So What

1
MATH ELA Data Retreat WorkshopDeveloped by
Judy K. Sargent, Ph.D.
June 16, 17, 18, 2010
TEAMWORK
2
Welcome
830 - 845

• Introductions
• Facilitators
• Timeframe
• 830 300
• 1030ish - Break
• 1200 - Lunch
• 200ish - Break

3
Building Teams

• Concord (Math/Writing)
• Elementary
• Middle School
• High School

• daVinci Institute (Math)
• Primary
• Secondary

• Napoleon (Math/Reading)
• Ezra Eby Elementary
• Middle School
• High School
• Ackerson Lake High School

4
Materials
845 - 855

• Data Binder (For Each Participant to Keep)
• Workshop Materials - PowerPoint and Handout
  Packet
• MEAP Data (3rd 8th Grade) Fall 05, 06, 07, 08
• Summary, Demographic and Item Analysis Reports
• MME Data (11th Grade) Spring 07 08
• Summary and Demographic Report
• Electronic Student Data File
• Explore (8th Grade)
• Plan (10th Grade)
• ACT (11th Grade)
• WorkKeys (11th Grade)
• Reference Binder (On Loan For Each Building)
• Content Expectations and Skills (GLCEs/HSCEs, ACT
  WorkKeys Information)
• State Assessment Data 05-06, 06-07, 07-08, 08-09
  (Summary, Demographics, Item Analysis)
• School Improvement Framework (SIF)

5
Benefits of Participating
855 - 900

• Your Team Will
• Make informed decisions that will result in an
  increase in student achievement.
• Create a district-wide process to analyze data.
• Build and enhance district unity.

6
Suggested Ground Rules
900 - 905

• Fully participate
• Listen and show respect
• Be on time (morning and after breaks)
• No irrelevant side conversations
• Be specific and give examples
• Keep to the point
• Accept that constructive disagreements are okay
• Work to create decisions the team can support

7
Group Roles
830 - 845

• Chart Recorder writes input from team on chart
  paper
• Laptop Secretary types all chart observations,
  hypotheses and other notes on the computer
• Documents/files on the mobile drive (W)
• 2009 Data Retreat
• Click your district
• Click your building

8
Data and Teaming
High on Data Use Low on Collaborative Leadership High on Data Use High on Collaborative Leadership
Low on Data Use Low on Collaborative Leadership Low on Data Use High on Collaborative Leadership
Two Equally Essential Components for Successful
School Improvement
9
9-Step Process
905 - 910

1. Team Readiness
2. Data Collection

Before the Retreat

1. Data Analysis
2. Hypotheses Issues

Day 1 2

• Student Improvement Goals
• Measurable Objectives
• Strategies Activities
• Progress Monitoring Evaluation
• Roll Out Sustainability

Day 2 Beyond
10
Improvement Planning Cycle
Data Retreat Workshop
Reflection Retreat
LT
Summer Fall Winter Spring
Roll out to Staff
LT
LT

1. Data Collection Point
2. Mini-Data Retreat
3. Monitoring Checkpoint

LT
LT
Turn In School Improvement Plan
LT
LT

1. Data Collection Point
2. Mini-Data Retreat
3. Monitoring Checkpoint

LT
Submit MI-SAS/EdYES! Report Online to MDE
LT
LT
LT
LT
Leadership Team Meeting (Building AND
District)

1. Data Collection Point
2. Mini-Data Retreat
3. Monitoring Checkpoint

LT
Principal Mid Year Report
11
Data Retreats

• Mini-Data Retreat
• Grade Level or Department or Teams
• Summative/Formative data (during the school year)
• Grade level or course view
• Periodic intervals (e.g. quarterly every 6
  weeks)
• Typically 2 hours or half-days
• Leads to Adjustments in Instruction

• Annual Data Retreat
• School Leadership Team
• Summative data (end of school year)
• School-wide view
• Typically summer
• Minimum of 2 days Improvement Planning 1 to 2
  days
• Leads to Annual School Improvement Plan

11
12
Professional educators honor the privacy of
student, staff and family information.? Team
Task ? Read and honor the pledge of
confidentiality.
905 - 910

• I pledge to honor the privacy and confidentiality
  regarding data and discussions involving
  students, staff and other school-related issues.
  I understand that the data and discussions shared
  at this retreat are for professional school
  improvement purposes. I will not divulge this
  confidential information to any persons outside
  of the professional education arena.

p. 23
13
PURPOSE AND VISION
910 - 930

• DESIRED RETREAT OUTCOMES
• What do you hope will happen during the retreat?
• What outcomes do you hope to achieve as a result?
• What do you already know about using data to
  change outcomes for student achievement?

