data review and school and system improvement planning 2015 coastal plains resa

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Data Review and School and System Improvement Planning 2015 Coastal Plains RESA

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Data Review and School and System Improvement

Planning2015

Coastal Plains RESA

Coastal Plains RESA 2014-15

Data Review SI Planning Agenda

Develop Team Learning Targets with School StandardsAnalyze Data Individually Recording Celebrations and Areas

for GrowthOrganize Celebrations and Areas for Growth into CategoriesPrioritize and Chart Celebrations and Areas for Growth Identify Root Causes for Area for Growth #1 Review and Adjust SMART Goals, Actions, Artifacts, and

Evidence in SIPReview and Adjust Steps for Implementing, Monitoring, and

Communicating School Improvement PlanCarousel School ChartsRecord System-Wide Issues and Choose District

Standard(s) Most Want to Improve

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Coastal Plains RESA 2014-15

Data Review SI Planning AgendaRead Focus Drives School ImprovementRecord Actions to Address System-Wide Issues:

Carousel BrainstormingCreate Three (3) Teams

Prioritize IssuesDetermine System-Wide Actions for Each Issue

Determine System-Wide Instructional Expectations for Tier 1

Define Key TermsDetermine System-Wide Interventions

Determine Artifacts and Evidence for Each ActionDetermine How Each Action Will Be MonitoredCreate Talking Points for Communicating System

Actions; Record and Post3

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NormsBe on time.Place cell phones on silent.Actively listen and participate.Limit sidebar conversations (take notes to discuss later).

Assume good will and positive intent.Observe the work time limit.Use electronic devices for group work only.End on time.Clean your work area.Laugh often. Celebrate success!

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TeamworkRolesFacilitator (Norms Reminder)TimekeeperRecorder

ChartsElectronic SIP

Speaker

Effects of Teamworkhttp://www.youtube.com/watch?v=Sy6_TGcs6e8

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District Standards

Vision and Mission: Purpose and direction for continuous improvement with a commitment to high expectations for learning and teaching

VM 1: Creates and communicates a collaboratively-developed district vision, mission, and core beliefs that focus on preparing all students for college and career readiness VM 2: Fosters, within the district and broader community, a culture of trust, collaboration, and joint responsibility for improving learning and teaching

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Coastal Plains RESA 2014-15

District Standards

Planning, Organizing, and Monitoring: The data-driven processes, procedures, structures, and products that focus the operations of the district to ensure higher levels of student learning and staff effectiveness POM 1: Uses a collaborative, data-driven planning process at the district and school levels for improving student learning POM 2: Uses protocols and processes for problem solving, decision-making, and removing barriers POM 3: Uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and initiatives 7

Coastal Plains RESA 2014-15

District Standards

Allocation and Management of Resources: The allotment and administration of resources to attain district and school goals for student learning

AMR 1: Administers a clearly defined, collaborative, data-driven budget process that ensures the equitable, efficient, and transparent distribution of resources to support learning and teaching

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Coastal Plains RESA 2014-15

District StandardsLearning and Teaching: District processes for implementing, supporting, and monitoring curriculum, instruction, and assessment systems and their impact on student learning

LT 1: Engages and supports all schools in systematic processes for curriculum design to align instruction and assessments with the required standards LT 2: Develops and communicates common expectations for implementing curriculum, instruction, and assessment practices across all schools LT 3: Guides, supports, and evaluates the implementation of curriculum, instruction, and assessments

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Coastal Plains RESA 2014-15

District StandardsLearning and Teaching: District processes for implementing, supporting, and monitoring curriculum, instruction, and assessment systems and their impact on student learning

LT 4: Ensures that professional learning is relevant and addresses adult and student needs LT 5: Assesses the impact of professional learning on staff practices and student learning and makes adjustments as needed LT 6: Guides and supports schools in the selection and implementation of effective strategies, programs, and interventions to improve student learning

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School Standards

11

PO 2: Shares a common vision/mission that defines the school culture and guides the continuous improvement process

PO 4: Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance

PO 6: Monitors implementation of the school improvement plan and makes adjustments as needed

