data review and school and system improvement planning 2015 coastal plains resa
TRANSCRIPT
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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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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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
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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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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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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
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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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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.
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We will…Engage in vigorous conversation.Dig into the data, identify areas for growth, honestly determine root causes.Share the work with all stakeholders.
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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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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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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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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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CCRPI Indicators
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2014 CCRPI Grad Predictor Exceeds Earned 4.1 of 10
Data and Accountability
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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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CRCT Lowest Quartile (GOSA)http://gosa.georgia.gov/
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
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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
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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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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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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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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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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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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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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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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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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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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.
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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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Focus Drives School Improvement
http://www.ascd.org/publications/educational-leadership/feb15/vol72/num05/Focus-Drives-School-Improvement.aspx 53
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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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Caro
use
l B
rain
storm
ing:
10
iss
ues,
10
gro
ups,
3 m
in p
er
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
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Consider District, School, Leader, and Teacher Standards
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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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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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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.)
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Carousel Brainstorming
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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
use
l B
rain
storm
ing:
10
iss
ues,
10
gro
ups,
3 m
in p
er
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
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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
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Create a bulleted list of talking points to explain this work to school staffs, school board, parents, students, community.
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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
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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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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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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
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GaDOE Free Resources• DOK Module• FIP Modules• Eliciting Evidence of Student
Learning Modules
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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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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.
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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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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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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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GaDOE and CCRPI Lexile Expectations
Grade 3 ELA ≥ 650
Grade 5 ELA ≥ 850
Grade 8 ELA ≥ 1050
Amer Lit ≥1275
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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
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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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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
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
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
90
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
91
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
92
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
93
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.
94
Grade 2015 2016
6 45% 60%
7 60% 75%
8 34% 50%
4. Establish SMART
Goals
94