Week 1 GBD

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Going Beyond Data Week One Tim Lucas The Leadership Institute

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Invitation to Quality (ITQ) PDE’s Inspired Leadership Standards Core Standard Three: “ The leader knows how to access and use appropriate data to inform decision-making at all levels of the system.” Course: Going Beyond data

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Core Standard Three: Competencies Able to: use data to inform decision making. effectively apply technologies to access and use data. make data informed decisions to make long term, strategic decisions. access and use student achievement data to inform curriculum and instructional decisions. report and use multiple measures of data, discuss implications for student achievement; and make recommendations for changes in classroom practice, curricular changes, and/or professional development plan. adjust curriculum and instructional strategies to improve student performance. Course: Going Beyond data

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Global Classroom’s Leadership Institute 9 - four week courses, a course for on each standard (3 core, 6 corollary) Each course follows the same format - you will watch a short Quicktime movie that introduces the week - have resources to read - watch a webinar that focuses on the week’s topic - complete a job-embedded activity with a written summary - complete a one page, reflective journal for me Each course has been approved by PDE for 30 ITQ hours under Act 45 The first three courses are designed to run in sequence and are repeated during the year

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Global Classroom’s Leadership Institute Tim Lucas Professor of Practice - Ed Leadership Lehigh University Special Projects - Trainer and Consultant School Improvement, Emergency Preparedness and Response Carbon Lehigh Intermediate Unit 30 years in public education in New Jersey K-12 teacher, school and district leadership Leadership consultant on organizational change and systems thinking across US and internationally Supervise C & I and Principal Interns Coordinate the Teacher Leadership Program for Lehigh Co-author - Schools That Learn with Peter Senge, et al.

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PDE’s Standards Aligned System

“GETTING RESULTS!”: 

“GETTING RESULTS!” Continuous Improvement Process OVERVIEW

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Basic Data for Determining Student Achievement Based On PDE Protocols Disaggregated PSSA’s eMetrics PVASS 4-Sight District based data (See Week One - PDE Resources)

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Let’s review some language that helps us see the uses and categories of data…

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Summative Assessment: Summative Assessment seeks to make an overall judgment of progress made at the end of a defined period of instruction. They occur at the end of a school level, grade, or coursed, or are administered at certain grades for purposes of state or local accountability. These are considered high-stakes assessments and the results are often used in conjunction with No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP). They are designed to produce clear data on the student’s accomplishments at key points in his or her academic career.

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Formative Assessment: Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process. Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.

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Diagnostic Assessments: The purpose of diagnostic assessment is to ascertain, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills. Establishing these permits the instructor to remediate students and adjust the curriculum to meet each pupil’s unique needs.

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Benchmark Assessments: Benchmark assessments are designed to provide feedback to both the teacher and the student about how the student is progressing towards demonstrating proficiency on grade level standards. Well-designed benchmark assessments and standards-based assessments: * measure the degree to which students have mastered a given concept * measure concepts, skills, and/or applications * are reported by referencing the standards, not other students' performance * serve as a test to which teachers want to teach * measure performance regularly, not only at a single moment in time

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A bigger model… By Victoria Bernhardt (Two related readings in Week One Files)

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The Four Intersecting Areas of Data: Student Learning - Standardized tests, report cards, teacher evaluations

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The Four Intersecting Areas of Data: Student Learning - Standardized tests, report cards, teacher evaluations 2. Demographics - Enrollment, attendance, drop-out rate

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The Four Intersecting Areas of Data: Student Learning - Standardized tests, report cards, teacher evaluations 2. Demographics - Enrollment, attendance, drop-out rate 3. School Processes - School programs, courses, special ed, ELL programs

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The Four Intersecting Areas of Data: Student Learning - Standardized tests, report cards, teacher evaluations 2. Demographics - Enrollment, attendance, drop-out rate 3. School Processes - School programs, courses, special ed, ELL programs 4. Perceptions - Community values, beliefs on student learning, attitudes towards schools ability to educate children

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Activity for Week One: Please inventory the data your school/district uses to assess how it is meeting the needs of your students, community, and changes facing your district. The chart in Week One titled “Activity W1 GBD” can be downloaded, completed, and submitted back to me at lucast@cliu.org.

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Reflection for Week One: 1. How much of your time as a school leader is spent collecting, reviewing, and sharing data? 2. At this point, what data is most important to you and why? 3. Do you think the data really gives an accurate image or assessment of your school or district - or are there other great things going on that the data does not capture? The sheet in Week One titled “Reflection W1 GBD” can be downloaded, completed, and submitted back to me at lucast@cliu.org.

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Next session we will explore the Multiple Measure model a little deeper and focus on how data is disseminated in your school and district. Thank you for your time… “See” you in a week.