14
Assessment Use Metrics
Assessments OF Learning (Annual Data Retreats) Assessments FOR Learning (mini-retreats) Assessments AS Learning
For systems analysis systems change Summative Teacher-directed government directed After Teaching Teach-Test-Move On For Learning analysis instructional change Interim Teacher-Directed Student Involved During Teaching R4 Students Rethink, Revise, Resubmit Teachers Re-teach differently Loop of Teach-Assess-Redo-Move On For Learning analysis instructional change Interim/Formative Student-Led Teacher Guided During Learning Students self-assess, self-monitor and own the assessment process and progress Loop of set goal, work, self-assess, self-adjust, continue
14
15
Norm-Referenced to Criterion-Referenced
Who met the criteria?
16
1000 - 1015
p. 11
Our State Math Assessments
Math Which Grade Levels? NCLB Required What is our state math assessment?
Math Which Grade Levels? NCLB Required Which math standards does it address? Which specific GLCE/HSCEs are assessed?
Math Which Grade Levels? NCLB Required Which aspects of the math assessment were changed in recent years?

• Locate your state assessment results. If the
  assessment has been consistent, meaning
• Cutoff scores for proficiency levels have
  remained the same
• Same or parallel content
• It has been administered during the same window
  of time each year
• then, your team may observe longitudinal
  patterns and make inferences for as long as the
  test has remained substantively unchanged.

17
Perceptions Predictions...
930 - 1000

• Data helps us confirm or reject our perceptions.
• Team Task
• How well does your team know how your students
  are performing?
• Without looking at data discuss what you think
  (perceive) about the achievement of your
  students. Consider all students including
  subgroups of students. (disabled, minority, ELL,
  poverty)
• (See Perceptions and Predictions Handout)

18
Analysis Task Sequence This is the sequence of
analysis we will follow to analyze our data.
1015 - 1020

1. Data Table summarize the data in a table (p.5)

1. Graphic Representation Graph or highlight the
   data (p.6)

1. Observe, Discuss Documentnote data patterns
   (p. 7)

1. Hypotheses pose hypotheses for data patterns
   observed (p.8)

5. Classroom Connections- connecting the data
patterns and hypothesis to our classrooms (p.9)
IF TIME PERMITS
19
Where are we in the process?
1145-1150
Gathering Data and Team Readiness
Data Tables
Graphic Representation Gap Statement
Fact Finding Contributing Cause for the Gap
Hypothesis Reason for Gap
Ongoing Process
Primary Concerns
Primary Issues
Strategy Statements
Student Goals Measurable Objective Statement
Activities Action Plan Roll Out
Sustainability
Monitoring and Evaluation (Checkpoints)
20
10 MINUTE BREAK

• Be prepared
• Data Binder Ready to Look at MEAP/MME Reports
• Markers
• Chart Paper

21
Analyzing Proficiency
1030 - 1130
See handout for AYP AMOs

1. Data Table summarize the data in a table

Proficiency Data Table Building Name Assessment Used Group or Subgroup Subject Grade Levels included 3rd 4th 5th 6th 7th 8th
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010

• Using your DEMOGRAPHIC REPORTS...Make 4 separate
  data tables of the of all students proficient
  for every grade tested.
• A. Economically Disadvantaged (Yes)/ B. Not
  Economically Disadvantaged (No)
• A. Students with Disabilities (if available)/ B.
  ALL Student EXCEPT Students with Disabilities

ELEMENTARY AND MIDDLE SCHOOL SAMPLE
Split cells to include State Data/AYP
Percentage (your data on top State /AYP data on
bottom) Note Use color coding to help identify
like data
22
Analyzing Proficiency
1030 - 1130

1. Data Table summarize the data in a table

• Using your DEMOGRAPHIC REPORTS... Make 1 data
  tables of the information.
• Proficient for the seven groups.
• Economically Disadvantaged (Yes)
• Not Economically Disadvantaged (No)
• Students with Disabilities (if available)/
• ALL Student EXCEPT Students with Disabilities

Proficiency Data Table Team Name Assessment Used Subject Grade Levels included Groups Proficient
2006-2007 Economically Disadvantaged
2006-2007 NOT Economically Disadvantaged
2006-2007 Students with Disabilities
2006-2007 ALL Students EXCEPT Students with Disabilities
2006-2007 Black
2006-2007 Hispanic
2006-2007 White
2007-2008
2008-2009
HIGH SCHOOL SAMPLE
Split cells to include State Data if possible,
as a point of comparison (your data on top/
State data on bottom)
23
Analyzing Proficiency
1030 - 1130
See handout for AYP AMOs

1. Data Table summarize the data in a table

Proficiency Data Table Building Name Assessment Used Subject Grade Levels included Level All Students Economically Disadvant-aged NOT Economic-ally Disadvant-aged Students with Disabilities ALL Students EXCEPT Students with Disabilities Black Hispanic White
2006-2007 1
2006-2007 2
2006-2007 3
2006-2007 4
2007-2008 1
2007-2008 2
2007-2008 3
2007-2008 4
2008-2009 1
2008-2009 2
2008-2009 3
2008-2009 4

• 2. Using the SUMMARY REPORTS...
• Create a data table of of Students at Each
  Performance Level.

