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					Data Retreat®
Trainer-of-Trainer Workshop
         February 2011 Edition
         Judy K. Sargent, Ph.D.,
         CESA 7 School Improvement Services




TEAMWORK
         Green Bay, Wisconsin




                                              1
Welcome!
 CESA 7 Team                     School Improvement
                                   Services Team
 Introductions
                                     Judy Sargent, Director
 Agenda                              Claire Wick, Literacy
       Prep Work                      Specialist
       Analysis                      Chris Castillero, Mathematics
                                       Specialist
       Hypotheses to Issues
                                      Nancy Schlies, Executive
       Goals
                                       Assistant
       Collaborative Study
                                  Bill Foster, School Perceptions
       Improvement Planning
                                   for online surveys
                                   www.schoolperceptions.com
                                   262.644.4300

                                                                       2
Data-Driven Collaborative
Improvement
               What do you observe?
              How do your educators …
… work                                     … plan specific
collaboratively                            tasks of
with school/district                       improvement with
administrators as                          frequent progress
improvement/                               monitoring?
leadership teams?      … analyze and
                       interpret data to
                       make decisions?


                                                               3
Philosophy & Purpose
  Why the Data Retreat® Process Works
 Constructivist   Participants construct their own
                  meaning from the data.
 Collaborative    Process creates shared leadership.
 Reduces          Student-based data neutralizes
 Emotion &        barriers, i.e. factions, sabotage,
 Politics         defensiveness.
 Cumulative       Skills learned translate into daily
 Learning         practice & continual growth
 Develops teacher and administrator leadership.
                                                        4
The Data Retreat® Process
 1.   Team Readiness                 Before the retreat
 2.   Data Collection

 3.   Data Analysis                  During the retreat
 4.   Hypotheses & Issues
 5.   Improvement Goals
                                     During the retreat
 6.   Collaborative Study &          Developing the
      Strategy Design                 Annual School
 7.   Evaluation Plan                 Improvement Plan
 8.   Roll-Out Plan

 Rolling Out and Implementing the Plan: AFTER the Retreat   5
The Full Year Cycle of Improvement
                                              Steps 3-5              Steps 5 & 6
                                             Data Retreat®       Clarifying Retreat
                                              Workshop        From Issues to Objectives
                                                                    & Strategies               Steps 7 & 8
                                                                                          Commitment Retreat
             Reflection                                                              Measures, Monitoring & Roll-Out
              Retreat                            LT      LT       LT
                                                                                                Annual School
                                  LT                                   
                                                                                              Improvement Plan

                              LT                                  LT
                                                                                                = Monitoring
                                                                                                 Checkpoint
                              LT
 Steps 1-2                                                        LT
                                                                  LT                            = Student
 Prep Work                         LT                                                           Assessment
                                                             LT
                                       LT       LT                                           = Mini-Data
                               
                                                                                               Retreat

                                                                                          LT    = Leadership
                                                                                                 Team Meeting
                               Improving Planning Cycle

                                                                                                               6
Exploring the Data Retreat® Materials
   Comprehensive        Workbook
   Facilitator Nuts n’ Bolts
   Prep Packet


   Module Workbooks
   Order & License Information
   Power Point Handouts
   CD Rom


                                        7
Comprehensive Workbook

  All 8 Steps
  Variety of tasks per step
  Team tasks vary from 10 minute to 1
   hour (approximate) task – depending on
   the team’s needs
  Tasks can be used in follow-up staff and
   committee meetings by school principals
  Contains all modules

                                              8
Facilitator Nuts n’ Bolts

    Tips for Data Retreat® facilitators
      Index to Tasks
      Logistics – facility, materials, equipment

      Preparing teams

      Communicating

      Data preparation

    On CD


                                                    9
Prep Packet

    Customize for
      your state and local data
      specific module of analysis

  Send to participating teams at least 30
   days prior
  Contains tips for team readiness
  Contains lists of data to collect



                                             10
Data Analysis Modules
                                          Improvement
 •Literacy Module                       Planning Module
 •Math & Science Module
                             Step 3 –
 •Safe & Healthy Module       Data       •For after data
                             Analysis
 •High School Module           Only        analysis is
                                            completed
 •Early Learning Module                    (Steps 6-8)
 •Special Education Module
 •English Language Learning Module


                                                           11
Order & License Information
    Also posted on the CESA 7 website at
                www.cesa7.k12.wi.us

  Go to school improvement services
  Contact Patti Mulcahy at
   pmulcahy@cesa7.k12.wi.us or call 920-617-
     5615
  Order at least 30 days prior to the workshop
  Confirm receipt of materials


                                                  12
 Power Point Presentations
 See Handouts                           Additional Power
 Power Point presentation                Points:
  for:                                       Comprehensive
       Literacy Module                       Data Retreat®
       Math & Science Module                 Workshop
       High School Module                   1-hour Overview
                                              of Data Retreat®
       Safe & Healthy Module                 Process
       Early Learning Module
                                       On CD –
       Special Education Module
                                        customizable
       ELL Module
                                       To accompany
       Improvement Planning Module
                                        workshop
                                                             13
Data Retreat Prep Work

  Begins 3 to 9 months prior to the Data
   Retreat workshop
  Vision, purpose, and process must be
   clear to the school principal
  Requires focused leadership of pre-work
   by the school principal



                                             14
Vision, Purpose & Process
   Vision
       Establish a vision of a data-driven, forward-
        thinking professional learning community that puts
        kids’ learning central to all work
   Purpose
       Clarify purpose to collectively uncover student
        performance patterns that inform professional
        practices by school staff; for the development of an
        annual school improvement plan
   Process
       Understand that the Data Retreat is the catalyst for a
        year long commitment to ongoing improvement work
        led by the school improvement leadership team
                                                                 15
                                                        Step 1:

Before the Retreat                                        Team
                                                      Readiness


 Inviting participants – creating the desire
   District administrators lead the way & create the culture
      Effective schools research

      Dufour’s professional learning communities

   Aligns with NCLB, Accreditation, IDEA and other
    strategic planning and school improvement processes
   Goes beyond state assessments – customizing with their
    own data
   Grows shared leadership and makes administrators’
    jobs easier
   Gets results—measured improvement for kids!

