TEAMWORK

1
Chilton School District
2008 Data Retreat workshop
Facilitated by Judy K. Sargent, CESA 7
TEAMWORK
2
Welcome

• Introductions
• Facilitator(s), team members
• Logistics
• Facilities, faxing, copying, internet access,
  supplies, lunch refreshments
• Timeframe
• Agenda Start and end time breaks
• Materials
• Handouts, your data, supplies

3
AGENDA

• Day 3
• School Improvement Planning
• A.M.
• Issues Barriers
• Building Blocks
• P.M.
• Specific School Strategies
• Roll-Out Plan

• Day 2
• A.M.
• Reading Interventions
• Reading Practices
• Math Gaps Analysis
• Math Goal
• P.M.
• Math Interventions
• Math Practices
• Course Enrollment

• Day 1
• A.M.
• 21st Century Skills
• 21st Century Goal
• P.M.
• Reading Gaps Analysis
• Reading Goal

4
ImprovementPlanning

• 3 Goals 3 School Improvement Plans
• READING School Improvement Plan
• MATH School Improvement Plan
• 21ST CENTURY School Improvement Plan

Begin with Reading or Math
5
Team Ground rules -What are Yours?

• Suggested Rules for Effective Teaming
• Listen as an ally show respect.
• Show up on timemorning after breaks.
• We wont allow irrelevant side conversations.
• Help each other move forward.
• Avoid generalitiesbe specific and give examples.
• Focus on the issues at hand keep to the point.
• Accept that constructive disagreements are okay.
• Work to create decisions the team can support.

• ROLES
• Time keeper keeps the team on time.
• Flip Chart Recorder writes input from the team
  on the flip chart.
• Laptop Secretary types all flip chart
  observations, hypotheses and other notes.
• Reporter for the Team reports out to the whole
  group.
• Gopher gets needed supplies, makes copies. Fully
  participates.

6
The Full Year Cycle of Improvement
Reflection Retreat
LT
Improvement Planning Cycle
7
Chiltons Mission Vision for Kids Key Concepts
Staff Outcomes
Student Outcomes
A Challenging Education
Student Achievement
Individual Learning Styles
Life-Long Learners
Innovative
Global Society Contributions
Inspiring
Rapidly Changing World
Continuous Improvement
Every Students Success
Interactive Partner
Demonstration of Skills
Personal Integrity
8
Draft
9
Framework for 21st Century Skills
Overview for School Boards
Developed by Judy K. Sargent, Ph.D. Director,
CESA 7 School Improvement Services
10
21st Century Partners

• WebSite Link http//www.21stcenturyskills.org/inde
  x.php?optioncom_contenttaskviewid81Itemid82
  
• and growing
• Member organizations are advancing 21st Century
  Skills through innovative tools, programs and
  policies

11
The Case for 21st Century Education

• Why these skills are so important
• Education is changing. We can no longer claim
  that the US educational results are unparalleled.
  Students around the world outperform American
  students on assessments that measure 21st century
  skills. Todays teachers need better tools to
  address this growing problem.
• Competition is changing internationally.
  Innovation and creativity no longer set U.S.
  education apart. Innovators around the world
  rival Americans in breakthroughs that fuel
  economic competitiveness.
• The workplace, jobs and skill demands are
  changing. Today every student, whether he/she
  plans to go directly into the workforce or on to
  a 4-year college or trade school, requires 21st
  century skills to succeed. We need to ensure that
  all students are qualified to succeed in work and
  life in this new global economy.

