We'll All Improve, and Have Fun While Doing It!
Presented well, achievement data can inspire each student to set and reach personal goals, focus teacher instructional efforts on what matters most, and assist building and district administrators in setting up the right systems for success. Yet, schools often don't leverage data in ways that inspire, improve instruction, or guide the process of continual improvement outlined in their Title I plans. Having infused visual goal-setting and gamification into their 27 Title I schools, the presenters show how student goal-setting, visualized achievement data, and other supports have motivated and inspired students, educators, and administrators in one large at-risk school district. Participants will learn how to operationalize evidence-based strategies that connect schools needs assessments with day-to-day efforts. In this presentation you will hear lessons learned, receive resources to jump start this initiative in your own school or district, and have time to workshop with colleagues.
Joan Bramble, Ph.D., is the Associate Director of Student Assessment in Granite School District, a large diverse district in Utah. She works collaboratively in an Organizational Effectiveness Department supporting 21 Title I schools. Prior to this role, Joan was a building administrator for 14 years, 7 of those in a Title I school. She is passionate about making data visible and usable for principals and teachers, utilizing her practical experience in addition to her doctoral research focused on using data to inform instruction.
Dr. Aaron Wilson, Ed.D., has spent his entire career in Title I: high school teacher, junior high assistant principal, junior high principal, and now as director over 27 Title I schools. In 2019 he received his Doctorate from Brigham Young University; his dissertation explored building principals’ capacity. His current role not only oversees Title I schools, but also bridges the work of Student Assessment and Research Evaluation to ensure alignment between data use, evidence-based practices, and spending to close achievement gaps.