                                                           16
                                        Steps 1 & 2:

Before the Retreat                            Team
                                         Readiness
                                           and Data
                                          Collection

        Making Sure They’re Ready
          Team?
        What team?
    Why can’t I just come
        by myself?
                                 Data?
                              What data?
                            We were supposed
                             to bring data?


                                               17
                                                                   Steps 1 & 2:
                                                                          Team
Data and Teaming                                                 Readiness and
                                                                 Data Collection

                          High on Data Use       High on Data Use
                          Low on                 High on
Two Equally               Collaborative           Collaborative
Essential                 Leadership              Leadership
Components    Data Use
                 Skills
for
                          Low  on Data Use       Low  on Data Use
Successful
                          Low on                 High on
School                    Collaborative           Collaborative
Improvement               Leadership              Leadership



                          Collaborative Leadership Team Skills


                                                                           18
Communicating with Schools                 Step 1:
                                             Team
                                         Readiness
and Districts
 So … they’re coming. How do you help
           them be prepared?

    At least 30 days prior to the retreat
    Ideally, meet with the leadership team

    Reminder messages about preparation

    Use a “Prep Packet” with the principal to
     guide the pre-work
                                             19
                                                       Step 1:

Team Readiness                                           Team
                                                     Readiness


   Who should attend? What is a leadership
    team? See the Nuts n’ Bolts “prep packet”
    section.
Administrator(s)    Special education   School
                    teachers            counselors

Representative      ELL/Bilingual       Other
general classroom   teachers            leadership team
teachers                                members

   Numbers? 5 to 25; 8 to 12 works well

                                                         20
Leadership Teams – During the Whole
Cycle                                     Steps 3-5              Steps 5 & 6
                                         Data Retreat®       Clarifying Retreat
                                          Workshop        From Issues to Objectives
                                                                & Strategies               Steps 7 & 8
                                                                                      Commitment Retreat
             Reflection                                                          Measures, Monitoring & Roll-Out
              Retreat                        LT      LT       LT
                               LT

                          LT                                  LT                 LT    = Leadership
                                                                                         Team Meeting
                          LT
 Steps 1-2                                                    LT
                                                              LT
 Prep Work                     LT
                                                         LT
                                    LT       LT



                           Improving Planning Cycle

                                                                                                       21
                                                                Step 1:

Leadership Teams                                                  Team
                                                              Readiness


    Necessary
        To drive all school
         improvement efforts
    Integral
        Embedded in the
         culture of the school as
         a Professional Learning 1. Attend the Data Retreat
         Community                2. Shape the improvement plan
                                      direction and details
    Collaborative
        Shared leadership      3. Meet monthly all year
         where teachers partner 4. Review progress data
         with the administrator 5. Recommend adjustments
         to carry out school       based on data
         improvement efforts
                                                                  22
                                                              Step 1:

Prep Packet                                                     Team
                                                            Readiness


                                 Have in place prior to the
  Team Readiness                  retreat.
   guidelines
  Data lists for
   collection                    1. Send and let the
  Customize for …                  principal and team
                                    follow the assignment.
        Module/focus
                                    …OR….
        State specific data
         lists                   2. Facilitator can meet
        Locally specific data      and talk through with
         lists                      content person and
        District/school needs      team.

                                                                23
                                                                      Step 2-

Data Collection                Student
                                                                         Data
                                                                    Collection
                                Data
                  Programs &
                  Structures                     Family &
                     Data                       Community
                                Professional       Data
                               Practices Data




4 Lenses of Data to Consider
  1. Professional practices data –
                                                              Not for
     staff data                                           first-timers—
  2. Programs & structures data – most                  These issues will
     difficult to quantify                              emerge through
                                                          the process.
  3. Parent & community data
  4. Student data –
                            Collect Student
     achievement, behavior,
                            Data for the Retreat!
     perceptions
                                                                        24
                                                                                          Step 2-

Student Data Short List                                                                      Data
                                                                                        Collection

The data listed below are the minimum data for a Comprehensive Data Retreat®
               Data Collected and copied for the Retreat
   State Test Data: all tested subject areas and grades for up to 3 years for
    each school and district for all student groups
        Proficiency reports; Scale score reports
        Standards reports
        Individual student reports
        Item analysis reports (one year only due to time required) (bring test booklets)
   Local Academic Assessment Data:
        Universal Screening Data--Core subject areas for all grades – up to 5 years
        Annual or periodic assessments in core subjects
        Mean scores by grade, subject, subgroup
   Special Education and ELL Data
        Disability prevalence
        ELL Language Proficiency Levels
        General education participation data
   Attendance Data
   Graduation Rates
   Drop Outs, suspension, expulsions and truancy rates
   Student survey results                                                                  25
                                                          Step 2-

Providing Data as a Service                                  Data
                                                        Collection


                 Optional Service               Hill
                                               School
  Collect data for the team                   2004
                                                Data


  Create data binders for team members


          Upside                      Downside
 Guarantees  the team will   No team ownership of the
 have the data they need      process of data collection
 A valuable service from     Work for the agency
 the agency
 Revenue source


                                                            26
Organize Data

  In paper form
  In “data binders” –
   so all members can




                                             State Test
                           Hill
   view and get their    School
   hands on the data      2008
                          Data




                                  MAP Test
  Organize by data
   source so data are
   easy to locate



                                                          27
Data Retreat Set-Up

  An “away” location
  Walls to post work
  Lunch onsite




    See the “Nuts n/ Bolts” for lists of
     materials and equipment

                                            28
During the Retreat

    Before analysis …
      Ground the team in purpose—Team
       Readiness activities are important for new
       teams
      Ground the team in the data sets they will
       be analyzing
      Jump into analysis as quickly as possible to
       establish purpose and pacing.