12
Wisconsin as Member

• The single best investment we can make is in our
  children. Educated children become educated
  adults, who participate in the social, economic
  and civic life of their community. To remain
  competitive, Wisconsin realized that it must
  invest in its human capital to ensure that its
  students pursue rigorous study that prepares them
  for the 21st century.
• State Superintendent Elizabeth Burmaster
• Wisconsin Overview

13
The Framework
14
Core Subjects 21st Century Skills

• Core Subjects
• English, reading or language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and Civics

• 21st Century Themes
• Global Literacy
• Financial, Economic Entrepreneurial Literacy
• Civic Literacy
• Health Literacy

15
Learning Innovation Skills

• Creativity and Innovation Skills
• Critical Thinking and Problem Solving Skills
• Communication and Collaboration Skills

16
Life Career Skills

• Life and Career Skills
• Flexibility Adaptability
• Initiative Self-Direction
• Social Cross-Cultural Skills
• Productivity Accountability
• Leadership Responsibility

17
Information, Media Technology Skills

• Information, Media and Technology Skills
• Information Literacy
• Media Literacy
• ICT Literacy

18
21st Century Chilton Observations (5 student
outcome areas)
Global Awareness

• Student Skills
• Staff Practices

Critical Thinking
Learning Innovation
Life Career Skills
Technology Skills
19
Stretching21st Century Skills
20
Team Task

• Global Awareness
• Students Staff
• Teaching Practices
• Assessment

• Prepare a flip chart sheet.
• Summarize findings on this sheet

21
Students Global Awareness

• Global Awareness Perceptions
• Our students Ratings (1, 2, 3,
  4)
• Understand and respect other cultures in
  Northeast Wisconsin.
• Understand and respect other cultures in the
  United States.
• Understand and respect other cultures in the
  Western Hemisphere.
• Understand and respect other cultures in the
  Eastern Hemisphere.
• Understand globalization and how it affects their
  lives today.
• Understand why it is important to understand and
  respect other cultures for their future.
• Understand their responsibilities as global
  citizens.
• Why it is important to understand and respect
  other cultures for the greater good for Chilton,
  for Wisconsin, for the United States, and for the
  world.
• Speak another language in addition to English.
• Show their global awareness in their schoolwork
  across the curriculum.

22
Professional Practices Survey Global Awareness

• Read each item and determine your teams level of
  agreement.
• Summarize your results on the flip chart.

23
Assessment Challenge Measuring Global Awareness

• How would you measure these skills?
• What strategy could you implement next year to
  begin to assess global awareness of your students?

Assessment Challenge Global Awareness Ideas for
2008-09
24
Stretching21st Century Skills
25
Team Task

• Critical Thinking Skills
• Students Staff
• Teaching Practices
• Assessment

• Prepare a flip chart sheet.
• Summarize findings on this sheet

26
Perceptions of Students Critical Thinking

• Critical Thinking Perceptions
• Ratings (1, 2, 3, 4)
• Ability to make complex choices decisions.
• Ability to make interconnections among concepts.
• Ability to ask significant questions to clarify
  points of view.
• Ability to show describe their thinking.
• Ability to frame information to approach solving
  a problem.
• Ability to analyze information into components to
  solve a problem.
• Ability to combine information and synthesize
  into a new conclusion.

Summarize your results.
27
Professional Practices Survey Thinking and
Problem Solving

• Read each item and determine your teams level of
  agreement.
• Summarize your results on the flip chart.

28
Assessment Challenge Measuring Critical Thinking

• How would you measure these skills?
• What strategy could you implement next year to
  begin to assess critical thinking of your
  students?

Assessment Challenge Critical Thinking Ideas for
2008-09
29
Stretching21st Century Skills
30
Team Task

• Creativity Innovation Skills
• Students Staff
• Teaching Practices
• Assessment

• Prepare a flip chart sheet.
• Summarize findings on this sheet

31
Perceptions of Students Creativity Innovation
Skills

• Innovation Perceptions
• Ratings (1, 2, 3, 4)
• Ability to make creative choices.
• Ability to pose hypotheses that lead to new
  ideas.
• Ability to rework in a new, original way.
• Ability to develop something completely original.
• Ability to respond to change by developing new
  ideas and approaches.
• Ability to think out of the box.
• Ability to see information in a new, original
  light.

32
Professional Practices Survey Learning and
Innovation

• Read each item and determine your teams level of
  agreement. Place your ratings on the continuum
  for each item.
• Summarize your results on the flip chart.

33
Assessment Challenge Measuring Innovation

• How would you measure these skills?
• What strategy could you implement next year to
  begin to assess the creativity and innovation
  skills of your students?

