Delaware and Rhode Island Schools
The States of Delaware and Rhode Island sought to transform school culture by optimizing use of student data. Amplify designed and lead programs that taught educators how to use data to increase the impact of daily instruction. Members of that team who led this project are now part of ProjectEd.
Our contributions: professional learning design, coaching, project management, in-school implementation
Offering Flexible Structures
The Delaware Department of Education wanted a structure for teacher collaboration, but not all districts could participate in the same framework. We conducted a needs assessment and designed solutions to accommodate the needs of individual schools.
Using Data to Empower educators
In Delaware, expert Data Coaches facilitated Professional Learning Communities in schools. By implementing a cycle-of-inquiry framework over a two-year period, coaches enabled educators to analyze, strategize, and act on all the relevant student information.
In Rhode Island, Data Coaches worked with School Data Leadership Teams, comprised of teachers and leaders, over the course of two years. Offsite workshops as well as onsite coaching allowed the teams create a unique, transparent data culture in each school. Each Leadership Team then had the freedom to implement the initiative in any way they chose for their own school.
Creating Cultures of Collaboration
Coaches used proven techniques to help teachers and leaders collaborate on instructional choices, based on student data. Rather than handing educators solutions to specific problems, coaches asked questions to help them develop their skills and solve the problems themselves. The coaching resulted in lasting, proactive environments of shared accountability and success.
Delivering Meaningful Results
In Delaware, the percentage of grade 3–10 students who scored proficient on state reading and math tests increased by 11 and 8 percentage points , respectively, over prior years.
Teacher confidence increased dramatically in both states. In Delaware, 71% teachers said Professional Learning Communities helped them build useful skills to collect and use data, while 88% felt more confident using data to make instructional decisions.. In Rhode Island, 92% of teachers participating in the second year reported they use data more often to make everyday instructional decisions.