Comprehensive Data Retreat presentation

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Comprehensive Data Retreat

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( disabled, minority, ELL, poverty) (p.13) ... ELL = ELL student. RR=Reading Recovery. IEP = special ed. S=suspension. E=expulsion ... –

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Title: Comprehensive Data Retreat

1
Comprehensive Data Retreat WorkshopDeveloped by
Judy K. Sargent, Ph.D.Presented and adapted by
Region 3 ESA

Summer 2006

2
Welcome

Introductions
Facilitator(s), Team Members
Logistics
Facilities, Faxing, Copying, internet access,
supplies, lunch refreshments
Timeframe
Start and End Time Breaks
Materials
Data Retreat Workbook, your data, supply kits
Ground Rules
(p.15)

3
About Data Retreat Workshops

Professional learning communities
Professional Development
Improve data awareness management
Focus on student learning
Focus on relevant data
Result in actionable improvement plans

4
8-Step Process

Team Readiness
Data Collection

Data Analysis (7 Optional Modules)
Hypotheses Issues
Improvement Goals

Objectives and Strategies
Progress Monitoring Evaluation
Roll Out Sustainability

5
Purpose Vision

Successful teams set a clear vision of outcomes.
? Team Task ?
What factors led you to want to bring team to
this retreat?
What do you hope will happen?
What outcomes do you hope to achieve?
List your teams desired outcomes. (p.12)

6
Team Self-Reflection

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) (p.13)

7
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.
8
Shared Responsibility

In successful schools, all staff show shared
responsibility for every student in the school.
Team Task
How will our team represent the future directions
for all students in our school?
Discuss the concept of shared responsibility for
all
students and how it is evident among the staff in
your school. (p.16)

9
Professional Learning Communities

In successful schools, the leadership team and
all staff follow the characteristics of
professional learning communities.
Team Task
To what extent do we exhibit the characteristics
of a Professional Learning Community?
Read and discuss the characteristics of
professional learning communities. Rate the
implementation of these characteristics. (p.17
18)

10
Results Orientation

In successful schools, educators move from a
convenience and historical orientation to a
results orientation toward making decisions.
Team Task
How do results inform our decisions? Which of
our decisions are based on our data?
Read the list that compares orientations to
decision making. Discuss how decisions are made
in your school (p.19).

11
Data Collection
In successful schools, a thorough look at data
guides decisions.
12
Process of Data Collection

In successful schools, an efficient process is in
place to access the data we need.
Team Task
What processes did you use to collect the data?
How effective were these procedures?
Read and discuss the statements about data
collection and as a group, rate your agreement
(p.22).

13
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.

14
Student Data Collection

Team Task
What student data did we bring to the retreat?
Demographic data?
Academic achievement data?
Behavior and perceptions data?
Review the student data, programs structure,
professional practices and family community
data brought to the retreat. Record on the flip
chart.
Note the samples provided. (p.25 - 31)

15
Human Systems for Data

Dont forget the human side of efficient
technology use. The skills of data entry,
storage and access are crucial to efficient data
management.
Team Task
How efficient are our staff in managing data?
As a group, read the statements describing
human data work and rate the efficiency among
the staff.
(page 33 in workbook)

16
Grade Book Systems
B

Successful schools demand their grade books
effectively report student achievement.
Team Task
How would we rate the effectiveness of our grade
book system?
Considering your schools grade book system, read
the grade book features and rate your grade book.
(workbook page 34)

17
Data Analysis

Data Analysis Modules
Literacy
Math Science
Safe Healthy Schools
High School
Special Education
Early Learning
English Language Learning

Consider focused mini-retreats during the school
year.
Book a date with Region 3 ESA

material reviewed in one day retreat
18
State Assessments

South Dakota Requires
Dakota STEP Reading and Math SAT 10
Language Arts, Science, Social Studies
Grades 3-8 and 11
Writing Grades 5 and 9

NCLB Requires
Reading, Math
3-8 and 11

2006-07 NCLB Requires
Science
Once in each grade span
(3-5) (6-9) (10-12)

19
Analysis Task Sequence

Data Table summarize the data in a table p.40

Hypotheses pose hypotheses for data patterns
observed p.41

Graphic Representation Graph or highlight the
data p. 39

Classroom Connections jot down immediate ideas
of classroom strategies to improve data patterns
p.42

Observe, Discuss Documentnote data patterns p.
40

20
Literacy Data Analysis

In successful schools
all students are proficient in reading, writing
and language skills
all teachers are teachers of reading so that
students may access and understand content.
teachers are well trained in, and teachers use
best literacy practices in the classroom

21
Literacy Data Analysis

? Team Task ?
What data do we have that reports how our
students have performed on reading, writing, and
language assessments?
Discuss and complete the chart that describes
your literacy data. (p.45)

22
About State Literacy Assessments

In effective schools, educators understand the
state assessment system and how literacy is
measured and reported.
? Team Task ?
What are the state reading, writing and/or
language assessments?
Discuss and complete the chart that describes
your state literacy assessments (p.46).

