Welcome to the Office of System and School Improvement Newsletter!
December 2020
By Tara Richerson, Data and Assessment Supervisor, and Gwen Moody, Student Information and Assessment Analyst
Tumwater School District
Many of our data practices are directed by expectations of those outside the system. For example, local schools may develop plans to meet federal accountability. Classroom teachers may review district assessment data. Districts may concern themselves with state frameworks for improvement. These can be worthwhile reasons to use data in service of others; however, they may not represent the most critical questions that educators have or that a community needs us to ask. In the Tumwater School District, we use human-centered practices to develop questions and inclusive data models to engage in inquiry about these types of problems. This means that the greatest value for data inquiry is based on what the people inside the system care most about.Click to edit this placeholder text.
For example, one of our elementary schools noticed that they had no first graders who liked to read. The school had a reading program in place, an intervention model, assessment scores, experienced teachers, and a strong PLC model at that grade level. Students were learning to read, but that is a different goal from developing a lifelong love of reading. As part of the staff inquiry into how to address this problem, they decided to use the number of books checked out from the school library as a way to gauge enthusiasm for reading. They posted a chart that was 8 feet by 10 feet near the front of the school. Everyone could view the weekly updates by grade level. This helped change practices about access to the library, showed the entire school community what was valued, and most importantly, changed attitudes about reading. None of this was in response to poor test scores, district direction, or other outside pressure. This was a function of people being at the center of identifying an issue for inquiry and then being supported to represent their data in a way that made the most sense for them. Continue reading....
|
Data from the Healthy Youth Survey (HYS) can be used to help schools plan for the future. This document takes the eight (8) defined areas in the AWSP Leadership Framework and aligns them with questions that were asked on the 2018 HYS.
When navigating data use, one of the biggest challenges is finding access. Explore OSPI's online learning site for Accessing OSPI Data 101: https:/ learn.ospi.k12.wa.us/course/view.php?id=74
This site will support:
Navigating the Data Portal; Report Card; and Tableau Server.
New to the Tableau Server? Here is a quick guide for getting started:
Tableau Secure Data Portal:
Getting Started
Introduction
The Tableau Secure Data Portal (TSDP) is a data analytic and visualization tool available to school and district users to review and analyze student. educator, or finance data.
To access TSDP, users must have an OSPI Education Data System (EDS) account. If you do not have an EDS account, go to https:lj eds.ospi.k12.wa.us/ and select the create an account tab. Continue reading......
The education system contains a wealth of data. There are raw data and a variety of data displays from state education agencies, school districts, schools, vendors, and curriculum providers. Additionally, there are any number of formal and informal data that teachers collect at the classroom level. With this wealth of data, there are a few challenges we hear often:
- There is so much data available, where do we start?
- What do we prioritize?
- How can we find and review the data to make data-informed decisions when we don’t have enough time?
- Is it important that we engage the many stakeholders in our review of data? And if it is, how do we do it?
This article briefly highlights two strategies that support efficient use of time and inclusion of voice when engaging in data-informed decision making. The first strategy is to engage in a systemic data inquiry process; the second strategy is to identify and use protocols within every stage of the inquiry process. A new tool published by the Office of the Superintendent of Public Instruction (OSPI), the Data Inquiry Guide, is a one-stop guide for both strategies. Continue reading.....
You can access the Data Inquiry Guide on the Data and Implementation Webpage here.
A big challenge we are hearing throughout the state is identifying data that help measure progress in student learning.
This link from the Tools for Teachers site contains a variety of resources and information that support the Smarter Balanced and formative assessments. Browse the site for:
Modes of Remote Teaching the 2020 Assessment Playbook
Click here for Do's and Don'ts when administering interim assessments.
Improving Schools, Focusing on Equity
The Carnegie Foundation for the Advancement of Teaching is offering a free asynchronous series of videos and resources that look at the use of data and school improvement to improve racial equity. In the Leadership, Shared Power, and Vulnerability series, you can expect to learn from case study examples, tools, and lessons learned for bringing about equitable change. More information at Carnegie Foundation.
Leadership, Shared Power, and Vulnerability | Carnegie Foundation for the Advancement of Teaching
The session videos all touch on the theme of leadership, shared power, and vulnerability in improvement work.
CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING
|
Topics include: "Using Preventative Practices to Disrupt the School-to-Prison Pipeline", "Strengthening relationships and repairing harm: A paradigm shift in school discipline practice and research", and "Culturally Responsive School Mental Health Interventions". Click here for more information and registration links.
SMART Center 2021 Virtual Speaker Series
The school mental health supplement to the Northwest MHTTC is excited to co- sponsor the UW SMART Center's 2021 Virtual Speaker Series. Originally a series of in-person events, we have moved these presentations to a virtual format due to COVID-19. Learn more about the UW SMART Center .
MHTTCNETWORK
|
Don’t Miss Round 2!
OSPI has just released a second round to support dual credit students with a focus on eliminating equity gaps. Districts can apply for funding to cover student costs and invest in sustainable expansion of dual credit programming.
Round 2 of this new grant can be found as iGrant FP 103 Building Equitable, Sustainable Dual Credit. You can access the form package by logging into EDS and searching for form package 103 in iGrants. Applications are now open and due by December 31, 2020. Late applications will not be accepted!!
Contact Jason Boatwright for more information
What is the TLC Series?
- This is a free virtual series of engaging conversations with experts, focusing on questions related to the intersection of race and disability in special education and in education more broadly, to explore ways that systems can actively improve conditions and outcomes for Black students.
- Conversations are organized around NCSI’s four priority systems foundations: data literacy, stakeholder and family engagement, research-informed practice, and systems coherence.
Who Should Attend:
The series is aimed at SEA staff (within special education and beyond). NCSI also welcomes all interested stakeholders, including other state agency staff, representatives of parent and family organizations, LEA staff, state-level or national technical assistance or professional development providers, representatives from institutions of higher education, and other education stakeholders.
Data Literacy Session
December 15th, 2020
3:30-5:00pm ET / 12:30-2:00pm PT
Register Here
Come join a virtual Town Hall discussion focused on Diversity, Equity, and Inclusion as it relates to mentoring in Washington on December 9th from 1:30 to 3:30 pm. MENTOR Washington will share the results from survey of mentor programs throughout the state, as well as highlight programs creating more equitable mentoring supports/programming.
Register: https://us02web.zoom.us/meeting/register/tZYqdOmsqTguGtMFkg6SPxYz1AUAeIx0Yi4B
For more information, contact Laura Mendoza with Mentor WA, LMendoza@mentorwashington.org
The Washington World Fellows (WWF) global leadership program is once again accepting applications!
The WWF program combines study abroad, college readiness, and leadership training. If it is safe to travel in summer 2021, up to 15 students will complete 6 weeks of study at the University of Léon in Spain. The entire fellowship, including airfare, is administered at no cost to students and their families.
Eligibility criteria: students must be in the 10th grade, have basic Spanish language competency, and be nominated by their teachers, counselors, or mentors by December 7th, 2020.
For more information about the program, please visit
wwaworldfellows.org. If you have additional questions, please email,
amy@washingtonleaders.org or call the Lt. Governor’s office at (360) 786-7700.
|
 |
|
UC Berkeley’s Greater Good Science Center offers a playbook of skills and strategies for supporting positive dialogue, relationships, and understanding between groups or individuals.
|
Young Americans are more stressed out than ever, and nearly half of Gen Z says they aren’t doing enough to manage stress. Most young people could use some mental health support in 2020.
Check out their tips on practicing self-care, dealing with the stress of digital learning, and supporting the mental health of those around you. You will find the guide here.
The Washington MTSS Framework is an evidence-based organizational approach for districts and schools to create equitable, consistent, and flexible systems and supports that empower educators, students, families, and communities to ensure benefit for every student.
Find out more information on the OSPI MTSS Website.
Multi-Tiered System of Supports (MTSS)
A key strategy to realizing the vision of closing opportunity gaps in Washington is a comprehensive Multi-Tiered System of Supports (MTSS) framework. A framework for enhancing the adoption and implementation of a continuum of evidence-based practices to achieve important outcomes for all students.
Missouri's School-Wide Positive Behavior Support center has created tools and video modules to guide the ways we support students' positive behavior in classrooms. Check out their Top Eight Practices and consider how you might adapt them to virtual and hybrid settings.
Tier 1 Effective Classroom Practices Together, these eight practices impact academic learning time and ultimately student achievement while ensuring a positive learning environment. Implementing these evidence-basedpractices has been shown to maximize learning for all students while minimizing discipline problems.
PBISMISSOURI
|
|
