Principal - November/December 2019 - 23

state leaders set a target for the amount of
improvement students should make each
year. They are as follows:
„ Value Table measures group students
in a school by performance level and
they track progress by noting whether
students are moving between levels. They
use changes in test scores on comparable
year-to-year assessments and a series of
state-determined performance levels to
demonstrate how students are progressing
relative to proficiency benchmarks.
For value table measures, states create
additional performance levels above and
below targets such as "proficient" and
"advanced" to see whether students did better on a test than they did the year before,
even if they didn't meet a new performance
level. Students get "credit" for moving
beyond these additional performance targets. Value table measures demonstrate when
students are improving, even if they don't
cross a proficiency target-or already have.
„ Gain Score measures use year-over-year
changes in scores from a comparable
assessment to demonstrate how much
students have learned in a given time
period. States set benchmarks for how
much progress students should make in a
given year, and they calculate whether and
how many students meet that target. Gain
scores demonstrate how many students
in a school achieved the state target for
improving their score.
„ Growth to Proficiency measurements tell
whether or not students are on track to
reach a proficiency benchmark by looking
at how much students have or have not
improved on annual state tests in the past
to predict when students will reach a benchmark in the future. These measures evaluate
the distance between a student's current performance and a grade-level standard, and
based on that student's rate of progress, they
estimate how soon the student will meet that
standard. They identify schools where more
students will reach or maintain proficiency.
Ensuring Educators Use Growth Data

Principals' leadership is essential to the use
of data in making buildingwide changes
that improve learning for all students, but
to be successful, educators must be dataliterate. We've spent the last five years talking
www.naesp.org

to teachers about data, and our opinion
research has found that when teachers feel
supported by leaders in using data, they are
more likely to value and use data to inform
instruction and support their students.
In order to enable educators in every school
to understand and use growth data, dataliterate school leaders should:
„ Take the lead in deciphering what data is
important and how it is being collected
and generated-and ensure that it is valid,
reliable, appropriate, and high-quality.
„ Demonstrate the value of data for meeting
goals by modeling effective data use.
„ Embed data use into the jobs of staff at
all levels and reinforce goals such as using
data to improve student outcomes, regardless of role.
„ Gather and use student learning data,
administrative data, and other classroom
performance data to identify aggregate
student needs and set goals for the school
or district.
„ Use teacher performance data to
support classroom practice and
improve instruction.
„ Use data to foster a culture of collaboration, collective responsibility, and
continuous improvement.
„ Engage parents and the community in
the "story" data tells about the school
or district, including both successes
and challenges.
„ Provide ongoing, quality training on
effective data use for teachers and broader
school and district staff-including how to
recognize valid, reliable, appropriate, and
high-quality data.
„ Create opportunities for adults in various
roles to use data collaboratively to set and
meet goals.
„ Prioritize the privacy, security, and confidentiality of student and adult data, and ensure
that all adults in the school or district understand their responsibility to keep student
information safe and use it appropriately.

LEARN MORE
See which growth
measures your state
uses to hold schools and
districts accountable
in the Data Quality
Campaign's resource,
"Growth Data: It Matters,
and It's Complicated"
(dataqualitycampaign.
org/resource/growthdata-it-matters-and-itscomplicated).

Growth data is complicated. In order to
make it helpful, leaders must understand what
they are measuring and ensure that their educators can use it.
Jennifer Bell-Ellwanger is president and CEO of the
Data Quality Campaign.
Principal n November/December 2019

