Resource ~ AWSP Criterion 3 Rubric | Planning with Data

AWSP Leadership Framework & User's Guide

Criterion 3 Rubric | Planning with Data 

Leading the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements. 

Data refers to any type of information. Information or data can be represented numerically; data is also qualitative, the result from a relevant conversation with any stakeholder. Effective leaders rely on data to promote improvement in multiple aspects of school and across all of the eight Criteria. A leader influences others to achieve mutually-agreed upon purposes for the improvement of teaching and learning through consistent use of data. Acting on knowledge achieved through data becomes a cultural norm across the school.

Elements	UNSATISFACTORY	BASIC	PROFICIENT	DISTINGUISHED
3.1 Recognizes and seeks out multiple data sources	Does not recognize multiple sources or quality of data or has a limited understanding of the power and meaning of data	Seeks multiple sources of data to guide decision making; emerging knowledge of what constitutes valid and reliable sources of data and data integrity	Systematically collects valid and reliable data from at least three sources to be used in problem solving and decision making; builds capacity of staff to recognize information as data by providing examples of using data throughout the building and in staff meetings; systematically gathers data on grades, attendance, behavior and other variables to inform efforts	Is proficient AND explores and uses a wide variety of monitoring and data collection strategies; responds to an identified need for timely data by putting new data collection processes in place to collect reliable and valid data
3.2 Analyzes and interprets multiple data sources to inform school-level improvement efforts	Reviews and shares limited school-level data only as required; interpretation of data may be incorrect or incomplete; misuses data	Uses numerous data analysis methods and eager to broaden knowledge of data analysis and interpretation; uses school-level data to inform improvement across eight criteria	Analysis includes multiple years of data, including state, district, school and formal and informal classroom assessments; interprets available data to make informed decisions about strengths and areas of need; provides teacher teams with previous year’s data and asks them to assess students’ current needs	Is proficient AND consistently leads in data interpretation, analysis, and communication; links multiple years of student data to teachers and builds capacity of staff to understand and use their data for improved teaching and learning; practices a high standard for data reliability, validity and fairness and keeps these concepts in the forefront of conversations with staff
3.3 Implements data driven plan for improved teaching and learning	Plan is limited, not data driven and/or not aligned with the needs of the school; little stakeholder involvement and commitment	Plan is monitored, evaluated and revised resulting in data driven changes; works to build stakeholder involvement and commitment; models data-driven conversations in support of plan	Provides leadership such that plan is clearly articulated and includes action steps and progress monitoring strategies, and strategies in the plan are directly aligned with the data analysis process and are research based; leads ongoing review of progress and results to make timely adjustments to the plan; data insights are regularly the subject of faculty meetings and PD sessions	Is proficient AND creates a school culture of using data for decisions and continuous improvement in aspects of school life; orchestrates high-quality, low-stakes action planning meetings after each round of assessments; data driven plan specifically documents examples of decisions made on the basis of data analysis and results are documented to inform future decisions; provides assistance or coaching to other school administrators to improve their data driven plan and analysis

3.4 Assists staff to use data to guide, modify and improve classroom teaching and student learning	Does not assist staff to use data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether re-teaching, practice or moving forward is appropriate	Occasionally assists staff to use multiple types of data to reflect on teaching to determine whether re-teaching, practice or moving forward is appropriate; strategies result in incomplete relationship between the actions of teachers and the impact on student achievement	Regularly assists staff to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction (highly achieving as well as non-proficient) and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level; strategies result in clear relationship between the actions of teachers and the impact on student achievement	Is proficient AND demonstrates leadership by routinely and consistently leading teachers to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level
3.5 Provides evidence of student growth that results from the school improvement planning process*	School improvement planning process results in no improvement in student academic growth	School improvement planning process results in minimal improvement in student academic growth	School improvement planning process results in measurable improvement in student academic growth	School improvement planning process results in significant improvement in student academic growth

Resource ~ 9 Characteristics of High-Performing Schools

1. A clear and shared focus
2. High standards and expectations for all students
3. Effective school leadership
4. High levels of collaboration and communication
5. Curriculum, instruction and assessments aligned with state standards
6. Frequent monitoring of learning and teaching
7. Focused professional development
8. A supportive learning environment
9. High levels of family and community involvement

Resource ~ Accountability Fun!