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I 1: Provides an orderly, well-managed learning environmentI 2: Creates an academically-challenging environment that cultivates higher-order thinking skills and processes I 3: Implements research-based instructional strategiesI 4: Enables students to attain higher levels of learning through differentiated instructionI 5: Engages students in setting learning targets aligned to curriculum standards

School Standards

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Lens for Planning: District GovernanceCharter System

Greatest flexibility and autonomyShared governanceAccountability: district-level targets

IE2 (Investing in Excellence in Education)Strategic PlanSchool Improvement Plan for each

schoolAccountability: school level performance

(CCRPI score)

Increase CCRPI score by 3% of gap between baseline year and 100

Title 20/No Waivers1313

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Coastal Plains RESA 2014-15

Learning TargetsAs a school team, review the standards and write 2

or 3 learning targets in the form of I (We) can/will statements. What do you want to accomplish?

Use language of the standards.Record on chart paper.

15

We will…Engage in vigorous conversation.Dig into the data, identify areas for growth, honestly determine root causes.Share the work with all stakeholders.

15

12 minutes

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School NamePrioritized Growth Area #1

Root Causes

1. Charts of Celebrations, Areas for Growth, Root Causes, Goals, Actions, Artifacts & Evidence (May record electronically as well.)

2. School Improvement PlanSchool Name2014-15 Data

Celebrations

Products To Be Created

School Name2014-15 Data

Areas for Growth

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Coastal Plains RESA 2014-15

1. Collect All Relevant

Data

3. Determine Root

Causes

5. Identify Appropriate

Actions

6. Determine Artifacts and

Evidence

7. Implement the

S I Plan

8. Monitor and Adjust

the Plan

SCHOOL

IMPROVEM

ENT

PROCESS

2. Analyze Data to Prioritize Areas

for Growth

4. Establish SMART

Goals

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Coastal Plains RESA 2014-15

Determine and collect all relevant data based on the school’s mission, vision, beliefs, and current initiatives. Student performance data Adult performance data Demographic and other data Perceptions of staff, students, and stakeholders Process data on current actions, strategies,

interventions, and programs

What data sets will define us and our current improvement efforts?

Step 1. Collect All Relevant

Data

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Coastal Plains RESA 2014-15

Examples of relevant data

Student Performance Data: CCRPI, common assessment results, EOGs, EOCs, Lexile scores, PSAT/SAT/ACT, writing assessments, grade distributions, student growth percentiles, benchmarks

Adult Performance Data: TKES and LKES performance, student achievement and growth, Hi Q, certification, endorsements

Step 1. Collect All Relevant

Data

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Examples of relevant data

Demographic and Other Data: Ethniciy, economically disadvantaged, EL, gifted, SWD, homeless, teacher/student attendance, graduation rate, discipline referrals, retention rates

Perception Data: Surveys of parents, teachers, students, other stakeholder surveys

Process Data: Classroom observation data, AdvancED (SACS) reports, analysis of initiative and professional learning implementation, analysis of unit/lesson plans, student work

Step 1. Collect All Relevant

Data

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Engage in vigorous discussions to analyze all data and to determine the greatest areas for growth.

What trends do we see in the data? Is there a difference among subgroups and grades? How effective are our programs, actions, strategies, and

initiatives? What are the overall strengths and areas for growth of

our students and staff? What do stakeholders see as our strengths and areas for

growth?

What do the data say about our effectiveness and areas for growth?

Step 2. Analyze Data to Prioritize Areas for Growth

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Data and Accountability

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CCRPI Indicators

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2014 CCRPI Grad Predictor Exceeds Earned 4.1 of 10

Data and Accountability

Coastal Plains RESA 2014-15

CCRPI SGP 35+ and GSGM_CRCT_2014_School All Students charts

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Assessment Literacy: Student Growth Levels

Low 1-34Typical 35-65

High 66-99

CCRPI: % SGP 35+

TEM: Grand Mean

Median: Green Bubbles

2014 Grade 5 Math

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Student Growth Levels: Aggregating SGPs Ways of aggregating SGPs (such as for a

classroom, school, or district) Median – the median growth percentile for all

studentsGrowth distribution – divide the growth

percentile range (1-99) into intervals and report the percentage of students demonstrating growth in each interval

Percentage meeting a goal – the percentage of students demonstrating at or above a specified level of growth

Typical 35-65High 66-99

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Colquitt Grade 5 Math by School

27

Only 1 school has 35+ SGP.