HIGH SCHOOL SAMPLE
Split cells to include State Data/AYP
Percentage (your data on top State /AYP data on
bottom) Note Use color coding to help identify
like data
24
What happens if your subgroup is less than 10
students for Students with Disabilities,
therefore you dont see any data on your report...

• You will need to use the formula below to find
  the missing information
• X
• Total Kids x Proficient (1s 2s) N
  of Students Proficient
• - X -
• of Non-Disabled Kids x Proficient (1s
  2s) N of Non-Disabled Students Proficient
• A B
• of Students with Disabilities N of Students
  with Disabilites

B
of Proficient Students
with Disabilities
A
25
Analyzing Proficiency Cont.
1030 - 1130

1. Graphic Representation Graph highlight the
   data

• Create a graph(s) of the data from the data
  tables (circle, bar, line, etc.)
• Lenses
• Grade
• Year-to-Year
• Cohort
• Strand
• Subgroups
• Color code the data on the graph
• Be sure to include a legend that will explain
  your method of color coding

On your graph please include Graph Title Team
Name Assessment Used Group or
Subgroup Subject Grade Levels included
School vs. State vs. AYP
Remember the idea is that a year from now you
or someone totally new to the process should be
able to pull out these graphs and understand what
you were trying to convey.
26
Sample Graph For Each Grade Level and Subgroups
3rd grade your school 3rd
grade state results 3rd grade AYP
targeted prof. goal
Complete the legend so that it is clear what
information being graphed.
27
(No Transcript)
28
Analyzing Proficiency

1. Data Table summarize the data in a table

p. 12-14
Data Table Team Name Assessment Used Group or Subgroup Subject Grade Levels included Number Sense and Numeration (Strand 4) Numbers, Algebra and Analysis (Strand 5) Numbers, Algebra and Analysis (Strand 5) Numbers, Algebra and Analysis (Strand 5) Patterns, Relations and Functions (Strand 1) Patterns, Relations and Functions (Strand 1) Geometry and Measurement (Strand 2) Geometry and Measurement (Strand 2) Geometry and Measurement (Strand 2) Data Analysis and Statistics (Strand 3) Data Analysis and Statistics (Strand 3) Probability and Discrete Math (Strand 6)
Data Table Team Name Assessment Used Group or Subgroup Subject Grade Levels included L. 1 Reasoning about Numbers L.2. Calculations, Algorithms L. 3. Math, Reasoning, Logic, and Proof A.1.Expressions, Equations A.2. Functions A. 3. Families of Functions G. 1. Figures and Properties G.2. Relationships betweens Figures G.3. Transformations of Figures S.1. Univeriate Data Distributions S.2. Bivariate Data Relationships S.4. Probability Models, Operations
2006-2007
2007-2008
HIGH SCHOOL SAMPLE
29
Analyzing Proficiency

1. Data Table summarize the data in a table

p. 12-14
Using the strand data on the second page of the
Summary Report. Divide the Mean Point Value by
the Number of Points Possible to get an average
percent correct and fill in the boxes below.
Data Table Team Name Assessment Used Group or Subgroup Subject Grade Levels included Number and Operation Measurement Geometry Algebra Data and Probability
2006-2007
2007-2008
ELEM MIDDLE SCHOOL SAMPLE
30
Where are we in the process?
1145-1150
Gathering Data and Team Readiness
Data Tables
Graphic Representation Gap Statement
Fact Finding Contributing Cause for the Gap
Hypothesis Reason for Gap
Ongoing Process
Primary Concerns
Primary Issues
Strategy Statements
Student Goals Measurable Objective Statement
Activities Action Plan Roll Out
Sustainability
Monitoring and Evaluation (Checkpoints)
31
Where are we in the process?
1130 - 100
Data Tables and Graphic Representation

• Hypothesis (STEP 4)
• What are we doing that might contribute to these
  results?
• (Possible reasons / causes for data patterns
  observed).
• Explanations should come from school and
  classroom
• based factors and are about practices that can be
  altered.
• 3. Explanations should NOT be regarding
  characteristics of
• individuals or UN-alterable factors.
• We statements
• Ex 1. We as a district dont have a well rounded
• understanding of the GLCEs and
• HSCE taught in other grades/building.
• 2.We do not have the opportunity to
• utilize longitudinal and cohort data.
• Not-Ex 1. Too many of our students are
• economically disadvantaged.
• 2. That year of data was from a low group
• of students.

Fact Finding (STEP 3) 1. Observations based on
student data and patterns. 2. Cant be
disputed. 3. Should include numbers such as
percentages. 4. STATE THE FACTS! (Avoid words
like only or just) Ex 15 of the group all
students performed at a Level 1 on the 2007
MME Math.
32
Homework

• Please complete the survey most appropriate to
  your level before tomorrows session.

