Your CIP Play Book- 1st Quarter

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Your CIP Play Book-1st Quarter

• A Guide and Resource to Writing
• the 2007-2009 Continuous Improvement Plan
• Data Analysis
• Presented and supported by the School Improvement
  Team of
• Southern Oregon ESD
• 2007

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To Score Academic TouchdownsWith Your
Districts Continuous Improvement
PlanSelf-Evaluation Summary
Practical Tips
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Goals

• Feel excited about possibilities for using data
  to improve student success
• Learn to use data to identify a focus for
  improvement
• Experience collaborative inquiry in the use of
  data
• Engage in data-driven dialogue
• Gain insight into what school leaders can do to
  connect data to results
• Combine an effective school improvement process
  with the compliance requirements of the CIP

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Powerful Words

• Research has found that faculty in successful
  schools always question existing instructional
  practice and do not blame lack of student
  achievement on external causes.
• Carl Glickman, 2002

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Continuous Improvement Means

• Collective Inquiry-school teams constructing
  meaning of student learning problems and testing
  out solutions together through rigorous use of
  data and reflective dialogue unleashes the
  resourcefulness of educators to solve the biggest
  problems schools face.

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Virtually All Education ResearchersAgree
Collaboration is Key

• Deborah Ball Dan Lorti
• Roland Barth Robert Marzano
• Carol Belcher Jay McTighe
• Louis Castenell Milbury McLaughlin
• Jim Collins Fred Newmann
• Tom Corcoran Allan Odden
• Linda Darling-Hammond Doug Reeves
• Lisa Delpit Mike Schmoker
• Rick DuFour Dennis Sparks
• Karen Eastwood James Stigler
• Richard Elmore Gary Wehlage
• Susan Fuhrman Grant Wiggins
• Carl Glickman Jackie Jordan Irvine
• Asa Hilliard Deborah Shifter
• Anne Lieberman and more

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Warm-upConsensogramWhat?

• A consensogram is a visual display of data
  generated by a group that provides an efficient
  way of gathering and displaying information that
  can be used immediately for processing.
• Using Data/Getting Results, Nancy Love
• Data-Driven Dialogue, Bruce Wellman and Laura
  Lipton

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ConsensogramWhy?

• Icebreaker
• Learn a tool to use in district/school.
• Demonstrate 3 phase process for learning from any
  kind of data.
• Illustrate principles for data use.

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Consensogram Directions

• Complete the survey
• Take one post-it for each question-Note colors/s
  on wall
• Write response on post-it
• Set aside for now

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Data-Driven Dialogue
PHASE 1 Predict
Adapted from Organizing Data-Driven Dialogue by
Laura Lipton Bruce Wellman, MiraVia LLC, 2001
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Data-Driven Dialogue
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Phase 1 Predict Starters
I predict I assume I wonder
Im expecting to see
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Go Visual

• Large, visually vibrant displays of data
• Color coding
• Consensogram
• Place post-its on corresponding wall chart to
  develop a bar graph

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Building Your Data Wall
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Data-Driven DialoguePhase 2 Observe

• What important points seem to pop out?
• What patterns or trends are emerging?
• What is surprising, unexpected?
• What questions do we have now?
• How can we find out?

Adapted from Lipton and Wellman, 1999
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BECAUSE
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Concept Attainment, Part 1
YES
NO

• Its 53 degrees out

• Its cold

• 75 of our 4th graders scored below proficiency
  in mathematics problem solving

• Our teachers are not comfortable with mathematics
  content

• This student diagrammed each trip across the river

• The student must have used the diagram to
  generate the rule

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Phase 2 Observe Starters
I notice that I see that
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Data Driven Dialogue Phase 3, Infer

• What inferences and explanations might we draw?
• Record your possible explanations and questions.
• What further data needs to be investigated?
• What implications for student learning does this
  have?

