Understanding Data:A Principal’s Perspective

Dr. Glenn E. MaloneWashington State University

11/15/12

Poll Everywhere

Essential Questions

1. What does a principal candidate need to know about data to get hired?

2. What is the current state of data-laden initiatives?

3. What resources are available to help principals explore data?

4. What tools or strategies can a principal use to help?

5. What examples are available?

What should a Principal Candidate know About Data To Get Hired?

Relationships Precede Learning!

Attitude is Everything!

All Children Can Learn!

When hiring what are the most important skills you are looking for in a principal candidate?

1. A deep awareness that relationships at every point on the continuum are the base from which we work.

2. A great attitude, willingness, a smile and kindness.

3. The genuine belief that "each child" can learn and succeed.

4. A deep understanding of quality instruction, and the desire to do a little extra every day to serve each child.

5. The use of formative and summative data to inform and differentiate instruction.

Dr. Tim Yeomans, Superintendent

Wildwood’s Turnaround

2 Years of NOT making AYPSchool of Improvement StatusSanctions

The Role of Data?

35 SchoolsSchool of Distinction

Washington Achievement Award

What is the Current State of Data-laden Initiatives ?

Miss South Carolina

ESEA Flexibility Waiver

AYPSanctions

Uniform Bar

From:Current annual measurable goals for determining adequate yearly progress (AYP) and associated sanctions

To:New “ambitious but achievable” annual measurable objectives (AMO) to guide improvement efforts for reading, mathematics, and graduation rates

Flexibility Waiver

Adequate Yearly Progress (AYP)

Annual Measurable Objectives (AMO)

9 subgroups ~ 11 subgroups37 Cells ~ 45 Cells

N>30 ~ N>20Yes or No ~ On/Above or Below

From AYP to AMO

AYP

AMO

13 1

2011 2012 2013 2014 2015 2016 20170.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

72.774.9

77.279.5

81.884.1

86.3

72.7 76.2

Grades 3-6 Reading MSP Growth AIM Line - ALL+ % /year Initial Growth Needed

+ % /year Adjusted Growth Needed

AIMActual

% M

et S

td

2.32.0

Brouillet

2011 2012 2013 2014 2015 2016 20170.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

72.774.9

77.279.5

81.884.1

86.3

72.7 76.2

Grades 3-6 Reading MSP Growth AIM Line - ALL+ % /year Initial Growth Needed

+ % /year Adjusted Growth Needed

AIMActual

% M

et S

td

2.32.0

Brouillet

Satisfactory

Unsatisfactory

Distinguished

Proficient

Basic

Unsatisfactory

Am I good enough? How do I grow?

Use of Student Growth Data

“Student growth data must be a “substantial factor” in evaluating principals for a least three of the eight evaluation criteria.”

• Criteria 3 – Planning with Data (3.4)

• Criteria 5 – Improving Instruction (5.2)

• Criteria 8 – Closing the Gap (8.3)

Achievement Indexsbe.wa.gov

Major Changes

Student Growth

Subgroup Focus

Let’s Explore Some Web Tools

Washington Queryeds.ospi.k12.wa.us

OSPI Report Cardreportcard.ospi.k12.wa.us

WADEwww.cedr.us

Smarter BalancedSample Items

sampleitems.smarterbalanced.org

Planning w/ Data…

Where do we start?

Ferrucci Junior High School

Dr. Aileen Baxter &Mr. Michael Kraft

Success at the CoreTERC Using Data

Low Income37.4%

8th Math 63.7%

Enrollment 737

8th Reading73.5%

White69.5%

Hispanic11.9%

Ferrucci Junior High

AMO Reading67.6%

AMO Math65.9%

7th Reading71.0%

7th Math61.8%

Low Income37.4%

8th Math 63.7%

Enrollment 737

8th Reading73.5%

White69.5%

Hispanic11.9%

Ferrucci Junior High

AMO Reading67.6%

AMO Math65.9%

7th Reading71.0%

7th Math61.8%

At my school, leadership teams help to get the entire staff “on the same page”

regarding school improvement.

~ Dr. Aileen Baxter, Principal

Collaborative Inquiry

Action ResearchData Analysis

Glacier View Junior HighMr. Mark Vetter Mr. Brian Curtis & Mrs. Rachel Johnson

Low Income28.4%

7th Math 79.2%

Enrollment 813

7th Reading82.4%

White66.5%

Hispanic11.3%

Glacier View Junior High

AMO Reading71.7%

AMO Math72.7%

8th Reading75.3%

8th Math70.0%

Teacher Perspectives

Teacher Perspectives

Student Perspectives

When we took our teacher questionnaires, student questionnaires, and testing outcomes

together, there was MUCH to talk about.

~ Rachel Johnson, 9th grade teacher

The Findings

• Teachers in the group communicated a number of false assumptions about students’ literacy skills and reading preferences

• Analysis of student data was useful in raising awareness of student literacy needs

• Teachers changed perspectives and made initial changes in their practices

The beauty is the results were difficult to argue with. It didn't leave me in a position of having to highlight the disconnect; it was laid bare in the

numbers and student quotations. Using collaborative inquiry was less threatening for all of us. And it was motivating too, in a way that it might

not have been without the data.

~ Rachel Johnson, 9th grade teacher

Data Readiness AssessmentsLow & High Capacity Data UseReady-made Modules & Videos

Free Resources

Data Walls

3 Phase Dialogue

PredictionsObservations

Inferences

Go Visual

Stoplight Highlighting to emphasize patterns

Data-Driven Dialogue

Phase 1: Predict– Bring Experiences,

Possibilities, & Expectations to the surface.

Phase 2: Go Visual!– Use stoplight highlighting

to emphasize patterns in data.

Phase 3: Observe – Analyze Data.– What are some of the

patterns, trends or surprises?

Phase 4: Infer/ Question– Generate possible Explanations.– What inferences or conclusions

can be made? What questions do you have?

Time?

Rethinking

Reorganizing

Restructuring

COLLABORATION IS KEY!

Questions