Data Retreat® is a registered service mark of CESA 7, WI 1 ELA MODULE Data Retreat ® Workshop...

Data Retreat® is a registered service mark of CESA 7, WI 1

ELA MODULEData Retreat® Workshop

Developed by Judy K. Sargent, Ph.D.

June 11, 14, 15, 2010

TEAMWORK


WelcomeWelcome IntroductionsFacilitators: Scott Koziol, Tovah Sheldon

Timeframe8:30 – 3:00

10:30ish - Break 12:00 - Lunch 2:00ish - Break

8:30 - 8:45

Building Teams Bennett Cascades Dibble Frost Hunt Jackson High


McCulloch Middle School at

Parkside Northeast Sharp Park T.A. Wilson


MaterialsData Binder (For Each Participant to Keep)(For Each Participant to Keep)

Workshop Materials - PowerPoint and Handout Packet MEAP Data (3rd – 8th Grade) – Fall 05, 06, 07, 08, 09

Summary, Demographic and Item Analysis Reports MME Data (11th Grade) – Spring 07, 08, 09, 10

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)(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, 09-10 (Summary,

Demographics, & Item Analysis) School Improvement Framework (SIF)

8:45 - 8:55


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.

Benefits of Participating

8:55 - 9:00


Suggested Ground Rules 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

9:00 - 9:05

Group Roles Chart Recorder – writes input from team on

chart paper

Laptop Secretary –types all chart observations, hypotheses and other notes on the computerDocuments/files on the “mobile” drive

“Data Retreat” Click “Jackson Public Schools” Click your building Click “2010-2011”

9:05 - 9:10


Data and TeamingHigh on Data UseLow on Collaborative Leadership

High on Data UseHigh on Collaborative Leadership

Low on Data UseLow on Collaborative Leadership

Low on Data UseHigh on Collaborative Leadership

Data Use Skills

Collaborative Leadership Team Skills

Two Equally Essential Components for Successful School Improvement



9-Step Process

5. Student Improvement Goals6. Measurable Objectives7. Strategies & Activities8. Progress Monitoring & Evaluation9. Roll Out & Sustainability

1. Team Readiness2. Data Collection

3. Data Analysis4. Hypotheses & Issues

Before the Retreat

Day 1 & 2

Day 2 & Beyond

9:05 - 9:10

Improvement Planning CycleData Retreat

WorkshopReflection

Retreat

Roll out to Staff

Principal Mid Year Report

1. Data Collection Point 2. Mini-Data Retreat3. Monitoring Checkpoint

= Leadership Team Meeting

(Building AND District)

Turn In School Improvement

Plan

Submit MI-SAS/EdYES! Report Online to MDE



11

Data Retreats

11

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

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


Professional educators honor the privacy of student, staff and family information.

Team Task Read and honor the pledge of confidentiality.

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.


PURPOSE AND VISION

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?

9:10 - 9:30


Assessment Use & Metrics

14

AssessmentsOF

Learning(Annual Data Retreats)

Assessments FORLearning

(mini-retreats)

AssessmentsAS

Learning

For systems analysis & systems change

SummativeTeacher-directed; government directedAfter TeachingTeach-Test-Move On

For Learning analysis & instructional change

InterimTeacher-Directed & Student InvolvedDuring TeachingR4 – Students Rethink, Revise, Resubmit; Teachers Re-teach differentlyLoop of Teach-Assess-Redo-Move On

For Learning analysis & instructional change

Interim/FormativeStudent-Led; Teacher GuidedDuring LearningStudents self-assess, self-monitor and “own” the assessment process and progressLoop of set goal, work, self-assess, self-adjust, continue

OF FOR AS


Norm-Referenced to Criterion-Referenced

NRT (norm-based)Compare test-taker to other test-takers

PAST PRACTICE

1. Criterion …

2. Criterion …

3. Criterion …

CRT (standards-based)

Compare test-taker to specific criterion

CURRENT PRACTICE

x

x

Who met the criteria?

Who met the criteria?


Perceptions & Predictions...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”) (See “Perceptions and Predictions Handout”)

9:30 - 10:00


Analysis Task Sequence This is the sequence of analysis we

will follow to analyze our data.