CRCT Lowest Quartile (GOSA)http://gosa.georgia.gov/

Percent Students Absent 5 or Fewer Days (GOSA)

CRCT Trend CRCT Data (GOSA)

Lexile Grade 5 Trend Data

System

Grade Lexile 2012 Lexile 2013 Lexile 2014

Ben Hill 5 53.6 60.5 54.4

Berrien 5 66.5 70.8 79

Brooks 5 60.6 52.5 55

Colquitt 5 51.3 53.2 51.1Cook 5 54.8 60.8 56.8

Echols 5 43.9 57.1 58.2

Irwin 5 60.5 57 52.5

Lanier 5 65.4 55.7 54.5

Lowndes 5 79.2 76.5 81.6

Tift 5 53 61.6 59.6

Turner 5 51.3 50.8 50.5

Valdosta 5 50.9 56.6 59.3

Georgia 5 64.1 65.3 67.7

Lexile 2012 Lexile 2013 Lexile 20140

20

40

60

80

100

Lexile Measures Grade 5

Ben Hill 5 Berrien 5 Brooks 5

Colquitt 5 Cook 5 Echols 5

Irwin 5 Lanier 5 Lowndes 5

Tift 5 Turner 5 Valdosta 5

Georgia 5

Coastal Plains RESA 2014-15

Celebrations and Areas for GrowthTeachers in core

contents have begun to develop common assessments

Percent of 8th graders at ≥1050 Lexile increased from 67.3 in 13 to 70.4 in 14

Leadership team consistently monitored the School Improvement Plan

Which is clearest?

What is needed to make other statements clear?

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Citing Data PointsWhat content?Which metric(s)?Which students?Which disaggregated

groups?Direction or trend?Comparison?Amount?Over what time

period?33

2014Median SGP

ELA34

2014Median

SGPSS50

2014Median SGP

SCI31

2014CCRPI

EDAll Green FlagsMet all state content subgroup

targets

2014CRCT Exceeds

27.1%Bnchmrk is

65.7%4.1 pts of 10

2014SWD

All Red FlagsDid not meet state subgroup

targetsIn R, ELA, Math, S, SS2015

26% Below Grade LevelSRI (yellow & red)

CRCT ELA91.4%-2014

89.6%-2013

91%-2012

Coastal Plains RESA 2014-15

Discuss with your team.

What data was collected?

What data are missing?

Prioritize the data to be analyzed.35

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Task: Analyze Data What do the data say?

• Divide the data among group members. • ELA & social studies• Math & science• CCRPI, SGPs. Achievement Gap, etc.• SACS, surveys, observations, etc.• Attendance, discipline, etc.

• Ask questions from Step 2 to analyze data individually.

• Write strengths on GREEN post-its, areas for growth on YELLOW.

• Write one idea per post-it note. • Be specific! Include grade level, content, %, numbers,

subject, subgroup, etc. to clarify.• Record only what the data say; do NOT draw

conclusions!

30- 40 minutes

2. Analyze Data to Prioritize

Areas for Growth

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Coastal Plains RESA 2014-15

Task: Analyze Data

•Add post-its to T chart of strengths and areas for growth.

•Organize and Categorize.•Ask Data Questions. •Determine areas of greatest student learning areas for growth, greatest gaps, …

•List celebrations chart paper.•Prioritize areas for growth and list on chart paper; cite data that supports it.

20 minutes

2. Analyze Data to Prioritize Areas for Growth

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Products: Chart of Celebrations and Chart of Areas for Growth

School Name2014-15 Data

Celebrations

Products To Be Created

School Name2014-15 Data

Areas for Growth

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Root Causes

What are the root causes of the results?

What are the root causes upon which we can act?

Why are we getting the results we are getting?

3. Determine Root

Causes

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Coastal Plains RESA 2014-15

What are the root causes of the data upon which we can act?