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Shifts that Are Moving Schools from Resignation
to Improvement
Less Emphasis
More Emphasis
Internal and collective responsibility, equity
Culture
External accountability
Data to sort, opportunities for some
Data to serve, opportunities for all
Instructional improvement
Feedback for continuous improvement, frequent and
in depth use
Carrot and stick, avoidance
Data Use
Top-down, premature data-driven decision making
Ongoing data-driven dialogue and collaborative
inquiry
Collaboration
Individual charismatic leaders as change agents
Learning communities with many change agents
Leadership Capacity
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Data-Driven Dialogue
PHASE 1 Predict
This is the process we will use the rest of the
day to analyze CIP Data. Consider if it will work
to take back to your school sites for drilling
down the data
Adapted from Organizing Data-Driven Dialogue by
Laura Lipton Bruce Wellman, MiraVia LLC, 2001
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Are You Ready For Some Football?
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But first! Revisit our last session

• Key learnings from Dr. Robert Barr related to The
  Kids Left Behind

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All Students Must Achieve High Academic
Performance

• Or live out their life unemployed, underemployed,
  or unemployable
• Educationthe only door of Opportunity
• Educationthe ultimate Civil Right

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Schools fail poor/minority students when they

• Hold low expectations for achievement
• Assign students to inexperienced teachers
• Fail to teach reading / basic skills
• Retain, track, pull-out and miss-assign to
  special education
• Blame students families
• Employ a Bell Curve mentality
• Inequities in school funding

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Common Characteristics of High Performing Schools

• Extensive use of state/local standards to design
  curriculum and instruction, assess student work
  and to evaluate teachers
• Increased instruction time for reading and
  mathematics
• Substantial investment in professional
  development for teachers focused on instructional
  practices to help students meet academic
  standards
• Comprehensive systems to monitor individual
  student performance and to provide help to
  struggling students before they fall behind
• Parental involvement in efforts to get students
  to meet standards
• State or district accountability systems with
  real consequences for adults in schools, and
• Use of assessments to help guide instruction and
  resources, and as a healthy part of everyday
  teaching and learning.
• The Educational Trust, Inc., 2001

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Catching Up the Kids Left Behind

• Ensure effective district and school leadership
• Understand poverty / hold high expectations for
  all students
• Target low-performing students / schoolsstart
  with reading
• Align / manage / monitor the curriculum
• Create a culture of data and assessment literacy
• Institute instructional improvements / capacity
• Reorganize time space
• Engage parents,community and schools
• Support effective teaching
• Teaching the Children of Poverty Catching Up
  the Kids Left Behind
• Robert Barr W.H. Parrett, 2005

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Now, Are You Ready For Some Football?
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Phases of Writing the CIP (and
winning the game)

• Pre-Game Prep
• 1st Quarter
• 2nd Quarter
• 3rd Quarter
• 4th Quarter
• Post-Game Celebration and Analysis

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Tasks Completed During the Pre-Game

• Determine your coaches
• Recruit team-assign positions
• Review last years stats (CIP)
• Create a game plan

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Lets Review the Rules of the Game

• ODE Powerpoint on the Compliance
• Requirements of the
• C.I.P.
• (Continuous Improvement Plan)
• The CIP is a way to report your districts
  effective progress toward systematic increases in
  student success and comply with various ORS and
  Federal requirements

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Review the rules of the game

• Continuous Improvement Cycle

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1st Quarter Begins!

• SELF-EVALUATION
• Assess district/school performance
• Assess district/school practices
• Identify achievements and priority concerns
• Did you score a first down
• toward achieving student success?

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What does a winning team do? Criteria from
CIP Review Guide

• Conclusions are made based on a deep analysis of
  relevant and current qualitative and quantitative
  data that connects to the priority, goal or task.
  
• A system is in place where all district staff
  analyze data to inform decisions at all levels
  and analysis is shared with all stakeholders.
• Analysis of disaggregated data for diverse
  populations is presented to school staff and
  stakeholders and used at both school and district
  levels in planning for improving student
  achievement.
• Priority concerns are integrated with the Oregon
  Educational Performance Standards and Standards
  for District Success

Refer to the gold CIP Review Guide
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Prompt 1 and Data Analysis

• Prompt 1 Describe the districts progress
  against each of the 10 Oregon Education
  Performance Standards relative to the conclusions
  drawn from the data analysis in the 2005
  submission and against the goals stated in the
  2005 action plan. Provide a description of any
  additional state and local data used in the
  Self-Evaluation.

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Data Driven Dialogue

• Write your previous CIP goals on chart paper
• Review data used in previous CIP
  (2003-2005)-create linear chart w/paper
• Predict what the current data will indicate
  (2005-2007)
• Go Visualcreate data wall to compare and
  contrast-create linear chart with paper
• Observe the data
• Infer/Question/Implications for student learning
  success

Use Oregon Performance Standards Worksheet
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Pause and reflect

• What student learning problems seem to be
  emerging?
• What strategy or process might be transferred to
  work within your district?
• Did you find you had to remind yourselves of the
  step in the process you were in? What did that
  look like?

