Host: Heather Heitsch Coordinator of Technology & Communication - - PowerPoint PPT Presentation

Host: Heather Heitsch

Coordinator of Technology & Communication

Eastern UP Intermediate School District Gogebic Ontonagon Intermediate School District Muskegon Area Intermediate School District Michigan Department of Education The Statewide Field Team at Calhoun Intermediate School District proudly recognizes our partners in this work:

✔ SCECH forms were sent by email to all registered participants. ✔ Up to 8 credit hours can be earned, depending upon number of sessions attended. ✔ Attendance is automatically captured in each session. ✔ Participants must attend complete sessions to earn credit. ✔ Complete form and return via Mail with $5.00 payment per instructions. ✔ Payment and original form must be received by mail by Tuesday, August 11.

SCECHs

Engage!

Support: blueprintinfo@calhounisd.org

Presenter: Heather Stanley

Area Leader

Presenter: Lori Pearson

Coordinator of Professional Learning

Tech Support: Heather Heitsch

Coordinator of Technology & Communication

Networking: Data-Driven, Decision-Making Culture

Session Description

These sessions are designed for participants to have an opportunity to network with colleagues from across the state to share, synthesize, and serve as thought-partners for

• ne another around the successes and

struggles of systems installation.

Session Outcomes

• Networking of district, building, and teacher

leaders

• Connect networking to district context and next

steps

Who Is In The Virtual Room?

Data-Driven, Decision-Making

“A primary goal of instructional leaders is to focus the staff on the mission and vision of the school. They also use the array of available data to inform the school community about how well they are progressing toward meeting the goals and objectives of that mission. Continuous improvement hinges on continuous data-based decision making.”

Goldring, E.B., Berends, M. (2009) Leading with data: Pathways to improve your school. p. 6

There are key structures that support districts in developing a data-driven, decision-making culture.

Big Idea from Track Session Today

Data-Driven, Decision-Making Structures

District Network Building Networks Teacher Collaborative Teams Collaborative Team Structures Partnerships

District Name: Pleasantview Community Schools Date: August 2020

District Area of Focus: Communication

Input: What we start with that affects what we do. A concept or plan Implement district communication plan to ensure clear communication with families

Process Output Feedback

How we make our plan or concept happen. (actions, behaviors, routines) What we intend to get out of the process. (change in teacher/leader actions, improved student learning) Information about how our outcomes varied from our desired output.

Superintendent:

• Communicate district focus area and communication plan to staff
• Share district communication plan with parents/families

District Network:

• Develop communication survey and share with building principals for

distribution

• Monitor district- and building-level communication to families through

bi-weekly data collection Building Principals:

• Follow up communication to families and staff re: communication plan
• Determine, with BN, how to distribute communication survey

Building Networks:

• Use district communication plan to revise protocol/plan for

communicating with families

• Determine two-way communication modes
• Collect and monitor communication data and adjust process(es) as

needed

• Assign building support team members to reach out to families who are

not responding to communication

Output goals:

• 100% of families are informed about/receive

the communication plan

• 100% of families respond to two-way

communication from building

• 80% of families respond to communication

survey

• 80% or more of families agree/strongly agree

with all questions on survey

Data Collected:

• Initial communication to families (DN)

Communication was sent to all families in the

• district. All families received a robo call and

letter from the district, and each building followed up using additional communication modes.

• % of families responding to two-way

communication (BNs review bi-weekly)

Elementary 1 - 95% Elementary 2 - 82% Middle School - 78% High School - 73%

• Survey results - % of responses (DN/BN)

District wide - 68% Elementary 1 - 83% Elementary 2 - 70% Middle School - 62% High School - 58%

• Survey results - % of positive responses

(DN/BN)

District wide - 59% Elementary 1 - 78% Elementary 2 - 54% Middle School - 55% High School - 47%

Roles for Breakout Room

The Facilitator: Focuses group dialogue around questions/topic The Encourager: Ensures every voice is heard The Time Tracker: Keeps track of time; reminds group of time remaining The Summarizer: Restates responses; checks for clarity of understanding Notetaker: (everyone) takes notes on group discussion

Whip-around brief introductions

• What connections are you making to the purpose
• f having structures in place to use data to inform

decisions?