                                                      29
                                        Step 3-

Data Analysis                             Data
                                       Analysis



         Data Analysis Task Sequence
 1.   Data table
 2.   Graphic representation
 3.   Observations, discussion and
      documentation
 4.   Hypotheses
 5.   Classroom connections

                                          30
Data Analysis—Task Sequence

PRE-STEP                       3.   Observe, Discuss &
Understand the Metric and           Document—note data
Set Cut-Points                      patterns
                               4.   Hypotheses of
                                    Practice – pose
 1.   Data Table –                  hypotheses for data
      Summarize the data in         patterns observed
      a group table
                               5.   Classroom
 2.   Graphic                       Connections – jot
      Representation –              down immediate ideas
      Graph or highlight the        of classroom strategies
      data                          to improve data patterns
                                                          31
                      Focus for Mini-Data         Focus for Ongoing
                      Retreats                    Teaching & Learning
        Assessments & Metrics
       OF                   FOR                      AS
   Assessments          Assessments FOR              Assessments
        OF                  Learning                      AS
     Learning            (mini-retreats)               Learning
Summative             Formative                Formative
Teacher-Directed      Teacher-Directed &       Student-Led; Teacher
After Teaching        Student Involved          Guided
Teach-Test-Move On    During Teaching          During Learning
                       R4 – Students Rethink,   Students self-assess,
                       Revise, Resubmit;         self-monitor and “own”
                       Teachers Re-teach         the assessment process
  Focus for            differently               and progress
  Annual Data          Loop of Teach-Assess-    Loop of set goal, work,
  Retreats             Redo-Move On              self-assess, self-adjust,
                                                 continue             32
                                                                       Step 3-

Task 1: Data Table                                                       Data
                                                                      Analysis


                                                    3    4        5
  Having a table                    2003-04   54       60   50

  Making a table                    2004-05   65       55   55

                                     2005-06   78       68   54
  Posting a table
  Using templates &
   posters

    GOAL – getting          For many assessments, data
     participants close to   tables are provided and can be
                             used as is at the retreat. However,
     the numbers             each participant should be able to
                             clearly see the data (best if they
                             each have a copy).                          33
                                                                                                                                                                                                        Step 3-

Task 2: Graphic Representation                                                                                                                                                                            Data
                                                                                                                                                                                                       Analysis

                                                                                                                      Percent P & A in Math by Grade Level 2005-06

                                                                                 100




       Graph the data                                                           90


                                                                                 80


                                                                                 70
                                                                                                             78


                                                                                                                                                                                                                     68
                                                                                                 66
                                                                                                                             63                                                                        64
                                                                                                                                                                                         60




             OR
                                                                                 60                                                       57
                                                                                                                                                          55
                                                                                                                                                                         53




                                                                          %P&A
                                                                                 50


                                                                                 40


                                                                                 30




       Highlight patterns                                                       20


                                                                                 10


                                                                                  0
                                                                                              Gr. 3       Gr. 4           Gr. 5        Gr. 6           Gr. 7       Gr. 8              Gr. 9      Gr. 10           Gr. 11
                                                                                                                                                       Grade




                       3        4        5
                                                                                                                                    AYP Projections


                  54       60       50
                                                                                                                                                  Reading          Math
   2003-04                                                                                                                                                                                                         100%
                                                                                  100.0%                                                                                                                  93.5%
                                                                                   95.0%                                                                                                                           100%
                                                                                                                                                                                               87.0%
                                                                                   90.0%

   2004-05        82       55       55                                             85.0%
                                                                                   80.0%                                                                 74.0%   74.0%        74.0%
                                                                                                                                                                                       80.5%              89.5%

                                                                                   75.0%




                                             % at Proficient & Advanced
                                                                                                                            67.5%    67.5%     67.5%                                           79.0%
                                                                                   70.0%
                                                                                   65.0%         61.0%   61.0%    61.0%
                                                                                                                                                                                       68.5%
   2005-06        78       68       54                                             60.0%
                                                                                   55.0%
                                                                                                                                                         58.0%   58.0%        58.0%
                                                                                   50.0%
                                                                                   45.0%
                                                                                                                            47.5%    47.5%     47.5%
                                                                                   40.0%
                                                                                   35.0%
                                                                                                 37.0%   37.0%    37.0%
                                                                                   30.0%
                                                                                   25.0%
                                                                                   20.0%
                                                                                   15.0%
                                                                                   10.0%
                                                                                       5.0%
                                                                                       0.0%
                                                                                                 2001-   2002-    2003-     2004-    2005-     2006-    2007-    2008-        2009-   2010-    2011-    2012-     2013-
                                                                                                  02      03       04        05       06        07       08       09           10      11       12       13        14


For many assessments, data pictures are provided and can be                      Reading 61.0% 61.0% 61.0% 67.5% 67.5% 67.5% 74.0% 74.0% 74.0% 80.5% 87.0% 93.5%
                                                                                 Math           37.0% 37.0% 37.0% 47.5% 47.5% 47.5% 58.0% 58.0% 58.0% 68.5% 79.0% 89.5%
                                                                                                                                                                                                                  100%
                                                                                                                                                                                                                  100%

                                                                                                                                                 School Year

used as is at the retreat. However, each participant should be
able to clearly see the data (best if they each have a copy).
                                                                                                                                                                                                                       34
Task 3: Observe, Discuss,                   Step 3-
                                              Data
                                           Analysis
Document
    Observe data
     patterns               Observations




    Discuss what is
     observed

    Write data findings
     on the flip chart

                                              35
Task 4: Pose Hypotheses of                                  Step 3-Data
                                                           Analysis and
                                                           Step 4-Pose
Practice                                                  Hypotheses of
                                                               Practice



      What is it that we are
 doing or not doing that might be
  contributing to these results?            We …. statements.

Hypotheses should:                                      HOPs
 Be explanations that come from school and     •We …
  classroom factors.                            •We …
 Be explanations about practices that can be
  altered.

