TEAMWORK

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2008 Data Retreat workshop
Facilitated by Judy K. Sargent, Ph.D. CESA 7,
Green Bay, Wisconsin
TEAMWORK
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About Us-Were fromWisCONsin
Green Bay
Cheesehead
Someone from Wisconsin
Brat
A sausage, a Wisconsin tailgate favorite (not a
spoiled kid)
Brett
Green Bay (past) hero who doesnt need a last name
Bubbler
A drinking fountain (of water, not beer)
Fishfry
Friday night dining ritual
A cheeseheads answer to Bloomingdales
Fleetfarm
Frozen Tundra
Lambeau Field --- home of the Green Bay Packers
Up Nort
Where Wisconsites go on vacation (and where were
from
One from further up nort more than oneDuh yooper
Yooper
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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

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Data and Teaming
Two Equally Essential Components for Successful
School Improvement
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Ground rulessuggestions

• Suggested Rules
• 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.

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School Improvement ProcessThe Flow of Work
(p. 2)
Reflect on the District School Mission,
Vision, and Values
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The Full Year Cycle of Improvement
Reflection Retreat
LT
Improvement Planning Cycle
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Data Retreats

• 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

• 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

What is your practice?
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3 Big Questions

• What do we want students to know and do?
• How do we know if they get it?
• What will we do when they dont?

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Professional Learning Communities

• In successful schools, the staff follows the
  characteristics of professional learning
  communities.
• Team Task
• Write the characteristics continuum line on the
  flip chart.
• Read and discuss the characteristics of
  Professional Learning Communities.
• Rate the implementation of these characteristics
  by marking on the continuum line.

PLC Observations
Never Somet Always Collab Teams Shared
Underst Collect Inquiry Work the Work Cont
Improve Results Orien Celebr Success
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20 min
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Data Collected

• Effective teams collect the data they need to
  evaluate their schools effectiveness.
• ? Team Task ?
• Which data have you brought to the retreat?
• On the flip chart, list the data that have been
  brought to the retreat.
• Assessment, dates, grade levels, subjects,
  behavior/attendance data

• Data List
• Student Data
• Tests? Years? Grades? Subjects?

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5-7 min
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Assessment Use Metrics
6 mindiscussion
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Norm-Referenced to Criterion-Referenced
Who met the criteria?
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Our State Assessments
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Data AnalysisPre-Step
Understand the Metric and Set Cut-Points
Example
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If the cut-points are not already set.
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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

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Task 1 Data Table
Step 3-Data Analysis

• 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
Step 3-Data Analysis

• 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?

• We statements
• We dont have high interest books for boys.
• We dont hook kids into our lessons.
• We arent providing extra help in math.

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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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Confidentiality

• 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.
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Achievement Analysis-State Assessments

• Assessment _____
• Metric of Students
• Cut-points Levels 1-4

• State Assessment
• Important Uses
• Proficiency gaps
• Curriculum gaps

Pre-Set by State
OurFocus!
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Analyzing ReadingProficiency
Focus on Writing

• ? Team Task ?
• Make a summative data table forwriting
• Insert the of Students at Levels 1 2 of
• All
• Students with Disabilities
• Non-SwD
• Calculate the GAP if you have comparison data.
  (SwD minus Non-SWD)

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Graph the Data for Writing
Sample
ELA

• Team Task
• Plot the at proficient and advanced for the
  subgroup and Non-Subgroup on the AYP graph. See
  the sample.
• Indicate the gap.
• Draw a dotted line of trajectory toward 100

State Annual Mea-surable Object-ives AMOs)
Trajectory of Improvement for SwDs
On your graph, include Graph Title Team
Name Assessment Used Group or
Subgroup Subject Grade Levels included
SwD
Non-SwD
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Who are students with disabilities?

• Who comprises our achievement gap? Lets look
  further.

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Prevalence of Students with Disabilities

• What is the prevalence of students with
  disabilities what are the categories of
  disability, and what are your rates of each?
• For example
• Find your data.

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Annotate the Data Students with Disabilities
Note the number of students for each (major)
disability category (prevalence) on your graph
LD 15
S/L 22
EBD 8
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Data Findings

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

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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 Is it because
• We dont teach the same writing requirements
  for students in spec ed?
• We arent pre-loading key vocabulary for all
  students before we have them write?

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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.