23
State Proficiency Levels

? Team Task ?
What are your states proficiency levels?

Handout with SD AMOs
24
Analyzing Proficiency

Successful teams know the literacy proficiency
levels of all and subgroups of students.
? Team Task ?
How did all and subgroups of students perform on
the state literacy assessments?
Make a summative data table of the of all
students at proficient and above levels for every
grade tested. Note the sample. Make additional
data tables for each subgroup showing the of
students at proficient and above levels.
Samples on p. 48 50.

25
Proficiency AYP Analysis

Use the NCLB Report Card www.doe.sd.gov Calculate
the number of students proficient and advanced.
Make a data table on the flip chart for both Math
and Reading see the sample below.
Address each subgroup and its comparison group.
(pp. 48 50)
Include all years
Record of P A increase and decrease

Reading 2003 2004 2005 -
All
White
Native American
26
Another Data Table

of ALL students at Proficient and Above Levels
in Reading

Reading 3 4 5 6 7 8 11
2003
2004
2005
27
Analyzing Proficiency, continued

? Team Task ?, continued
Graphic Representation. Create a graph of the
data in the data tables and/or color code the
data to show patterns. Plot the at proficient
and advanced for all and subgroups on an AYP
graph. See the sample.

28
Analyzing Proficiency, continued

? 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.

29
Analyzing Proficiency, continued

? Team Task ?, continued
Why do we think these patterns occur?
Pose Hypotheses. Pose possible explanations for
the data patterns you observe.
Classroom Connections. List any classroom
strategies that may improve the results.

30
Standards Analysis

? Team Task ?
Successful schools are standards-based and know
how their students are performing on academic
standards.(pp. 56-58)
Find your results by standard and make a data
table of the results showing school/state
comparisons and subgroup comparisons.
Create a bar graph or color code the data to show
relative strengths and weaknesses.

Use CRT site
31
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 about any gaps and patterns you
see.
Suggest classroom connections of strategies that
might improve these results.

32
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. (pp. 59-61)
Find your results by individual student.
On the report, highlight proficiency levels.

Use Scaled Scores
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
33
Individual StudentAnalysis, continued

(continued) Annotate the report for each student
with yellow or pink highlighting (below
proficient) by coding important variables.
Sample Coding

Ddisability Ahigh absenteeism D- Mark failing course grade TTitle I program DSdiscipline referral
Ssuspension Eexpulsion IEP special ed RRReading Recovery ELL ELL student Mminority
34
Individual StudentAnalysis, continued
What is it that we aredoing 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 what could we be doingor not
doing to contribute to these results?
What classroom connections come to mind? Make
note of them.

35
Item Analysis
Caution
Usually done at a data analysis workshop!

Item analysis reports are not available with
every test. If available, they are an important
tool to study how students respond to specific
tasks.
However, item analyses should be approached with
caution to guard against putting too much
weight on individual items, and consequently
narrowing the curriculum.

36
Item Analysis, continued

Team Task
How do our students perform on specific tasks?
Find item analysis reports and have print-outs
that staff can view.
Color code or rank order differences between your
students and state results. Note the sample
guidelines for selected response and constructed
response items.

37
Item Analysis, continued

On the flip chart, note concerns that you observe
with
Content, concepts
Format
Directions
Test completion
Pose hypotheses to explain these results.
Suggest classroom strategies that might improve
these results with caution about narrowing
curriculum.

What is it that we aredoing that might
contribute to these results?
38
Local Literacy Assessments

? Team Task ?
What local literacy assessments provide
important data to analyze? (workbook page 65)
Follow the same analysis steps to discover
further information about how your students are
achieving in reading, writing and language
skills.
Make data tables to summarize the data.
Color code or graph the data to illuminate
patterns.
Observe, discuss and document data findings.
Pose hypotheses that might explain your results.
Suggest classroom connections strategies to
improve the results.

39
Primary Literacy Concerns

?Team Task ?
Use a group process to determine your top 1 to 3
student literacy concerns that emerged from your
data analysis.

