analyze strengths and obstacles
  • Step 3 Establish SMART (specific, measurable,
    achievable, relevant, time-bound) goals set,
    review, revise
  • Step 4 Select adult actions/instructional
    strategies
  • Step 5 Determine Results Indicators to
    determine 1) if strategies are being implemented,
    and 2) if they are having the desired impact on
    student achievement

23
Suggested District Data Team (DDT) Composition
  • Superintendent
  • Assistant Superintendent(s)
  • Curriculum Director
  • Content Area Directors/Supervisors
  • SPED Director
  • ELL Director
  • Principal Representation
  • Teacher Representation
  • Board of Education Representation
  • Union Representation
  • Parent Representation

24
District Data Teams
  • Responsibilities
  • Meet every 4 to 8 weeks
  • Develop District Improvement Plan (DIP)
  • Approve School Improvement Plans (SIP) and
    monitor School Data Teams
  • Monitor DIP implementation and effectiveness, and
    revise accordingly
  • Report on district progress to all stakeholders

25
Tier I Indicators
  • Tier I Indicator specific indicators used to
    determine whether state and district learning
    expectations have been achieved as evidenced by
    student effect data (e.g., The percentage of
    Latino students that are proficient in estimation
    will increase from 57 percent to 75 percent as
    measured by the spring 2010 Connecticut Mastery
    Test).

26
Tier II Indicators
  • Tier II Indicator specific actions taken by
    adults to cause student achievement outcomes
    (e.g., One hundred percent of faculty, student
    support staff, and administrators will
    participate in the Data Team process).

27
DDT Develop DIP
  • DDT decides the Tier I Indicators, which are
    district goals based upon analysis of district
    data (no more than 3-5).
  • Ex. By 2011 the of students reading at the
    Proficient level or greater on Grade 4 CMT will
    be at least 75.
  • Step One
  • Deciding
  • Upon
  • Goals

28
DDT Develop DIP, cont.
  • Factors to consider when developing Tier I
    Indicators
  • What does the data say about past performance
    patterns and trends?
  • How much time do I have?
  • How many resources am I going to devote?
  • How many other things do I have to do?
  • Initially, make Tier I Indicators tentative and
    revisit them after drafting plan to determine if
    they still make sense.

29
SAMPLE DIP
Goal Statement Historical Data Historical Data Historical Data Historical Data Historical Data Historical Data Goal
of students in Grade 4 Proficient or above in 05-06 06-07 07-08 08-09 09-10 2011
Reading 49.4 45.3 47.4 54.5
Math 64.9 66.7 69.4 79.8
Writing 76 73.1 74.6 85.8

Number of days of school suspensions 12,000 13,000 11,000 9,350
30
DDT Develop DIP, cont.
  • Step Two
  • Deciding
  • Upon
  • Adult
  • Actions
  • (Tier IIs)
  • The District decides on a limited number (3-5) of
    Tier II Indicators.
  • There are many things the District does that are
    not included in the Plan - these are considered
    Business As Usual.
  • District Tier IIs will often effect Schools by
    giving them direction.
  • Tier IIs should be quantified whenever possible.

31
DDT Develop DIP, cont.
  • Step Two
  • Deciding
  • Upon
  • Adult
  • Actions
  • (Tier IIs)
  • Examples of District Tier IIs
  • Improve the use of available time at all schools.
  • Improve the quality of newly hired teachers.
  • 100 of School Data Teams will all be functioning
    at proficient levels by Spring 2010.

32
DDT Develop DIP, cont.
  • Step Three
  • Writing
  • An
  • Action
  • Plan
  • For each Tier II it develops, a subcommittee of
    the District Data Team writes an Action Plan
    describing the major steps involved in carrying
    out the Tier II, including who is responsible,
    associated costs, and timelines.

33
DDT Develop DIP, cont.
  • Step Four
  • Creating
  • Results
  • Indicators
  • (How will we know we are on track?)
  • For each Tier II Indicator it creates, the DDT
    creates a set of Results Indicators.
  • Results Indicators are data streams of adult
    actions and student outcomes that inform the team
    about implementation progress and impact on
    student achievement.
  • Results Indicator data allow the DDT to determine
    when to revise, expand, or eliminate Tier II
    Indicators.

34
DDT Develop DIP, cont.
  • Adult Action Results Indicators
  • Are the adults doing what they said they would
    do?
  • Student Outcome Results Indicators
  • Are the students getting better at the critical
    skill(s) we identified?