1. Data Table – Summarize the data in a table1. Data Table – Summarize the data in a table

2. Graphic Representation – Graph or highlight the data

2. Graphic Representation – Graph or highlight the data

3. Fact Finding - Observe, Compare, Contrast, Discuss & Document—note data patterns

3. Fact Finding - Observe, Compare, Contrast, Discuss & Document—note data patterns

4. Hypotheses – Pose hypotheses for data patterns observed

4. Hypotheses – Pose hypotheses for data patterns observed

5. Classroom Connections- Connecting the data patterns and hypothesis to our classrooms

5. Classroom Connections- Connecting the data patterns and hypothesis to our classrooms

10:15 - 10:20

Data Tables

Fact Finding & Contributing Cause

for the Gap:

Hypothesis & Reason for Gap:

Student Goals & Measurable

Objective Statement:

Strategy Statements:

Activities & Action Plan : Roll Out & Sustainability

Monitoring and Evaluation (Checkpoints):

Primary Concerns: Primary Issues:

Graphic Representation – Gap Statement

Gathering Data and Team Readiness

11:45-11:50Where are we in the process?


10 MINUTE BREAK

Be prepared:Data Binder Ready to Look at MEAP/MME

ReportsMarkersChart Paper


Analyzing Proficiency

Using your DEMOGRAPHIC REPORTS...Make 7 separate data tables of the % of all students proficient for every grade tested.

1. A. Economically Disadvantaged (Yes)/ B. Not Economically Disadvantaged (No)

2. A. Students with Disabilities (if available)/ B. ALL Student EXCEPT Students with Disabilities

3. A. Black

B. Hispanic

C. White

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

1. Data Table – summarize the data in a table1. Data Table – summarize the data in a table

10:30 - 11:30

Split cells to include State Data/AYP PercentageSplit cells to include State Data/AYP Percentage(your data on top State /AYP data on bottom)(your data on top State /AYP data on bottom)

Note: Use color coding to help identify like dataNote: Use color coding to help identify like data

* See handout for AYP AMO’s

Analyzing Proficiency

2. Using the SUMMARY REPORTS...

Create a data table of % of Students at Each Performance

Level.

Proficiency Data TableBuilding 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

2

3

4

2007-2008 1

2

3

4

2008-2009 1

2

3

4

1. Data Table – summarize the data in a table1. Data Table – summarize the data in a table

10:30 - 11:30

Split cells to include State Data/AYP PercentageSplit cells to include State Data/AYP Percentage(your data on top State /AYP data on bottom)(your data on top State /AYP data on bottom)

Note: Use color coding to help identify like dataNote: Use color coding to help identify like data

* See handout for AYP AMO’s


What happens if your subgroup is less than 10 students for “Students with Disabilities”, therefore you don’t see any data on your report...

You will need to use the formula below to find the missing information:

X# Total Kids x % Proficient (1’s & 2’s) = N of Students Proficient

- X -# of Non-Disabled Kids x % Proficient (1’s & 2’s) = N of Non-Disabled Students Proficient

A B# of Students with Disabilities N of Students with Disabilites

A

B = % of Proficient Students with Disabilities


Analyzing Proficiency Cont.

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

2. Graphic Representation – Graph & highlight the data

2. Graphic Representation – Graph & highlight the data

On your graph please include: Graph Title:Team Name:Assessment Used:Group or Subgroup:Subject:Grade Levels included:

*** 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.

10:30 - 11:30

School vs. State vs. AYP


Sample Graph For Each Grade Level and Subgroups Elementary AYP Proficiency Graph for Mathematics

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Year

% P

rofic

ient

(1 &

2's

)

Complete the legend so that it is clear what information is being graphed. Complete the legend so that it is clear what information is being graphed. = 3rd grade your school = 3rd grade state results =3rd grade AYP targeted prof. goal



Data Tables


for the Gap:












Where are we in the process?Data Tables and Graphic Representation

Hypothesis (STEP 4):1. What are we doing that

might contribute to these results?(Possible reasons / causes

for data patterns observed).2. 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 … statementsEx: 1. We as a district don’t 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 groupof students.

3. Our students have a poor home life.

Fact Finding (STEP 3):1. Observations based on student

data and patterns. 2. Can’t 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.

11:30 - 1:00

Data Retreat® is a registered service mark of CESA 7, WI 33 33

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.

1. Find your results by individual student (You may target a specific school or grade level).

2. On the report, highlight proficiency levels.

Blue Wow! Advanced/Above Expectations

Green Good! Proficient/Meets Expectations

Yellow Almost! Below Prof./Doesn’t Quite Meet Expectations

Pink Urgent! Minimal Proficiency/Far Below Expectations


Begin “Watch Lists”—by grade levelName 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.

