Data Culture Survey Analysis August 2014

1. Data Culture Survey Analysis August 2014

2. Understand why we are conducting data culture surveys Analyze district and school results of the data culture survey and plan for implications at your school Provide feedback to the data culture team on the goals and direction moving forward Objectives

3. The 2020 Denver Plan calls for dramatic acceleration of student learning and growth with specific goals around: • College and Career Readiness • School Readiness • Eliminating the opportunity gaps • Support for the whole child The district believes that a focus on data driven instruction is a key lever for meeting the goals of the Denver Plan Purpose

4. In Leverage Leadership and Driven by Data Paul Bambrick-Santoyo states that a key principle of data driven instruction is that “Effective instruction is not about whether we taught it. It’s about whether the students learned it.” DDI includes creating a culture of using assessment and data to drive action and instruction. He presents numerous case studies of the dramatic student achievement gains (often higher than 15%) by focusing on implementing data-driven instructional systems and culture. Why Data-Driven Instruction?

5. Informing our Improvement Strategy:Focus on Data Driven Instruction • Hypothesis: Deep implementation of data driven instruction will accelerate student achievement in all categories • Implementation: • RELAY • DDI district initiatives (SCAN, etc) • Data Culture Framework • Student Learning Objectives (SLOs) • Professional Learning Days (green/blue days) • Initial findings: • Promising results in schools that have shown exemplary data driven practice.

6. Initial Results: Growth Among Schools Engaged in Data Driven Instruction DPS: 163

7. Monitoring our Progress from 2012 • Create a vision for data inquiry at the district, school, and classroom level • Align tools, resources, and systems to support effective data use practices • Build capacity of school leaders in utilizing data inquiry

8. What were we trying to learn by conducting the Data Culture Survey? Objective: To develop a reliable picture of growth and gaps in the district’s data culture in order to prioritize professional development and other supports to promote adoption of effective data use practices • Questions we were trying to answer: • In what areas—if any—has the district (teachers, schools, and the central office) made progress in the implementation of effective data use practices? • How—if at all—have understandings of effective data use practices shifted since the prior survey administration? • In what areas is there room for improving data use practices at the classroom, school, and central office levels? • How can the district invest its resources to address areas for improvement and to build upon areas of success?

9. Teachers 59% • School Leaders: 90% • Central Office Personnel: 72% Participation Rates

10. Analyze: Celebrations

11. Analyze: Celebrations

12. Analyze: Celebrations

13. Analyze: Celebrations 2012 2014

14. Analyze: Celebrations

15. Analyze: Identified Gaps “How often do you examine formative data?” “How often do you examine interim data?” • While teachers report increases in engagement in most data use practices, formative, interim and summative data frequencyremains unchanged.

16. Analyze: Identified Gaps 2012 2014

17. Analyze: Identified Gaps • School leader and teacher familiarity with the inquiry cycle and access of the data inquiry toolkit varies across networks. Familiarity with the inquiry cycle varies greatly from one network to the next: School Leader Very or Moderately Familiar: 74% to 100% Teacher Very or Moderately Familiar: 28% to 49% Use of the Data Inquiry Toolkit to access resources to support data use varies across networks. Among school leaders, this percentage varies from 14% to 79% depending on the network. Among teachers, this percentage varies from 7% to 24% depending on the network.

18. Analyze: Identified Gaps

19. Analyze: Identified Gaps

20. Analyze: Summary of findings from the survey Teachers are slightly more engaged in formative, interim, and summative data use practices. Frequency of data use has not increased since 2012. 1 Awareness and knowledge of the DPS inquiry cycle and tools varies across the district. 2 Despite district articulation of an inquiry cycle, there remains a lack of clarity about how data will be used at the school level. 3 A significant majority of teachers report that existing school- and district-level PD has contributed to their ability to effectively use data. 4

21. Analyze: Are we on track?

22. Plan

23. Plan

24. Plan

25. Implement • Data Culture Framework • Blue/Green Day Guidance • Professional Learning: affinity groups, teacher leader cohorts, TEC’s, school leaders’ course catalogue, online modules, networks and partners • Foundations of School Data Culture Standards Pathway Evaluate • Professional Learning Surveys • Blue/Green Day Surveys • Data Culture Framework Results • Data Culture Survey (Spring of 2015) • Observations, interviews, and focus groups Adjust • After fall and winter interims • After spring break • Summer 2015 Implement, Evaluate, Adjust: Plan for Monitoring Progress

26. Analyze • Identify celebrations and gaps • Determine/brainstorm root cause Plan • To address gaps • Utilize tools and resources found on the standards toolkit Implement, Evaluate, and Adjust • How will you monitor progress? (consider systems in place like your UIP and the data culture rubric) Practice: Analyze your network or school’s results from the data culture survey

27. Script what you’ll say using the template Role play with a partner Use cheat sheet to provide feedback Redo implementing the feedback you’ve received Practice: Role play presenting findings (either district or school) to your staff

28. Appendix

29. Formative Data Use To identify strengths and weaknesses in student learning (in both specific content areas as well as English language development for English language leaners) To provide timely descriptive feedback to students To make instructional decisions Interim Data Use To evaluate student performance To modify instruction for my whole class, small groups, and individual students To monitor student progress towards content standards mastery To identify student-specific strengths and weaknesses (in both specific content areas as well as English language development for English language leaners) against a defined set of content standards To set goals for student learning In comparison with other teachers’ students to identify successful strategies and make changes to instruction to improve student learning Summative Data Use To evaluate student performance (in both specific content areas as well as English language development for English language learners) against a defined set of content standards Of outgoing students to monitor and assess student progress towards goals Of outgoing students to inform how I can improve my teaching for the upcoming year Of incoming students to determine how to pace classroom instruction Of incoming students to determine how to group students to maximize their learning APPENDIX: Teacher Data Use Practices by Category

30. APPENDIX: School Leader Data Use Practices • Includes using data to: • Establish a baseline of student performance • Identify strengths and weaknesses in student learning • Determine instructional needs • Inform student placements and interventions • Allocate resources for reteaching content • Monitor alignment of the written curriculum, classroom instruction, and student assessment • Develop goals and relevant action items to be documented in the UIP • Monitor the success of school improvement efforts