ESEA Video Support Materials

Resource ~ Kathy Ehman's SIP Plan

School Improvement Planning Guide

Student and School Success Action Planning Handbook: A Guide for School Teams

District Self Assessment Handbook


Indistar Guidance With Expected Indicators

Resource ~ Vision Statement Samples

RSD VISION STATEMENT
High Quality Instruction and Learning for EVERY Child, EVERY Day in EVERY Classroom and Environment

PSD VISION STATEMENT 
We are a cohesive community passionate about learning, dedicated to the growth and development of each student served by a creative, forward -looking, and highly respected school district.

Updated:

Puyallup School District students will be:

• Skilled in successfully applying knowledge in all required subjects.
• Competent as critical and innovative thinkers able to analyze and solve complex problems.
• Engaged as life-long learners pursuing their goals and dreams.
• Successful as communicators and collaborators.
• Proficient in demonstrating an understanding of and a respect for individual differences.
• Prepared to transition to post-high school opportunities and be able to compete locally and globally.
• Skilled in making life choices that are healthy and socially responsible.
• Motivated to strive for excellence.

TSD VISION STATEMENT
We will be an outstanding school district in which all students exhibit high standards of achievement and critical thinking skills, and are socially responsible, contributing members of their community.​

BSD VISION STATEMENT ?

With this mission in mind, we commit to the following:

• Bethel’s educational program will ensure that students learn and are able to effectively apply basic and advanced skills and processes in all academic areas.
• Bethel students will develop the skills needed to communicate their thoughts logically and effectively as well as to express their individuality and creativity.
• Bethel students will have the skills and abilities needed to meet the challenges of an information society and to utilize its rapidly changing technologies.
• Bethel students will demonstrate a basic understanding of our democratic process and the responsibility for citizenship in an international society.
• Bethel School District will promote an understanding and respect for the diversity of cultures and a recognition of the uniqueness of others in a pluralistic community.
• Bethel will provide an ongoing program of staff development which includes working with staff to incorporate a variety of teaching strategies that meet individual needs, help students discover information, gain knowledge, and to excel in academics, the arts and athletics.
• Bethel School District will provide a learning environment that prepares students to successfully transfer the knowledge, skills and attitudes learned in school to institutes of higher education and future careers.

Through the accomplishment of these commitments, students will be better prepared to participate as ethical, cooperative, responsible, and productive citizens.

The Bethel School District will work with parents, the business community, and the community at large as partners in the achievement of this mission.

Resource ~ PSD CSIP Template

School Name

Comprehensive School Improvement Plan

School Year

1      Executive Summary

A.      Mission/Vision

B.      Goals

C.      Activities

D.      Results

E.       Description/Reflection of ¹Technology, ²Safety, and ³Parent Involvement progress

2      School Mission/Vision

3      School Data

4      School Goals

A.      Teacher Student Growth Goals

B.      Principal Student Growth Goals

C.      School Improvement Goals

a.       Elementary/Junior High School must include Math, Reading, Science Goals

b.      High School must include Math, Reading, and Graduation Rates

D.      Other Goals

a.       Title Goals

b.      LAP Goals

c.       Indistar Goals

d.      Other

5      School Activities/Initiatives

6      School Results

Resource ~ OSPI SIP Process Guide

School Improvement Process Guide  ~ OSPI (2005)

Resource ~ Liz City: What Do You See in These Data?

Resource ~ Aimee Guidera on Data Development

Resource ~ Data Integration - Education Week video featuring Rudy Crew

Resource ~ Data Use - Education Week video featuring Kathryn Parker Boudett

Resource ~ School Achievement Index Info

Your School's Achievement Index is found here.

More on the calculations

Resource ~ Vision Statements ~ Where are we headed?

Resource ~ Mission Statement ~ Why do we Exist?

Resource ~ Bernhardt Provides Resources for Principals

Here's her Continuous Improvement Continuums.  She provides a nice pdf with a CIC for schools that gives principals a rubric that evaluates your current culture.  She examines 7 different elements using a 5 point rubric focused on your Approach, Implementation & Outcome for each.  These are also in our text.

Resource ~ 10 Steps to Improving the Use and Value of Data

Another Great Resource for Culture Building from NASSP

1. Develop a culture that embraces data.
2. Collect data that provide a complete picture of the school’s climate for learning, including school variables that examine teacher-student and peer peer relationships, student and family engagement, school safety, and how the physical environment supports learning.
3. Collect data that determine the present performance level of every student in the core curriculum and determine how students are performing in other areas that could affect their learning or school engagement.
4. Collect student performance data that provide a complete picture of the whole child, including his or her academic, behavioral, social-emotional, and physical development.
5. Convene professional learning communities or data dialogue teams to discuss and solve problems of practice.
6. Have the teams review relevant student performance data and determine a course of action for solving problems that affect student and school performance.
7. Monitor student progress in response to the implementation of interventions and programs addressing those problems.
8. Evaluate intervention and program effectiveness and refine instruction, interventions, and data collection procedures as needed.
9. Engage all school staff members, students, and families in reviewing and using data.
10. Distribute student progress reports on a regular basis (e.g. monthly or quarterly) to all stakeholders to ensure continuity and ownership of student learning.