Spend time on WHY until consensus is reached regarding the causes of the gaps or trends. What adult practices might be the cause of the data? What student practices might be the cause of the data? Do our current policies help or hinder? How well do our current infrastructure/resources

support initiatives? Where is the kink in the implementation

or delivery system? What is within our sphere of control?

3. Determine Root

Causes

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Root Cause Analysis

Prioritized Need: Low graduation rates for SWDs.

External Focus Internal Focus

The middle school doesn’t prepare them.

Students fail classes and state tests.

The students live in poverty. Students have weak comprehension skills.

Their parents aren’t involved enough. Teachers don’t always use formative assessment results to adjust instruction.

The state curriculum is too difficult. Teachers don’t provide access to content on different Lexile levels or to comprehension strategies.

Move the focus from external issues over which we have little control to internal issues that we can control.

3. Determine Root

Causes

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Root Cause Analysis

Typical planning processes often jump from a problem to solution without considering cause for the problem.

Solutions should be designed to dissolve causes, not patch over symptoms.

Clark County School District, Las Vegas, NV

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Coastal Plains RESA 2014-15

Root Cause Analysis

The most challenging aspect of RCA is the ability of the staff and its administration to be open and honest in a safe, collaborative environment.

This climate will foster true examination of causes which may be uncomfortable, including issues of climate, organization, and instructional quality.

Clark County School District, Las Vegas, NV

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Coastal Plains RESA 2014-15

How to Identify Root Causes

1. Brainstorm possible explanations (causes) for the performance concerns.

2. Categorize like causes together.3. Narrow the explanations to those that are

actionable, which includes removing items that are outside of the school’s control.

4. Deepen the thinking to ensure the causes are root causes by asking Why? Why? Why?

Clark County School District, Las Vegas, NV

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Coastal Plains RESA 2014-15

Identifying Root Causes

…not to find a who, but to find systemic and process issues that are causing problems to occur.Even when a who may look like a likely culprit (e.g. incompetent teacher), consider how that person might have ended up in that situation (e.g., problematic hiring processes, lack of staff development, lack of mentoring/coaching system, etc.

Conzemius and O’Neill, The Handbook for SMART School Teams

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Coastal Plains RESA 2014-15

Task: Determine Potential Root Causes

1. List your first prioritized need on a chart.2. Individually, think of as many possible

adult and student causes as you can.3. Write one cause per blue post-it note.4. As a school team, group notes around

common themes or concepts.5. Label these groupings, and record root

causes on the chart. 20 minutes

3. Determine Root

Causes

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Coastal Plains RESA 2014-15

Chart of Root Causes for Each Area for Growth

School Name2014-15 Data # 1 Area for Growth

Root Causes1. X2. X3. x

Products To Be Created

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Coastal Plains RESA 2014-15

1. Collect All Relevant

Data

3. Determine Root

Causes

5. Identify Appropriate

Actions

6. Determine Artifacts and

Evidence

7. Implement the

S I Plan

8. Monitor and Adjust

the Plan

SCHOOL

IMPROVEMENT

PROCESS

2. Analyze Data to Prioritize Areas for

Growth

4. Establish SMART

Goals

ProgressCheck!

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Coastal Plains RESA 2014-15

Creating a System-Wide Plan

49

50

Gallery Walk

Start at the school on your right.Review the data and individually record relevant information.

Move clockwise after 3 minutes and repeat the steps until you return to your school.

Using the Data Points about student learning you recorded/observed and the District Standards, discuss and come to consensus on 10 areas for district-wide improvement for 2016-2020.

Record on yellow paper.

Coastal Plains RESA 2014-15

Creating a System-Wide Plan

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Coastal Plains RESA 2014-15

What Do We Want to Be Known For?

1.Identify a facilitator/timekeeper.2.Read the text and identify passages (and a couple of

back-ups) that have important implications for your work.3.Rounds

1.LEVEL 1: Read aloud the selected passage.2.LEVEL 2: Say what you think about the passage

(interpretation, connection to past experiences, etc.)3.LEVEL 3: Say what the implications are for the work.

4.LEVEL 4: The group responds to what has been said.

4.After all rounds have been completed, debrief the process.

Fisher, Doug and Nancy Frey. Focus Drives School Improvement. Educational Leadership, Feb. 2015.