33
Welcome Back! Day 2

• Starting at 830 groups will
• Create new data tables and graphic
  representations to include Strand/Content
  Expectations or individual student data (20
  minutes)
• Then add facts to the Fact Finding chart. Your
  group can use additional poster paper. Remember,
  be SPECIFIC and QUANTITATIVE. (10 minutes)
• Then add hypotheses to your Hypotheses chart.
  The question is, What are WE doing that
  contribute to these results or patterns? Only
  focus on the alterable factors. (10 minutes)

Make sure to identify missing or weak
skills/concepts across multiple years for
subgroups or individual students.
34
Analyzing Proficiency Cont.
1130 - 100

1. Digging for Clarification

• Based on the facts you have observed so far, go
  back to the summary report and look at page 2,
  the strand information.
• Divide the mean points by the possible points
  which give the average percentage correct for
  that strand.
• Focus on the Percent of Student scoring in each
  raw score range to see if there are any extremes.
  
• Write additional findings on the poster.

35
Revisiting Data
900 - 930

• Types
• Cohort
• Year to Year

You can include in observations assessment/data
that are lacking. Ex 9th, 10th and 12th grade
assessments/data are not standardized or
available.

• Strand
• Individual

• To Do
• Add specific, quantitative observations to your
  building charts. (Each should include
  numbers/percentages.)
• Add additional hypotheses as appropriate. (We
  statementsalterable factors)

36
Student Level Data Analysis Demo

• Successful schools know how individual students
  are achieving. They are able to identify
  struggling learners and provide services to help
  them be successful.
• Find your results by individual student (You may
  target a specific school or grade level).
• On the report, highlight proficiency levels.

Blue Wow! Advanced/Above Expectations Green
Good! Proficient/Meets Expectations Yellow Alm
ost! Below Prof./Doesnt Quite Meet
Expectations Pink Urgent! Minimal
Proficiency/Far Below Expectations
36
37
Begin Watch Listsby grade level
Intervention/Extension Lists
Name Summative MEAP Assessment On Going Aligned Formative Assessments (Local/Building Level) Teacher Observation
Date Fall 07 Fall 08 10/30 1/20 4/29 9/30 12/15 3/16
Paris H.
Fred F.
George B.
Minnie M.
Gus K.
38
Where are we in the process?
1145-1150
Gathering Data and Team Readiness
Data Tables
Graphic Representation Gap Statement
Fact Finding Contributing Cause for the Gap
Hypothesis Reason for Gap
Ongoing Process
Primary Concerns
Primary Issues
Strategy Statements
Student Goals Measurable Objective Statement
Activities Action Plan Roll Out
Sustainability
Monitoring and Evaluation (Checkpoints)
39
Please take down your hypotheses poster(s).
40
Where are we in the process?
1145-1150
Gathering Data and Team Readiness
Data Tables
Graphic Representation Gap Statement
Fact Finding Contributing Cause for the Gap
Hypothesis Reason for Gap
Ongoing Process
Primary Concerns
Primary Issues
Strategy Statements
Student Goals Measurable Objective Statement
Activities Action Plan Roll Out
Sustainability
Monitoring and Evaluation (Checkpoints)
41
Step 5 Primary Concerns
930 - 950

• Use a group process to determine your top 3
  student concerns that emerged from your fact
  finding/observations (data analysis) by building
  and list them on a sheet of paper at your table.
• Primary Concerns for Students
• Looking back at all of the discussions, the
  district and all building posters, and activities
  determine the one concern that will serve as the
  basis for your student goal and measurable
  objective for your building.
• Circle ONE primary concern.

42
Step 5 Student Goal Statement

• Student focused
• Stated broadly
• Based on data analysis
• Example
• All students will be proficient on the MEAP Math
  Assessment by 2014.

43
Step 5 Criteria for Goal Success

• Identify the percentage needed for success at the
  end of a years time for your stated goal.
• Example
• Students will increase by 10 in each grade level
  on the math assessment for the Fall 2010 MEAP.

44
ASPIRING Measurable Objectives
950 - 1030
Data Retreat is a registered service mark of
CESA 7.
45
A. Assessable measurable with an assessment process or tool Names the Assessment This objective names the specific tool(s) or processes to be used to measure success. Incomplete Naming - This objective suggests the processes without explicitly stating what it is. No Assessment This objective does not list the measuring device(s) of process.
as measured by the 5th grade 4th quarter math
benchmark assessment. on the 8th grade MEAP
math assessment. as assessed with the Elm Creek
District end of course exam for Algebra I.
45
46
S. Specific intensity of focus for students Sharp This objective has a sharply intensified focus on specific student learning or behavior skills. Directed - This objective has a sense of direction on certain student skills. Broad This objective is a statement of improvement in a broad or ambiguously state area of skills.
in math with fluent calculations for addition,
subtraction ... in math geometric
transformations
46
47
P. Purposeful stretched with a measurable acceleration of improvement High Expectations This objective shows that the trajectory of improvement is accelerated enough to make significant, but reasonable, measurable gains for students. Solid Growth - This objective shows solid growth in measured skill proficiency of students. Inches Along This objective shows conservative increments of improvement.

• TEACHERS Teach like your hair is on fire!

