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Oakland CORE Data Collaborative Convening

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Logistics

Internet Access

TCEGUEST (no password)

Social Media

#oaklandCOREdata

Restrooms

Back of the room

Charging Station

Back of the room

Slides

http://bit.ly/2xCB3BF

Mother’s Room

2nd floor, across from Lake Merritt room

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Norms for the Day

Stay present
Hold a growth mindset
Step up and step back
Be collaborative
Respect confidentiality

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Objectives

You will have at least 1 action step for using CORE data within your school community.
You will have at least 1 action step for using SEL survey data within your school community.

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Agenda

(10min) Conversation primer
CORE Data

(10min)Overview and walkthrough
(15min) CORE Growth
(17min) Guided exploration
(20min) Work time
(5min) Debrief

SEL, Climate/Culture Discussion

(30min) Large-group discussion
(30min) Small-group discussion

(10min) Closing

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Conversation Primer

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10 minutes

(1 ½ min) Setup activity

Thesis: Happiness is a precursor to success and you there are techniques you can employ to increase your happiness and therefore your success
The “Tetris Effect”

Research has shown that if you play tetris for several hours, you will start to perceive objects around you as Tetris pieces
Similarly, research has shown that if we scan our environment for happiness, then we will be more happy (just like Tetris)

To prime us for success today, we are going to participate in activity that will allow us to identify what we are grateful for

Activity

(2 min) Write down, or think of, 2 things that you have been grateful for since the start of the school year
(1 min) Find a partner and determine which person’s birthday is closest to today

Ideally your partner is someone that you don’t work with regularly
Partner A = person with with birthday closes to today

(1 min) Partner A shares a gratitude
(1 min) Partner B shares a gratitude
(1 min) Find a new partner, determine which person’s birthday is closest to today
(1 min) Partner A shares a gratitude
(1 min) Partner B shares a gratitude�

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10 minutes

(1 ½ min) Setup activity

Thesis: Happiness is a precursor to success and you there are techniques you can employ to increase your happiness and therefore your success
The “Tetris Effect”

Research has shown that if you play tetris for several hours, you will start to perceive objects around you as Tetris pieces, you will start
Similarly, research has shown that if we scan our environment for happiness, then we will be more happy (just like Tetris)

To prime us for success today, we are going to participate in activity that will allow us to identify what we are grateful for

Activity

(2 min) Write down, or think of, 2 things that you have been grateful for since the start of the school year
(1 min) Find a partner and determine which person’s birthday is closest to today

Ideally your partner is someone that you don’t work with regularly
Partner A = person with with birthday closes to today

(1 min) Partner A shares a gratitude
(1 min) Partner B shares a gratitude
(1 min) Find a new partner, determine which person’s birthday is closest to today
(1 min) Partner A shares a gratitude
(1 min) Partner B shares a gratitude

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CORE System Overview

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Powered by data, innovation, research, and continuous learning…

Cross-District Collaboration

CORE Purpose and Pillars

Equity Centered Focus

Strategic Use of Data

Bridging Research Policy and Practice

Improvement Knowledge & Practices

We are collaborating to solve inequities in our education systems to ensure that every student has what they need to thrive.

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Cross-District Collaboration

CORE Data System’s Three Unique Features/Focal Areas

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CORE DATA COLLABORATIVE provides educators in urban, rural and suburban districts a clearer picture of school progress.

Our data collaborative is growing:

Norwalk-La Mirada
El Dorado County
San Mateo-Foster City

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CORE (50 + Districts)

CORE Districts

Fresno
Garden Grove
Los Angeles
Long Beach
Oakland
Sacramento
San Francisco
Santa Ana

4 County Offices

Riverside COE
Sacramento COE
Ventura COE
El Dorado COE

Eastside Union Alliance (San Jose)

3 Charter Groups

Aspire
Green Dot
Oakland Charter Collaborative

“Singleton” Districts

Whittier
Sweetwater
Norwalk/La Mirada

1.8m students

93,000 educators

2,700 schools

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CORE Metrics

Academic Domain	Social-Emotional & Culture Climate Factors	College Enrollment
% Meeting Standard Avg distance from met* Growth High School Readiness�Four-Year Cohort Graduation*�	Chronic Absenteeism* Culture-Climate Surveys* Suspension/Expulsion Rates* Social Emotional Skills* English Learner Progress Indicator*	Enrollment in Fall after HS graduation Enrollment in first year after HS graduation Two-year Persistence Rate Four-year/Five-year/Six-year College Grad Rates

*indicates metric is part of CA School Dashboard

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CORE Growth Model

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Vocabulary

Status

How did my school perform this year?

Change

How did my school’s performance change from last year?

Growth

How are my students growing compared to their peers?

CORE

California School Dashboard

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Academic Growth Measures School Impact

Performance is a status

measure: How much did last year’s kids know?