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Prompt 2 and Data analysis

• Prompt 2 Describe the districts strategies and
  programs that enabled your district to make
  progress against the 10 Oregon Education
  Performance Standards.

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Cheerlead your team!

• On your data wall, indicate
• success with a bright stikee
• note and a star.
• Ask every school to document what programs or
  strategies enabled this success.
• This is homework! Share the successes

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Prompt 3 and Data Analysis

• Looking at how we can improve our performance to
  win the game
• Prompt 3 Discuss the reasons (causes that
  contributed to any Expectations that were not
  realized in relation to the 2005-2007 goals. Use
  the Standards for District Success to guide this
  discussion.

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Identifying Causes

• Recognize areas where goals were not achieved.
• Where are the achievement gaps? State learning
  problem w/detail.
• Analyze the causes using the Fish Diagram and the
  Six Standards for District Success
• Review implementation of action plan. Was it
  monitored regularly?
• Could this have been a flawed action for the
  learning problem?
• What additional data would help clarify here?
• Summarize the 2007 priority concerns and their
  causes/contributing factors
• No shame, no blame, no excuses

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1 Data Source 2 Data Sources
Triangulation
Performance Assessments
SEC Alignment Data
Student Learning Problem


Common Assessments
OSAT/TESA
AP Tests
Classroom
Multiple Choice
Performance Task
Open Ended
Interview
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Triangulate What? Why? How?

• Triangulation is a process of using three or more
  sources of data to build confidence in the
  accuracy of particular data.
• The goal is to determine if nearly all persons
  believe that the data accurately measured what
  they said they had measured.
• Triangulation provides a picture of students
  understanding through multiple measures
• Can combine quantitative and qualitative data
  data from three sources, data collected by three
  methods or three different kinds of data.

Carr Artman, 2002
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Identify Student Learning Problem
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Type of Data Data Source Sample Student Learning Data Initial Findings Sample Student Learning Data Initial Findings Sample Student Learning Data Initial Findings
Type of Data Data Source 1 State Assessment 2 Terra Nova Math 3 Common Assessment
Aggregate / Summary Reports 43 of the students in Lake Woebegone school district are at proficient and above. Students in Lake Woebegone school district scored at the 51st percentile. 76 of the students in Lake Woebegone scored at passing or above.
Disaggregated Results Middle School students scored from 5-8 percentage points below students at the elementary level. 44 of White MS students were proficient / advanced. 29 of MS African Americans were proficient / advanced. 25 of the Hispanic MS population were proficient / advanced. 8 of the Special Needs MS students were proficient / advanced. Students at the Crystal Lake MS had the lowest scores in the district 42 percentile. African American students at the MS level scored at the 31 percentile while Special Education students at the MS all fell into the lowest quartile 5 percentile. 35 of the African American population passed. 12 of the students in Special Education passed the mathematics assessment.
Cluster / Strand / Subscale Data analysis, Probability and Statistics was the weakest area in mathematics (25 proficient/advanced). The area of measurement and geometry were the next areas of weakness at 31 proficient / advanced. Data, Statistics and Probability area students in the 6th grade were in the 39th percentile. Problem solving was the weakest area overall. Measurement and Data Analysis, Probability and Statistics were areas where most students failed 55 and 67 respectively.
Item Analysis
Student Work

This is the type of further analysis that might
be part of Prompt 4
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What we learn from triangulation

• Prepares the Data Team to formulate a
  learner-centered problem.
• The task of the Data Team is to use the findings
  identified through triangulation to articulate a
  clear student learning problem.
• The Data Team wants to make sure it is focusing
  on the right problems to solve and choosing areas
  likely to have a positive impact on student
  learning.

