Data Retreat Refresher

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Data Retreat Refresher

• Judy K. Sargent
• Director, CESA 7 School Improvement Services
• May 2008

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Main Points

• The Full Cycle of School Improvement
• Setting Up for Success
• Data Collection
• Team Readiness
• Data Analysis Steps
• Sequencing and Pacing
• Primary Concerns
• Aspiring Goals
• Crafting the SIP

Q A and Discussion Throughout
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The Full Year Cycle of Improvement
Reflection Retreat
LT
Improving Planning Cycle
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Setting Up for Success Vision, Purpose Process

• Vision
• Establish a vision of a data-driven,
  forward-thinking professional learning community
  that puts kids learning central to all work
• Purpose
• Clarify purpose to collectively uncover student
  performance patterns that inform professional
  practices by school staff for the development of
  an annual school improvement plan
• Process
• Understand that the Data Retreat is the catalyst
  for a year long commitment to ongoing improvement
  work led by the school improvement leadership
  team

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Setting Up for Success LeadershipReference to
Rick DuFour, Fall 1999 Journal of Staff
Development
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Setting Up for Success- Logistics

• Focus
• Reading, writing, math, behavior?
• Time
• One full day (800 to 300) per focus area lunch
  on site
• Location
• NO INTERRUPTIONS copier, internet
• Stuff
• Computer LCD Projector Power Point
  presentations to guide work
• Copies of data
• Flip charts easel
• Supplies highlighters in 4 colors flip chart
  markers post-it notes calculators
• Refreshments and lunch

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Data Collection

• STUDENT DATA
• Local spring data in focus area
• Examples leveled reading data attendance data
  failure rates common Algebra test results, etc.
• State test reports from past 3 to 5 years
• STAFF DATA
• Perceptions data

All student data must be disaggregated by
SUBGROUPS
Organize data so that ALL team members can view
it (binders, etc)
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Data Collection Organize Data

• In paper form
• In data binders so all members can view and
  get their hands on the data
• Organize by data source so data are easy to locate

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Team Readiness Leadership Teams

• Necessary
• To drive all school improvement efforts
• Integral
• Embedded in the culture of the school as a
  Professional Learning Community
• Collaborative
• Shared leadership where teachers partner with the
  administrator to carry out school improvement
  efforts

• Attend the Data Retreat
• Shape the improvement plan direction and details
• Meet monthly all year
• Review progress data
• Recommend adjustments based on data

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Team Readiness-Steps Prior to the Retreat

• Choose stars and worker bees
• Meet prior to the retreat
• AGENDA
• Full School Improvement Cycle
• Roles as Leadership Team Members
• Schedule for summer retreat AND work all year
• Ground Rules for Effective Teams
• Set focus area for retreat
• Identify data sources AND data collection process
  (who will do it and organize the data)

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Final Set Up

• Set Up Data Retreat room ahead of time
• Be fully prepared all materials and equipment
  set up
• Show the commitment and seriousness of this
  process

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Data Analysis Steps

• Data Analysis Task Sequence
• Data table
• Graphic representation
• Observations, discussion and documentation
• Hypotheses
• Classroom connections

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Task 1 Data Table

• Having a table
• Making a table
• Posting a table
• Using templates posters
• GOAL getting participants close to the numbers

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Task 2 Graphic Representation

• Graph the data
• OR
• Highlight patterns

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Task 3 Observe, Discuss, Document

• Observe data patterns
• Discuss what is observed
• Write data findings on the flip chart

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Task 4 Pose Hypotheses of Practice
What is it that we aredoing that might
contribute to these results?
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Task 4 Pose Hypotheses of Practice, continued

• Hypotheses should
• Be explanations that come from school and
  classroom factors.
• Be explanations about practices that can be
  altered.
• Hypotheses should NOT
• Be regarding characteristics of individuals
• Be explanations about unalterable factors

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Task 5 Suggest Connections to Practice

• While looking at data and posing hypotheses
  its natural for educators to think about
  solutions.
• At this step allow only a few minutes to jot
  down any immediate thoughts of strategies that
  might improve the findings.
• CAUTION dont spend much time here this is
  not the time to jump into the improvement plan.
  We are only acknowledging a few immediate ideas,
  if they arise.

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Small Group ActivityAnalyzing Proficiency

• Find your proficiency data
• On the flip chart at the top, note
• Name of test
• Grade levels
• Subject
• Number of years
• Determine the of (all or subgroup) students at
  proficient above.
• Task 1-Make a data table on your flip chart.
• Task 2-Graph the data.

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Analyzing proficiency, continued

• Task 3-Observe, discuss document data findings
  on the flip chart.
• Task 4-Pose hypotheses note on the flip chart
• Task 5-Suggest strategies

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What You Have

• Observations
• of student performance

Hypotheses
Connections
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Other Student Data Analysis

• Local Assessment can you follow the same 5
  steps?
• Data table
• Graphic representation
• Observations
• Hypotheses
• Classroom connections
• Behavior data
• Perceptions data

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Prioritize Primary Concerns

• Situation Appraisal After all student data has
  been analyzed
• Teams review all observations recorded
• Teams use group process (voting or consensus) to
  determine their primary concerns for students (1
  to 3 concerns)

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Primary Concerns

• What to watch for
• Drifting away from data observations
• Not focusing on concerns for kids
• CRUCIAL STEP Goes to GOALS
• Do not move on until the teams get this.