Primary Literacy Concerns for Students

40
Literacy Professional Practices Inventories
Literacy Practice Surveys Pages 69-85 PK-K K-2
(25)K-2 (45) 3-5 Secondary

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. They may be completed
Online prior to the retreat. If so find your
schools results and prepare to analyze them.
Here during the next activity. If not read the
appropriate survey aloud and group discuss and
rate each item.

41
Literacy Professional Practices Inventory,
continued

? Team Task ?
If you have results from the online survey,
follow the 5 steps to analyze results.
If you have not administered the online survey,
complete the items as a group, and follow the 5
steps to analyze the results.

42
Universal Design in Literacy
43
Universal Design in Literacy, continued

In successful schools, multiple levels of
intervention are provided for struggling
learners.
? Team Task ?
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.

44
Parent and Community Involvement Perceptions

Team Task
Discuss and note
How your staff works to involve parents are in
promoting their childs literacy.
How your staff provides tips for parents.
How your parents follow through at home.
How your staff provides periodic literacy events
and promotes a literacy culture
How independent reading is evident in the school
Complete the worksheet to analyze parent and
community involvement page 87.

45
Student Perceptions about Reading and Writing

? Team Task ?
What are student perceptions about reading and
writing?
Have your students take surveys like the ones
included to indicate their perceptions about
reading and writing.
If you did not have students take such a
surveydiscuss what information a student survey
might provide your team. Should we give a survey
like this?
Analyze student survey results following the
5-step analysis to discover patterns and
hypothesize about the results.

46
Literacy Concerns IssuesTying it All Together

Team Task ?
What primary concerns and issues do we have about
literacy in our school?
Summarize previously determined primary concerns
for students.
Looking at all of the discussions and practices
surveys, which issues emerge as primary issues?
List or highlight primary issues.

47
Math Data Analysis

In successful schools
all students are proficient in math and science
skills
teachers are well trained in, and teachers use
instructional practices in math and science
classrooms

48
List Math Data for Analysis

? Team Task ?
What data do we have that reports how our
students have performed on math and science
assessments?
List the math data available for analysis.

49
Understanding State Math Science Assessments

In effective schools, educators understand the
state assessment system and how math and science
is measured and reported.
? Team Task ?
What are the state math assessments?
Discuss and complete the chart that describes
your state assessments.

50
Analyzing Proficiency

Successful teams know the math science
proficiency levels of all and subgroups of
students.
? Team Task ?
How did all and subgroups of students perform on
the state math assessments?
Make a summative data table of the of all
students at proficient and above levels for every
grade tested. Note the sample. Make additional
data tables for each subgroup showing the of
students at proficient and above levels. Note the
samples.

51
Proficiency AYP Analysis

Use the NCLB Report Card www.doe.sd.gov Calculate
the number of students proficient and advanced.
Make a data table on the flip chart for both Math
and Reading see the sample below.
Address each subgroup and its comparison group.
(pp. 99-101)
Include prior years all subjects
Record of P A increase and decrease

Math 2003 2004 2005 -
All
White
Native American
52

of ALL students at Proficient and Above Levels
in Reading

Math 3 4 5 6 7 8 11
2003
2004
2005
53
Analyzing Proficiency, continued

? Team Task ?, continued
Graphic Representation. Create a graph of the
data in the data tables and/or color code the
data to show patterns. Plot the at proficient
and advanced for all and subgroups on an AYP
graph. See the sample.

54
Analyzing Proficiency, continued

? 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.

55
Analyzing Proficiency, continued

? Team Task ?, continued
Why do we think these patterns occur?
Pose Hypotheses. Pose possible explanations for
the data patterns you observe.
Classroom Connections. List any classroom
strategies that may improve the results.

56
Standards Analysis

? Team Task ?
Successful schools are standards-based and know
how their students are performing on academic
standards. (p. 107-109) CRT data
Find your results by standard and make a data
table of the results showing school/state
comparisons and subgroup comparisons.
Create a bar graph or color code the data to show
relative strengths and weaknesses.

57
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 about any gaps and patterns you
see.
Suggest classroom connections of strategies that
might improve these results.

58
Individual StudentData Analysis

? 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. (pp. 110-112)
Find your results by individual student.
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
59
Individual StudentAnalysis, continued

(continued) Annotate the report for each student
with yellow or pink highlighting (below
proficient) by coding important variables.
Sample Coding

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 what could we be doingor not
doing to contribute to these results?
What classroom connections come to mind? Make
note of them.