Hypotheses should NOT blame students or parents; should NOT:
 Be regarding characteristics of individuals
 Be explanations about unalterable factors                       36
Task 5: Suggest Connections to                            Step 3-
                                                            Data
                                                         Analysis
Practice
    While looking at data and posing
     hypotheses – it’s natural for
     educators to think about solutions.   Connections

    At this step – allow only a few
     minutes to jot down any immediate
     thoughts of strategies that might
     improve the findings.
    CAUTION – don’t spend much time
     here – this is not the time to jump
     into the improvement plan. We are
     only acknowledging a few
     immediate ideas, if they arise.


                                                            37
Small Group Activity—Analyzing                 Step 3-
                                                 Data
                                              Analysis
Proficiency (documenting your own data)
  Find your proficiency data
  On the flip chart at the top, note …
        Name of test
        Grade levels       Focus on
        Subject             GAPs
        Number of years
  Determine the % of (all AND subgroup) students
   at proficient & above.
  Task 1-Make a data table on your flip chart.
  Task 2-Graph the data.


                                                 38
Proficiency Graphs                                                      Sample

                                                    AYP Proficiency Graph for Wisconsin: READING
                                                           School: Elm Creek Intermediate School          Grade: 5
Team Task                                     100
                                               95
                                               90
Note the                                      85
                                  State        80
proficency data                   Annual       75
                                               70
                                  Mea-
plotted.                          surable
                                               65

                     % at P & A
                                               60
                                  Object-      55                          Gap
                                  ives         50
                                               45
                                  AMOs)
   Mark the gap.                              40
                                               35
                                               30                                                           Trajectory of
                                               25                                                           Improvement
                                               20
                                                                                                            for ELLs
Draw a dotted                                 15
                                               10
                                                5
line of trajectory                              0
                                                     2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 2013-
toward 100% for                                       02    03    04    05    06    07    08    09 2010 2011 2012 2013 2014
                                    State AYP AMOs    61     61    61    67.5   67.5   67.5    74    74      74      80.5   87   93.5   100
ALL and for ELL                     ELL               32     21    30    15     24     35      36    44
Students                            Non-ELL           74     77    78    82     84     88      94    89
                                                                                              Year

                                                                                                                                        39
Judge the Data Pictures
 Groups need to make summary
 tables and graphs if …

 1. Data are so detailed, it’s difficult to see
    important patterns

 2. Graphs are not clear

 3. Data are not summarized to show the
    differences needed

                                                  40
                                              Step 3-

Analyzing proficiency, continued                Data
                                             Analysis



     Task 3-Observe, discuss & document
      data findings on the flip chart.

     Task 4-Pose hypotheses – note on the
      flip chart

     Task 5-Suggest strategies


                                                41
                                                             Step 3-

What You Have                                                  Data
                                                            Analysis

   Observations
 of student performance Go to GOALS




             Hypotheses      Go to IMPROVEMENT STRATEGIES

                           Connections




                                                               42
Order of Analyses - State Tests

1.   Proficiency Gaps
2.   Standards Gaps
3.   Individual Analyses – “At Risk” Lists




                                             43
Begin At-Risk (Watch) Lists—by grade
level

  Name      State   Online   Benchmark        Need
            Test     Test    Assessment   Intervention


Paris H.                                      
Fred F.                                       
George B.                                   watch

Minnie M.
Gus K.                                        

                                                         44
Local Student Data

        Discuss – what local data
       would you expect to see at a
                retreat?




                                      45
                                                     Step 3-

Local Student Data Analysis                            Data
                                                    Analysis



   Set Cutpoints for proficiency FIRST!

     Proficiency Level      Score Range   Color Code
Advanced - EXCEEDS Grade       880+         BLUE
Level Expectations
Proficient – MEETS Grade      800-879       GREEN
Level Expectations
Basic – BELOW Grade Level     650-799      YELLOW
Expectations
Minimal – FAR BELOW Grade      0-649         PINK
Level Expectations
                                                       46
Steps in Local Data Analysis

    Local Assessments
     –5 steps (After
     Cutpoints are set)
    1.   Data table
    2.   Graphic
         representation
    3.   Observations
    4.   Hypotheses
    5.   Classroom
         connections
                               47
Student Behavior and Perceptions               Step 3-
                                                 Data
                                              Analysis
Analysis
  Note Safe & Healthy Schools Module
  Behavior & attitude – often arise as
   hypotheses
  Should not be completed until AFTER
   academic performance has been
   analyzed – to look at connections
   between behavior and academic
   performance.
  Could result in additional student goals

                                                 48
                                          Step 3-

Prioritize Primary Concerns                 Data
                                         Analysis



  Situation Appraisal – After all student
   data has been analyzed
  Teams review all observations recorded
  Teams use group process (voting or
   consensus) to determine their primary
   concerns for students (1 to 3 concerns)



                                             49
                                                          Step 3-

Primary Concerns                                            Data
                                                         Analysis



   What to watch for …
       Drifting away from data
        observations
       Not focusing on concerns for kids
                                            Primary Concerns
 CRUCIAL STEP – Goes to                       for Students
  GOALS                          1.
 Do not move on until the teams 2.
  get this.
                                            3.

                                                            50
                                                   Step 3-

Parking Lot Questions                                Data
                                                  Analysis




    Reflect about the process and
     materials.

    What questions are on your mind that you’d
     like discussed here?

    Jot it on a post-it note and post
     on the parking lot.

                                                     51
                                                         Step 3-

Pacing – Set the pace early!                               Data
                                                        Analysis


   Keep teams on track through …
      Power point slides that show tasks

      Overhead projector or Document Reader showing
       workbook pages
      Overhead or projector timer

      Praise recorded findings on flip charts

      Post the steps or agenda and point to where you are
       in the process.
               Time Wasters
 No recorder at the flip chart
 If no data patterns, move on
 Off topic                                                  52
                                                      Step 3-

About Recording Work                                    Data
                                                     Analysis



    Flip charts – post-it paper works
     best
        Encourages conversation
        Gets folks close to the data and findings
        Creates group ownership

  Use pre-made poster charts
  Computer recording – only with a
   projector.
        Helpful for the team during follow-up
         work.