Assessment Challenge Innovation Ideas for
2008-09
34
Stretching21st Century Skills
35
Team Task

• Life Career Skills
• Students Staff
• Teaching Practices
• Assessment

• Prepare a flip chart sheet.
• Summarize findings on this sheet

36
Perceptions of StudentsLife and Career Skills

• Life and Career Perceptions
• Ratings (1, 2, 3, 4)
• Ability to be flexible and adaptable.
• Ability to self-assess and monitor their own
  learning.
• Ability to show initiative.
• Ability to prioritize and organize their work.
• Ability to work collaboratively.
• Ability to respect different points of view and
  cultures.
• Ability to produce high quality work in a timely
  manner.
• Ability to show a positive work ethic.
• Ability to show leadership.
• Ability to show ethical behavior.

37
Professional Practices Survey Life and Career
Skills

• Read each item and determine your teams level of
  agreement.
• Summarize your results on the flip chart.

38
Assessment ChallengeMeasuring Life
CareerSkills

• How would you measure these skills?
• What strategy could you implement next year to
  begin to assess the life and career skills of
  your students?

Assessment Challenge Life Career Skills Ideas
for 2008-09
39
Stretching21st Century Skills
40
Team Task

• Technology Skills
• Students Staff
• Teaching Practices
• Assessment

• Prepare a flip chart sheet.
• Summarize findings on this sheet

41
Our Perceptions ofStudents Technology

• Technology Perceptions
• Our students effectively Ratings (1,
  2, 3, 4)
• Use modern technologies in the classroom at least
  once a week.
• Use current technology to actively (two-way)
  communicate with others in the classroom.
• Use current technology to actively (two-way)
  communicate with other students from the
  classroom to other classrooms outside of our
  district.
• Use current technology to complete written
  assignments.
• Use current technology to demonstrate ideas
  visually.
• Use current technology to research information.
• Demonstrate ideas through sound and video
  technologies.
• Demonstrate ethical use of technologies.
• Choose appropriate technologies for the task at
  hand.
• Are prepared for the constant changes in
  technology.

42
Professional Practices Survey Technology

• Read each item and determine your teams level of
  agreement.
• Summarize your results on the flip chart.

43
Assessment Challenge Measuring Technology Skills

• How would you measure these skills?
• What strategy could you implement next year to
  begin to assess the technology skills of your
  students?

Assessment Challenge Technology Skills Ideas for
2008-09
44
21st Century Primary Concerns

• Priority Area of Concern
• Global awareness
• Critical thinking
• Creativity innovation
• Life career skills
• Technology skills

21st Century Priority Concern for Our
Students
45
21st Century Goal

• We will improve students skills for the 21st
  century skills, specifically ____________ skills,
  so that ___ meet expectations as measured by the
  _________________________by May, 2009.

46
Shifting GearsCore Achievement Skills

• Reading
• Math

47
Data Collected

• Effective teams collect the student outcome data
  
• to show accountability to district stakeholders
  (parents, board, taxpayers).
• they need to evaluate their schools
  effectiveness of their practices.
• that is relevant to achieving the districts
  mission and vision for students.

• Data List
• Student Data
• WKCE
• MAPs

48
Assessments Metrics
Focus for Mini-Data Retreats
Focus for Ongoing Teaching Learning
OF
FOR
AS
Focus for Annual Data Retreats
49
Data AnalysisTask Sequence
PRE-STEP Understand the Metric and Set Cut-Points

• Observe, Discuss Documentnote data patterns

• Hypotheses of Practice pose hypotheses for data
  patterns observed

• Data Table Summarize the data in a group table

• Classroom Connections jot down immediate ideas
  of classroom strategies to improve data patterns

• Graphic Representation Graph or highlight the
  data

50
Proficiency on the WKCE-CRT

• Goal to observe performance gapsfor
• All students
• Students with disabilities
• Non-disabled students

51
Team Task

• Look at and discuss your proficiency graphs
• Document, list your data findings
• List hypotheses of practice