What is it that we aredoing that might
contribute to these results?
61
Item Analysis
Caution

Item analysis reports are not available with
every test. If available, they are an important
tool to study how students respond to specific
tasks.
However, item analyses should be approached with
caution to guard against putting too much
weight on individual items, and consequently
narrowing the curriculum.

62
Item Analysis, continued

Team Task
How do our students perform on specific tasks?
Find item analysis reports and have print-outs
that staff can view.
Color code or rank order differences between your
students and state results. Note the sample
guidelines for selected response and constructed
response items.

63
Item Analysis, continued

On the flip chart, note concerns that you observe
with
Content, concepts
Format
Directions
Test completion
Pose hypotheses to explain these results.
Suggest classroom strategies that might improve
these results with caution about narrowing
curriculum.

What is it that we aredoing that might
contribute to these results?
64
Local Math Assessment Analysis

? Team Task ?
What local math assessments provide important
data to analyze?
Follow the same analysis steps to discover
further information about how your students are
achieving in math and science skills. (p.116-118)
Make data tables to summarize the data.
Color code or graph the data to illuminate
patterns.
Observe, discuss and document data findings.
Pose hypotheses that might explain your results.
Suggest classroom connections strategies to
improve the results.

65
Primary Math Concerns

?Team Task ?
Use a group process to determine your top 1 to 3
student math concerns that emerged from your data
analysis.

Primary Math Concerns for Students
66
Math 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 Math Practices
Surveys. They may be completed
Online prior to the retreat. If so find your
schools results and prepare to analyze them.
Here during the next activity. If not read the
appropriate survey aloud and group discuss and
rate each item.

MathPractice Surveys p. 121 - 126 Grades
3-5 Secondary
67
Math Professional Practices Inventory, continued

? Team Task ?
If you have results from the online survey,
follow the 5 steps to analyze results.
If you have not administered the online survey,
complete the items as a group, and follow the 5
steps to analyze the results.

68
Universal Design in Math Science
69
Universal Design in Math Science, continued

In successful schools, multiple levels of
intervention are provided for struggling
learners.
? Team Task ?
What universal math science instruction do you
provide?
What selected math science interventions do you
provide?
What targeted math science interventions do you
provide?
Read and discuss the questions regarding
universal design.

70
Parent and Community Involvement Perceptions

Team Task
Discuss and note
How your staff works to involve parents are in
promoting their childs math science skills.
How your staff provides tips for parents.
How your parents follow through at home.
How your staff provides periodic math and/or
science events and promotes a math science
culture
Complete the worksheet to analyze parent and
community involvement.

71
Student Perceptions about Math and Science

?Team Task ?
Have your students take surveys like the ones
included to indicate their perceptions about math
and science
If you did not have students take such a
surveydiscuss what information a student survey
might provide your team. Should we give a survey
like this?
Analyze student survey results following the
5-step analysis to discover patterns and
hypothesize about the results.

72
Math Science ConcernsTying it All Together

?Team Task ?
Summarize previously determined primary concerns
for students.
Looking at all of the discussions and practices
surveys, which issues emerged as primary issues?
List or highlight primary issues.

73
Safe Healthy SchoolsList Student Climate
Data

Successful schools provide a safe and healthy
learning environment for all students.
Team Task ?
List the student and climate data available for
analysis.

74
Attendance Analysis

In successful schools, student attendance rates
are very high.
You cant improve student achievement if
students dont come to school.
? Team Task ?
What are the attendance patterns of your
students?
Create a table to list attendance rates for
subgroups of students.
Graph or highlight data patterns.
Observe, discuss and document your findings.
Pose hypotheses to explain your resultswhat
might your school be doing to contribute to these
results?
Suggest strategies to improve these results.

75
Suspensions Expulsions Analysis

Team Task
What are the patterns of in-school and
out-of-school suspensions expulsions among your
students?
Create a table to list suspension expulsion
rates for subgroups of students.
Graph or highlight data patterns.
Observe, discuss and document your findings.
Pose hypotheses to explain your resultswhat
might your school be doing to contribute to these
results?
Suggest strategies to improve these results.

76
Disciplinary Actions

What procedures do we follow to implement
disciplinary actions?
Complete the chart as you discuss the
disciplinary actions in your school.

77
Youth Risk Behavior

Which youth risk behaviors are evident with your
students?
What do you think is the relationship between
these behaviors and student achievement?
Use the chart to begin a discussion of these
issues. If data is available, analyze it now.

