So Whats All the Fuss about Adolescent Literacy

1
MATH MODULEData Retreat WorkshopDeveloped by
Judy K. Sargent, Ph.D.
August 18 19, 2008
TEAMWORK
2
Welcome
830 - 845

• Introductions
• Facilitators Gloria Smith, Scott Koziol, Denise
  Belt, Tovah Sheldon, Jennifer Paul, Kristi Hanby
  and Megan Schrauben
• Video Release Form
• Teams
• Michigan Center (21)
• Napoleon (14)
• Springport (13)
• Vandercook (18)
• Timeframe
• 830 300
• (with 30 minutes for lunch)

3
Materials
845 - 855

• Data Binder (For Each Participant to Keep)
• Workshop Materials- Data Retreat Workbook Math
  Science Module, PowerPoint and Packet.
• MEAP Data (3rd 8th Grade) Fall 05, 06, 07
• Summary, Demographic and Item Analysis Reports
• MME Data (11th Grade) Spring 07 08
• Summary and Demographic Report
• Electronic Student Data File
• In Some Data Binders
• Explore (8th Grade)
• Plan (10th Grade)
• ACT (11th Grade)
• WorkKeys (11th Grade)
• Reference Binder (On Loan For Each Building)
• Content Expectation and Skills (GLCEs/HSCEs, ACT
  WorkKeys Information)
• State Assessment Data 05-06, 06-07, 07-08
  (Summary, Demographics, Item Analysis)
• School Improvement Framework (SIF)

4
Benefits of Participating
855 - 900

• Your Team Will
• Make informed decisions that will result in an
  increase in student achievement.
• Create a district-wide process to analyze data.
• Build and enhance district unity.

5
Suggested Ground Rules
900 - 905

• Fully participate
• Listen and show respect
• Be on time (morning and after breaks)
• No irrelevant side conversations
• Be specific and give examples
• Keep to the point
• Accept that constructive disagreements are okay
• Work to create decisions the team can support

6
Group Roles

• Time Keeper Keeps the team on time.
• Chart Recorder writes input from team on the
  charts.
• Laptop Secretary types all chart observations,
  hypotheses and other notes on the computer.
  (Laptops should be closed unless individual team
  work is being done.)
• Report for the Team - reports out to the whole
  group.
• Gopher gets needed supplies, makes copies,
  fully participates!

7
Data and Teaming
Two Equally Essential Components for Successful
School Improvement
8
8-Step Process
905 - 910
p. 3

• Team Readiness
• Data Collection

Before the Retreat

• Data Analysis--Math
• Hypotheses Issues

Day 1 2

• Improvement Goals
• Objectives and Strategies
• Progress Monitoring Evaluation
• Roll Out Sustainability

Day 2 Beyond
9
Improvement Planning Cycle
Data Retreat Workshop
Clarifying, Planning and Committing Retreat
Reflection Retreat
LT
Summer Fall Winter Spring
LT
LT
Monitoring Check Point
Roll out to Staff
LT
LT
Mini-Data Retreat
LT
School Improvement for MDE (EdYes!/CNA/SAR)
Turn In School Improvement Plan
Mini-Data Retreat
LT
LT
Monitoring Check Point
LT
LT
LT
LT
Monitoring Check Point
Data Collection Point
Mini-Data Retreat
Principal Mid Year Report
10
Professional educators honor the privacy of
student, staff and family information.? Team
Task ? Read and honor the pledge of
confidentiality.
905 - 910

• 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.

p. 23
11
PURPOSE AND VISION
910 - 930

• DESIRED RETREAT OUTCOMES
• What do you hope will happen during the retreat?
• What outcomes do you hope to achieve as a result?
• What do you already know about using data to
  change outcomes for student achievement?

12
Assessment Use Metrics
12
13
Norm-Referenced to Criterion-Referenced
Who met the criteria?
13
14
1000 - 1015
p. 11
Our State Math Assessments

• Locate your state assessment results. If the
  assessment has been consistent, meaning
• Cutoff scores for proficiency levels have
  remained the same
• Same or parallel content
• It has been administered during the same window
  of time each year
• then, your team may observe longitudinal
  patterns and make inferences for as long as the
  test has remained substantively unchanged.