                                         ~Principal Leadership, January, 2011

Nice article on principal leadership as it relates to data this could also help with your School Culture Assignment!

Here's a couple of simple quotes from the article:

"Data must be communicated in a way that parents and staff members can understand so that the school community can engage in a meaningful conversation that results in collaborative and effective problem solving."

"Principals play an essential role in promoting the effective and efficient use of data for school improvement. Their leadership and priorities set a tone for how data will be used and embraced by teachers, students, and community members."

Resource ~ Data Use Toolkit for High School Principals

Here's another toolkit for High School Principal's
Early College Design's Data Use Toolkit

The Data Use Toolkit provides help to plan and implement activities and strategies for using data effectively.  The Toolkit includes online resources to help those responsible for professional development to improve school and student performance.  This includes school coaches, state and district education agencies, charter management organizations and school networks facilitated by intermediary organizations.  

What distinguishes the Data Use Toolkit from other existing data tools is the focus on collecting, interpreting and acting on data elements related to the alignment of secondary and postsecondary teaching and learning.  The Toolkit is a resource for supporting schools that blend college course taking in high school as a key design feature.

Resource ~ Using Data to Assess and Inform School Change

This resource might come in handy for those of you who will be doing your internship in a High School.  It’s published by the College Board and NASSP.

This resource includes several short videos and even more activities to use with staff in developing a data culture…You may also get ideas for your School Culture assignment.  I’ll also post it on our blog.

http://leadingsuccess.org/learning-modules/using-data-assess-and-inform-school-change

Resource ~ Using Common Formative Assessments to Help Teachers Reflect on Their Pra...

State Law ~ WAC on SIPs

WAC 180-16-220
Supplemental Basic Education Program Approval Requirements.

The following requirements are hereby established by the state board of education as related supplemental condition to a school district's entitlement to state basic education allocation funds, as authorized by RCW 28A.150.220(4).

(1)   Current & Valid Certificates.

Every school district employee required by WAC 181-79A-140 to possess an education permit, certificate, or credential issued by the superintendent of public instruction for his/her position of employment, shall have a current and valid permit, certificate or credential. In addition, classroom teachers, principals, vice principals, and educational staff associates shall be required to possess endorsements as required by WAC 181-82-105, 181-82-120, and 181-82-125, respectively.

(2) Annual School Building Approval.

(a) Each school in the district shall be approved annually by the school district board of directors under an approval process determined by the district board of directors.

(b) At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan. For the purpose of this section "positive impact on student learning" shall mean:

(i) Supporting the goal of basic education under RCW 28A.150.210, "…to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives…";

(ii) Promoting continuous improvement of student achievement of the state learning goals and essential academic learning requirements; and

(iii) Recognizing nonacademic student learning and growth related, but not limited to: Public speaking, leadership, interpersonal relationship skills, teamwork, self-confidence, and resiliency.

(c) The school improvement plan shall be based on a self-review of the school's program for the purpose of annual building approval by the district. The self-review shall include active participation and input by building staff, students, families, parents, and community members.

(d) The school improvement plan shall address, but is not limited to:

(i) The characteristics of successful schools as identified by the superintendent of public instruction and the educational service districts, including safe and supportive learning environments;

(ii) Educational equity factors such as, but not limited to: Gender, race, ethnicity, culture, language, and physical/mental ability, as these factors relate to having a positive impact on student learning. The state board of education strongly encourages that equity be viewed as giving each student what she or he needs and when and how she or he needs it to reach their achievement potential;

(iii) The use of technology to facilitate instruction and a positive impact on student learning; and

(iv) Parent, family, and community involvement, as these factors relate to having a positive impact on student learning.

(3) Nothing in this section shall prohibit a school improvement plan from focusing on one or more characteristics of effective schools during the ensuing three school years.

(4) School involvement with school improvement assistance under the state accountability system or involvement with school improvement assistance through the federal Elementary and Secondary Education Act shall constitute a sufficient school improvement plan for the purposes of this section.

(5) Nonwaiverable requirements. Certification requirements, including endorsements, and the school improvement plan requirements set forth in subsection (2) of this section may not be waived.