78
Student Bullying Survey

Team Task
To what degree have your students experienced
bullying?
If a bullying survey like the one provided has
been administered, analyze the results to gauge
the level of bullying in your building.
What do you think about administering some type
of bullying survey in your school?
What type of anti-bullying or bully-prevention
program do you have in place?

79
Student Perceptions Observations of Student
Morale

? Team Task ?
What are the attitudes of your students about the
school? How satisfied are your students with
their school?
If your school has administered a student
attitude survey, find the results and analyze
them for patterns. Observe and document your
results with hypotheses.
Optionally, as a group, complete the Observed
Student Morale Survey provided. Rate your level
of agreement to each statement. Follow the steps
to analyze the results.

80
Respectful Learning Environment

Team Task
To what degree do we provide a respectful
learning environment for our students?
Either online or at the retreat, complete the
survey, rating both your level of agreement, AND
your desire for additional professional
development. Analyze the results from this
survey.

81
Systems of Support

Successful schools provide multiple avenues of
support for all students in need.
? Team Task ?
To what degree do we provide systems of support
for students in need?
As a team, rate the items in the survey regarding
district/school-designed supports for students at
risk.

82
Student TrainingPrograms

Team Task
Which student training programs that teach
resiliency and positive behaviors do we provide,
and to what degree of success?
Look through and discuss the list of student
training programs designed to teach positive
behaviors. Summarize your discussion.

83
Policy and Procedures

Successful schools have a board-adopted clear set
of policies and procedures that support positive
discipline and behavior among students.
Team Task
How do our policies support our values, follow
legal requirements and guide our practices?
As a team, read the statements and discuss the
status of your policies and procedures. Analyze
your results.

84
Parent Community Involvement and Perceptions

Team Task
Discuss and note
How your staff works to involve parents are in
promoting positive behaviors with their children.
How your staff provides tips for parents.
How your parents follow through at home.
How your staff provides periodic
relationship-focused events and promotes a
healthy culture safe environment
How your staff promotes independent positive
choice-making
Complete the worksheet to analyze parent and
community involvement.

85
Primary Behavior Perceptions Concerns

?Team Task ?
Which behaviors and attitudes are the primary
concerns for your students as they relate to
student achievement?
Summarize previously determined primary academic
concerns for students.
Looking at all of the discussions and surveys,
which issues emerged as primary behavior and
perceptions concerns that would have an impact on
student learning? List or highlight primary
issues.

86
Remaining Modules

Choose from the remaining modules
High School
Special Education
Early Learning
English Language Learning
Use the same process to examine which of the
following is a priority in your district.
Choose one or divide among team to look at.

87
Whats Left?? Lots!!

After providing time to examine remaining modules
Hypotheses and Issues
Improvement Goals
Objectives and Strategies
Progress Monitoring and Evaluation
Roll Out and Sustainability

88
Hypotheses Issues

The view educators as researchers.
How do we know if something WILL work? We try
something and hope it will give us the results
we want.
We are always trying something either new or
old to get results. When we try something we
are testing our hypotheses.

Workbook pages 257-261
89
Hypotheses Issues, continued

Weve been posing hypotheses all along. Our
hypotheses are our best guesses. We are guessing
that THIS is the cause of THAT RESULT.
NOW is the opportunity to refine these theories
as we begin to look forward to what well really
do to improve our data.

90
Hypothesis Refinement

?Team Task ?
Are there any additional hypotheses?

Team Task
Use Post-it notes to jot down additional
hypotheses.
Decide as a group which are plausible.

91
Hypothesis Refinement, continued

? Team Task ?
Has there been any information that would lead us
to reject any of our hypotheses?
Go through the list and accept or reject each
one.
The final list of hypotheses should be plausible
explanations of practice that may have
contributed to the observed results.

92
Stating the Issues

In effective decision-making, the issues should
be stated and clarified by all members of the
team.
? Team Task ?
Given our primary concern, what specific issues
are we worried about?
Review. Note the primary concern for students.
Reflection. Quietly look at the primary concern
hypotheses. Jot down (on Post-it notes) any
issues that you think relate to the concern. What
issues or barriers come to mind?

93
Stating the Issues, continued

Round-Robin. In round-robin order, each member
takes turns stating their issues, while the
recorder writes them verbatim on the flip chart.
Cluster the issues as is logical and agreed upon
by team members.

94
Improvement Goals

Improvement goals are the bridge from data
analysis to improvement planning.