52
Proficiency Graphs
Sample

• Team Task
• Note the proficency data plotted.
• Indicate the gap.
• Draw a dotted line of trajectory toward 100 for
  ALL and for Students with Disabilities

State Annual Mea-surable Object-ives AMOs)
Trajectory of Improvement for ELLs
53
Annotate the Data Students with Disabilities
Note the number of students for each (major)
disability category (prevalence)
LD 15
S/L 22
EBD 8
54
Chilton Elementary School
Enrollment By Primary DisabilityAll
StudentsChilton El CD EBD LD
SL Other w/o Dis 2002-03 420 1.9 1.9 4.3
12.4 3.3 76.2 2003-04 414 1.2 3.1 1.0 12
.3 4.1 78.3 2004-05 417 0.7 2.6 1.0 9.4 4
.1 82.3 2005-06 437 0.5 3.0 0.9 12.1 3.4
80.1 2006-07 454 0.7 2.0 1.1 11.9 2.4 81.9
2007-08 453 0.2 0.9 1.5 11.5 2.9 83.0
55
Chilton Middle School
Enrollment By Primary DisabilityChilton
Mid CD EBD LD SL Other
w/o Dis 2002-03 392 2.3 4.6 9.2 0.0 2.0 81.9
2003-04 384 1.6 3.4 5.5 0.0 1.8 87.8 2
004-05 370 1.6 5.1 5.4 0.0 1.9 85.9 2005-0
6 364 1.4 4.1 5.8 0.3 1.9 86.5 2006-07 336
2.1 4.8 5.1 1.2 2.7 84.2 2007-08 322 0.9
3.7 5.9 0.0 4.0 85.4
56
Chilton High School
Enrollment By Primary Disability Chilton
Hi CD EBD LD SL Other w/o Dis 2002-03
471 0.4 2.8 3.6 0.2 0.6 92.4 2003-04
462 1.3 3.2 9.1 0.0 1.1 85.3 2004-05
459 1.3 2.2 7.0 0.2 2.4 86.9 2005-06
436 1.6 2.1 6.2 0.0 2.5 87.6 2006-07
455 2.2 2.0 5.1 0.0 2.0 88.8 2007-08
431 1.6 3.0 5.1 0.2 2.3 87.7
57
Data Findings

• ? Team Task ?, continued
• Observe, discuss and document data patterns. What
  are your data findings?
• Gaps?
• Disability Prevalence
• What patterns do you see?Write your findings on
  the flip chart. Note the data, years, source and
  grade levels.

58
Hypotheses of Practice

• ? Team Task ?
• Why do we think these patterns occur?
• Pose Hypotheses of Practice. Pose possible
  explanations for the data patterns you observe.
• Write your hypotheses in we statements.
• EXAMPLES
• We arent providing high interest books for
  boys.

59
Classroom Connections

• ? Team Task ?
• Are there some immediate classroom strategies
  that would help here?
• List logical classroom connections but save
  these for more in-depth discussion during
  improvement planning.

60
Standards Analysis

• ? Team Task ?
• Successful schools are standards-based and know
  how their students are performing on academic
  standards.
• 1stWhats the metric?
• Whats acceptable criteria for proficiency?
• Why do these results look different than
  proficiency results?
• Find your results by academic standard and make a
  data table of the results showing school/state
  comparisons and all to Non-all comparisons.
• Where are the gaps for students with
  disabilities?
• Create a bar graph or color code the data to show
  relative strengths and weaknesses.
• Complete this analysis for each tested grade
  level.

61
Standards Analysis, continued

• Observe and discuss the data patterns you
  seenoting comparisons. Document strong and weak
  standards and achievement gaps on the flip
  chart.
• Pose Hypotheses of Practice about any gaps and
  patterns you see.
• Suggest Classroom Connections of strategies that
  might improve these results.
• Complete this task for reading and math.

62
Proficient vs Advanced-future deeper study
63
MAPs Analysis

• Key Questions to Analyze
• What are the gaps between students with
  disabilities and non-disabled students?
• How many students did NOT achieve the national
  median RIT score?
• Which students did not achieve at least the
  national median RIT score?
• Which strands are in greater need for improvement?