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Cautions for Triangulation

• Need for rich data sources that include student
  work
• Need for data sources that measure similar
  content e.g., cluster data may not be the same
  on all assessments
• Is data norm referenced or criterion referenced?
  How can one support the other?
• Is the learning problem supported in the other
  data? How?
• Does the data deepen our understanding of student
  learning problems?
• Look at data over time
• Disaggregate when you can

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Student Learning Problem Statement Criteria

• Who?
• Grade level of students
• Percent of students
• Achievement gap among students (if applicable)
• What?
• Performance level
• Subject
• Strand/concept/skill
• Based on what evidence?
• Types of assessments
• Dates of assessments

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Student Learning Problem Template

• (Grade) students at (school/district) are
  (performance level) in (subject area). Weak areas
  are (skills, concepts) as evidenced by these
  data
• List all evidence in this manner
• () of students are (performance level) on (date
  and name of assessment)
• These performance gaps were noted
• () of (race, class, ethnicity, gender,
  special/regular) students are (performance
  level), while () of (race, class, ethnicity,
  gender, special/regular) students are
  (performance level) as evidenced by (dates and
  names of assessments)

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Student Learning Problem Statement Example

• Fourth-grade students at Lincoln School are below
  proficiency in mathematics. Weak areas are
  mathematical communication and reasoning as
  evidenced by these data
• 64 of students are below proficiency on the
  2004 Nebraska State Assessment
• 52 of students are below basic on the 2004
  district benchmark assessment
• 37 of students scored a 1 on the 2004 school
  common assessment
• These performance gaps were noted
• 49 of African American students are below
  proficiency, while 33 of white students are
  below proficiency as evidenced by the 2004
  Nebraska State Assessment

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Prioritize Student Learning Problems

• First and most important, one criterion is that
  the student learning problem reflects a critical
  weakness in student performance that needs to be
  addressed.
• Which of these problems is systemic - leads to
  failure in other areas,
• Addresses critical inequities - limits
  opportunities for some students,
• Places students in jeopardy of not meeting
  promotion or graduation requirements,
• Aligned to other district priorities?

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Fishbone Cause-and-Effect Analysis
Also known as the Ishikawa Diagram
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Completing the Fishbone

• Synthesize and organize previous inferences
  connected to an identified student learning
  problem.

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Completing the Fishbone

• Synthesize and organize previous inferences
  connected to an identified student learning
  problem.
• Brainstorm additional possible causes.
• Use District Standards for Success to help
  identify causes from many
• structures.

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Fishbone Directions

• Develop Fishbone on chart paper.
• Write the problem statement at the fish head.
• Develop general categories or areas for each of
  the fish spines e.g., curriculum, instruction,
  district-school culture/norms, leadership, etc.
• Collect past inferences based on data that are
  still relevant and connected to the student
  learning problem. Write 1 on each sticky note.
  Place each sticky on the most appropriate
  category or spine.
• Brainstorm for any additional causes. Write 1
  cause per sticky note and put each sticky on the
  most appropriate category or spine.

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Fishbone Cause-and-Effect Analysis (Linked to
Standards for District Success)
Instruction
Curriculum
Dist/school Culture/Norms
6th grade unit on geometry not aligned with
standards
Causes are Seeking to Increase Equity
Integrated systems/structures
Family/Community Engagement
Leadership
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(No Transcript)
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Student Learning Problem From District to
School Perspective

• Can be identified in broad terms at the district
  level i.e.,
• Students are performing below the
• standard in math in all sub-group
• populations at all levels.
• Redefine at each school based on their particular
  data. Is this a concern for them?
• Use site-based disaggregated data to refine
  student learning problem to their context
• Site-based causes will allow for differentiated
  action plans

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Tools to take away

• Consensogram
• Data Based Dialogue
• Data Wall
• Triangulation of Data
• Student Learning Problem Template
• Fishbone chart
• possible causes of learning problem

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1st Quarter Reflection

• SELF-EVALUATION
• Where are you in these tasks?
• Assess district/school performance
• Assess district/school practices
• Identify achievements and priority concerns
• Did you score a first down
• toward achieving student success?

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Reviewing the 1st quarter

• Do you need to gather more data to complete all
  the plays?
• How will you engage all players in the defining
  the student learning problem?
• What processes were used today that you can use
  at your various sites?
• Remember to make this a process rather than a
  deadline
• Document your process to date
• Plan your next steps

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The Body of Our District/School

• Modeling the example, draw a body on chart paper.
• Using the prompts on the handout,
• summarize your teams learning today
• Be ready to share in a round table manner.

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Preparing for the 2nd quarter

• Come with your districts significant priority
  concerns stated in a student learning problem
• Come with a list of probable causes
• We will share processes to identify priority
  causes
• We will discuss effective research to determine
  if causes are supported and lead to action plan
  strategies

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The Huddle