A306

Session 9:

Examining

Instruction

PART II

Apr. 8, 2008

Plan for Today

4:10-4:20 Standards in Practice Reflections

4:20-4:50 The Shaw in Action

4:50-5:50 Examining InstructionAnalysis of Readers’ Workshop Lessons

5:50-6:00 Break

6:00-6:10 Spring Plan Presentation Asssignment

6:10-7:00 Team TimeMeet with Teaching Team

Today’s Objectives1. Learn from colleagues about strategies for

using data.

2. Revisit the concept of the “ instructional core”

3. Experience a protocol for examining instruction and discussing what you see in non-normative ways.

4. Plan how to capture your team’s learning this year.

Standards in Practice Observations Focuses on rigorous, objective scoring – clarifies

grade-level expectations SUMNER

Focuses on fidelity to standards (not just curriculum) SHAW

Creating own rubric is an “equalizer;” inspires conversation about whether standards apply to all students OHRENBERGER

Some teachers prefer to current LASW protocols EMERSON

Possible Modifications to SIP Involve students

Use for assignment development

Use for rubric development

Use to assess potential changes to curriculum

DataWise in Action

The P.A. Shaw School

April 8, 2008

The P.A. Shaw School

Our motto: “Developing a love of learning.”

266 students in grades K-5 85% of students qualify for F/RP lunch 87% Black, 11% Hispanic, 2% Other

Our Story

Problem: Assessments show Shaw students are performing at critically low levels in ELA and Math; although the Shaw made AYP for four consecutive years, after two years of missing our AYP targets, we are now in Needs Improvement status.

Question: How can we better support our students?

Solution: Develop a love of learning through multiple interventions!

P. A. Shaw School We Use Data To Help Us Plan For Better Instruction

Individual Plans

Proven Intervention Programs

Before and/or After School Programs

Adult Tutors / Resource Room / Reading Recovery

Homework Help / Peer Tutors / Parent & Family Supports

Assess Achievement Gap / Identify Students Highly at Risk / Know and Use our Data

Quic k T im e™ and a dec om pres s o r

a re needed to s ee th is p ic ture .

Quic k T im e™ and a dec om pres s o r

a re needed to s ee th is p ic ture .

MCAS Data

1%18%

44%

37%

MCAS ELA Scores, 2007Grades 3-5

Needs Improvement

Proficient

Warning

Advanced

Digging into ELA Data

Non-fiction questions were the most missed in all three grade levels

Open response and short answer were more missed than multiple choice

Our students did best on the “drama” questions!

2% 5%

34%

59%

Warning

Proficient

Needs Improvement

Advanced

MCAS Math Scores, 2007Grades 3-5

Digging into Math Data

Lowest area of performance across three grade levels: number sense.

Students did better on multiple choice questions than on short answer or open response questions.

Our Challenges

Time! (2 full-staff meetings/year)

Staff resistance to more new initiatives

Teachers’ ownership of student achievement

Loss of coaches

Our Goals

1. Increase the use of data to drive weekly instruction while better preparing students for success at a high level of rigor (MCAS).

2. Develop a coherent, school-wide writing plan and rubrics for every grade level.

3. Create systems to improve school-wide coherence around data use to pilot this year and implement next year.

Action Steps

Goal 1: Increase the use of data to drive weekly instruction while better preparing students for success at a high level of rigor (MCAS).

Our Steps: Week-in-Review MCAS Saturday Prep Data Analysis Protocols for Grade

Level Meetings

Week-in-Review

Adapted from Mason School’s presentation Administered Fridays beginning in February Data compiled and then distributed/discussed

at Tuesday grade level meetings Half made by grade levels (K, 1, 3) and half

by principal intern (2, 4, 5) Standardized reporting sheet

MCAS Saturday Prep

Saturdays 9:00 - 11:00am Led by principal Families must attend Schedule with specific objectives and

homework for reinforcement

Data Analysis Protocol

Purpose: to increase teacher participation in discussion about week-to-week performance of students

Strength: Teachers excited to “dig into data”.

Challenge: Turning analysis into instructional planning for the future

Goal 2: Develop a coherent, school-wide writing plan to improve student writing.

Our Steps: K-1 CCL project as pilot “Standards spectrum” Rubrics for every grade level Fourth grade writing prompt practice Writing Calendar (2008 - 2009)

K-1 CCL Pilot Project

Goal of CCL: Align Lucy Calkins, Giaccobi, and state standards to create a curriculum guide for 2008 - 2009

Serve as a model for grades 2-5 (all of which will have writing guide by next year)

Collaboration between K-1, ILT, and Literacy Coach

Fourth grade writing prompt practice Literacy coach and principal intern give

lessons 2 days/week for a month before MCAS writing test

Dual focus on test prep (writing to a prompt) and improving organization and idea development in student writing

Writing Calendar (2008 - 2009)

Develop monthly prompts and rubrics in advance aligned with writing curriculum guide and assessment calendar, along with end dates for publishing

Provide common expectations for writing across grade levels

Ensure the availability of common student work for data analysis at grade level meetings

Goal 3: Create systems to improve school-wide coherence around data. Pilot them this year; institute next year.

Our Steps: 1. Teacher “e-binders” with professional

expectations & supports2. Assessment Calendar3. Collaborative Planning Protocols

Teacher E-Binders

Developed and reviewed by ILT during the final months of this school year

Distributed to all teachers in September 2008 with “Laptops for Learning”

Will contain any and all templates, Assessment & Instruction Calendar, prompts, data collection sheets, etc.

Assessment Calendar

Contain all dates for:– Lesson plan templates – BPS Math and ELA unit assessments – Week in Review– Staff Meetings– Grade Level Meetings and foci – ILT dates – Due dates for unit and formative assessment

administration and collection– …and many more!

Collaborative Planning Protocols

Stemmed from use of Week in Review as conversation prompt

Derived from a need to move data analysis to instructional action

Give more responsibility and autonomy to teachers

“Developing a love of learning”

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are needed to see this picture.

Reflection

What has Data Wise meant to the Shaw team?

Data Wise and the “Instructional Core”

Teacher

StudentContent

Last week, we offered

Richard Elmore ‘s

framework:if schools are to improve

student achievement, they need to affect the instructional

core

Examining Instruction note-taking sheet

What is the Content

of the lesson?

What are the

Students doing?

What is the

Teacher doing?

Tips for Taking Notes Make only observations of fact

Be prepare to share the evidence supporting your observations

Resist judgment and evaluation!

Debrief Protocol

Assignments for May 6 Create Spring Plan Presentation

Skim Data Wise in Action Ch. 6,8

Read Data Wise in Action Ch. 9

Spring Plan PPT Presentation Audience: your faculty + central office

Include: What you set out to do What you accomplished – helpful charts What challenges you faced What you learned Next steps Ideal support

We will “tune” in our May 6 class