PRINCIPALSLead improvement like your hair is
onfire!
47
48
Stretch, for example
Stretch to 100
2005-06 2006-07 2007-08
61 at proficient/advanced on measurement 67 at proficient/advanced on measurement 80 at proficient/advanced on measurement
76 meeting targeted growth on 3-week math assessments 81 meeting targeted growth on 3-week math assessments 95 meeting targeted growth on 3-week math assessments
72 proficient/advanced on MEAP 75 proficient/advanced on MEAP 95 proficient/advanced on MEAP
48
49
I. Inclusive involves all students in the school Inclusive This objective will have a positive impact on the learning of all students and also may have a sharper impact on a specific group of students. Majority- This objective will involve a majority of the students. Few This objective involves a subset of students.

• so that
• 81 of all 6-8 grade students and 75 of all
  economically disadvantaged students

49
50
R. Reinforcing reinforces and aligns with district strategic action plan Fully Aligned This objective is directly aligned to achievement of district strategic goal. Partially Aligned - This objective is partially aligned to a district strategic goal. Not Aligned This objective is not aligned with any of the districts strategic goals.
Check that the student outcome in the goal is
aligned with district strategic goals.
50
51
I. Involving involves all staff as doer of the objective All Staff This objective explicitly states that all staff in the school will be involved and responsible for implementation. Suggests Staff - This objective implies which staff will be implementing the objective. No Staff This objective does not state which staff are involved or responsible for implementing the objective.

• We, all staff of Willmar Middle School, will
• We, all educators in Heritage Elementary school
  will collaborate to improve the
• All teaching pupil services staff and all
  classroom teachers of Bay Port High School will
  work as a professional learning community to

51
52
N. Now states the target date as a current annual objective Specific Date This objective specifies the date as an annual target by which the objective will be achieved. Window of Time - This objective suggests a period of time for the objective to be accomplished that may extend beyond the current timeframe. No Staff This objective lacks a due date for accomplishment or sets a due date that if far 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.

52
53
G. Gaps addresses equity in success Equity-Oriented This objective focuses on closing gaps and moving towards equitable success between underperforming student groups and their comparison groups. Suggests Equity - This objective suggests closing gaps between groups but is not explicit. Misses Equity This objective has little or no reference to closing gaps or meeting individual needs.
If any gaps exist, they must be addressed in the
objective.
so that 85 of non-disabled students show
proficient and advanced levels, while
accelerating the performance of students with
disabilities so that 67 show proficient or
advanced levels
53
54
Sample Math Measurable Objectives
950 - 1030

• Model 1

R - Reference District Plan
R - Reference District Plan

• Model 2

We, all teaching staff at Elm Creek Middle
School will improve student skills in
transformations for geometry of all 6th, 7th, and
8th grade students as measured by the summative
Fall 2009 MEAP Math Assessment, so that 85 of
non-disabled students show proficient and
advanced levels, while accelerating the
performance of students with disabilities so that
67 show proficient or advanced levels.
Additionally all 6th, 7th and 8th grade students
will improve by 10 from pre to post assessments
administered quarterly throughout the year.
I
Teachers at Valley View High School will
decrease the failure rates of all 9th, 10th, 11th
and 12th grade students on math assessments so
that less than 10 receive an F on any math
assessment, as measured by the 6-week grades
report by May, 2009.
I
S
I
I
A
N
P
P
G
P
N
Missing
P
A
, S,
G
A
Lacks details!!
N
55
Sample Reading Measurable Objectives
950 - 1030

• Model 1

R - Reference District Plan
R - Reference District Plan

• Model 2

I
We, all teaching staff at Elm Creek Middle
School will improve skills for informational
reading in all content areas of all 6th, 7th, and
8th grade students so that 85 show proficient
and advanced levels on the 6th, 7th and 8th grade
MEAP, while accelerating the performance of
students with disabilities so that 65 show
proficient and advanced levels. Additionally all
6th, 7th and 8th grade students will achieve at a
70 proficiency on the grade level reading
benchmark assessments by May, 2009.
I
We, all teaching staff at Valley View High
School will increase the reading scores of all
9th, 10th, 11th and 12th grade students on grade
level reading assessments so that less than 10
receive below grade level any of the three
assessments given by May 2009.
S
I
I
P
A
P
G
P
N
A
P
Missing
A
S,
G
N
Lacks details!!
56
Primary Concern ? Student Goal ? Measureable
Objective... Tying it All Together
950 - 1030
Primary Concern 1st Draft Student Goal 1st
Draft Measurable Objective Revised
Measurable Objective
Indicated with Correct Letter on 1st Draft Suggestions for Improvement
A
S
P
I
R
I
N
G
57
Lunch
58
Where are we in the process?
1145-1150
Gathering Data and Team Readiness
Data Tables
Graphic Representation Gap Statement
Fact Finding Contributing Cause for the Gap
Hypothesis Reason for Gap
Ongoing Process
Primary Concerns
Primary Issues
Strategy Statements
Student Goals Measurable Objective Statement
Activities Action Plan Roll Out
Sustainability
Monitoring and Evaluation (Checkpoints)
59
1040 - 1130
Step 6 Strategies Teachers will

• Review your hypotheses and circle which ones
  correlate to your new measurable objective.
• Using a different color marker, add to your
  hypotheses poster any other new hypotheses that
  may have surfaced since yesterday. (Remember
  hypotheses are based on alterable factors.)
• On a separate sheet of paper take 3 minutes or
  less to reflect individually on the measurable
  objective and write any other thoughts that you
  have about this measurable objective. Discuss
  these as a building.