35
DDT Develop DIP, cont.
  • Adult Action Results Indicators Examples
  • The of Data Team meetings held.
  • The quality of Data Team meetings held.
  • Student Outcome Results Indicators Examples
  • of students improving performance on DRA.
  • of student proficient or better on district
    benchmark assessment.

36
Sample District Action Plan
Tier II Indicator - Priority Adult Actions (Cause Data)
1. Fill all vacant positions with high quality teachers as early as possible and retain only those who demonstrate superior performance.
Strategies Implement early retirement announcement incentive of 1,000. Continue benefits for all teachers who retire before June 30 through the summer. Post all shortage positions by January. Create New Teacher Academy and require attendance.
Results Indicators Data on retirees, resignations, recruitment, hiring dates, openings. Comparison of student performance in low ability teacher class to high ability teacher class.
37
DDT Approve School Improvement Plans (SIP)
Monitor School Data Teams (SDT)
  • The DDT, or a subgroup of it, should provide
    assistance to schools who are developing SIPs and
    ultimately approve the plans to make sure that
    they are operationalizing the DIP (SIPs must also
    be approved by local Board of Education).
  • The DDT should monitor progress of SDTs
    throughout the year.

38
DDT Monitor DIP implementation and
effectiveness, and revise accordingly
  • District Data Team
  • Monitors the Results Indicators to determine if
    the Tier II Indicators are generating the desired
    results
  • Changes the DIP in response to the data
    (Data-Driven Decision Making) and
  • Expands, revises, or deletes Tier II Indicators
    and/or action steps as needed.

39
DDT Report on District Progress
  • As public school employees, it is the DDTs
    responsibility to regularly report progress to
    the schools and the community.
  • Reports must be written in a user-friendly
    format.
  • Data Walls and District Data Showcases are
    effective ways to inform the public of progress.
  • Keeping public informed can be helpful when the
    district needs to seek community support.

40
Data Wall
(Tier II) Strategies Actions of the adults
(Tier III) Analysis Why are we getting the
results we are?
(Tier I) Data State and district
41
Sample Data Walls
  • Topic for professional conversations
  • Located in prominent places

42
(No Transcript)
43
Suggested School Data Team (SDT) Composition
  • Grade level teacher representation
  • Content area teacher representation
  • Special education representation
  • Guidance Counselor/Social Worker
  • Parent representation
  • Union representation
  • Administration

44
School Data Teams
  • Responsibilities
  • Meet on at least on a monthly basis
  • Develop SIP
  • Monitor Instructional Data Teams
  • Monitor SIP implementation and effectiveness, and
    revise accordingly
  • Report on district progress to all stakeholders

45
SDT Develop SIP
  • Each School must address all of the Tier I
    Indicators in the DIP.
  • Schools have the freedom to determine additional
    Tier I Indicators, but must keep in mind what the
    ultimate district goals are and where the school
    is starting from.
  • Be able to defend your goal to the DDT.
  • Step One
  • Deciding
  • Upon
  • Goals

46
SDT Develop SIP, cont.
  • Factors to consider when developing Tier I
    Indicators
  • What does the data say about past performance
    patterns and trends?
  • How much time do I have?
  • How many resources am I going to devote?
  • How many other things do I have to do?
  • Initially, make Tier I Indicators tentative and
    revisit them after drafting plan to determine if
    they still make sense.

47
Kennedy Elementary School SIP
Goal Statement Historical Data Historical Data Historical Data Historical Data School Goal District Goal
of students in Grade 4 Proficient or above in 05-06 06-07 07-08 08-09 2011 2011
Reading 70 78 82 90 54.5
Math 65 70 72 85 79.8
Writing 85 82 88 89 85.8

Number of total days of school suspensions 150 165 200 35 less 15 less
48
Richards Elementary School SIP
Goal Statement Historical Data Historical Data Historical Data Historical Data School Goal District Goal
of students in Grade 4 Proficient or above in 05-06 06-07 07-08 08-09 2011 2011
Reading 25 24 30 50 54.5
Math 42 48 45 60 79.8
Writing 50 55 58 65 85.8

Number of total days of school suspensions 60 62 70 20 less 15 less
49
SDT Develop SIP, cont.
  • Step Two
  • Deciding
  • Upon
  • Adult
  • Actions
  • (Tier IIs)
  • The School decides on a limited number (3-5) of
    Tier II Indicators.
  • There are many things the School does that are
    not included in the Plan - these are considered
    Business As Usual.
  • District Tier IIs will often effect Schools by
    giving them direction.
  • Tier IIs should be quantified whenever possible.