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Data Walk

• Lets look at our data work so far.

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WRITING Standards Analysis (GLCEs)

• Successful schools are standards-based and know
  how their students are performing on academic
  standards.
• What are the specific standards that are tested?
• Whats the metric?
• Whats acceptable criteria for proficiency?

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CONTENT Assessable GLCEs
NASL(not assessable at state levelteach and
assess locally) The remaining Grade Level Content
Expectationsnot the focus for our analysis
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Writing Prompts Rubrics

• Understand how prompts are presented.
• Understand how points are awarded.
• What level of the rubric is proficient?

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Metric Reported

• Mean Points Attained
• of Students in each score range

What number of points do you think are needed to
be proficient? about half more than half?
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Percent of Points Attained -Set Your Cut-points
What makes sense for you?
What number of points are needed to reach
proficiency?
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Make a Summative Table
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Graph your Results
sample
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Standards Analysis

• TEAM TASK
• Find your results by strand.
• Make your own data table of the results showing
  school/state comparisons.
• Create a bar graph or color code the data to show
  relative strengths and weaknesses.
• List your data observations and findings.
• Generate your Hypotheses of Practice. We
  questions.

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Individual StudentAnalysis

• ? Team Task ?
• Successful schools know how individual students
  are achieving. They are able to identify
  struggling learners and provide services to help
  them be successful.
• Find your results by individual student (You may
  target a specific school or grade level).
• On the report, highlight proficiency levels.

Blue Wow! Advanced/Above Expectations Green
Good! Proficient/Meets Expectations Yellow Alm
ost! Below Prof./Doesnt Quite Meet
Expectations Pink Urgent! Minimal
Proficiency/Far Below Expectations
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Begin At-Risk (Watch) Listsby grade level
At-Risk Lists
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Individual StudentAnalysis, continued
What is it that we aredoing or NOT doing that
might contribute to these results?

• Observe and discuss the patterns that emerge from
  the coding. List all students below proficient
  (yellow pink) by grade subject on flip charts
  (use initials)
• Pose Hypotheses of Practice what could we be
  doingor not doing to contribute to these
  results?
• What Classroom Connections come to mind? Make
  note of them.

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Primary Concerns in Writing
Page 68

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

Primary Concernsfor Students in Writing (Based
on Analyzed Data) 1. 2.
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On to Your Improvement Goal for Writing
Improvement goals are the bridge from data
analysis to improvement planning.
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ASPIRING GOAL for Reading
Improvement Planning Module Pages 6-7
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Sample Aspiring Achievement Goal
We, all teaching staff at Elm Creek Middle
School will improve skills in the writing process
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 Writing Benchmark
Assessments by May, 2009.
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Sample Goal 2
We, all teaching staff at Valley View High
School will decrease the failure rates of all
9th, 10th, 11th and 12th grade students on
writing assignments so that less 10 receive an F
on any writing assignment, as measured by the
6-week grades report by May, 2009. (lacks
specificity and addressing gaps)
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Sample Goal 3
We, all teaching staff at Willmar Elementary
School will improve skills in writing
informational pieces of all K, 1st, 2nd, 3rd,
4th, and 5th grade students, so that 85 of
non-disabled and 65 of students with
disabilities show proficient and advanced levels
on the Informational Writing Rubric on the
quarterly writing assessments.
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as measured by the 5th grade 4th quarter
writing benchmark assessment. on the
pre-writing exit checklist. as assessed with
the Elm Creek District writing process 8th grade
rubric for persuasive writing.
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in writing with accurate conventions in all
content areas ... in writing narrative text
in writing cohesive paragraphs with main ideas
and supporting details in the content areas, so
that in writing narratives and informational
text with personal style,
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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
• 81 of all 6-8 grade students and 75 of all
  economically disadvantaged students

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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 and all
  classroom teachers of Bay Port 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 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
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Writing Goal
Writing Goal

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

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Observing Professional Practices

• Professional Practices Observations
• Literacy Writing Practices

• Student Data
• Writing Achievement

Primary Concerns for Students
Issues that Lead to Strategies
ASPIRING Writing Goal
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Group Survey about Writing
4Strongly Agree 3Agree 2Disagree 1Strongly
Disagree
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Discuss and Document

• Discuss the results of this survey
• What are your observations?
• What are your Hypotheses of Practice?