60
1040 - 1130
Step 6 Strategies Teachers will

• Independently complete the survey from a building
  perspective.
• Reading
• Pre K (purple)
• Grades K 2 (Green)
• Grades 3 5 (orange)
• Grades 7 12 (blue)
• Then as a building come to a consensus for each
  question by discussing the individual
  perceptions.
• Using the compiled data, create survey
  observations and hypotheses on the Survey Charts
  at the building level.
• Review your Survey hypotheses and circle which
  ones correlate to your new measurable objective.
• As a building, align ALL of your highlighted or
  circled hypotheses and any other key thoughts
  (that pertain to your student goal) with one or
  more of the five School Improvement Strands (MDE)
  to come up with your Primary Issues.

• Math
• K 3
• 3 5
• 6 - 12

61
1200 - 100
Step 6 Strategies Teachers will
Hypotheses ? Primary Issues ? Strategies Hypotheses ? Primary Issues ? Strategies Hypotheses ? Primary Issues ? Strategies Hypotheses ? Primary Issues ? Strategies Hypotheses ? Primary Issues ? Strategies
Primary Issues Chart Primary Issues Chart Primary Issues Chart Primary Issues Chart Primary Issues Chart
Teaching for Learning Leadership Personnel and Professional Learning School and Community Relations Data and Information Management
Curriculum Content Scope and Sequence Instructional Effectiveness Aligned and consistent assessments Data Evidence Allocating Resources Leaders create a school/district environment that is cumulative, purposeful and has a positive effect on student learning. Data Evidence Allocating Resources Highly Qualified Acquiring and utilizing new knowledge, attitudes and beliefs necessary to create a culture with high levels of learning for ALL. Data Evidence Allocating Resources Staff maintains purposeful, active, positive relationships with its families and community. Data Evidence Allocating Resources System for managing data and information in order to inform decisions to improve student achievement. Allocating Resources

62
100 - 200
Step 6 Strategies Teachers will

• Having clarified/discussed all issues
  hypotheses, the next step is to merge these ideas
  into 3-4 strategies (which may be grade level
  specific).

• Criteria for Strategies
• Begin each statement with Teachers will...
  (and/or which specific group of teachers)
• Use an action verb of observable behavior which
  must be done.
• Write clear concise statements that describe what
  you intend to accomplish. (Be specific)
• Make sure each teacher objective addresses the
  issue and connect back to the student goal.

63
Modeling Strategies
100 - 200

• General education teachers in collaboration with
  Students with Disabilities teachers will plan a
  series of meetings to discuss potential
  interventions and support systems for at-risk
  students in learning geometric vocabulary and
  transformations.
• K-12 teachers will create GLCEs HSCEs based
  lesson plans specifically incorporating a variety
  of instructional strategies.
• Teachers in grades K-12 will identify gaps in
  their mathematics curriculum based on the GLCEs
  HSCEs.
• Teachers in grades K-12 will use the identified
  gaps information to begin a search of available
  research-based resources and document findings.

Pink Teachers will Blue Observable
Action Verb Green Intended Accomplishment
64
Connecting Measurable Objective? Strategies
1020 - 1040
Finalized Measurable Objective Finalized Measurable Objective Finalized Measurable Objective
Strategy 1 Strategy 2 Strategy 3
Does your strategy include the phrase Teachers will...? Does your strategy include the phrase Teachers will...? Does your strategy include the phrase Teachers will...?
Does your strategy include an action verb of observable behavior? Does your strategy include an action verb of observable behavior? Does your strategy include an action verb of observable behavior?
Is your strategy clear and concise and describe what you intend to accomplish? Is your strategy clear and concise and describe what you intend to accomplish? Is your strategy clear and concise and describe what you intend to accomplish?
Does your strategy connect back to your student goal? Does your strategy connect back to your student goal? Does your strategy connect back to your student goal?
65
Creating Strategies Directions
200 - 230

• On a large chart paper, begin drafting each of
  your strategies using a black pen or marker.
• Be sure to consider all of the components of a
  quality strategy.

Strategy 1 Teachers will
Strategy 2 Teachers will
Strategy 3 Teachers will
66
Welcome back to Day 3!