Document Your Findings
Hypotheses of Practice
64
Primary Concerns in Reading

• Look at all observations (data findings)
• Individually, list the top 3 most urgent reading
  concerns for your students based on the
  findings.
• Use group process to come to agreement and list
  your most URGENT concern for kids in reading.

Primary Concerns for Students in Reading 1. 2.

65
Big Picture 3 GOALS per School
66
ASPIRING GOAL for Reading
67
Sample Aspiring Achievement Goal
We, all teaching staff at L.B. Clarke 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 65 show proficient and
advanced levels on the 6th, 7th and 8th grade
spring Reading Benchmark Assessments by May, 2009.
68
as measured by the 5th grade 4th quarter
reading comprehension benchmark assessment. on
the kindergarten numbers exit checklist. as
assessed with the Two Rivers District writing
process 8th grade rubric for persuasive writing.
69
in reading fluently fiction and nonfiction text
in all content areas ... in drawing inferences
from literal 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,
70

• TEACHERS Teach like your hair is on fire!

PRINCIPALSLead improvement like your hair is
onfire!
71
Stretch, for example
Stretch to 100
72

• so that
• 81 of all 6-8 grade students and 75 of all
  economically disadvantaged students

73
Check that the student outcome in the goal is
aligned with district strategic goals.
74

• We, all staff of Chilton Middle School, will
• We, all educators in Chilton Elementary School
  will collaborate to improve the
• All teaching pupil services staff and all
  classroom teachers of Chilton High School will
  work as a professional learning community to

75

• 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.

76
If any gaps exist, 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 non-disabled students
decreases by 10 RIT points
77
Reading Goal

• Write or Refine an ASPIRING goal for Reading
• Match to your primary concern for students
• Based on student data

78
Professional Practices

• Professional Practices Observations
• Literacy Practices

• Student Data
• Reading Achievement

Issues that Lead to Strategies
Primary Concerns for Students
ASPIRING Reading Goal
79
Literacy Professional Practices Inventories

• In successful schools, professional educators
  self-reflect about their classroom practices
  according to best practices on a regular basis.
• The following section presents Literacy Practices
  Surveys.

Literacy Practice Surveys PK-K K-2 (25)K-2
(45) 3-5 Secondary
80
Literacy Professional Practices Inventory,
continued

• ? Team Task ?
• Find the Literacy Survey that bestrepresents
  your grade levels
• Choose a reader from your team to read each item
  aloud.
• The reader reads item 1 aloud team members
  rate their agreement/disagreement representing
  all staff in the school. Use fingers to rate 1 to
  4. Discuss the item in reference to all students.
• Continue with all items.
• When completed, summarize the results as
  observations on the flip chart by noting those
  items that rated lower.
• Pose hypotheses of practice why are these
  specific practices not being fully implemented?

81
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
82
Universal Instruction
(includes differentiation)
Selected Interventions
Targeted Interventions
83
Universal Design in Literacy, continued

• In successful schools, multiple levels of
  intervention are provided for struggling
  learners.
• ? Team Task ?
• Draw the triangle on your flip chart. Write in
  your current instructional services that meet
  these criteria?
• What universal literacy instruction do you
  provide?
• What selected literacy interventions do you
  provide?
• What targeted literacy interventions do you
  provide?
• Read and discuss the questions regarding
  universal design.

84
Focus on Math

• Math to what degree has math been a major focus
  in your school?
• Repeat the process to analyze the math
  performance of ALL students in your school.

