dr . renee a. foose , superintendent
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Dr . Renee A. Foose , Superintendent. LEADING WITH DATA. Congratulations!. Adrienne Williams- McKinney Bryant Woods ES. TODAY’S OUTCOMES. Reflect on the power of leading with data to drive rigorous instruction for all students. - PowerPoint PPT PresentationTRANSCRIPT
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Dr. Renee A. Foose, Superintendent
LEADING WITH DATA
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Adrienne Williams-McKinneyBryant Woods ES
Congratulations!
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TODAY’S OUTCOMES
Reflect on the power of
leading with data to drive
rigorous instruction for
all students
Explore research on Howard
County student outcomes that
supports a pathway to college and
career readiness
Deepen a skill set for analyzing
data to drive rigorous
instruction
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October LeadershipOctober Leadership:Measuring what Matters
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November Leadership:Defining Rigorous Instruction
• What is rigor? • How can the evaluation
process support rigorous instruction? • What leadership actions
support rigor for all students?
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Measuring What MattersOCT
Defining Rigorous
InstructionNOV Leading with
DataFEB
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Leading with Data:Accelerating All Students
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Predicting College Readiness
beginning in Grade 1
MAP
ACT
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Indicators of College Readinessscore conversion chart
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HS Indicators of College Readiness and Fall College Enrollment (in odds ratio)
Source: Rethinam, V. (2013). The Howard County Public School System ‘s Secondary School Academic Indicators of College Readiness.
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Percent of Graduates Who Scored PSAT ≥145 in Grade 10
Asian Black Hisp. White 2+ Never FARMS
Ever FARMS
54 17 25 49 43 47 14
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Asian
Black/A
fAm.
Hispan
icWhite
Multi-race
Never F
ARMS
Ever F
ARMS0
25
50
75
10091
87 87 88 88 8981
Percent of Graduates who Took Algebra 1 by Grade 8
All Graduates Graduates with a PSAT ≥ 145
Asian Black Hisp White 2+ Never FARMS
Ever FARMS
0
25
50
75
100
70
3339
60 58 61
26
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Percent of Graduates who Enrolled in At Least One AP Course by Grade 11
All Graduates Graduates with a PSAT ≥ 145
Asian
Black/A
fAm.
Hispan
icWhite
Multi-race
Never F
ARMS
Ever F
ARMS0
25
50
75
100 93
74 76 77 80 80
70
Asian
Black/A
fAm.
Hispan
icWhite
Multi-race
Never F
ARMS
Ever F
ARMS0
25
50
75
100
69
2432
48 50 51
20
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BenchmarkingPERFORMANCE BENCHMARKS
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Step 1: Concept Attainment
Step 2: Discuss the differences
BaselineBenchmark
TargetStandard
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Baseline - The existing average level of performance that can be used as a point of comparison for future levels of performance.
Benchmark - A point of reference against which things may be compared or assessed. This typically comes from outside your organization.
Target – A level of performance we are aiming to reach in future.
Standard - A level of quality or attainment.
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DifferencesBenchmark
Focuses on individual students and their desired level of competency. This could be the passing score on a test or an assignment, or a competency level on a rubric.
Based on an external standard
Target Focuses on all the students
in the program and is the percent of students that meet or exceed the benchmark. Performance targets should be described in terms of percentage at (or above) the benchmark.
Based on an internal standard
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E. Grace ChesneyChief Accountability Officer
An Online Guide for:
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LEADING WITH DATA