Using Data to Guide School and District Change presented by Cheryl Dyer, Assistant Superintendent for Curriculum and Instruction

Bridgewater-Raritan Regional School District, NJ

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Using Data to Implement Change

Cheryl Dyer

Assistant SuperintendentBridgewater-Raritan Regional School District

ICLE Consultant

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.”

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!

9

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." 

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/

DATA USE: ARE YOU IN QUADRANT A, B, C OR D?

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1

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1 2 3 4 5

Rigor/Relevance FrameworkRigor/Relevance Framework

The administration understands the data and can explain it to others, but they haven’t been able to drill down and develop programs to address concerns

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

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

Putting data in the hands of the administrators: they have “acquired it,” it’s in a nice binder!

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1 2 3 4 5

Rigor/Relevance FrameworkRigor/Relevance Framework

Teachers understand the data, but don’t know how to use it to design lessons or formative assessments or develop interventions.

Application of low level analysis: The teacher can sort students into high and low groups of achievement. “At-risk” students are identified.

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!

Putting data in the hands of the teacher: they have “acquired it,” it’s in a nice binder!

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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!

Big Picture Data

• What do we believe? – Philosophy

• How prepared are we? – Staff demographics

• What is our community like?– Socioeconomic status

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?

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.

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.

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.

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.

The Curriculum Wars

The Content

Explicit InstructionDiscovery Learning

Can you be somewhere along the continuum?

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.

Can we trust them to choose vegetables?

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

Program Evaluation

Curriculum Development

Implementation and Assessment

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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

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

www.successfulpractices.org

It’s Time to LeadUpdated March 20, 2009

We Learn Student Survey – 70,358

We Teach Instructional Staff Survey – 6,554

We Lead Whole Staff Survey – 12,430

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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

ICLE Resources for Year Two

• Curriculum Matrix

• National Essential Skills Study

• White Papers on Researched Best Practices

• Gold Seal Lessons

• Successful Practices Network

• 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

Achieving AYP Using State-specific Curriculum Matrix Data

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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

Bernards Township Montgomery

Flemington-Raritan Princeton

Hillsborough South Brunswick

Holmdel Watchung Hills

Hunterdon Central Warren

Long Hill West Windsor-Plainsboro

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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!

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:School 2006 3 LAL 2007 3 LAL 2006 4 LAL 2007 4 LAL

BRRSD 11.7 13.1 16.3 16.8

DFG 7.6 7.3 8.6 8.7

Bernards 4.3 3.6 4.4 3.1

Hillsborough 9.0 7.3 8.3 7.9

Montgomery 5.9 9.2 8.0 7.7

Warren 3.9 4.8 5.3 3.5

Watchung 1.3 8.0 0 2.7

Princeton 3.5 10.9 8.5 7.4

West-Windsor 4.5 3.5 7.3 6.8

Flemington-Raritan 8.4 6.1 8.4 8.6

South Brunswick 10.6 12.0 13.5 11.3

Holmdel 6.5 5.0 5.4 7.4

Long Hill 10.3 16.3 6.3 11.6

Chatham 3.1 3.4 4.1 3.4

% of Total Students partially proficient by grade level

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Student Data:

School 2006 3 LAL 2007 3 LAL 2006 4 LAL 2007 4 LAL

BRRSD 11.7 13.1 16.3 16.8

DFG 7.6 7.3 8.6 8.7

Bernards 4.3 3.6 4.4 3.1

Warren 3.9 4.8 5.3 3.5

Chatham 3.1 3.4 4.1 3.4

% of Total Students partially proficient by grade level

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Student Data:

School 2006 3 LAL 2007 3 LAL 2006 4 LAL 2007 4 LAL

BRRSD 7.3 9.5 10.9 11.8

DFG 3.5 3.8 4.1 4.1

Bernards 2.1 1.4 1.1 1.4

Warren 0.5 1.4 1.0 0.5

Chatham 1.2 1.2 2.2 0.4

% of General Education students partially proficient by grade level

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Student Data:

School % in SE 2007 3 LAL % in SE 2007 4 LAL

BRRSD 9.5 47.0 11.6 51.1

DFG 12.6 21.2 15.0 32.5

Bernards 18.5 13.3 14.0 13.3

Warren 12.2 30.0 15.0 21.1

Chatham 12.6 18.9 14.3 21.4

% of SE Students partially proficient by grade level

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Reading Recovery Results

School # in RR in 1st Grade

# Discontinued

# PP on 3rd Grade NJ ASK

Recomm. Action

Action Taken # PP on 3rd Grade NJ ASK

Adamsville 26 19 (73%) 7 (36%) 5 4 SE, 1 MLS 4 (80%)

Bradley Gardens

18 14 (77%) 3 (21%) 1 1 MLS 0

Crim 26 20 (77%) 6 (30%) 6 4 SE, 2 MLS 4 (67%)

Hamilton 20 18 (90%) 4 (22%) 1 1 SE 1 (100%)

JFK 18 10 (55%) 5 (50%) 4 2 SE, 2 MLS 3 (75%)

Milltown 16 9 (56%) 2 (22%) 7 5 SE, 2 MLS 3 (43%)

Van Holten 19 12 (63%) 2 (17%) 7 2 SE, 3 MLS 3 (43%)

% 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 aren’t 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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Language Arts 3-8

0

20

40

60

80

100

120

3rd 4th 5th 6th 7th 8th 11th

Grade

% A

t o

r A

bo

ve S

tate

S

tan

dar

d 2006

2007

2008

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

Third Grade LAL

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10

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2004 2005 2006 2007 2008

Year

% P

arti

ally

Pro

fici

ent BRRSD

DFG I

State

Bernards

Warren

Chatham

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

3rd Grade Advanced Proficient

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2004 2005 2006 2007 2008

Year

% A

dva

nce

d P

rofi

cien

t

BRRSD

DFG I

State

Bernards

Warren

Chatham

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

11th Grade LAL

0

5

10

15

20

2004 2005 2006 2007 2008

Year

% P

arti

ally

Pro

fici

ent

BRRHS

DFG I

State

Bernards

Watchung

Montgomery

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

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

• Don’t be afraid to ask the tough questions.

• Admit when something isn’t 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 don’t 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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• 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

cdyer@brrsd.k12.nj.us

908-685-2777 ext. 277

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