Intervention/Extension Lists

35

DISTRICT WALK-THRU Follow Ground Rules As a school group, move clockwise to the each

building Look Over the Facts and Hypotheses Using the marker packet at the first group you start

with: Put a green circle next to a hypothesis that is clearly

supported or connected back to a fact Put a red X next to any hypothesis that is not related to a

school or classroom based factor

Write a probing question for clarification and a comment

1:00 - 1:40 1:00 - 2:00

36

Adapt and ReportOnce back at your building, read through the

probing questions and comments

Discuss any changes or additions that may need to be made

3 groups will share out

2:00 - 2:15

Data Tables


for the Gap:











Homework Please complete the survey most

appropriate to your level before tomorrow’s session.

Pre K (purple) Grades K – 2 (Green) Grades 3 – 5 (orange) Grades 7 – 12 (blue)



Wrap Up to Day 1:

State at least 2 interesting facts you

learned about another building or the district

from the gallery walk activity.

What is unclear or is still

circling in your head?

List 3 “stand out” facts from

YOUR BUILDING’s data.

2:30 - 3:00


Welcome Back! Day 2 We will start right at 8:30. Please be

prepared by: Put the homework surveys in the middle of the

table to be utilized later this morning. For the next 30 minutes:

Go back into the data from Friday Use the Reading Score Distribution and/or Item

Analysis to continue the fact finding process Use alternative data

Student Data File Data Director CWCA


Revisiting DataTypes: Cohort Year to Year Subgroups

To Do: Add specific, quantitative facts to your building

charts. (Each should include numbers/percentages)

Use: Reading Score Distribution Item Analysis EXPLORE and PLAN Data Student Data File Data Director CWCA

Strand Individual

You can include in observations assessment/data that are lacking.

Ex: 9th, 10th and 12th grade assessments/data

are not standardized or available.


Analyzing Proficiency Cont.

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.

** If summary report is not applicable use the electronic student data file (mobile drive) or Data Director.

Write additional findings on the poster.

ProficiencyObservations

3. Digging for Clarification3. Digging for Clarification

Addition of New Hypotheses

Add hypotheses for any newly added facts.

Please take down your hypotheses poster(s).

Data Tables


for the Gap:












Step 5: Primary ConcernsUse 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 1. 2. 3.

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.

9:30 - 9:50


ASPIRING MEASURABLE OBJECTIVEA Assessable

Measurable with a defined assessmentprocess or tool

S Specific Intensity of focus for students

P Purposeful Stretches with a measurableacceleration of improvement

I Inclusive Involves all students in the school

R Reinforcing

Reinforces and aligns withdistrict strategic action plans

I Involving Involves all staff as “doers” of the goal

N Now States the target data as acurrent annual goal

G Gaps Addresses equity in success

Data Retreat® is a registered service mark of CESA 7.

9:50 - 10:30

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.

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.

48

Sample Reading Measurable Objectives Model 1 Model 2

9:50 - 10:30

A

S

P

P

I

R - Reference District Plan

I

G

A

Missing:

S,

P

I

R - Reference District Plan

I

N

G

Lacks details!!

A

N

P


A Assessable

Measurable with a defined assessmentprocess or tool

A. ASSESSABLE- measurable with an assessment process or tool

Names the Assessment – Names the specific tool(s) or process to be used to measure the goal.

Incomplete Naming – Suggests the process without explicitly stating what it is.

No Assessment – Does not list the measuring device(s) or process for the goal.

… as measured by the 5th grade 4th quarter reading benchmark assessment.

… on the 8th grade MEAP reading assessment.

… as assessed with the Elm Creek District end of course exams for ELA 9-12.


S Specific Intensity of focus for students

S. SPECIFIC-intensity of focus for students

Sharp – This goal has a sharply intensified focus on specific student learning or behavior skills.

Directed – This goal has a sense of direction on certain student skills.

Broad – This goal is a statement of improvement in a broad or ambiguously stated area of skills.

… a focus on informational reading strategies…

... improve students ability to decode words to increase fluency…


P Purposeful Stretches with a measurableacceleration of improvement

TEACHERS: Teach like your hair is on fire!

PRINCIPALS:Lead improvement like your hair is onfire!

Accelerate, Stretch & Intensify!

Lower and

Slower

P. PURPOSEFUL-stretches with a measurable acceleration of improvement

High Expectations – This goal shows that the trajectory of improvement is accelerated enough to make significant, but reasonable, measurable gains for students.

Solid Growth – This goal shows solid growth in measured skill proficiency of students.

Inches Along – This goal shows conservative increments of improvement.