23


http://www.naesp.org

Principal - November/December 2019

Table of Contents for the Digital Edition of Principal - November/December 2019

from the editor
Snapshots
5 Things
Intertwined for Achievement
Planting the SEAD
Making PLCs a Plus
Measuring Up
Look Out for the Leader
Engagement Across the Generations
The Sum of Its Parts
Putting the “Fun” in Fundraising
NAESP 2019 National Distinguished Principals
In the Spotlight
Practitioner’s Corner
Raising the Bar
Principal’s Bookshelf
School Law
NAESP Partners & Advertiser Index
Speaking Out
Parents & Schools
Parents & Schools
Principal - November/December 2019 - Cover1
Principal - November/December 2019 - Cover2
Principal - November/December 2019 - 1
Principal - November/December 2019 - 2
Principal - November/December 2019 - 3
Principal - November/December 2019 - from the editor
Principal - November/December 2019 - 5
Principal - November/December 2019 - Snapshots
Principal - November/December 2019 - 7
Principal - November/December 2019 - 5 Things
Principal - November/December 2019 - 9
Principal - November/December 2019 - Intertwined for Achievement
Principal - November/December 2019 - 11
Principal - November/December 2019 - 12
Principal - November/December 2019 - 13
Principal - November/December 2019 - 14
Principal - November/December 2019 - Planting the SEAD
Principal - November/December 2019 - Making PLCs a Plus
Principal - November/December 2019 - 17
Principal - November/December 2019 - 18
Principal - November/December 2019 - 19
Principal - November/December 2019 - Measuring Up
Principal - November/December 2019 - 21
Principal - November/December 2019 - 22
Principal - November/December 2019 - 23
Principal - November/December 2019 - Look Out for the Leader
Principal - November/December 2019 - 25
Principal - November/December 2019 - Engagement Across the Generations
Principal - November/December 2019 - 27
Principal - November/December 2019 - The Sum of Its Parts
Principal - November/December 2019 - 29
Principal - November/December 2019 - 30
Principal - November/December 2019 - 31
Principal - November/December 2019 - Putting the “Fun” in Fundraising
Principal - November/December 2019 - 33
Principal - November/December 2019 - 34
Principal - November/December 2019 - 35
Principal - November/December 2019 - NAESP 2019 National Distinguished Principals
Principal - November/December 2019 - 37
Principal - November/December 2019 - 38
Principal - November/December 2019 - 39
Principal - November/December 2019 - 40
Principal - November/December 2019 - 41
Principal - November/December 2019 - 42
Principal - November/December 2019 - 43
Principal - November/December 2019 - In the Spotlight
Principal - November/December 2019 - 45
Principal - November/December 2019 - Practitioner’s Corner
Principal - November/December 2019 - 47
Principal - November/December 2019 - 48
Principal - November/December 2019 - 49
Principal - November/December 2019 - Raising the Bar
Principal - November/December 2019 - 51
Principal - November/December 2019 - Principal’s Bookshelf
Principal - November/December 2019 - 53
Principal - November/December 2019 - School Law
Principal - November/December 2019 - NAESP Partners & Advertiser Index
Principal - November/December 2019 - 56
Principal - November/December 2019 - 57
Principal - November/December 2019 - Speaking Out
Principal - November/December 2019 - 59
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - 61
Principal - November/December 2019 - 62
Principal - November/December 2019 - 63
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - Cover3
Principal - November/December 2019 - Cover4
https://www.nxtbook.com/ygsreprints/NAESP/principal_20201112
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200304
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200102
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesup_20200102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20191112
https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20190910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190506
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallace_20190304
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190304
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20181112
https://www.nxtbook.com/ygsreprints/NAESP/principal_supplement_20181112
https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20180910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180910
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
https://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20171112
https://www.nxtbook.com/ygsreprints/NAESP/principal_20170910
https://www.nxtbook.com/ygsreprints/NAESP/principal_crayolasupp_20170910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20170708
https://www.nxtbook.com/nxtbooks/manifest/principal_20170304
https://www.nxtbook.com/nxtbooks/manifest/principal_20170102
https://www.nxtbook.com/nxtbooks/manifest/principal_20161112
https://www.nxtbook.com/nxtbooks/manifest/principal_crayolasupp_20160910
https://www.nxtbook.com/nxtbooks/manifest/principal_20160910
https://www.nxtbookmedia.com