                                                        53
                                             Step 3-

Teach the Process                              Data
                                            Analysis



    Once teams learn the steps in the
     process – they can “fly” and analyze their
     own local data.

    Remind teams to document findings.

    Discuss – what local data would you
     expect to see at a retreat?

                                               54
                                            Step 3-

Analyzing Professional Practices              Data
                                           Analysis



  Lack of data
  May have arisen in discussions,
   hypotheses and connections
  Available tools in the Data Retreat ®
   materials
  Note Literacy Practices Surveys
   (Beginning on page 70.)


                                              55
                                                    Step 3-

Practices Surveys                                     Data
                                                   Analysis



                     Option 1.
 • Use a group process for teams to answer the
   questions. One person reads aloud, team
   discusses and group “rates” the statement.

            Upside                      Downside
 Engages leadership team Team members are only a
 in best practices discussion small group representing
 A good springboard          the entire staff
 toward the improvement       Team’s results may not
 plan                         reflect all of the staff

                                                         56
                                                        Step 3-

Practice Surveys, continued                               Data
                                                       Analysis

                          Option 2.
   The teaching staff takes the survey in advance of the
    retreat. The anonymous results are summarized and
     collected for the retreat and analyzed by the team.
            Upside                        Downside
 Represents the self-          Need to motivate teachers
 assessment of all staff        to complete the survey
 relevant staff members         Cost to conduct online
 Engages leadership team       analysis
 in best practices discussion   Team must be organized to
 A good springboard            plan for the survey in
 toward the improvement         advance.
 plan                                                      57
                                                                  Step 3-

Practice Surveys                                                    Data
                                                                 Analysis

                               •Data Collection Survey – p. 22
    Using the
     Participant’s             •Technological Data Systems – p. 32
     Workbook -- let’s go      •Technological and Human Systems of
     through the surveys.      Data Management – p. 33
                               •Grade Book Inventory – p. 34

    Take a few minutes        •PK Literacy – p. 70
     to peruse the             •K-2 Literacy (25) – p. 73
     surveys in the            •K-2 Literacy (45) - p. 75
     workbooks.                •3-5 Literacy – p. 79
                               •6-12 Literacy – p. 82
    Discuss the use of        For Students:
     tools like this at your
     table.                    •What I think about Reading – p. 90-92
                               •What I think about Writing – p. 93-94
                                                                     58
More Practice Surveys
  Elementary Math (3-5) - p. 121
 Secondary Math – p. 124
Student Surveys:
        What I think about Math and Science
         – p. 132-135                           Teacher Professional
   Observed Student Morale – p. 149             Development – p. 232
   Respectful Learning Environment –           Parent Involvement – p. 234
    p. 150                                      Standards & Curriculum for ELLs
   Systems of Support – p. 152                  – p. 251
   Behavior Policy and Procedures – p.         Checking Our Beliefs and Values
    154                                          – p. 252
   Analyzing Rigor and Relevance – p.
    176
   Instructional Strategies in Spec Ed –
    p. 194
   Guiding Principles Belief Survey – p.
    211
   Curriculum Review – p. 225

                                                                             59
                                                  Step 3-

Analyzing Interventions (RtI)                       Data
                                                 Analysis



    Highly recommended reflection activity to
     analyze …
        Adequacy of universal options
             Interventions
             Screening assessments
        Adequacy of selected options
             Interventions
             Progress monitoring
        Adequacy of targeted options
             Interventions
             Progress monitoring



                                                    60
                Enrichments
 Extend the          for
 General Ed   Advanced Learners
  Learning


                   ALL
Differentiated General Education Classroom
               LEARNERS
               Interventions           Support,
                      for
              Struggling Learners     Accelerate,
                                    Supplement the
                                      General Ed
                      CESA 7
                                       Learning 61
Team Activity: Analyzing the Diamond
     Response to Instruction
3. Observe - How well do
provide effective
enrichments for advanced
learners that extend the
gen ed classroom?                             1. Observe - How well do
                               Enrichments    your teachers
                                              differentiate for all
                                              learners in the gen ed
                                              classroom?
                General Education Classroom


                           Interventions
2. Observe - How well do
you provide effective
interventions for struggling
learners that SUPPORT
the gen ed classroom?
                                                                62
Analyzing Parent &                       Step 3-
                                           Data
                                        Analysis
Community Data
  Scant data, usually
  Survey data, if collected
  Other sources – such as parent
   attendance & involvement can be
   collected
  Community data is important for schools
   that have lost local support
  Observations are documented as before

                                             63
Analyzing Programs & Structures           Step 3-
                                            Data
                                         Analysis
Data
  Look at samples in the Comprehensive
   Workbook
  Time analysis
  Curriculum mapping tools
  Program time limits
  Textbook & resources
  Usually – perceptions & observations are
   used here
  Observations are added to the list
                                            64
                                          Step 3-

Primary Issues of Practice                  Data
                                         Analysis



    After all observations of …
      Professional practices
      Surveys

      Parent & community involvement

      Programs & structures data

    Teams use group voting or consensus to
     determine PRIMARY ISSUES OF
     PRACTICE

                                              65
Parking Lot Questions

    Reflect about what you’ve seen so far …

    What questions would you like discussed
     here?




