Inquiry Teams for Administrators

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					Inquiry Teams for
  Administrators
        Dennis C. Taylor
  Professional Learning Coach
  Cayuga-Onondaga BOCES
        Key Questions

• WHY are we implementing Inquiry Teams?
• WHAT is an Inquiry Team?
• WHO will participate on the Inquiry Teams?
• WHAT will the Inquiry Teams work on?
• WHEN will the Inquiry Team meet?
     Anticipatory Guide

• Complete the Anticipatory Guide by checking
  whether the sentence accurately reflects your
  school.



• You will share your thoughts with one other
  person
     Anticipatory Guide

Turn and talk to the person next to you



You will each have one minute to share your
thoughts
        Key Questions

• WHY are we implementing Inquiry Teams?
• WHAT is an Inquiry Team?
• WHO will participate on the Inquiry Teams?
• WHAT will the Inquiry Teams work on?
• WHEN will the Inquiry Team meet?
        WHY are we Implementing
            Inquiry Teams?

“I have never met a kid who failed the state test and was
   ready for college, but I have met many kids who
   passed the state tests and are still not ready for
   college.”

                  -Paul Bambrick-Santoyo
    WHY are we
implementing Inquiry
      Teams?
Data-Driven Instruction has been proven to be
successful!

Common interim assessments will be used to
drive instruction

Reform Agenda- Individual Scopes of Work
(SoW)
                       Deliverables
August – October 2011
• Defining Data Driven Instruction and School Based Inquiry so
  that efforts can be focused on high leverage strategies
• Collaboratively & accurately diagnose school capacity for
  implementing the Inquiry/ DDI model based on the DDI key
  drivers
• Build and/or identify high quality assessment tools to use in
  the classroom

NYSED Document: Recommendations for School-Level Network Team PD Common Core &
                         Inquiry/ DDI, June 15, 2011
                       Deliverables
 August – October 2011
 Develop an implementation plan for data driven
   instruction that is tailored to the specific needs of
   schools and/or districts
 • Diagnose the quality of each school’s implementation
   of data driven instruction against the key drivers
 • Support the ongoing development of data driven
   cultures in teams of teachers and school leadership
   teams

NYSED Document: Recommendations for School-Level Network Team PD Common Core &
                         Inquiry/ DDI, June 15, 2011
                          Deliverables
October – May 2012
• Linking Instruction and follow‐up with analysis and action
  planning
• Align instructional practices, assessments, and analysis to
  the rigor of the Common Core standards
• Support and/ or lead effective analysis meetings with
  teachers that increase student learning
• Monitor Progress on Action Plans and determine mid‐course
  corrections in each school
  NYSED Document: Recommendations for School-Level Network Team PD Common Core &
                           Inquiry/ DDI, June 15, 2011
    Critical questions to
          consider
 What do we want students to know and be able
  to do?

 How will we know if they can?

 What will we do if they can’t?

 What will we do if they already can?
  WHAT are the Inquiry
    Teams’ Goals?
We will focus on…

       ELA in 3rd, 8th, and 11th grades

       College and Career Skills
3rd   Grade Proficiency
8th   Grade Proficiency
Regional English Regents Data
 Cayuga-Onondaga BOCES
      So what does this
          mean?
About half of our students cannot read and write on
grade level.



Any student who does not pass the English
Regents cannot graduate with a Regents diploma.
        Key Questions

• WHY are we implementing Inquiry Teams?
• WHAT is an Inquiry Team?
• WHO will participate on the Inquiry Teams?
• WHAT will the Inquiry Teams work on?
• WHEN will the Inquiry Team meet?
    WHAT is an Inquiry
        Team?
• Small team of teachers who teach common
  subject areas.

• Principals may be included. If not, there must be
  a clear line of communication between the team
  and the principal.

• The team will consistently analyze data to drive
  instruction.
        Key Questions

• WHY are we implementing Inquiry Teams?
• WHAT is an Inquiry Team?
• WHO will participate on the Inquiry Teams?
• WHAT will the Inquiry Teams work on?
• WHEN will the Inquiry Team meet?
WHO should be on the
  Inquiry Team?

2-3 teachers

Building principals
 WHO will participate on the teams?

Based upon our regional needs…

• 3rd grade teachers

• 8th grade English teachers (AIS/Special Ed./7th grade
  teachers)

• 11th grade English teachers (AIS/Special Ed./10th
  grade teachers)
        Key Questions

• WHY are we implementing Inquiry Teams?
• WHAT is an Inquiry Team?
• WHO will participate on the Inquiry Teams?
• WHAT will the Inquiry Teams work on?
• WHEN will the Inquiry Team meet?
WHAT will the Inquiry
  Team work on?
Create an appropriate long-term goal based
upon data  We plan to focus on ELA



Drill down to individual learning targets, then
create short-term goals that correspond to the
long-term goal
WHAT will the Inquiry
  Team work on?