• DIRECTIONS-
• On the wall post
• Measurable Objective Poster
• Strategies Poster
• New blank poster titled Clarifying
  Questions/Feedback
• Take down and label all other posters
• As a group, make sure you have a red, blue and
  green marker to take with your group as you go to
  evaluate other groups strategies and the purple
  worksheet (as a guide for questions, check each
  strategy for the required components)

67
Checking Strategies Directions
845

• Each group will evaluate two other buildings
  strategies (10 minutes per group)
• using a red marker box around the words Teachers
  will for each strategy.
• Using a blue marker box around the action verb
  indicating observable behavior.
• Using your green marker give feedback regarding
  the clarity, conciseness and connection to the
  measurable objective.

Strategy 1 Teachers will
Strategy 2 Teachers will
Strategy 3 Teachers will
68
Revising Strategy Directions
900

• Using your purple worksheet as a guide for
  questions and the feedback from your drafted
  strategies, revise your strategies on your
  current poster because we will type them in
  electronically on the SI template soon!

Strategy 1 Teachers will
Strategy 2 Teachers will
Strategy 3 Teachers will
69
Where are we in the process?
1145-1150
Gathering Data and Team Readiness
Data Tables
Graphic Representation Gap Statement
Fact Finding Contributing Cause for the Gap
Hypothesis Reason for Gap
Ongoing Process
Primary Concerns
Primary Issues
Strategy Statements
Student Goals Measurable Objective Statement
Activities Action Plan Roll Out
Sustainability
Monitoring and Evaluation (Checkpoints)
70
1000 - 1015

• School Improvement Plan Template
• Complete first page overview
• Complete Strategies (with Activities)
• Complete Rollout Plan

71
Important Plan Details
1000 - 1015

• Leadership Team Members?
• Leadership Team Meeting Dates?
• Annual assessment date and tool?
• Periodic assessments and dates?
• Periodic mini-retreat dates?

72
Accessing The School Improvement Plan
1030 - 200

1. Go to WMobile Drive
2. Click on Data Retreat folder
3. Click on your Districts folder
4. Click on your buildings folder
5. Click on the 2010-2011 folder
6. Click on the word document School Improvement
   Plan Template...
7. Make sure to Save As after you begin to fill in
   the template. Your Building Name should be in
   the title.

73
The Final 2

• While schools may declare themselves PLCs alter
  their schedulesand allocate resources to a
  teacher leader (mentor or coach)these activities
  are insufficient unless the final 2 of
  activities are carefully considered and well
  executed on a day-to-day basis.
• - Dennis Sparks

74
Design Activities
1000 - 1015

• For each strategy
• List the specific activities of improvement work
  that will lead to your goal.
• See the following criteria for specificity.

75
Criteria for Effective Improvement Activities
1000 - 1015

• 3 Clearly articulated improvement activities. The
  activities clearly describe what will be done,
  how, by whom and with what resources and are
  clearly aligned with the student learning goal.
  When reading the activities there is no doubt
  that the work will be done effectively and that
  it will make a real positive difference in
  reaching the goal.

• 2 Improvement activities are described. The
  activities are missing some key details but give
  a clear sense of the intention. When reading the
  activity, it is questionable as to whether the
  task will make a difference to the goal and as to
  whether it can be carried out without further
  delineation.

• 1 Broadly or vaguely written activities that
  leave many questions unanswered. The activities
  are ambiguous or of questionable relevance and
  are missing many key details. When reading the
  activity, there is little confidence that it will
  be done or that it would make any difference
  toward the goal.

75
76
1030 - 200
Schedule for the Remainder of the Day

1. From now until 145, your task will be to pull
   all your information together into your Building
   School Improvement Plan using the additional
   handout packet on your table.
2. Make sure to save the plan on your flash drive
   and any other documents you want to take back to
   your district. Also, note the request on the
   bottom of the SIP template.
3. YOU HAVE 5 MINUTES TO DO THE FOLLOWING THREE
   THINGS
4. Take down your posters (make sure your name and
   year are on every poster)
5. SAVE your SI Plan to the mobile drive AND a flash
   drive to take with you.
6. Make sure one computer and one projector is still
   up and running for the district.
7. At 145 we will do a district walk through of
   each buildings plan (5 minutes each).
8. Final District Conversations/Share out will occur
   from 215 230.
9. We will conclude with revisit dates (Principal
   Mid-Year Report, Monitoring Checkpoints,
   Reflection Retreat) throughout the year to ensure
   the sustainability of the process, organize
   materials/posters, and gather feedback.

77
Roll Out and Sustainability
1000 - 1015
How will you roll out the plan to the rest of the
staff?
77
78
Designing the Roll-Out Plan
1000 - 1015

• Team Task Discuss and determine
• How will we 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
  activities and culture of improvement?