15 minutes

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Coastal Plains RESA 2014-15

Are We a Highly Reliable Organization?

Creating a common, widely understood language is an important element in any substantive change process (Kegan & Lahey, 2001; Pfeffer & Sutton, 2000).

Effective districts are attentive to developing a shared understanding of a common vocabulary about practice (Marzano & Waters, 2009; McLaughlin & Talbert, 2006).

Leaders of Learning, DuFour & Marzano, 2011.

http://bcove.me/qvg004pa

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System-Wide Areas for Growth

12345

WHAT CAN WE DO?

56

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Caro

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10

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10

gro

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3 m

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topic

1-Gray Etta F Benjamin P Hannah B Debra L Robert R Eric C Anna D

2-Orange Jennifer F Ian S Kati Stephan Kimberly M Katie S Noel G Brad R

3-Blue Amanda H Stephanie T Chuck J William S Courtner A Brian K Donna T

4-Black Todd C Renee T Paula W Edna C Tonja H Courtney T Amy G

5-Lavender Donna B Heather G Terri C Michelle H Melissa H Martha B Summer H

6-Green Kimberly C Myra H Susan H Kathryn R Trish L Latonya B Suellen P

7-Light Pink Brian L James H Heather H Michelle D William M Andrea G

8-Dark Pink Emily N MaryJo K Ricky R Aimee M Valrie B Josh P

9-Brown Allen E Teresa W Kati Strickland Josie R Amy B Travet W

57Coastal Plains RESA 2014-15

Coastal Plains RESA 2014-15

What are the key actions that will get us there?

Identify and thoroughly scrutinize all proposed actions, strategies, and interventions.

How will we support students/teachers to meet goals? What research-based strategies will we employ? What professional learning will be required by staff? What organizational changes need to be made? What resources will be needed?

Step 5. Identify Appropriate

Actions

58

Consider District, School, Leader, and Teacher Standards

Coastal Plains RESA 2014-15

Examples of actions, strategies, interventions and programs.

Implement formative assessment strategies: learning targets and specific descriptive feedback.

Implement vertical planning for all eighth grade and ninth grade science teachers.

Align informational texts with science and social standards. Identify the Lexile measure for these texts.

Implement professional learning On use of formative assessment to support learning

in flexible groups. On literacy strategies for all content areas.

Step 5. Identify Appropriate

Actions

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Coastal Plains RESA 2014-15

Implement content data teams to analyze common assessments by standards, review student results, create flexible groups, and adjust instruction.

Implement half-day vertical planning sessions with all social studies teachers in grades five through nine.

Provide staff professional learning, practice, and follow up on student feedback.

Implement vocabulary building through direct instruction, small group conversations, and reading.

Examples of actions, strategies, interventions and programs.

Step 5. Identify Appropriate

Actions

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Coastal Plains RESA 2014-15

Actions: Tier 1 Expectations, Initiatives,

Interventions

ELA/Reading

Math Science Social Studies

Standards-based classroom• Learning targets communicated daily• Method for calling on all students• Frequent formative assessment, e.g. clickers, ticket out door,

individual whiteboards, numbered heads, etc.• Flexible grouping based on formative assessment

Journeys vMath

Language! iStation Exam

p

le61

STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING All students participate in instruction that is:-In the general education classroom-Standards-based -Differentiated - Evidenced-based •Guided by progress monitoring & balanced assessment -Planned to address all developmental domains (academic, communication/language, social etc.)

Coastal Plains RESA 2014-15

Carousel Brainstorming

62

Designate a facilitator and recorder.At each question, brainstorm and record

actions to address the posted concern.After a couple of minutes, move to the

next concern, read the posted actions, check if agree and/or make comments.

Brainstorm and record additional actions.Rotate until all teams have responded to

all concerns.

