Welcome to Northeast Georgia RESA

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• Welcome to Northeast Georgia RESAS
• Regional Data Dig

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• Purpose of the Regional Data Dig
• Standard A The needs of systems and schools in
  the RESA service area are determined using an
  on-going data-based process that includes the use
  of both quantitative and qualitative data.
• Element 1.1.A.1 The RESA analyzes state
  assessment data and other data (e.g. AYP reports,
  school and system report cards, SAT/ACT, NAEP) to
  identify student achievement levels and trends in
  systems and schools.
• Element 1.1.A.2 The RESA analyzes state, system,
  and school data to identify factors affecting
  student achievement in areas such as curriculum,
  assessment, instruction, leadership, school
  culture, parent involvement, professional
  learning, and organization and planning, and
  current school improvement initiatives.

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• Standard B Services offered to systems and
  schools in the RESA service area are determined
  using both state- and locally-identified needs.
• Element 1.1.B.1 The RESA prioritizes services to
  be offered to systems and schools based on the
  results of locally-administered needs
  assessments.
• Element 1.1.B.2 The RESA develops a local action
  plan for delivering services to systems and
  schools based on the RESA Standards of Service
  on the trends, causes, and factors identified in
  Standards A and the needs identified in the
  locally-administered needs assessment.
• Element 1.1.B.3 The RESA collaborates with the
  Department of Education and other support
  entities (e.g., GLRS, ETTC, GYSTC, SDFSC,
  colleges and universities) to plan and to
  coordinate services to address system and school
  needs.
• Standard C A data-based decision making process
  is used to build capacity for improvement in
  systems and schools.
• Element 1.1.C.1 The RESA provides assistance to
  systems and schools in analyzing state assessment
  data and other data (e.g. AYP reports, school and
  system report cards) to identify student
  achievement levels and trends.

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• REGIONAL DATA DIG
• July 21, 2011
• Agenda
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• 830 920 General Session (Room A)
• Welcome, Purpose, Overview of the Day, and Use of
  Findings Dr. Rhonda Hefner-Packer
• Data Types (Student Learning, Demographic,
  Perception, Process) Beth McMickle
• Expected Products Sallie Eckles
• Logistics and Introduction of Content
  Facilitators Dr. Patti McWhorter
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• 920 930 Transition Time
•  
• 930 1200 Analyze Student Learning Data by
  Content Area
• Standardized Test Data
• Chart Findings
• Prioritize Findings
•  
• 1200 200 Analyze Qualitative Data
• Demographic Data

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Build Understanding
Analyze the Data using Bernhardt Framework
Set Priorities Based on Analysis of Quantitative
and Qualitative Data
Revise the RESA Action Plan
Manage Change
Manage Change
Clarify the Problem Root Cause Analysis
Assess Results using Guskey Framework
Identify SMART Goals
Implement the RESA Action Plan
Select High-Impact, Research-Based Strategies
Build Understanding
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Collect Different Types of Data
Demographic Perception Student Learning Process
Enrollment Ethnicity Gender Poverty Attendance Graduation Rate Surveys Administrator Teacher Student GAPSS Observations CRCT EOCT Writing GHSGT GAPSS Artifacts Observations Commendations Recommendations System Comprehensive LEA Improvement Plan (CLIP)
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• Analyze Data Patterns
• Achievement data are foundational lens
• All other data sources are filtered through the
  achievement data lens
• Goal is to uncover patterns and relationships
  among data
• Key question What are priorities emerging from
  the data analysis?

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Cause/Effect
Root Cause Analysis
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RESA Action Plan Template
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Guskey Framework Guskey Framework
Level 1 What evidence exists to determine participants reactions to professional learning?
Level 2 What evidence exists to determine if participants have acquired the intended knowledge and skills?
Level 3 What evidence exists to demonstrate organizational support for implementation of professional learning?
Level 4 What evidence exists to demonstrate that participants are using knowledge and skills form professional learning?
Level 5 What evidence exists that professional learning has made an impact on student learning outcomes?
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• Norms
• Participate in a positive manner with a goal of
  consensus
• Honor time
• Stay focused with results in mind
• Listen respectfully with possibility
• Maintain confidentiality and be trustworthy
• Give and be open to honest feedback
• Commit to action
• Inform others if you are struggling to meet your
  commitments

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• Logistics
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• Room Assignments
• Reading and ELA Room A
• Science Room B
• Mathematics Room C
• Social Studies Technology Lab
• Working Lunch Box lunches may be picked up in
• Room A at 1130.
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