                                               66
                                                           Step 4-Pose

Hypotheses Refinement                                      Hypotheses




             Step 4: Hypotheses of Practice

 When Final Primary Concerns are determined
 To narrow the explanations of practice that
  are contributing to the concern


    Hypotheses of Practice   Lead to …   Strategies of Improvement



                                                                     67
From We … to We will …
    Go to hypotheses of practice – the “WE … statements
    Change each one to a “We will … statement of action

                 HOPs                 Strategies
         •We …                    •We will … by doing …
         •We …                    •We will … by doing …




                 2 choices for Next Steps Here

 1. Option 1 – go on to          2. Option 2 – expand the
    developing the School        “we wills …” by doing the
    Improvement Plan             “Collaborative Best
                                                             68
                                 Practice Study”
Judy’s Basic Data Retreat Agenda
(Sample Basic 2-day Retreat)
   Purpose & Vision p. 12
   Confidentiality p. 14
   Ground Rules (brief) p. 15
   Professional Learning Communities pp. 17-18
   Data Collected p. 23
   Data Analysis Sequence pp. 37-42
   Literacy Proficiency & Gaps Analysis pp. 48-53
   Literacy Standards Analysis p. 56-58
   Individual Student Analysis & At-Risk Lists pp. 59-61




                                                            69
Basic Data Retreat, continued
  Local Literacy Analyses pp. 65-67
  Primary Literacy Concerns p. 68
  Literacy Practices pp. 69-84
  Literacy Universal Design pp. 85-86
  Parent & Community pp. 87-88
  Primary Literacy Issues p. 95




                                         70
Basic Data Retreat, continued
    Math Proficiency Analysis pp. 99-104
    Math Standards Analysis p. 107-109
    Individual Student Analysis & At-Risk Lists pp. 110-112
    Local Math Analyses pp. 116-118
    Primary Math Concerns p. 119




                                                           71
Basic Data Retreat, continued
  Math Practices pp. 120-126
  Math Universal Design pp. 127-128
  Parent & Community pp. 129-131
  Primary Math Issues p. 136
  Open Analyses by choice (such as additional local data,
   attendance, science, social studies, graduation rates or
   other data analyses)
  Goal Development – For Literacy and Math Primary
   Concerns pp. 263-268
  Next Steps


                                                          72
NEW! In 2010 – Collaborative Best
Practice Study
  Teaches collaborative study process
  Teaches best practices through study of
   renowned researchers and experts
  Teams choose 2 strands of focused
   study based on data
  2 strands are studied in a day
   of facilitated team work
  “Into-thru-Beyond” Approach

                                             73
INTO-THRU-                     Front-Loading Activities
                                              Visualizing
BEYOND Study                                   Predicting
                                              Questioning
                                             Brainstorming
 Into the Study –
 building foundational
 knowledge and making                 Guided Activities
 connections                                 ACTIVE Learning
                                           Active Student Work
                                   (thinking aloud, viewing, reading,
    Thru the Study – expanding       listening, writing, representing,
                                          discussing, speaking)
    understanding thru active               Independent Work
    study and discussion                    Cooperative Work
                                               Guided Work
       Beyond the Study –
       extending new                        Reflection
       understandings through               Activities
                                              Summarizing
       summarizing and designing              Synthesizing
       next steps                              Extending
                                               Reinforcing
                                                Clarifying
                          CESA 7                                         74
Examine the Collaborative
Study Materials




                            •Available through
                            CESA 7

                            •Professional Books
                            + companion Study
                            Guides

                                           75
                                                 Step 5-

Step 5-Improvement Goals                    Improvement
                                                  Goals



  Measurable goals are written for each primary
   concern.
  Typically one year goals are written as
   attainable goals.
                             GOAL #1:

         Primary
         Concern
           #1:



         Measurable Outcome for Students:

                                                   76
                                                        Step 5-

Improvement Planning                               Improvement
                                                         Goals



  After Data Analysis
  Primary Concerns MUST be identified!
  GOALS may be developed during the
   Data Retreat® Workshop
  Time for the team to begin thinking
   FORWARD toward reaching a vision.

     Dr. Tom Joynt, former administrator from Green Bay
                        School District

                                                          77
Begin with Primary Concerns &                Steps 5- 8
                                           Improvement
                                                  Cycle
Goals
     GOALS are focused on student learning, and
      are measurable and attainable
     GOALS are the bridge to school
      improvement
  Data Analysis                      Improvement
                                     planning

                      GOALS




                                                   78
 The Flow of Work
Prep Work            Leadership
                                              Data Collection
                   Team Readiness
                                                      Student
Data Retreat          Data        Data              Improvement
                    Findings    Findings               GOAL
Clarifying     Hypotheses        Hypotheses             Issues &
                      Hypotheses
Retreat        of Practice                            Collaborative
                                 of
                       of Practice Practice
                                                          Study

                         Strands of Improvement


Commitment Improvement Plan Details                      School
Retreat   Monitoring      Roll-Out                    Improvement
                     Measures                             Plan 79
Reviewing Improvement Goals

    Improvement goals are the bridge from data analysis to
                   improvement planning.

Data Analysis                                 Improvement Planning



                          GOALS




                                                             80
SIP Goals


     Write a School                 School
                               Improvement Goal
    Improvement Goal

  In your small group –
  write it on the flip chart



                                                  81
     ASPIRING GOALS
                Measurable with a defined assessment
A Assessable               process or tool

S Specific          Intensity of focus for students

                     Stretches with a measurable
P Purposeful         acceleration of improvement

I Inclusive       Involves all students in the school

                      Reinforces and aligns with
R Reinforcing        district strategic action plans

I   Involving   Involves all staff as “doers” of the goal

                      States the target data as a
N Now                     current annual goal

G Gaps               Addresses equity in success

                                                            82
Sample Aspiring Achievement
Goal
We, all teaching staff at L.B. Clarke Middle School will improve
skills in analyzing expository text in all content areas of all 6th,
7th, and 8th grade students so that 85% of non-disabled show
proficient and advanced levels, while accelerating the
performance of students with disabilities so that 65% show
proficient and advanced levels on the 6th, 7th and 8th grade
spring Reading Benchmark Assessments by May, 2011.