85
Proficiency on the WKCE-CRT

• Goal to observe performance gapsfor
• All students
• Students with disabilities
• Non-disabled students

86
Team Task

• Look at and discuss your proficiency graphs
• Document, list your data findings
• List hypotheses of practice

87
Proficiency Graphs
Sample

• Team Task
• Note the proficiency data plotted.
• Indicate the gap.
• Draw a dotted line of trajectory toward 100 for
  ALL and for Students with Disabilities

State Annual Mea-surable Object-ives AMOs)
Trajectory of Improvement for ELLs
87
88
Annotate the Data Students with Disabilities
Note the number of students for each (major)
disability category (prevalence)
LD 15
S/L 22
EBD 8
88
89
Chilton Elementary School
Enrollment By Primary DisabilityAll
StudentsChilton El CD EBD LD
SL Other w/o Dis 2002-03 420 1.9 1.9 4.3
12.4 3.3 76.2 2003-04 414 1.2 3.1 1.0 12
.3 4.1 78.3 2004-05 417 0.7 2.6 1.0 9.4 4
.1 82.3 2005-06 437 0.5 3.0 0.9 12.1 3.4
80.1 2006-07 454 0.7 2.0 1.1 11.9 2.4 81.9
2007-08 453 0.2 0.9 1.5 11.5 2.9 83.0
90
Chilton Middle School
Enrollment By Primary DisabilityChilton
Mid CD EBD LD SL Other
w/o Dis 2002-03 392 2.3 4.6 9.2 0.0 2.0 81.9
2003-04 384 1.6 3.4 5.5 0.0 1.8 87.8 2
004-05 370 1.6 5.1 5.4 0.0 1.9 85.9 2005-0
6 364 1.4 4.1 5.8 0.3 1.9 86.5 2006-07 336
2.1 4.8 5.1 1.2 2.7 84.2 2007-08 322 0.9
3.7 5.9 0.0 4.0 85.4
91
Chilton High School
Enrollment By Primary Disability Chilton
Hi CD EBD LD SL Other w/o Dis 2002-03
471 0.4 2.8 3.6 0.2 0.6 92.4 2003-04
462 1.3 3.2 9.1 0.0 1.1 85.3 2004-05
459 1.3 2.2 7.0 0.2 2.4 86.9 2005-06
436 1.6 2.1 6.2 0.0 2.5 87.6 2006-07
455 2.2 2.0 5.1 0.0 2.0 88.8 2007-08
431 1.6 3.0 5.1 0.2 2.3 87.7
92
Data Findings

• ? Team Task ?, continued
• Observe, discuss and document data patterns. What
  are your data findings?
• Gaps?
• Disability Prevalence
• What patterns do you see?Write your findings on
  the flip chart. Note the data, years, source and
  grade levels.

92
93
Hypotheses of Practice

• ? Team Task ?
• Why do we think these patterns occur?
• Pose Hypotheses of Practice. Pose possible
  explanations for the data patterns you observe.
• Write your hypotheses in we questions.
• EXAMPLES
• We arent pre-loading key vocabulary for
  math?
• We pull kids out of Everyday Math and gie them
  Saxon Math?

93
94
Classroom Connections

• ? Team Task ?
• Are there some immediate classroom strategies
  that would help here?
• List logical classroom connections but save
  these for more in-depth discussion during
  improvement planning.

94
95
Standards Analysis

• ? Team Task ?
• Successful schools are standards-based and know
  how their students are performing on academic
  standards.
• 1stWhats the metric?
• Whats acceptable criteria for proficiency?
• Why do these results look different than
  proficiency results?
• Find your results by academic standard and make a
  data table of the results showing school/state
  comparisons and all to Non-all comparisons.
• Where are the gaps for students with
  disabilities?
• Create a bar graph or color code the data to show
  relative strengths and weaknesses.
• Complete this analysis for each tested grade
  level.

95
96
Standards Analysis, continued

• Observe and discuss the data patterns you
  seenoting comparisons. Document strong and weak
  standards and achievement gaps on the flip
  chart.
• Pose Hypotheses of Practice about any gaps and
  patterns you see.
• Suggest Classroom Connections of strategies that
  might improve these results.
• Complete this task for reading and math.

96
97
Proficient vs Advanced-future deeper study
98
MAPs Analysis

• Key Questions to Analyze
• What are the gaps between students with
  disabilities and non-disabled students?
• How many students did NOT achieve the national
  median RIT score?
• Which students did not achieve at least the
  national median RIT score?
• Which strands are in greater need for improvement?