15
Perceptions Predictions...
930 - 1000

• Data helps us confirm or reject our perceptions.
• Team Task
• How well does your team know how your students
  are performing?
• Without looking at data discuss what you think
  (perceive) about the achievement of your
  students. Consider all students including
  subgroups of students. (disabled, minority, ELL,
  poverty)
• (See Perceptions and Predictions Handout)

16
Analysis Task Sequence This is the sequence of
analysis we will follow to analyze our data.
1015 - 1020
p. 4

• Data Table summarize the data in a table (p.5)

• Graphic Representation Graph or highlight the
  data (p.6)

• Observe, Discuss Documentnote data patterns
  (p. 7)

• Hypotheses pose hypotheses for data patterns
  observed (p.8)

5. Classroom Connections- connecting the data
patterns and hypothesis to our classrooms (p.9)
IF TIME PERMITS
17
10 MINUTE BREAK

• Be prepared
• Data Binder Ready to Look at MEAP/MME Reports
• Markers
• Chart Paper

18
Analyzing Proficiency
1030 - 1130

• Data Table summarize the data in a table

p. 12-14

• Using your DEMOGRAPHIC REPORTS...Make 5 separate
  data tables of the of all students proficient
  for every grade tested.
• All Students
• Economically Disadvantaged (Yes)
• Not Economically Disadvantaged (No)
• Students with Disabilities (if available)
• ALL Student EXCEPT Students with Disabilities

ELEMENTARY AND MIDDLE SCHOOL SAMPLE
Split cells to include State Data As a point of
comparison (your data on top/ State data on
bottom)
19
Analyzing Proficiency
1030 - 1130

• Data Table summarize the data in a table

p. 12-14

• Using your DEMOGRAPHIC REPORTS... Make 2
  separate data tables of the information.
• 1. Proficient for the five groups.
• All Students
• Economically Disadvantaged
• NOT Economically Disadvantaged
• Students with Disabilities
• ALL Students EXCEPT
• Students with Disabilities

HIGH SCHOOL SAMPLE
Split cells to include State Data if possible,
as a point of comparison (your data on top/
State data on bottom)
20
Analyzing Proficiency
1030 - 1130

• Data Table summarize the data in a table

p. 12-14

• 2. Using the SUMMARY REPORTS...
• Create a data table of of Students at Each
  Performance Level.

HIGH SCHOOL SAMPLE
Due to the structure of the data, the High
School may finish the data tables and graphing
early. If this is the case, please see Tovah for
the next steps.
21
What happens if your subgroup is less than 10
students for Students with Disabilities,
therefore you dont see any data on your report...

• You will need to use the formula below to find
  the missing information
• X
• Total Kids x Proficient (1s 2s) N
  of Students Proficient
• - X -
• of Non-Disabled Kids x Proficient (1s
  2s) N of Non-Disabled Students Proficient
• A B
• of Students with Disabilities N of Students
  with Disabilites

B
of Proficient Students
with Disabilities
A
22
Analyzing Proficiency Cont.
1030 - 1130

• Graphic Representation Graph highlight the
  data

p. 15

• Create a graph(s) of the data from the data
  tables (your choice of graph type)
• Color code the data on the graph.
• Be sure to include a legend that will explain
  your method of color coding (see page 6 if
  necessary).

On your graph please include Graph Title Team
Name Assessment Used Group or
Subgroup Subject Grade Levels included
Remember the idea is that a year from now you
or someone totally new to the process should be
able to pull out these graphs and understand what
you were trying to convey.
23
Sample Graph For Each Grade Level and Subgroups
3rd grade your school 3rd
grade state results 3rd grade AYP
targeted prof. goal
Complete the legend so that it is clear what
information being graphed.
24
Sample Graph For High School Levels by
Demographic Groups
25
Analyzing Proficiency

• Data Table summarize the data in a table

p. 12-14
HIGH SCHOOL SAMPLE
26
Analyzing Proficiency

• Data Table summarize the data in a table

p. 12-14
Using the strand data on the second page of the
Summary Report. Divide the Mean Point Value by
the Number of Points Possible to get an average
percent correct and fill in the boxes below.
ELEM MIDDLE SCHOOL SAMPLE
27
Where are we in the process?
1130 - 100
Data Tables and Graphic Representation

• Hypothesis (STEP 4)
• What are we doing that
• might contribute to these results?
• (Possible reasons / causes
• for data patterns observed).
• Explanations should come from
• school and classroom
• based factors and are about
• practices that can be altered.
• 3. Explanations should NOT
• be regarding characteristics of
• individuals or UN-alterable factors.
• We statements
• Ex 1. We as a district dont have a well rounded
• understanding of the GLCEs and
• HSCE taught in other grades/building.
• 2.We do not have the opportunity to
• utilize longitudinal and cohort data.
• Not-Ex 1. Too many of our students are

Fact Finding (STEP 3) 1. Observations based on
student data and patterns. 2. Cant be
disputed. 3. Should include numbers such as
percentages. 4. STATE THE FACTS! (Avoid words
like only or just) Ex 15 of the group all
students performed at a Level 1 on the 2007
MME Math.
p. 17
p. 16
28
Analyzing Proficiency Cont.
1130 - 100

• Digging for Clarification

• Based on the facts you have observed so far, go
  back to the summary report and look at page 2,
  the strand information.
• Divide the mean points by the possible points
  which give the average percentage correct for
  that strand.
• Focus on the Percent of Student scoring in each
  raw score range to see if there are any extremes.
  