50
SDT Develop SIP, cont.
  • Step Two
  • Deciding
  • Upon
  • Adult
  • Actions
  • (Tier IIs)
  • Examples of School Tier IIs
  • 100 of lesson plans will be aligned with State
    Grade Level Expectations, and District Curriculum
    by Spring 2009.
  • 100 of all Instructional Data Teams will be
    functioning at proficient levels by Spring 2010.

51
SDT Develop SIP, cont.
  • Step Three
  • Writing
  • An
  • Action
  • Plan
  • For each Tier II Indicator it develops, the SDT
    writes an Action Plan describing the major steps
    involved in carrying out the Tier II, including
    who is responsible, associated costs, and
    timelines.

52
SDT Develop SIP, cont.
  • Step Four
  • Creating
  • Results
  • Indicators
  • (How will we know we are on track?)
  • For each Tier II it creates, the SDT creates a
    set of Results Indicators data streams of adult
    actions and student outcomes that inform the team
    about implementation progress and impact on
    student achievement.
  • Results Indicator data allow the DDT to determine
    when to revise, expand, or eliminate Tier II
    Indicators.

53
SDT Develop SIP, cont.
  • Adult Action Results Indicators Examples
  • The of classrooms with student-friendly
    objectives posted.
  • The of classrooms consistently implementing
    school-wide rules.
  • Student Outcome Results Indicators Examples
  • Increase in of students proficient or better on
    monthly school-wide assessment.
  • Decrease in of students referred to the office
    for behavior infractions.

54
SDT Develop SIP, cont.
  • Each SIP must be presented to the DDT.
  • The presenting team must be able to defend the
    SIP.
  • The DDT, or a subcommittee of it, must approve
    all SIPs.
  • SIPs must also be approved by the local Board of
    Education.

55
SDT Monitor Instructional Data Teams
  • School Data Teams
  • Monitor the Results Indicators to determine if
    the Tier II Indicators are generating the desired
    results
  • Change the SIP in response to the data
    (Data-Driven Decision Making) and
  • Expand, revise, or delete Tier II Indicators
    and/or action steps as needed.

56
SDT Report on district progress to all
stakeholders
  • As public school employees, it is the SDTs
    responsibility to regularly report progress to
    the school, district, and larger community.
  • Reports must be written in a user-friendly
    format.
  • Data Walls and a School Data Showcase are
    effective ways to inform the public of progress.
  • Keeping public informed can be helpful when the
    school needs to seek community support.

57
Instructional Data Teams (IDT)
  • Responsibilities
  • Meet on a least a bi-monthly basis
  • Develop and review results from Common Formative
    Assessments
  • Analyze student work
  • Establish SMART goals
  • Agree upon Effective Teaching Strategies and
    interventions to implement before summative
    assessment is administered
  • Some teams choose to collaboratively plan
    lessons

58
Instructional Data Teams Composition
  • Grade level or content area teams that examine
    individual student work and data generated from
    common formative assessments.
  • IDTs have collaborative, structured, scheduled
    meetings that focus on the effectiveness of
    teaching and learning.

59
Asking the Right Questions
  • What does student achievement look like?
  • What variables that affect student achievement
    are within your control?
  • What adult actions in the school are impacting
    achievement results?
  • How do you currently explain your results in
    student achievement?

60
Data Worth Collecting Have a Purpose
  • How do you use data to inform instruction and
    improve student achievement?
  • How do you triangulate cause (adult action) and
    effect (student achievement) data?
  • In the absence of data, what is used as a basis
    for instructional decisions?

61
Vertical Data Team
62
Horizontal Data Team
63
Specialist Data Team
64
Frequency and Length of Data Team Meetings
  • Varies Weekly to once a month
  • Shortest (45 minutes) to longest (120 minutes)
  • Schools that realize the greatest shift to a
    data culture scheduled meetings once a week!

65
Data Team Leader and Principal Debriefs
  • IDT Leaders should be teachers, not
    administrators
  • Meet at least monthly to discuss
  • Achievement gaps
  • Successes and challenges
  • Progress monitoring
  • Assessment schedules
  • Intervention needs
  • Resource needs

66
Questions? Comments?
  • Meghan G. Martins, Education Consultant
  • (860) 713-6586
  • meghan.martins_at_ct.gov
  • Michael Wasta, External Consultant
  • michaelwasta_at_yahoo.com
  • Kathleen Wedge, Education Consultant
  • (860) 713-6824
  • kathleen.wedge_at_ct.gov
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