Workbook pages 262-268
95
Bridge to Improvement Planning

Now its time to move forward to goals with
renewed energy.
We should celebrate our hard work analyzing data.
Heres a cheer to stretch and mark the turn in
our process.

You are an AWESOME educator! We are an AWESOME
team! Together we will give all our children an
AWESOME journey of learning!
96
Visualize the Future

? Team Task ?
How do we move forward from our concern toward
our future?
Reflect quietly. Visualize a future where this
concern does not exist with your students.
What would these students be like if we did not
have this concern?

Primary Concern Data Source
97
Articulating the Vision

? Team Task ?
What is it about this concern that we hope to
change?
Specify the Concern

Which students? Which subgroups? Which grade levels?
What subject area?
Which specific skills?
Assessed how?
98
Crafting the Goal

?Team Task ?
Use the template to craft the goal as a team.

We will
of
so that
will demonstrate
as measured by
by
99
Goal Development

?Team Task ?
Team Goal Writing
Write a measurable goal for each primary concern
for students.
Goals must be student-centered not process
centered.
List the data source for each goal.
Write by consensus using team collaboration.

100
Goal Confirmation

Rate your goal according to the criteria for
quality.
Statement begins with the doer
Verb is an action verb.
Object identifies the focus of the action
performed by the doer.
Measurable outcome is clearly stated.

101
Objectives Strategies

Forward to details in the plan.
What are you going to do?
When? How? Who? With what?

Workbook pages 271-297
102
Clarifying the Outcome

Keep the measurable outcome in mind.

103
Clarifying the Issues

Team Task
What issues must be considered when addressing
this goal? What categories of issues do we see?
This step was begun during the hypotheses stage.
Now is the time to more fully flush out all
issues that come to bear upon the goal.

104
Clarifying the Issues, continued

Initial Issues Step
Reflect independently
Round robin (if not done previously)
Clarifying Step
Each member clarifies their issues
Cluster issues as is logical

105
Clarifying the Issues, continued
Expertise Factor

Prioritizing Issues
As a group, discuss each issue.
Classify each issue according to the categories.
Observe where do most issues fall? Why?

Resource Factor
Diversity Factor
Organization Factor
106
Translating Issues Into Objectives

Team Task
For each issue write an objective. Follow the
suggested criteria.
Write objectives that
Begin with an action verb
Describe the intension of accomplishments
Addresses the issue and connects to the goal.

Category Issue Objective

107
From Objectives to Tasks

Write specific tasks to accomplish each objective
in the plan.

A task is a specific action to be carried out by
one or more specific staff persons.
108
Objectives to Tasks, continued

How much will it cost?
Who is responsible?
Who is involved?
When will it be done?

Specify all details!
109
Use the Improvement Plan Template
Objective Task Cost Respons. Invol. Date when each task will be completed Date when each task will be completed Date when each task will be completed Date when each task will be completed Date when each task will be completed Monit.
Objective Task Cost Respons. Invol. Sept Oct Nov Dec Jan Monit.

110
Progress Monitoring Evaluation

Tasks completed
Tasks clearly itemized?
Costs calculated?
Persons assigned?
Timeline?

Workbook page 281
111
Quest for Fidelity

Team Task
How do we maintain fidelity to our purpose?

112
Three Tiers of Assessment

Which tiers of assessment do we have in place?

Workbook page 283
113
Assessments in the Improvement Plan

Team Task
Use the chart to plan assessments that will
measure periodic progress and the measurable
outcome.

114
Assessments in the plan, continued

Team Task
How will you engage teachers in USING the data
from the periodic TIER II assessments?
Look at the concept of mini-reflection retreats
after each periodic assessment.
What is your plan?

115
Planning for Monitoring Checkpoints

Team Task
How will we ensure that our improvement tasks
will be completed?
Create a plan for monitoring checkpoints.

116
Plan for Independent Monitors

Team Task
Who will independently monitor our task
completion?
Consider the criteria and roles for improvement
plan monitors.
Develop a nomination and selection process.

117
Roll Out and Sustainability
How will you roll out the plan to the rest of the
staff? Workbook pages 288- 293
118
Designing the Roll-Out Plan

Team Task Discuss determine
How will 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?

119
Harnessing Teams

Team Tasks
How will we sustain our efforts all year long?
What teams do we have that can support the
improvement plan?
List the available teams or committees in your
school and discuss what roles they can play in
the improvement process.

Team or Committee Name Number of Staff Meeting Frequency Focus
6th grade house team 8 1/wk 45 min Themes and student needs

120
Potential Pitfalls