• Write additional findings on the poster.

29
Student Level Data Analysis Demo

• Successful schools know how individual students
  are achieving. They are able to identify
  struggling learners and provide services to help
  them be successful.
• 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
29
30
Begin Watch Listsby grade level
Intervention/Extension Lists
31
DISTRICT WALK-THRU
100 - 140
100 - 140

• Follow Ground Rules
• Listen to other groups facts/observations and
  hypotheses to form an understanding of students
  results and how it relates to your own
  building/district.
• Ask probing questions of each group.
• 5 - 10 minutes for each building to share out.
• 10 15 minutes to create 2 new posters
  identifying district level patterns from the
  building level facts/observations and hypotheses
  posters.

32
Gallery Walk
140 - 215

• Each district will need one of their Reporters to
  lead the share out from their district
  facts/observation and hypotheses posters.
• While the Reporter is speaking, one of the
  Recorders will identify the data on the charts
  that is evidence of the district
  facts/observations that led to the district
  hypotheses.
• As an audience, your role is to take sticky notes
  with you to write probing questions of each
  group. (Leave the sticky notes on the appropriate
  posters either building or district.)
• After visiting all 4 districts data, you will be
  asked to return to your seats to read/discuss the
  sticky notes that were left on your posters.
• Now update your building and/or district posters
  with any new facts or hypotheses that may have
  emerged.

33
Where are we in the process?
215 - 230
Data Tables and Graphic Representation
Fact Finding (Contributing Cause for the Gap)
Hypothesis (Reason for Gap)
Primary Issues
Primary Concerns
Ongoing Process
Teacher Objectives (Strategy Statement)
Student Goals (Measurable Objective Statement)
Action Plan (Activities) Roll Out
Sustainability
Note The cross-walk terminology from Data
Retreat to MDE School Improvement is not
permanent, but we will continue to keep it
updated for you.
Monitoring and Evaluation (Checkpoints)
34
Wrap Up to Day 1
230 - 300
What is unclear or is still circling in your
head?
What did you learn from the gallery walk
activity?
List 3 stand out facts from your
building/ district data.
35
Welcome Back!

• We will start right at 830. Please be prepared
  by
• Signing the video release form (sign-in table)
• Reading the Comment Packet (middle of your table)
  on your tables as you arrive and prior to 830.
• Circle at least one thing from each shape
  (square, triangle, circle) that you want to talk
  about with a partner.

36
Looking Back
830 - 900

• Discuss with a partner what is interesting about
  the comments and be ready to talk as a district.
• Come together as a district and discuss the
  comments. Decide based on general consensus one
  over arching theme/idea from each shape and be
  ready to share out as a whole group.

37
Revisiting Data
900 - 930

• Types
• Cohort
• Year to Year

• Strand
• Individual

• To Do
• Add specific, quantitative observations to your
  building charts. (Each should include
  numbers/percentages.)
• Add additional hypotheses as appropriate. (We
  statementsalterable factors)

38
Where are we in the process?
1130 - 100
Data Tables and Graphic Representation

• Hypothesis (STEP 4)
• What are we doing that
• might contribute to these results?
• (Possible reasons / causes
• for data patterns observed).
• Explanations should come from
• school and classroom
• based factors and are about
• practices that can be altered.
• 3. Explanations should NOT
• be regarding characteristics of
• individuals or UN-alterable factors.
• We statements
• Ex 1. We as a district dont have a well rounded
• understanding of the GLCEs and
• HSCE taught in other grades/building.
• 2.We do not have the opportunity to
• utilize longitudinal and cohort data.
• Not-Ex 1. Too many of our students are

Fact Finding (STEP 3) 1. Observations based on
student data and patterns. 2. Cant be
disputed. 3. Should include numbers such as
percentages. 4. STATE THE FACTS! (Avoid words
like only or just) Ex 15 of the group all
students performed at a Level 1 on the 2007
MME Math.
p. 17
p. 16
39
Student Level Data Analysis Demo

• Successful schools know how individual students
  are achieving. They are able to identify
  struggling learners and provide services to help
  them be successful.
• 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
39
40
Begin Watch Listsby grade level
Intervention/Extension Lists
41
Revisiting Data
900 - 930

• Types
• Cohort
• Year to Year

You can include in observations assessment/data
that are lacking. Ex 9th, 10th and 12th grade
assessments/data are not standardized or
available.