Effectively share what instructional practices
work best for the students, and implement the
adoption of these strategies throughout the
building
          Typical Math Standard




• Understand and use ratios, proportions and
  percents in a variety of situations
1.   Identify 50% of 20:
2.   Identify 67% of 81:
3.   Shawn got 7 correct answers out of 10 possible answers on his science
     test. What percent of questions did he get correct?
4.   J.J. Redick was on pace to set an NCAA record in career free throw
     percentage. Leading into the NCAA tournament in 2004, he made 97 of
     104 free throw attempts. What percentage of free throws did he make?
5.   J.J. Redick was on pace to set an NCAA record in career free throw
     percentage. Leading into the NCAA tournament in 2004, he made 97 of
     104 free throw attempts. How far did his percentage drop before the
     tournament game to right after missing those free throws?
6.   J.J. Redick and Chris Paul were competing for the best free-throw
     shooting percentage. Redick made 94% of his first 103 shots, while Paul
     made 47 out of 51 shots.
   •     Which one had a better shooting percentage?
   •     In the next game, Redick made only 2 of 10 shots while Paul made 7
         of 10 shots. What are their new overall shooting percentages?
   •     Who is the better shooter?
   •     Jason argued that if Paul and J.J. each made the next 10 shots, their
         shooting percentage would go up the same amount. Is this true? Why
         or why not?
         Data Driven Instruction

Assessment                    Analysis   Action



                   Data Driven Culture




Paul Bambrick-Santoyo, 2010
                 Assessments
 Assessments must be…

    …the starting point

    …transparent

    …common

    …interim

    …aligned
Paul Bambrick-Santoyo, 2010
                        Analysis
  Analysis must…

     …have a quick turnaround

     …be user-friendly

     …be teacher-owned

     …be Test-In-Hand

     …be deep
Paul Bambrick-Santoyo, 2010
                              Action

   • Planning

   • Implementation

   • Ongoing Assessment

   • Accountability

   • Engaged Students

Paul Bambrick-Santoyo, 2010
        Data Driven Culture

   • Highly Active Leadership Team

   • Introductory Professional Development

   • Implementation Calendar

   • Ongoing Professional Development

   • Build by Borrowing

Paul Bambrick-Santoyo, 2010
Douglass Street School
1.   Do you think Krista Brown met the challenge? Why?
     (cite specific examples from the text)

2.   If your answer is “partially”, which teachers met the
     task? Which ones did not? Why?

3.   What are the most important factors contributing to a
     school’s success in dramatically improving school
     improvement? What are the biggest stumbling
     blocks that can undermine the process?
     8 Mistakes that Matter
  • Inferior Interim Assessments
  • Secretive Interim Assessments
  • Infrequent Assessments
  • Curriculum-Assessment Disconnect
  • Delayed Results
  • Separation of Teaching and Analysis
  • Ineffective Follow-Up
  • Not Making Time for Data
Paul Bambrick_Santoyo, 2010
                      Data Driven Instruction &
                       School-Based Inquiry
                             District Level Analysis
NYS Assessments                 (1,000 ft. view)

   NYS Assessments
                                    School-Based
    Interim Assessments                Inquiry
                                      Department
           Interim Assessments         or Grade
                                         Level
                  Interim Assessments
                    Formative Assessments   Teacher
      Assessment Cycle
Type of Assessment       Frequency of              Usage
                         Assessment
Pre-Assessment       Prior to instruction   Assess prior
                                            knowledge and skills.
Formative            Daily or more          Ongoing assessment
Assessment                                  for student learning.
Interim Assessment   4-6 times per year     Assess all skills and
                                            knowledge to that
                                            point in time.
Summative            Annually               Assess knowledge
Assessment                                  and skills learned
                                            throughout the
                                            course.
        Key Questions

• WHY are we implementing Inquiry Teams?
• WHAT is an Inquiry Team?
• WHO will participate on the Inquiry Teams?
• WHAT will the Inquiry Teams work on?
• WHEN will the Inquiry Team meet?
     WHEN will the Inquiry Teams
               meet?

NYSED is requesting 90 minutes per week by October
  2012



Our reality…

  Professional Learning Coaches will train and initially
  facilitate teams according to the in-district calendars
  WHEN will the Inquiry Team
            meet?
Once per week is the recommended timeframe
We anticipate the teams being able to meet bi-weekly
We have committed one day per month for coaching
these teams throughout the school year
Things to consider:
    common planning time
    multiple grades/teams represented
    flexibility in scheduling
 Recap Key Questions

• WHY are we implementing Inquiry Teams?
• WHAT is an Inquiry Team?
• WHO will participate on the Inquiry Teams?
• WHAT will the Inquiry Teams work on?
• WHEN will the Inquiry Team meet?

				
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