Caro

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storm

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10

iss

ues,

10

gro

ups,

3 m

in p

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topic

1-Gray Etta F Benjamin P Hannah B Debra L Robert R Eric C Anna D

2-Orange Jennifer F Ian S Kati Stephan Kimberly M Katie S Noel G Brad R

3-Blue Amanda H Stephanie T Chuck J William S Courtner A Brian K Donna T

4-Black Todd C Renee T Paula W Edna C Tonja H Courtney T Amy G

5-Lavender Donna B Heather G Terri C Michelle H Melissa H Martha B Summer H

6-Green Kimberly C Myra H Susan H Kathryn R Trish L Latonya B Suellen P

7-Light Pink Brian L James H Heather H Michelle D William M Andrea G

8-Dark Pink Emily N MaryJo K Ricky R Aimee M Valrie B Josh P

9-Brown Allen E Teresa W Kati Strickland Josie R Amy B Travet W

63Coastal Plains RESA 2014-15

Coastal Plains RESA 2014-15

Three (3) 20 Member Teams

64

Prioritize IssuesPrioritize and Reach Consensus on System-

Wide Actions for Each IssueDetermine System-Wide Instructional

Expectations for Tier 1Define Key TermsDetermine System-Wide Interventions

Determine Artifacts and Evidence for Each Action

Determine How Each Action Will Be Monitored

Enter in electronic template. Save as Colquitt Team 1, Colquitt Team 2, or Colquitt Team 3.

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Summarize

65

Create a bulleted list of talking points to explain this work to school staffs, school board, parents, students, community.

Coastal Plains RESA 2014-15

How will we know if our strategies are successful?

Determine the key artifacts and the specific evidence for monitoring the implementation of the plan. What changes will we expect from adults? How will student learning be impacted? How will we

know if students are mastering the standards? What student work will we see? As a result of implementing these actions,

the school will . . . As a result of implementing these actions,

classrooms will . . .

Step 6. Determine Artifacts and

Evidence

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Identify Artifacts and Evidence of ImplementationArtifacts and evidence must be

identified prior to implementation.Artifacts:

What tangible things will we look for as a result of implementation?

Evidence:What will teachers and students be able to do as a result of implementation?

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Identify Artifacts and Evidence of Implementation

Teacher-student conference logsConference scheduleWritten feedbackStudent workStudents can explain how conferences help

them with their work.Teachers can explain how they use

conference assessment data to plan and adjust instruction.

Teachers can identify students’ strengths and next steps to meet standards.

Examples68

Coastal Plains RESA 2014-15

Communication: Artifacts and Evidence

Don’t keep the expectations a secret!Collaboratively set the teacher targets.Define the expectation; create a common language.Identify what you will look for when monitoring.Tell teachers when and how you will monitor.

“We will collect conference logs to review on March 21.”

“We will conduct an awareness walk on March 24 and here is what we will be looking for.”

If you tell me what you are monitoring, I am more likely to do it. If you show me what you are looking for, I am more likely to do it well.

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Examples of artifacts and evidence for the actions.

Artifacts EvidenceSign in sheets for formative assessment training

Teachers give examples how they have used formative assessment results to adjust their instruction.

A diagnostic test in math

Teacher explains how he has formed flexible groups based on data.

Lesson plans contain openings, work sessions and closings

Students can explain their daily learning targets and what progress they have made.

Posted student writing with feedback

Students can explain their own strengths and weaknesses and progress over time.

Which evidence/artifactis strongest? Why?

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Coastal Plains RESA 2014-15

How do we make the plan happen?

Set up and follow a step-by-step implementation system and road map to make the plan operational. What expectations will be communicated regarding

implementation? What are the short-term, incremental steps

of each action? What job-embedded professional learning

will support implementation? How will we provide support at the various stages? How do we celebrate early successes?

Step 7. Implement the

S I Plan

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Coastal Plains RESA 2014-15

Example of step-by step implementation of a strategy.

Step 1: Engage teachers in ongoing professional learning on formative assessment.

Establish a common language for formative assessment and practices; determine system-wide protocol for learning targets.

Complete modules one and two of Georgia FIP. Complete DOK module in TLE; establish common definition of DOK levels. Create/revise learning targets in collaborative teams. Create/revise formative assessments (student work) to align with LTs. Analyze student work in teams to establish flexible groups and anchor

papers.

Action: Implement formative instructional practices in all classrooms.

Step 7. Implement the

S I Plan

72

GaDOE Free Resources• DOK Module• FIP Modules• Eliciting Evidence of Student

Learning Modules

Coastal Plains RESA 2014-15

How do we monitor and adjust the S I Plan during the year?