Primary Concerns for Students 1, 2. 3.
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Pacing Set the pace early!

• Keep teams on track through
• Power point slides that show tasks
• Overhead or projector timer
• Keeping up with recorded findings on flip charts
• Post the steps or agenda and point to where you
  are in the process.

• Time Wasters
• No recorder at the flip chart
• If no data patterns, move on
• Off topic
• Not following agenda

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About Recording Work

• Flip charts post-it paper works best
• Encourages conversation
• Gets folks close to the data and findings
• Creates group ownership
• Use pre-made poster charts
• Computer recording okay, but not IN PLACE OF
  posted work.
• Helpful for the team during follow-up work.

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Teach the Process

• Once teams learn the steps in the process they
  can fly and analyze their own local data.
• Remind teams to document findings.
• Discuss what local data would you expect to see
  at a retreat?

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Analyzing Professional Practices

• Lack of data
• May have arisen in discussions, hypotheses and
  connections
• Available tools in the Data Retreat materials
• Note Literacy Practices Surveys (Beginning on
  page 70.)

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Practice Surveys

• Data Collection Survey p. 22
• Technological Data Systems p. 32
• Technological and Human Systems of Data
  Management p. 33
• Grade Book Inventory p. 34
• PK Literacy p. 70
• K-2 Literacy (25) p. 73
• K-2 Literacy (45) - p. 75
• 3-5 Literacy p. 79
• 6-12 Literacy p. 82
• For Students
• What I think about Reading p. 90-92
• What I think about Writing p. 93-94

• Using the Participants Workbook -- lets go
  through the surveys.
• Take a few minutes to peruse the surveys in the
  workbooks.
• Discuss the use of tools like this at your table.

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More Practice Surveys

• Elementary Math (3-5) - p. 121
• Secondary Math p. 124
• Student Surveys
• What I think about Math and Science p. 132-135
• Observed Student Morale p. 149
• Respectful Learning Environment p. 150
• Systems of Support p. 152
• Behavior Policy and Procedures p. 154
• Analyzing Rigor and Relevance p. 176
• Instructional Strategies in Spec Ed p. 194
• Guiding Principles Belief Survey p. 211
• Curriculum Review p. 225

• Teacher Professional Development p. 232
• Parent Involvement p. 234
• Standards Curriculum for ELLs p. 251
• Checking Our Beliefs and Values p. 252

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Analyzing Interventions (RtI)

• Highly recommended reflection activity to analyze
  
• Adequacy of universal options
• Interventions
• Screening assessments
• Adequacy of selected options
• Interventions
• Progress monitoring
• Adequacy of targeted options
• Interventions
• Progress monitoring

RtI
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Universal Instruction
(includes differentiation)
Selected Interventions
Targeted Interventions
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Reviewing Improvement Goals
Improvement goals are the bridge from data
analysis to improvement planning.
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ASPIRING GOALS
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Sample Aspiring Goal
We, all teaching staff at Elm Creek Middle
School will improve skills in analyzing
expository text in all content areas of all 6th,
7th, and 8th grade students so that 85 show
proficient and advanced levels, while
accelerating the performance of students with
disabilities so that 67 show proficient or
advanced levels on the 6th, 7th and 8th grade
reading benchmark spring assessments by May, 2009.
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as measured by the 5th grade 4th quarter
reading comprehension benchmark assessment. on
the kindergarten numbers exit checklist. as
assessed with the Elm Creek District writing
process 8th grade rubric for persuasive writing.
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in reading fluently fiction and nonfiction text
in all content areas ... in drawing inferences
from literal and informational text in word
meaning on grade level targeted vocabulary in the
content areas, so that in literal and
analytical comprehension of technical and
nonfiction text,
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• TEACHERS Teach like your hair is on fire!

PRINCIPALSLead improvement like your hair is
onfire!
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Stretch, for example
Stretch to 100
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• so that
• 85 of all kindergarten students 89 of all
  1st grade students 91 of all 2nd grade students
• 81 of all 6-8 grade students and 75 of all
  studentswith disabilities

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Check that the student outcome in the goal is
aligned with district strategic goals.
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• 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 of Bayport High
  School will work as a professional learning
  community to

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• 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.

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If any gaps exists, they must be addressed in the
goal.
at least 85 of all students meet targeted RIT
growth, while the median RIT gap between students
with disabilities and nondisabled students
decreases by 10 RIT points 99 of boys and
girls with below grade level reading benchmark in
grades k-4 reach grade level benchmark while boys
and girls at grade level benchmark increase by 2
levels by 100 of boys in grades 9-12
increase their Lexile levels from fall to
spring, and 90 of girls increase their lexile
levels from fall to spring
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Categorizing Issues
Universal Classroom Instruction to Engage All
Learners
Interventions Enrichments
Assessment and Data Use
Collaborative Culture of Improvement
Student Success School Climate
Strategic Family and Community Partnerships
Professional Learning
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Study Best Practices
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Quest for Fidelity

• Team Task How do we maintain fidelity to our
  purpose?

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The Full Year Cycle of Improvement
Reflection Retreat
LT
Improving Planning Cycle