Growth measures students prior score, compares it to last year, and calculates whether this growth was average, above or below other similar students across CORE

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Uses Statistical Techniques to Isolate the impact of the Education System from Non-School Factors

Student Growth

Starting Knowledge

Education System

Student Characteristics

Family Resources

Test Characteristics

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CORE Academic Growth Model

Each student gets a customized statistical prediction based on his or her characteristics

Step 1

Step 2

After Spring testing is complete, EA collects student data from the CORE Districts & EA determines demographic and other adjustments based upon the data.

Spring 2017

Test Score

Spring 2018

Predicted or

Typical

Test Score

+35 Average Growth

- 3 for Econ. Disadv.

- 4 for Disability

+ 2 for EL Status

_________

+32 points

During the year

+ 1 for Foster Status

+ 2 School Averages

- 1 for Homeless Status

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Step 3

CORE Academic Growth Model

Predicted Score

Spring 2017

Test Score

Spring 2018

Test Score

Spring 2017

Test Score

Spring 2018

Test Score

Student

Exceeded

Prediction by 5 Points

Student Did Not Meet Prediction �by 4 Points

Predicted Score

Actual Score

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Steps 2 and 3: Going Deeper

6^th grade ELs with 2400 in 5^th math and 2410 in 5th ELA (and similar school averages)-- CORE-Wide group

2400 to 2465

2400 to 2455

2400 to 2425

2400 to 2415

+65

+55

+25

+15

Scale Score Points Gained:

Place students in CORE-wide alike groupings

Prior achievement in ELA and math
SD/EL/SWD/Foster “member”
School averages (e.g., average prior achievement, average percent SD)

Typical growth for this CORE-wide alike group = +30

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Steps 2 and 3: Going Deeper

6^th grade ELs with 2400 in 5^th math and 2410 in 5th ELA (and similar school averages)

Determine the typical growth of students in the group

Based on the average and range of increases for this group
The group average becomes the typical growth for all students in the group
Each student’s actual growth is compared to typical growth

+35

+25

-5

-15

Typical growth for this group = +30

Comparison to Typical Growth:

+65

+55

+25

+15

MINUS 30

(Typical growth for this peer group)

Scale Score Points Gained:

Student growth scores are then “sent” back to their schools

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Growth result is converted to 0-100 Student Growth Percentile (SGP)

CORE Academic Growth Model

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

School 1

-2

-4

-3

-7

School 4

+4

+2

+8

+2

School 3

+4

+2

-2

-4

School 2

-3

-2

+3

-1

Step 5

Slower Growth Average Growth Faster Growth

2 minutes

These are four hypothetical example schools.

In School 1, most students are growing quite a bit slower than similar students across CORE, which results in this school’s SGP being low in the scale.

In School 2, students are growing on average just under typical growth for similar students, which results in this school’s SGP being slightly below 50.

In School 3, students are growing on average a little faster than similar students across CORE, which results in this school’s SGP being slightly above 50.

In School 4, most students are growing far faster than similar students across CORE, which results in this school’s SGP being high in the scale.

[NOTE: The next few slides overlap with content from the “Results Interpretation” deck – skip if you plan to use that presentation too]

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Explain to Your Neighbor

Which grade-level team is more effective at growing their students?�
Can we tell which group of students has the highest proficiency rate?�
If this was your school, how would you start talking about this data with your teaching teams?

0

50

100

25

75

6^th

7^th

8^th

90

25

45

ELA

Red SGPs are not about

“Naming, Shaming, and Blaming”

we want to

“Uncover, Discover, and Recover”

as professional learning communities

5 minutes

Here are ELA results for a hypothetical school

EXPLAIN TO YOUR NEIGHBOR

[questions on slide]

Note: wait to animate in the orange call-out box

Answers will vary, here are some ideas to guide conversation:

According to these growth results, the 7^th grade team is most effective at growing their students. The SGP is above 50 and our bubble color is green. This indicates that these students are growing faster than similar students (in terms of starting knowledge and demographics). Something that the 7^th grade team is doing is working very well with these students.

We cannot tell which group of students is highest achieving. SGP is all about student growth relative to peers. It could be the case that the 6^th grade students are the highest achieving, or it could be the 7^th grade students. Although both proficiency rates and SGP use student test data, that does not mean you will get the same results from these two measures.

This will of course depend on how you approach data at your schools. SGP can be most powerful when used with other data, so perhaps a data retreat or other existing data analysis opportunities would be useful to investigate this data to uncover more about the teaching going on in your building. Emphasize and celebrate areas of success. In this school, the 7^th grade team is making a lot of academic growth with their students. The 8^th grade team is on track (the 8^th grade students grew at a rate of similar students from across the CORE districts). When looking at the 6^th grade SGP, make sure this is not about “naming, blaming, and shaming”. As a building of professional educators, think about how you can use this data to “uncover, discover, and recover”. How can we better support our 6^th graders next year?