Setting up a monitoring system will reveal what is working and what revisions are needed.

What data will we collect? How will the data be gathered? Who will gather the data? When will the data be gathered? How will we know if our strategies are successful? How do we know when a strategy needs strategic

abandonment? How will we know that our plan needs revising?

Step 8. Monitor and Adjust

the Plan

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Coastal Plains RESA 2014-15

Leadership Team: Using the

SIP as a monitoring tool. SIP

Assign “reporters” for each

strategy.

Review each strategy at LT

meetings.

Input data and information into

the SIP.

Locate and solve kinks in

implementation.

Determine next steps.

74

Coastal Plains RESA 2014-15

Example of monitoring and adjusting

School leadership team members make quarterly visits to classrooms. Leadership team performs walk-throughs in classrooms. Leadership team offers teachers feedback on learning targets. Leadership team presents observation data on LTs. Teachers explain learning targets and aligned student work to

leadership team. Leadership team reviews artifacts/evidence of progress. Leadership team collaboratively decides next steps. School improvement plan is revised to reflect changes.

Step 8. Monitor and Adjust

the Plan

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Coastal Plains RESA 2014-15

1. Collect All Relevant

Data

3. Determine Root

Causes

5. Identify Appropriate

Actions

6. Determine Artifacts and

Evidence

7. Implement the

S I Plan

8. Monitor and Adjust

the Plan

SCHOOL

IMPROVEMENT

PROCESS

2. Analyze Data to Prioritize Areas for

Growth

4. Establish SMART

Goals

ProgressCheck!

76

Coastal Plains RESA 2014-15

What’s Your Brand?

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Research BaseBernhardt, Victoria L. Data Analysis for Continuous School Improvement.

Boudett, Kathryn Parker. Data Wise.

Conzemius, Ann and Jan O’Neill. The Handbook for SMART School Teams.

Dufour, Richard and Robert Marzano. Leaders of Learning.

Preuss, Paul G. School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems.

Reeves, Doug. Transforming Professional Development into Student Results.

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School Improvement Planning 2015

CPRESA

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SIP Extras

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GaDOE and CCRPI Lexile Expectations

Grade 3 ELA ≥ 650

Grade 5 ELA ≥ 850

Grade 8 ELA ≥ 1050

Amer Lit ≥1275

Coastal Plains RESA 2014-1582

Coastal Plains RESA 2014-1583

The Lexile ® measure of text is determined using the Lexile Analyzer ®, a software program that evaluates the reading demand—or readability—of books, articles and other materials. The Lexile Analyzer ® measures the complexity of the text by breaking down the entire piece and studying its characteristics, such as sentence length and word frequency, which represent the syntactic and semantic challenges that the text presents to a reader. The outcome is the text complexity, expressed as a Lexile ® measure, along with information on the word count, mean sentence length and mean log frequency.Generally, longer sentences and words of lower frequency lead to higher Lexile ® measures; shorter sentences and words of higher frequency lead to lower Lexile ® measures. Texts such as lists, recipes, poetry and song lyrics are not analyzed because they lack conventional punctuation.Access to the Lexile Analyzer ® is free for registered users. Initially, you will have a 1000-word limit; however, you can request access to the Professional Lexile Analyzer® to measure longer pieces of text. Please submit your request through the My Access section of your Profile. Educators can upgrade for free. Business partners and researchers should contact us for more information.

Lexile

Text

Measu

re

Coastal Plains RESA 2014-15

Student Growth Levels: Priors

Priors are the historical assessment scores being used to model growth

The immediate consecutive prior is required to produce growth percentiles For example, an 8th-grade student must have

a 7th-grade CRCT score in order to receive a growth percentile

Two years of priors will be used (one year will be used when two years are not available) For example, growth percentiles for an 8th-

grade student would have his or her 7th- and 6th-grade CRCT scores as priors

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Coastal Plains RESA 2014-15

Student Growth: EOC Course Progressions

For EOCs, both prior achievement and course progressions (including grade level) must be considered.