                                                                83
                                                            Measurable with a defined assessment
          A Assessable                                      process or tool



                    Names the Assessment – Names            Incomplete Naming –              No Assessment – Does not
A. ASSESSABLE-      the specific tool(s) or process to be   Suggests the process without     list the measuring device(s)
  measurable with   used to measure the goal.               explicitly stating what it is.   or process for the goal.
  an assessment
  process or tool



  … as measured by the 5th grade 4th quarter reading
  comprehension benchmark assessment.
  … on the kindergarten numbers exit checklist.
  … as assessed with the Two Rivers District writing
  process 8th grade rubric for persuasive writing.

                                                                                                                  84
      S Specific                                          Intensity of focus for students




                         Sharp – This goal has a sharply        Directed – This goal has a      Broad – This goal is a
 S. SPECIFIC-            intensified focus on specific          sense of direction on certain   statement of improvement in
    intensity of focus   student learning or behavior skills.   student skills.                 a broad or ambiguously
    for students                                                                                stated area of skills.




… in reading fluently fiction and nonfiction text in all content
areas …
... in drawing inferences from literal & informational text …
… in word meaning on grade level targeted vocabulary in
the content areas, so that …
…in literal and analytical comprehension of technical and
nonfiction text, …
                                                                                                                     85
                                                    Stretches with a measurable
 P Purposeful                                       acceleration of improvement

                     High Expectations – This goal      Solid Growth – This goal        Inches Along – This goal
P. PURPOSEFUL-       shows that the trajectory of       shows solid growth in           shows conservative
  stretches with a   improvement is accelerated         measured skill proficiency of   increments of improvement.
  measurable         enough to make significant, but    students.
  acceleration of    reasonable, measurable gains for
  improvement        students.




Accelerate,                                                                       TEACHERS:
Stretch &                                                                          Teach like your
Intensify!
                                                                                   hair is on fire!
                                                                               PRINCIPALS:
                                                                               Lead improvement
                                         Lower
                                         and                                   like your hair is on
                                         Slower                                fire!                                 86
Stretch, for example
       2005-06               2006-07               2007-08
61% at                67% at                80% at
proficient/advanced   proficient/advanced   proficient/advanced
on MAPs               on MAPs               on MAPs
57% at grade level    60% at grade level    85% at grade level
reading benchmark     reading benchmark     reading benchmark

81% meeting           76% meeting           95% meeting
targeted growth on    targeted growth on    targeted growth on
MAPs                  MAPs                  MAPs

72%                   75%                   95% show lexile
proficient/advanced   proficient/advanced   growth
on WKCE               on WKCE
                                                             87
          I Inclusive                                       Involves all students in the school



                       Inclusive – This goal will have a      Majority – This goal will   Few – This goal involves a
I.   INCLUSIVE-
                       positive impact on the learning of     involve a majority of the   subset of students.
     involves all      all students; and also may have a      students.
     students in the   sharper impact on a specific group
     school            of students.




… so that …

… 81% of all 6-8 grade students and 75% of all
 economically disadvantaged students …




                                                                                                                88
                                                    Reinforces and aligns with
 R Reinforcing                                      district strategic action plans



                         Fully Aligned – The goal is directly   Partially Aligned – This goal is    Not Aligned – This goal is
R. REINFORCING-          aligned to achievement of a district   partially aligned to a district’s   not aligned with any of the
  reinforces and
                         strategic goal.                        strategic goal.                     district’s strategic goals.
  aligns with district
  strategic action
  plans




Check that the student outcome in the goal is aligned with
district strategic goals.




                                                                                                                           89
     I   Involving                                        Involves all staff as “doers” of the goal




                          All Staff – Explicitly states that all   Suggests Staff – Implies   No Staff – Does not state
I.   INVOLVING-
                          staff in the school will be involved     which staff will be        which staff are involved or
     involves all staff   and responsible for implementing         implementing the goal.     responsible for implementing
     as “doers” of the    the goal.                                                           the goal.
     goal




•We, all staff of L. B. Clarke Middle School, will …
•We, all educators in J. F. Magee Elementary school
will collaborate to improve the …
•All teaching pupil services staff and all classroom
teachers of Two Rivers High School will work as a
professional learning community to …
                                                                                                                     90
                                                    States the target data as a
   N Now                                            current annual goal




                      Specific Date – Specifies the date   Window of Time – Suggests a      No Date or Extends
N. NOW-               as an annual target date by which    period of time for the goal to   Beyond – Lacks a due date
  states the target   the goal will be achieved.           be accomplished that may         to accomplish the goal or
  date as a current                                        extend beyond the current        sets a due date that is far
  annual goal                                              timeframe.                       beyond “now”.




The due date is written for the goal to be measured and
accomplished within the current school year.
•… by May, 2009.
•… on the spring, 2009 assessments.


                                                                                                                    91
        G Gaps                                       Addresses equity in success


                     Equity-Oriented – Focuses on        Suggests Equity – This goal   Misses Equity – This goal
G. GAPS-             closing gaps and toward equitable   suggests closing gaps         has little or no reference to
  addresses equity   success between underperforming     between groups – and is not   closing gaps or meeting
  in success         student groups and their            explicit.                     individual needs.
                     comparison groups.


If any gaps exist, they must be addressed in the goal.

      … at least 85% of all students meet targeted RIT
      growth, while the median RIT gap between students
      with disabilities and non-disabled students decreases by
      10 RIT points




                                                                                                              92
Review Your Goal

     Use the rubric to rate the goal(s)
      according to ASPIRING criteria
     1.   Weak Construction
     2.   Sincere Commitment
     3.   Clearly Aspiring


      Now – rewrite it according to
              the criteria.


                                           93
Objectives & Strategies

  Move forward to details in the plan.
     What are you going to do?
   When? How? Who? With what?




