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

Host: Heather Heitsch Coordinator of Technology & Communication

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

SCECHs ✔ 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.

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 one 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

Big Idea from Track Session Today There are key structures that support districts in developing a data-driven, decision-making culture.

Data-Driven, Decision-Making Structures Collaborative Team District Network Structures Partnerships Building Networks Teacher Collaborative Teams

Date: August 2020 District Name: Pleasantview Community Schools 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 Information about how our outcomes varied from our teacher/leader actions, improved student learning) desired output. Data Collected: Superintendent: Output goals: ● Initial communication to families (DN) ● Communicate district focus area and communication plan to staff ● 100% of families are informed about/receive Communication was sent to all families in the ● Share district communication plan with parents/families the communication plan district. All families received a robo call and ● 100% of families respond to two-way letter from the district, and each building District Network: communication from building followed up using additional communication ● Develop communication survey and share with building principals for ● 80% of families respond to communication modes. distribution ● % of families responding to two-way survey ● Monitor district- and building-level communication to families through communication (BNs review bi-weekly ) ● 80% or more of families agree/strongly agree bi-weekly data collection Elementary 1 - 95% with all questions on survey Elementary 2 - 82% Building Principals: Middle School - 78% ● Follow up communication to families and staff re: communication plan High School - 73% ● Survey results - % of responses (DN/BN) ● Determine, with BN, how to distribute communication survey District wide - 68% Elementary 1 - 83% Building Networks: Elementary 2 - 70% ● Use district communication plan to revise protocol/plan for Middle School - 62% communicating with families High School - 58% ● Determine two-way communication modes ● Survey results - % of positive responses ● Collect and monitor communication data and adjust process(es) as (DN/BN) needed District wide - 59% ● Assign building support team members to reach out to families who are Elementary 1 - 78% not responding to communication 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 Whip-around brief The Time Tracker: Keeps track of time; reminds introductions group of time remaining The Summarizer: Restates responses; checks for clarity of understanding Notetaker: (everyone) takes notes on group discussion

● What connections are you making to the purpose of 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?

Big Idea from Track Session Today There are key processes that support districts in developing a data-driven, decision-making culture.

Data-Driven, Decision-Making Processes 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

Date: August 2020 District Name: Pleasantview Community Schools 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 Information about how our outcomes varied from our teacher/leader actions improved student learning) desired output. Data Collected: Superintendent: Output goals: ● Initial communication to families (DN) ● Communicate district focus area and communication plan to staff ● 100% of families are informed about/receive Communication was sent to all families in the ● Share district communication plan with parents/families the communication plan district. All families received a robo call and ● 100% of families respond to two-way letter from the district, and each building District Network: communication from building followed up using additional communication ● Develop communication survey and share with building principals for ● 80% of families respond to communication modes. distribution ● % of families responding to two-way survey ● Monitor district- and building-level communication to families through communication (BNs review bi-weekly ) ● 80% or more of families agree/strongly agree bi-weekly data collection Elementary 1 - 95% with all questions on survey Elementary 2 - 82% Building Principals: Middle School - 78% ● Follow up communication to families and staff re: communication plan High School - 73% ● Survey results - % of responses (DN/BN) ● Determine, with BN, how to distribute communication survey District wide - 68% Elementary 1 - 83% Building Networks: Elementary 2 - 70% ● Use district communication plan to revise protocol/plan for Middle School - 62% communicating with families High School - 58% ● Determine two-way communication modes ● Survey results - % of positive responses ● Collect and monitor communication data and adjust process(es) as (DN/BN) needed District wide - 59% ● Assign building support team members to reach out to families who are Elementary 1 - 78% not responding to communication 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 Whip-around brief The Time Tracker: Keeps track of time; reminds introductions group of time remaining The Summarizer: Restates responses; checks for clarity of understanding Notetaker: (everyone) takes notes on group discussion

● What connections are you making to the purpose of 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