52

Stretch, for example2005-06 2006-07 2007-08

61% at proficient/advanced on measurement



76% meeting targeted growth on 3-week reading assessments



72% proficient/advanced on MEAP




I Inclusive Involves all students in the school

I. INCLUSIVE-involves all students in the school

Inclusive – This goal 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 goal will involve a majority of the students.

Few – This goal involves a subset of students.

… so that …

… 81% of all 6-8 grade students and 75% of all economically disadvantaged students …


R Reinforcing

Reinforces and aligns withdistrict strategic action plans

R. REINFORCING-reinforces and aligns with district strategic action plans

Fully Aligned – The goal is directly aligned to achievement of a district strategic goal.

Partially Aligned – This goal is partially aligned to a district’s strategic goal.

Not Aligned – This goal is not aligned with any of the district’s strategic goals.

Check that the student outcome in the goal is aligned with district strategic goals.


I Involving Involves all staff as “doers” of the goal

I. INVOLVING-involves all staff as “doers” of the goal

All Staff – Explicitly states that all staff in the school will be involved and responsible for implementing the goal.

Suggests Staff – Implies which staff will be implementing the goal.

No Staff – Does not state which staff are involved or responsible for implementing the goal.

•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 …


N Now States the target data as acurrent annual goal

N. NOW- states the target date as a current annual goal

Specific Date – Specifies the date as an annual target date by which the goal will be achieved.

Window of Time – Suggests a period of time for the goal to be accomplished that may extend beyond the current timeframe.

No Date or Extends Beyond – Lacks a due date to accomplish the goal or sets a due date that is 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.


G Gaps Addresses equity in success

G. GAPS-addresses equity in success

Equity-Oriented – Focuses on closing gaps and toward equitable success between underperforming student groups and their comparison groups.

Suggests Equity – This goal suggests closing gaps between groups – and is not explicit.

Misses Equity – This goal has little or no reference to closing gaps or meeting individual needs.

If any gaps exist, they must be addressed in the goal.

… 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


Primary Concern Student Goal Measureable Objective... Tying it All Together

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

9:50 - 10:30

Defining the Measurable Objective

Teams pass poster… Teams give suggestions/feedback Trade again…

LUNCH

11:45 – 12:25


Refining the Measurable Objective

As a group use feedback from the other groups to finalize your measurable objective.

Data Tables


for the Gap:











Please put your hypotheses poster(s)

back up.


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.

Step 6: Strategies– Teachers will…Step 6: Strategies– Teachers will…

10:40 - 11:30

65

1. Independently complete the survey from a building perspective. Pre K (purple) Grades K – 2 (Green) Grades 3 – 5 (orange) Grades 7 – 12 (blue)

2. Then as a building come to a consensus for each question by discussing the individual perceptions.

3. Using the compiled data, create survey observations and hypotheses on the Survey Charts at the building level.

4. Review your Survey hypotheses and circle which ones correlate to your new measurable objective.

5. As a building, narrow your hypotheses down to your 3—5 “most important” primary issues.

6. As a building, align the 3-5 hypotheses with the five School Improvement Strands (MDE).


10:40 - 11:30



Hypotheses Primary Issues Strategies

Primary Issues ChartTeaching for Learning

Leadership Personnel and Professional Learning

School and Community Relations

Data and Information Management

Curriculum ContentScope and SequenceInstructional EffectivenessAligned and consistent assessmentsData EvidenceAllocating Resources

Leaders create a school/district environment that is cumulative, purposeful and has a positive effect on student learning. Data EvidenceAllocating Resources

Highly QualifiedAcquiring and utilizing new knowledge, attitudes and beliefs necessary to create a culture with high levels of learning for ALL.Data EvidenceAllocating Resources

Staff maintains purposeful, active, positive relationships with its families and community.Data EvidenceAllocating Resources

System for managing data and information in order to inform decisions to improve student achievement.Allocating Resources


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

Step 6: Strategies – Teachers will…Step 6: Strategies – Teachers will…

Criteria for StrategiesCriteria for Strategies

1. Begin each statement with “Teachers will...” (and/or which specific group of teachers)

2. Use an action verb of observable behavior which must be done.

3. Write clear concise statements that describe what you intend to accomplish. (Be specific)

4. Make sure each teacher objective addresses the issue and connect back to the student goal.


Modeling Strategies 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 focusing on informational reading strategies.

