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  1. Norms • Help us to start & end on time • Focus on what is happening present • Silence cell phones • Emails during breaks only • Avoid side conversations • Use “parking lot” • Have Fun!



  4. Incorporating data into the instructional fabric of classrooms is nothing new, yet with the amount of data available to educators increasing exponentially, our students and teachers require a new lens with which to view and incorporate key data into teaching and learning.

  5. Use of Data to Drive Instruction September 17, 2012

  6. 4 Corners When you hear that student growth data will be a part of the teacher evaluation system, which song title best represents your feelings?

  7. Purpose & Outcomes • Understand why it is important for us to be focusing on data to inform instruction. • Understand the role of the data lead teachers. • Gather information from staff about the support/knowledge needed to use data effectively to inform instruction and measure student growth. • Understand the connection between the BISD Instructional Framework, assessment and the new evaluation system. • Share the plan for district-wide assessment in 2012-13.

  8. Professional Development Plan to Support New Requirements 2012-13

  9. Data Lead Role/Responsibility: • Understand currently available district and school wide data systems that impact your staff (DRA2, MAP, SAT, AP, CoGAT, EOC, MSP, HSPE, PSAT, Homeroom/Data Dashboard). • Learn how formative and summative assessments can support instructional decisions/planning and provide information to understand student growth. • Learn how to analyze data and share data with colleagues to identify needs of specific groups of students that will inform instructional decisions. • Learn how assessment is connected to the new teacher evaluation system. • Work with principal to design and help lead grade level, department, and school-wide groups of staff through assessment training.

  10. Basic Philosophy in Traveling on any Journey Determine the following: Where are you? Where do you want to go? How are you going to get there?

  11. Basic Philosophy in Traveling on any Journey Determine the following: Where are you? Requires Measures (Examples: MSP, MAP, EOC, SAT, AP, DRA2, Classroom Measures) Where do you want to go? Benchmarking with other schools or state/national standards How are you going to get there? Need a strategy or process (Example: School-wide focus on assessment; Provide data, accept feedback, provide resources, support, and model the importance to students and stakeholders)

  12. What is Data-Informed Instruction? • A process of collecting and analyzing data from multiple sources to inform teachers on “the next step” to inform instruction. • Use of data in this way also allows educators to be reflective practitioners, monitoring their own teaching practices and growth. • Provides an opportunity for collaboration with colleagues using a common frame to talk about student learning.

  13. Data should launch a conversation about what’s working, what’s not, and what will be done differently as a result.

  14. BISD Demographics

  15. BISD Low Income Students All Students 81%

  16. All Students 93% BISD Low Income Students All Students 79%

  17. All Students 88% BISD Low Income Students All Students 84%

  18. All Students 81% BISD Low Income Students All Students 90%

  19. Why use data to drive instruction? Bell Curve vs. J or S Curve

  20. Students have Standards; do Schools & Districts have Standards, too? • Nine Characteristics of Effective Schools • Characteristics of Improved Districts

  21. Nine Characteristics of Effective Schools • Research background: Edmonds & Lezotte’s 30+ yrs. response to Coleman report • Washington State Specific • What in the Nine Characteristics aligns with our current system?

  22. Characteristics of Improved Districts • Research background – Themes from Research see OSPI: prepared by G. Sue Shannon & Pete Bylsma • Where do the Characteristics of Improved Districts align with our current system? • Coordinated and Aligned Curriculum and Assessment • Aligns standards, instructional resources, assessments and policies

  23. Connections to Our District’s Instructional Framework • Charlotte Danielson: • Setting instructional outcomes • Designing student assessments • Engaging students in learning • Using assessment in instruction • Reflecting on teaching • Participate as a Professional Community

  24. Connections to New State Evaluation Criteria • Centering instruction on high expectations for student achievement • Recognizing individual student learning needs and developing strategies to address those needs • Using multiple student data elements to modify instruction and improve student learning • Exhibiting collaborative & collegial practice focusing on improving instructional practice & improving student learning

  25. Reflect….. • Any new thoughts on the initial foundations for WHY to do this work?

  26. Considering Stages of Change… • What are some primary barriers to an initiative? • What are the categories or themes that emerge? • What stage of change do these themes suggest? Awareness? Informational? Personal? Management? Consequences? Collaboration? Refinement? • How does this information impact considerations for next steps?

  27. Reflect: a New Role for Educators Shift from teaching to….. ensuring that all students are actually learning. Do our assessment, instructional, & grading practices reflect this new role?

  28. Our Journey……. • Did we meet today’s outcomes? • What does our school need next? THANKS!

  29. 4 Corners When you hear the phrase “data to inform instruction”, which song title best represents how your feelings?