78
79
1000 - 1015
School Improvement Plan Template
School Improvement Goal (Restated from first page) School Improvement Goal (Restated from first page) School Improvement Goal (Restated from first page) School Improvement Goal (Restated from first page) School Improvement Goal (Restated from first page) School Improvement Goal (Restated from first page)
Resource Mapping Plan How will you utilize existing resources (time, staff, budget, materials, etc.) to reach your improvement goal? Resource Mapping Plan How will you utilize existing resources (time, staff, budget, materials, etc.) to reach your improvement goal? Resource Mapping Plan How will you utilize existing resources (time, staff, budget, materials, etc.) to reach your improvement goal? Resource Mapping Plan How will you utilize existing resources (time, staff, budget, materials, etc.) to reach your improvement goal? Resource Mapping Plan How will you utilize existing resources (time, staff, budget, materials, etc.) to reach your improvement goal? Resource Mapping Plan How will you utilize existing resources (time, staff, budget, materials, etc.) to reach your improvement goal?
Time. What adjustments in the school/staff schedule are needed to accomplish the tasks in this improvement plan? Adjustment in Time/Schedule Adjustment in Time/Schedule Adjustment in Time/Schedule Adjustment in Time/Schedule Adjustment in Time/Schedule
Staff Responsibilities. What adjustments in staff responsibilities are needed to accomplish the tasks in this improvement plan? Adjustment in Responsibilities Adjustment in Responsibilities Adjustment in Responsibilities Adjustment in Responsibilities Adjustment in Responsibilities
Materials or Equipment. What adjustments in materials or equipment are needed to accomplish the tasks in this improvement plan? Adjustment in Materials or Equipment Adjustment in Materials or Equipment Adjustment in Materials or Equipment Adjustment in Materials or Equipment Adjustment in Materials or Equipment
Budget. In what ways will existing budget resources be allocated differently to achieve the tasks in the improvement plan? Adjustments in Budget Allocations Adjustments in Budget Allocations Adjustments in Budget Allocations Adjustments in Budget Allocations Adjustments in Budget Allocations
Roll Out Plan How will you engage all other staff members in this plan?? Roll Out Plan How will you engage all other staff members in this plan?? Resources Needed (cost, materials, staff, time, etc.) Timeline Timeline Person Responsible/ Persons Involved
Tasks/Action Steps Tasks/Action Steps Resources Needed (cost, materials, staff, time, etc.) Start Date End Date Person Responsible/ Persons Involved



80
District Walk Through
200 230

• Each building will have 5 minutes to explain
  their plan to their district colleagues.
• The timer will be on the screen to let you know
  when to switch to the next building.
• This is a time to gain district unity and ask
  probing questions for clarification.

81
Final Building Conversation
230 - 245

• On the word document titled End of Day 3 Wrap
  Up in your folder on the mobile drive, as a
  building please respond to the following
• How has this Data Retreat process confirmed or
  denied your perceptions or predictions that you
  wrote on Day 1?
• How has the Data Retreat met the majority of
  your desires and outcomes that you posted on day
  1?
• Share one example of a challenge or success that
  occurred over the three days spent doing the Data
  Retreat process.
• Share one stand out fact that the building
  learned.
• What needs/support will be necessary to
  successfully implement sustain the Data Retreat
  process?
• What parts of the plan need to be revised,
  revisited or completed before you roll the School
  Improvement Plan out to the rest of the staff and
  when/how will they get done?

82
1000 - 1015

• School Improvement Plan Template
• Complete first page overview
• Complete Strategies (with Activities)
• Complete Rollout Plan

Advanc- ED Website
83
Data and Teaming
830 - 845
High on Data Use Low on Collaborative Leadership High on Data Use High on Collaborative Leadership
Low on Data Use Low on Collaborative Leadership Low on Data Use High on Collaborative Leadership
Two Equally Essential Components for Successful
School Improvement
84
Improvement Planning Cycle
Data Retreat Workshop
Reflection Retreat
LT
Summer Fall Winter Spring
Roll out to Staff
LT
LT

1. Data Collection Point
2. Mini-Data Retreat
3. Monitoring Checkpoint

LT
LT
Turn In School Improvement Plan
LT
LT

1. Data Collection Point
2. Mini-Data Retreat
3. Monitoring Checkpoint

LT
Submit MI-SAS/EdYES! Report Online to MDE
LT
LT
LT
LT
Leadership Team Meeting (Building AND
District)

1. Data Collection Point
2. Mini-Data Retreat
3. Monitoring Checkpoint

LT
Principal Mid Year Report
85
A change in behavoir results in a change in
learning.

• - Jackson County Educator

Profound change in schools, I believe, begins
with profound change in leaders that radiates out
to others in the system.
- Dennis Sparks
86
Thank you for attending.

• Final Thoughts
• If you are planning on utilizing the surveys or
  other resources from the book, you must purchase
  a license from Judy Sargent (jsargent_at_cesa7.k12wi.
  us7) or let us know and we can copy them since
  the ISD has purchased a license. (see handout
  Cesa 7)
• Other questions?
• Clean up posters, materials and tables
• Please take your district data binder and LEAVE
  the pink or blue reference binders.
• PD Survey will be e-mailed to all participants.
  Please complete the survey with a week.
• Good Luck!
• Contact Info
• Scott Koziol Tovah Sheldon
• Scott.Koziol_at_jcisd.org
  Tovah.sheldon_at_jcisd.org
• 517.768.5206 517.768.5146