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 reading 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

Creating Strategies Directions: 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…







Welcome Back! Day 3

We will start right at 8:30. Please be prepared by: Need to have up:

Desires and Outcomes for the Data Retreat (1st Poster we completed) Strategies Measurable Objective Poster

Rolled up on your table: Charts Graphs Facts Hypotheses Goal Sheet


Connecting Measurable Objective Strategies

Finalized Measurable ObjectiveFinalized Measurable Objective:

Strategy 1: Strategy 1: Strategy 2: Strategy 2: Strategy 3: Strategy 3:

Does your strategy include the phrase “Teachers will...”?



Does your strategy include an action verb of observable behavior?



Is your strategy clear and concise and describe what you intend to accomplish?



Does your strategy connect back to your student goal?



Checking Strategies Directions:

Using your purple worksheet as a guide for questions, check each strategy for the required components.

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.

Additional Poster – Clarifying Questions







8:45

Revising Objectives Directions:

Using your purple worksheet as a guide for questions and the feedback from your drafted strategies, revise your strategies.







Data Tables


for the Gap:












WorkshopReflection

Retreat

Roll out to Staff






Plan








Data Use Skills




School Improvement Plan TemplateSchool Improvement Plan Template• Complete first page overviewComplete first page overview

• Complete Strategies (with Activities)Complete Strategies (with Activities)

• Complete Rollout PlanComplete Rollout Plan

10:00 - 10:15

Advanc- ED WebsiteAdvanc- ED Website

78

Important Plan Details

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

10:00 - 10:15

Accessing The School Improvement Plan

1. Go to W:Mobile Drive2. Click on Data Retreat folder3. Click on your District’s folder4. Click on your building’s folder5. Click on the 2010-2011 folder6. 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.

10:30 - 2:00

The Final 2%While schools may declare themselves PLC’s; alter their schedules…

and 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

80

81

Design Activities

For each strategy… List the specific activities of improvement

work that will lead to your goal. See the following criteria for specificity.

10:00 - 10:15

82 82

Criteria for Effective Improvement Activities 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.

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.

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.

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.

10:00 - 10:15

1. From now until 1:45, 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:1. Take down your posters (make sure your name and year are on

every poster) 2. SAVE your SI Plan to the mobile drive AND a flash drive to take

with you.

4. At 1:45 we will do a district walk through of 4 building’s plans (5 minutes each).

5. Final District Conversations/Share out will occur from 2:15 – 2:30.

6. 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.

Schedule for the Remainder of the Day

10:30 - 2:00

84 84

Roll Out and Sustainability

How will you roll out the plan to the rest of the staff?

After lunchAfter lunch

85 85

Designing the Roll-Out Plan

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?

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?

Time. What adjustments in the school/staff schedule are needed to accomplish the tasks in this improvement plan?

Adjustment in Time/Schedule

Staff Responsibilities. What adjustments in staff responsibilities are needed to accomplish the tasks in this improvement plan?

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

Budget. In what ways will existing budget resources be allocated differently to achieve the tasks in the improvement plan?

Adjustments in Budget Allocations

Roll Out PlanHow will you engage all other staff members in this plan??

Resources Neede

d(cost,

materials, staff, time, etc.)

Timeline

Person Responsible/

Persons InvolvedTasks/Action Steps:

Start Date

End Date

School Improvement Plan TemplateSchool Improvement Plan Template

District Walk Through

4 buildings 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.

2:00 – 2:30

Final Building ConversationOn the word document titled “End of Day 3 Wrap Up” in your folder on the mobile drive, as a building team please respond to the following:

1. How has this Data Retreat process confirmed or denied your perceptions or predictions that you wrote on Day 1?

2. How has the Data Retreat met the majority of your desires and outcomes that you posted on day 1?

3. Share one example of a challenge or success that occurred over the three days spent doing the Data Retreat process.

4. Share one “stand out” fact that the building learned.5. What needs/support will be necessary to successfully implement

& sustain the Data Retreat process?6. 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?

2:30 - 2:45





Data Use Skills





WorkshopReflection

Retreat

Roll out to Staff






Plan




“A change in behavior results in a change in learning.”

- Jackson County Educator

91

“Profound change in schools, I believe, begins with profound change in leaders that radiates out to others in the system.”

- Dennis Sparks

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 ([email protected]) 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. Turn off computers and projectors’ PD Survey will be e-mailed to all participants and

you will have one week to complete it.Good Luck!

Contact Info:

Scott Koziol Tovah [email protected] [email protected]

517.768.5206 517.768.5146

Date post:	13-Jan-2016
Category:	Documents
Upload:	robyn-stevenson
View:	213 times
Download:	0 times