Students engaging in a common sequence will receive SGPs: ELA: CRCT reading/ELA → 9th Grade Lit → American Lit Math: CRCT math → Math I → Math II Science: CRCT science → Physical Science/Biology →

Biology/Physical Science Social Studies: CRCT social studies → US History →

Economics •EOC SGPs will be a mix of cohort- and baseline-referenced

SGPs until enough years of data are available Cohort: Math I, Math II, US History Baseline: 9th Grade Literature, American Literature,

Physical Science, Biology, Economics 85

Coastal Plains RESA 2014-1586

Achievement Points (60 pts) Progr

ess Points(SGPs

)(25 pts)

Achievement Gap(15 pts)

Challenge Points (10 pts)

Content

Mastery

(Tests)

(24 pts)

Readiness(18 pts)

Graduation

(18 pts)

ED/EL/SWD

Performance

(Flags)

Exceeding the

Bar Indicato

rs

2014 CCRPI Performance Categories

24 * C

ate

gory

Pe

rform

ance

%

18 * C

ate

gory

Pe

rform

ance

%

18 * C

ate

gory

Pe

rform

ance

%

CCRPI PointsTests . . . . . . . . . . . . . . . . . . . . . . . 24 pointsReadiness . . . . . . . . . . . . . . . . . . . . . 18 points Graduation . . . . . . . . . . . . . . . . . . 18 points

60 points

Student Progress -- 25 pointsClosing the GAP -- 15 points

100 PointsChallenge Points 10 Points

Total 110 Points

} 40 Points

24 Points

18 Points

18 Points

60 Points

(40% of 60 Points)

(30% of 60 Points)

(30% of 60 Points)

Coastal Plains RESA 2014-15

Example of Root Cause Analysis

Use the Five Whys to probe deeply for the root causes.

Issue: In spite of a new program, our reading scores for students with disabilities have not increased.

Why? The new reading program was ineffective.

Why? Teachers didn’t use it every day as planned. Why? They felt that the old program was easier to use. Why? The new program had too many tech glitches. Why? The teachers using the program had older, slower computers and missed some of the initial training.

3. Determine Root

Causes

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Coastal Plains RESA 2014-15

Example: Five Whys to probe deeply for the root causes

Issue: In spite of a new program, our reading scores for students with disabilities have not increased.

Why? The new reading program was ineffective.

Why? Teachers didn’t use it every day as planned. Why? They felt that the old program was easier to use.Why? Three teachers did not receive training on

program. Why? These teachers did not have common planning

with the other teachers.

3. Determine Root

Causes

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Coastal Plains RESA 2014-15

Design SMART Goals that define the results that we want to achieve.

Specific and Strategic: Have we precisely identified the key

issues?

Measurable: How will success be determined?

Attainable, yet Ambitious: Are we aiming high or low?

Results-based and Relevant: What will our school look like

when we achieve the goals?

Time-bound: When will we reach the targets?

Considering our current status, where do we want to go?

4. Establish SMART

Goals

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Coastal Plains RESA 2014-15

Design SMART Goals that define the results that we want to achieve. Increase the SWD Graduation Rate from 29% to 36% in 2016. Increase the percentage of student growth percentiles at 35

and higher by 4%. Increase the percentage of students meeting grade level

Lexile expectations at grades 3, 5, 8, and 11 by at least 4%. Decrease the ninth grade retention rate from 37% to 25% or

less by 2016.

Examples of SMART Goals4. Establish SMART

Goals

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Coastal Plains RESA 2014-15

Task: Write a SMART Goal for Highest Priority Need and Add It to SIP and to the chart.

• CHS will increase EOCT US History proficiency from 64% to 75% in spring 2016.

• CMS will increase SWD proficiency in math from ___ to ____. (Percentages may be added in table format.)

• Add: See Table X in Appendix.

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Grade 2015 2016

6 45% 60%

7 60% 75%

8 34% 50%

4. Establish SMART

Goals

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Coastal Plains RESA 2014-15

Task: Analyze Data

Priority Concern Example

For the past 3 years (2012, 2013, 2014), the median growth percentiles in grades 4-6 reading have been below 39, which is less than the minimum district expectation of 46.

2. Analyze Data to Prioritize Areas for Growth

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