Writing SurveyObservations
Writing SurveyHypotheses of Practice
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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. Please use the detailed Writing Survey
  with your team.

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

• ? Team Task ?
• Find the Literacy or Writing 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?

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Universal Design
Pages 85-86

• Regular classrooms and interventions for
  struggling students
• Grab a blank sheet of paper and draw the diagram
  that follows.
• Draw a large triangle.

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Targeted Interventions
Strategic Interventions
(includes differentiation for all students)
Universal Curriculum Instruction
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Universal Design in Writing

• 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 writing instruction do you
  provide?
• What selected writing interventions do you
  provide?
• What targeted writing interventions do you
  provide?
• Read and discuss the questions regarding
  universal design.

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Getting Ready to Build the Plan

• Where weve been
• Analyzed student data about writing performance
• Wrote a data-based goal
• Analyzed professional practices
• Where were going
• Writing the plan
• Rolling it out

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Getting Ready to Write the Plan

• Focus on the goal
• Think about the building blocks

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Building Blocks for the Plan

• 5 Strands of Building Blocks
• Teaching for Learning
• Leadership
• Personnel Professional Learning
• School Community Relations
• Data Information Management

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I. Teaching for LearningBuilding Blocks for
Improvement

• Curriculum for Writing
• Aligned, reviewed, monitored
• Communicated

• Instruction in Writing
• Planning
• Delivery

• Assessment of Writing
• Aligned to curriculum and instruction
• Data reporting use

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CIA From Hypotheses to Issues to Objectives
Curriculum Instruction Assessment

• From Wequestions to We will statements.
• Round Robin what other CIA issues come to mind
  that are barriers to your writing goal?
• List other issues.
• Write an objective for this strand. How will you
  improve curriculum, instruction assessment to
  achieve your goal?

Strand I Teaching for Learning Objective We will

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II. LeadershipBuilding Blocks for Improvement

• Instructional Leadership
• Educational Program
• Instructional Support

• Shared Leadership
• School Culture Climate
• Continuous Improvement

• Operational Resource Management
• Resource Allocation
• Operational Management

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Leadership From Hypotheses to Issues to
Objectives
Instructional Leadership Shared
Leadership Operations

• From Wequestions to We will statements.
• Round Robin what other leadership issues come
  to mind that are barriers to your writing goal?
• List other issues.
• Write an objective for this strand. How will you
  improve leadership to achieve your goal?

Strand II Leadership Objective We will
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III. Personnel Professional LearningBuilding
Blocks for Improvement

• Personnel Qualifications
• Requirements
• Skills, Knowledge, Dispositions

• Professional Learning
• Collaboration
• Content Pedagogy
• Alignment

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Personnel Professional Learning From
Hypotheses to Issues to Objectives
Personnel Qualifications Professional
Learning

• From Wequestions to We will statements.
• Round Robin what other professional skill
  issues come to mind that are barriers to your
  writing goal?
• List other issues.
• Write an objective for this strand. How will you
  improve professional skills to achieve your goal?

Strand III Personnel Qualifications
Professional LearningObjective We will
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IV. School/Community RelationsBuilding Blocks
for Improvement

• Parent/Family Involvement
• Communication
• Engagement

• Community Involvement
• Communication
• Engagement

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Family/Community Relations From Hypotheses to
Issues to Objectives
Parent/Family Involvement Community
Involvement

• From Wequestions to We will statements.
• Round Robin what other family/community issues
  come to mind that are barriers to your writing
  goal?
• List other issues.
• Write an objective for this strand. How will you
  improve family/community relations to achieve
  your goal?

Strand IV Family/Community RelationsObjective We
will
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V. Data Information ManagementBuilding Blocks
for Improvement

• Data Management
• Data Generation, Identification Collection
• Data Accessibility
• Data Support

• Information Management
• Analysis Interpretation
• Applications

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Data/Information Management From Hypotheses to
Issues to Objectives
Data Management Information Management

• From Wequestions to We will statements.
• Round Robin what other data/information
  management issues come to mind that are barriers
  to your writing goal?
• List other issues.
• Write an objective for this strand. How will you
  improve data/information management to achieve
  your goal?

Strand V Data Information Management
Objective We will
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Design Specific Tasks

• For each objective
• List the specific tasks of improvement work that
  will lead to your goal.
• See the following criteria for specificity.

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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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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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Important Plan Details

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

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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!

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