Document Your Findings
Hypotheses of Practice
99
Primary Concerns in Mathematics

• Look at all observations (data findings)
• Individually, list the top 3 most urgent math
  concerns for your students based on the
  findings.
• Use group process to come to agreement and list
  your most URGENT concern for kids in math.

Primary Concerns for Students in Math 1. 2.

100
ASPIRING GOAL for Math
101
Math Professional Practices Inventories

• In successful schools, professional educators
  self-reflect about their classroom practices
  according to best practices on a regular basis.

101
102
Math Professional Practices Inventory, continued

• ? Team Task ?
• Find the Math Survey that bestrepresents your
  grade levels
• Choose a reader from your team to read each item
  aloud.
• The reader reads item 1 aloud team members
  rate their agreement/disagreement representing
  all staff in the school. Use fingers to rate 1 to
  4. Discuss the item in reference to all students.
• Continue with all items.
• When completed, summarize the results as
  observations on the flip chart by noting those
  items that rated lower.
• Pose hypotheses of practice why are these
  specific practices not being fully implemented?

102
103
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
104
Universal Instruction
(includes differentiation)
Selected Interventions
Targeted Interventions
105
Universal Design in Math, continued

• In successful schools, multiple levels of
  intervention are provided for struggling
  learners.
• ? Team Task ?
• Draw the triangle on your flip chart. Write in
  your current instructional services that meet
  these criteria?
• What universal math instruction do you provide?
• What selected math interventions do you provide?
• What targeted math interventions do you provide?
• Read and discuss the questions regarding
  universal design.

105
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ImprovementPlanning

• 3 Goals 3 School Improvement Plans
• READING School Improvement Plan
• MATH School Improvement Plan
• 21ST CENTURY School Improvement Plan

Begin with Reading or Math
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The Foundations
Reading SIPFoundations LT Members Meeting
Dates District Alignment Spring
Assessment Periodic Assessments

• Leadership Team Members
• Dates times of LT Meetings
• The GOAL
• Alignment to District Strategic Directions
• Final annual spring assessment
• Periodic assessments

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Categorizing Issues
Universal Classroom Instruction to Engage All
Learners (including students with disabilities
Interventions (including special education)
Enrichments
Assessment, Grading and Data Use
Begin with Hypotheses of Practice
Collaborative Culture of Improvement
Student Success School Climate
Strategic Family and Community Partnerships
Professional Learning
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What issues come to bear upon the goal??Refer to
Hypotheses of Practice From We ? to We will
?Round Robin for Additional Issues
Assessment Data Use Issues
Interventions Enrichments Issues
Universal Classroom Strategies Issues
110
Student Success Climate Issues
More Issues
Professional Learning Issues
Family Community Involvement Issues
Collaborative Culture Issues
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Plan Specific TasksConstruct the Plan

• Organize Hypotheses of Practice
• Determine most important building blocks
  (recommend 3 to start)
• Design specific strategies for each building
  block refer to
• Hypotheses of Practice
• Classroom Connections
• Survey tools
• Remember the details when, who, where, how?

For specific tasks in the school improvement plan
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Criteria for Effective Improvement Tasks

• 3 Clearly articulated improvement tasks. The
  tasks 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 task 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 tasks are described. The tasks are
  missing some key details but give a clear sense
  of the intention. When reading the task, 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 tasks that leave
  many questions unanswered. The tasks are
  ambiguous or of questionable relevance and are
  missing many key details. When reading the task,
  there is little confidence that it will be done
  or that it would make any difference toward the
  goal.

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Repeat this process for each Goal

• Issues
• Objectives
• Specific Tasks

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Roll Out and Sustainability
How will you roll out the plan to the rest of the
staff?
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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 tasks
  and culture of improvement?

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Ready to Launch

• Team Task
• Consider these final steps
• Communicate the plan
• Create the culture and climate for success.
• Reflect upon your data retreat and improvement
  planning experience.
• Celebrate your hard work and accomplishments!Whah
  oo!