• What problem-of-practice might you have around

structures that you want to share and discuss?

• What might be a strength or best practice around

structures you could share?

• What questions do you still have?

What is a key point or significant idea about structures that you consider to be the most important point?

There are key processes that support districts in developing a data-driven, decision-making culture.

Big Idea from Track Session Today

Performance Management

• Begin with the end in mind
• Identify goals
• Identify actions to attain goals
• Identify data and indicators connected to goals
• Engage in ongoing analysis of data to determine

progress

Data-Driven, Decision-Making Processes

District Name: Pleasantview Community Schools Date: August 2020

District Area of Focus: Communication

Input: What we start with that affects what we do. A concept or plan Implement district communication plan to ensure clear communication with families

Process Output Feedback

How we make our plan or concept happen. (actions, behaviors, routines) What we intend to get out of the process. (change in teacher/leader actions improved student learning) Information about how our outcomes varied from our desired output.

Superintendent:

• Communicate district focus area and communication plan to staff
• Share district communication plan with parents/families

District Network:

• Develop communication survey and share with building principals for

distribution

• Monitor district- and building-level communication to families through

bi-weekly data collection Building Principals:

• Follow up communication to families and staff re: communication plan
• Determine, with BN, how to distribute communication survey

Building Networks:

• Use district communication plan to revise protocol/plan for

communicating with families

• Determine two-way communication modes
• Collect and monitor communication data and adjust process(es) as

needed

• Assign building support team members to reach out to families who are

not responding to communication

Output goals:

• 100% of families are informed about/receive

the communication plan

• 100% of families respond to two-way

communication from building

• 80% of families respond to communication

survey

• 80% or more of families agree/strongly agree

with all questions on survey

Data Collected:

• Initial communication to families (DN)

Communication was sent to all families in the

• district. All families received a robo call and

letter from the district, and each building followed up using additional communication modes.

• % of families responding to two-way

communication (BNs review bi-weekly)

Elementary 1 - 95% Elementary 2 - 82% Middle School - 78% High School - 73%

• Survey results - % of responses (DN/BN)

District wide - 68% Elementary 1 - 83% Elementary 2 - 70% Middle School - 62% High School - 58%

• Survey results - % of positive responses

(DN/BN)

District wide - 59% Elementary 1 - 78% Elementary 2 - 54% Middle School - 55% High School - 47%

Roles for Breakout Room

The Facilitator: Focuses group dialogue around questions/topic The Encourager: Ensures every voice is heard The Time Tracker: Keeps track of time; reminds group of time remaining The Summarizer: Restates responses; checks for clarity of understanding Notetaker: (everyone) takes notes on group discussion

Whip-around brief introductions

• What connections are you making to the purpose
• f having processes in place to use data to inform

decisions?

• What problem-of-practice might you have around

processes that you want to share and discuss?

• What might be a strength or best practice around

processes you could share?

• What questions do you still have?

What is a key point or significant idea about processes that you consider to be the most important point?

So What, Now What?

• What are your district’s priorities?
• Where do you want students to be at the end of the 2020-2021

school year academically and non-academically?

• What actions will help us meet our goals? By whom?
• What data will we analyze to determine if we are reaching our

goals? Who is responsible for reviewing it?

• How will we communicate our progress and/or adjustments?

Action Plan Template

Please share in the chat one next step you have identified.

✔ SCECH forms were sent by email to all registered participants. ✔ Up to 8 credit hours can be earned, depending upon number of sessions attended. ✔ Attendance is automatically captured in each session. ✔ Participants must attend complete sessions to earn credit. ✔ Complete form and return via Mail with $5.00 payment per instructions. ✔ Payment and original form must be received by mail by Tuesday, August 11.

SCECHs

Close the Loop

THANK YOU!