[Animate in green call-out box]

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CORE Insights Dashboard

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Accessing CORE Insights

Email from support@coredistricts.org

Click link in email to create your CORE Insights Dashboard account

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Quadrant II	Quadrant I
Quadrant III	Quadrant IV

Interpreting Scatter Plots

Growth

Achievement (DFM)

A

B

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On Demand Analytics - Scatterplots

Navigate to Scatterplots (within “on demand analytics”)

What these reports show: Allows users to look at the relationship between any two measures within a network of schools, to refine that visualization to include schools with similar characteristics, and to highlight districts and/or schools within the visualization.

Why of these reports:

Understand the relationship between measures
Identify outliers (e.g., bright spots)
Understand the range of performance amongst similar schools
Find similar schools with different results

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Facilitated Work Time

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SEL Discussion Primer

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SEL Poll

https://bit.ly/2PFiowq

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Describing SEL Poll

https://bit.ly/2pfqUXG

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CORE SEL Research

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Cross-District Collaboration

CORE Data System’s Three Unique Features/Focal Areas

2 minutes

Theory of Action

Quote from paper:

In our previous work, we showed that the CORE districts’ decision to measure SEL and CC as part of their accountability system is based on district leaders’ belief that social emotional skills support success in students’ educational, professional, and personal lives (Allbright & Marsh, 2017; Marsh et al., 2016).
In developing their measurement system, CORE leaders believed that measuring SEL could inform important changes in educational practice and that these changes in practice could also foster improved academic achievement (Allbright & Marsh, 2017).
In addition, CORE leaders have hypothesized that schools’ support for SEL may play a particularly important role in improving academic achievement among African American, Latinx, and low-income students, thus presenting a potential route to reducing achievement gaps by race and socioeconomic status. CORE district leaders have also indicated that the inclusion of SEL measures in an accountability system gives educators permission to prioritize SEL work and devote resources, such as funding and professional development time, towards non-academic goals (Marsh et al., 2016)

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Measurable

Malleable

Meaningful

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History of the CORE Student Surveys

2014-15

Survey Pilot Testing

2017-18

Use by districts & schools/Innovation Zone Piloting

2013-14

NCLB Waiver/Survey Dev./Field Test

2015-17

Results in Data System/Use by districts & schools

Spr. 2018

Survey Streamlining Project

2018-19

Survey Review/ Modifications for 2018-19

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Student Survey for 2018-19: 35 Items and 4 IZ Items

Construct	Items
Self-Management	5
Growth Mindset	4
Self-Efficacy	4
Social Awareness	5
Climate of Support for Academic Learning	4
Sense of Belonging	4
Knowledge and Fairness of Discipline, Rules and Norms	4
Safety	5
Innovation Zone	4

SEL Constructs

Culture

/Climate Constructs

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Self-management

The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This�includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals (CASEL, 2005).

Growth Mindset

The belief that one’s abilities can grow with effort. Students with a growth mindset believe that they can develop their skills through effort, practice, and perseverance. These students embrace challenges, see mistakes as opportunities to learn, and persist in the face of setbacks (Dweck, 2006).

Self-efficacy

The belief in one’s ability to succeed in achieving an outcome or reaching a goal. Self-efficacy reflects confidence in the ability to exert control over one’s own motivation, behavior, and environment and allows students to become effective advocates for themselves (Bandura, 1997).

Social Awareness

The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports (CASEL, 2005).

CORE SEL

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While growth mindset increases steadily over time, social awareness and self-efficacy exhibit large declines.

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Girls report higher self-management and social awareness than boys, but their self-efficacy drops sharply relative to boys in middle and high school.

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Economically disadvantaged students report lower social-emotional skills, but gaps in self-management, growth mindset, and self-efficacy narrow in high school.

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White students report higher levels of social-emotional learning than African American and Latinx students; Asian students report similar levels of self-management as White students but exhibit declining self-efficacy over time.

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Table Discussion

As a table, choose one of the graphs to discuss

What drew you to this particular graph?
How does this data resonate with the experience at your school/org?
What additional questions does this graph bring up for you?

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Using SEL Data within Your Community

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Table Discussion

Facilitated table discussion

Guiding questions
Is your school collecting SEL data? Why, or why not?
How are you using the data with students, teachers, and families?
What questions do you have for others at the table?�

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Local Dashboard Indicators

By 11/16:

Share local indicators at regularly scheduled Board meeting
Enter into online dashboard system

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Wrap Up

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Feedback

http://bit.ly/2MPwmKr

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Network in Action

An facilitated activity where people can ask/offer help to others in the room

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Resources

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Core Dashboard

SEL Surveys

CORE Survey User Guides

Equity-driven data analysis deck from Envision
Mindset Kit - Resources to help build a growth mindset with teachers, students, and families