                                         94
Clarifying the Issues & Strategies


                    Team Task
    Use the “We will … statements” from
     hypotheses

          And


      Discoveries from the “Collaborative Study
       Process”

                                                   95
Consider … Categorizing Issues

 Universal Classroom Instruction to Engage All
                   Learners
      Interventions &       Assessment and
        Enrichments            Data Use
    Collaborative Culture of Improvement
 Student Success       Strategic Family and
  School Climate     Community Partnerships
             Professional Learning


                                                 96
 What issues come to bear upon the goal?
        Refer to Hypotheses of Practice
        Round Robin for Additional Issues
Universal Classroom     Interventions &   Assessment & Data
     Strategies           Enrichments            Use
      Issues                Issues             Issues




                                                        97
                                   Student Success
  More Issues …                        Climate
                                       Issues



                        Professional
                          Learning               Family & Community
Collaborative Culture     Issues                    Involvement
       Issues                                          Issues




                                                                  98
Strategies to Look For
Universal         Strategies for high engagement; inclusion; differentiation; high
Instruction       rigor to achieve the goal for all students
Interventions &   Strategies for effective interventions for struggling learners and
Enrichments       effective enrichments for advanced learners the support gen. ed
Assessment &      Strategies for periodic assessments and classroom formative
Data Use          assessments FOR learning; effective data management
Collaborative     Strategies for frequent professional learning communities to do
Culture           the work of improvement toward achieving the goal
Student           Strategies that eliminate failure and provide success for every
Success           student; grading reform; positive school climate with support
Climate
Family &          Strategies to involve parents positively in their children's’
Community         learning; to involve the community in school-wide efforts
Professional      Strategies for relevant and effective professional development
Learning          of all staff to support achievement of the goal
                                                                                  99
Objectives to Tasks,
continued

       How much will it cost; What
        resources are needed?
                                      Specify all
       Who is responsible?            details!

       Who is involved?

       When will it be done?
                                             100
Use the Improvement Plan
Template

Objective 3: Collaborative Culture of Improvement

Tasks                                                                         Person(s)
                                                              Timeline
Action Steps (What will we do; and    Resources Needed                       Responsible
                                                         Start         End
    HOW will we do it?)                                                       & Involved




                                                                                     101
Progress Monitoring & Evaluation

  Measures
  Monitoring




                                   102
Quest for Fidelity

 Team Task: How do we maintain fidelity to our purpose?
                             Fidelity to …



       Desired Student                                Tasks
         Outcomes                               to be Completed

             Stated                                   Stated
          in the Goal                        in the Improvement Plan



      Periodic Measures of                   Monitoring Checkpoints
       Student Progress                       of Task Completion

       Aligned to outcome                      Aligned to tasks and
            measures                                objectives         103
Three Tiers of Assessment

                  TIER III                   Which tiers of
             Annual SUMMATIVE                 assessment do
              Assessment OF                   we have in
                 Learning                     place?

                  TIER II
      BENCHMARK Periodic Assessments OF
                 Progress
             and FOR Learning


                  TIER I—
          FORMATIVE Assessments
 Continual Assessments FOR and AS Learning             104
Assessments in the plan, continued

                      Team Task
How will you engage teachers in USING the data from the
periodic TIER II assessments?

•Look at the concept of mini-reflection retreats after
each periodic assessment.


•What is your plan?



                                                          105
Planning for Monitoring Checkpoints

            Team Task
                                          Tasks
    How will we ensure that our    to be Completed
     improvement tasks will be
     completed?                            Stated
                                    in the Improvement
                                            Plan
    Create a plan for monitoring
     checkpoints.

                                        Monitoring
                                    Checkpoints of Task
                                       Completion

                                    Aligned to tasks and
                                         objectives 106
Plan for Independent Monitors


                         Team Task
      Who will independently monitor our task completion?

      Consider the criteria and roles for improvement plan
       monitors.

      Develop a nomination and selection process.




                                                         107
Roll Out and Sustainability


   How will you roll out the plan to the rest of the staff?




                                                              108
Designing the Roll-Out
Plan
          Team Task – Discuss & determine …
 How will help the staff take ownership of the plan?

 How will we engage the rest of the staff in the data?

 How will we engage the staff in the discussions,
 observations, hypotheses and ideas?

 How will we engage them in the goals?

 How will we engage them in the improvement tasks and
 culture of improvement?
                                                          109
Potential Pitfalls

                       Team Task
     How can we prepare for potential pitfalls?


      Those who fail to plan … plan to fail.

 1.   Plan ahead for possible resource barriers.
 2.   Plan ahead for possible sabotage by staff or others.
 3.   Plan ahead for errors in the data.
 4.   Plan ahead for other potential pitfalls.


                                                             110
Ready to Launch

                      Team Task
    Consider these final steps …
         1.   Communicate the plan
         2.   Create the culture and climate for success.
         3.   Reflect upon your data retreat and
              improvement planning experience.
         4.   Celebrate your hard work and
              accomplishments!
              Whahoo!

                                                            111
The Full Year Cycle of Improvement


    Reflection
     Retreat
                                                                 Annual School
                         LT                       
                                                               Improvement Plan

                     LT                       LT
                                                                 = Monitoring
                                                                  Checkpoint
                                              LT
                                              LT                 = Student
                          LT                                     Assessment
                                         LT
                              LT   LT                         = Mini-Data
                      
                                                                Retreat

                                                           LT    = Leadership
                                                                  Team Meeting
                      Improving Planning Cycle

                                                                             112
Engaging Stakeholders

   Building awareness
   Planning regional retreats
   Encouraging district and school teams
   Embedding it in their culture – “this is what we
    do every year”
   Linking retreats to other
    school improvement
    initiatives
   Financing retreats

                                                       113
Engaging Ideas

    Connect to state school improvement
     requirements
    Monthly service agency meetings (1-hour
     power point presentation on CD)
    Inform state associations – district and school
     administrators
    Conduct a “model” retreat
    Make overview presentations
    Write Data Retreats into grants

                                                       114
Q & A --- Wrap Up

  Facilitation Strategies -- facilitate by
   guiding questions
  Know the state assessment system well
  Be able to adapt the process to local
   needs

       May the Force Be With You –
       Best of Luck to Data Geeks!

                                              115

				
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