• Strand
• Individual

• To Do
• Add specific, quantitative observations to your
  building charts. (Each should include
  numbers/percentages.)
• Add additional hypotheses as appropriate. (We
  statementsalterable factors)

42
Step 5 Primary Concerns
920 - 940
p. 32

• Use a group process to determine your top 3
  student concerns that emerged from your fact
  finding/observations (data analysis) by building
  and list them on a sheet of paper at your table.
• Primary Concerns for Students
• Looking back at all of the discussions, the
  district and all building posters, and activities
  determine the one concern that will serve as the
  basis for your student goal for your building.
• Circle ONE primary concern.

43
ASPIRING GOALS
940 - 1030
Data Retreat is a registered service mark of
CESA 7.
44
Sample Goals
940 - 1030

• Model 1

R - Reference District Plan
R - Reference District Plan

• Model 2

We, all teaching staff at Elm Creek Middle
School will improve student skills in
transformations for geometry of all 6th, 7th, and
8th grade students as measured by the summative
Fall 2009 MEAP Math Assessment, so that 85 of
non-disabled students show proficient and
advanced levels, while accelerating the
performance of students with disabilities so that
67 show proficient or advanced levels.
Additionally all 6th, 7th and 8th grade students
will improve by 10 from pre to post assessments
administered quarterly throughout the year.
I
Teachers at Valley View High School will
decrease the failure rates of all 9th, 10th, 11th
and 12th grade students on math assessments so
that less than 10 receive an F on any math
assessment, as measured by the 6-week grades
report by May, 2009.
I
S
I
I
A
N
P
P
G
P
N
Missing
P
A
, S,
G
A
Lacks details!!
N
45
as measured by the 5th grade 4th quarter math
benchmark assessment. on the 8th grade MEAP
math assessment. as assessed with the Elm Creek
District end of course exam for Algebra I.
45
46
in math with fluent calculations for addition,
subtraction ... in math geometric
transformations
46
47

• TEACHERS Teach like your hair is on fire!

PRINCIPALSLead improvement like your hair is
onfire!
47
48
Stretch, for example
Stretch to 100
48
49

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

49
50
Check that the student outcome in the goal is
aligned with district strategic goals.
50
51

• 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

51
52

• 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.

52
53
If any gaps exist, they must be addressed in the
goal.
so that 85 of non-disabled students show
proficient and advanced levels, while
accelerating the performance of students with
disabilities so that 67 show proficient or
advanced levels
53
54
Primary Concerns ? Student Goals... Tying it All
Together
940 - 1030
Primary Concern 1st Draft Student
Goal Group(s) Comments/Feedback Revised
Student Goal
55
Where are we in the process?
1030 - 1040
Data Tables and Graphic Representation
Fact Finding (Contributing Cause for the Gap)
Hypothesis (Reason for Gap)
Primary Issues
Primary Concerns
Ongoing Process
Teacher Objectives (Strategy Statement)
Student Goals (Measurable Objective Statement)
Action Plan (Activities, Strategies,
Interventions) Roll Out Sustainability
Note The cross-walk terminology from Data
Retreat to MDE School Improvement is not
permanent, but we will continue to keep it
updated for you.
Monitoring and Evaluation (Checkpoints)
56
1040 - 1130
Step 6 Objectives Teachers will

• Review your hypotheses and circle which ones
  correlate to your new student goal.
• Using a different color marker, add to your
  hypotheses poster any other new hypotheses that
  may have surfaced since yesterday. (Remember
  hypotheses are based on alterable factors.)
• On a separate sheet of paper take 3 minutes or
  less to reflect individually on the goal and
  write any other thoughts that you have about this
  goal. Discuss these as a building.

57
1040 - 1130
Step 6 Objectives Teachers will

• Using your blue Data Retreat Module,
  independently complete the survey from a building
  perspective.
• Grades K 5 p. 34 - 36
• Grades 6 12 p. 37 - 39
• Then as a building, using the handout, come to a
  consensus for each question by discussing the
  individual perceptions.
• Using the compiled data, create survey
  observations and hypotheses on the Survey Charts
  at the building level.
• Review your Survey hypotheses and circle which
  ones correlate to your new student goal.
• As a building, align ALL of your highlighted or
  circled hypotheses and any other key thoughts
  (that pertain to your student goal) with one or
  more of the five School Improvement Strands (MDE)
  to come up with your Primary Issues.

58
Lunch
59
1200 - 100
Step 6 Objectives Teachers will
60
100 - 200
Step 6 Objectives Teachers will

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

• Criteria for Teacher Objectives
• Begin each statement with Teachers will...
  (and/or which specific group of teachers)
• Use an action verb of observable behavior which
  must be done.
• Write clear concise statements that describe what
  you intend to accomplish. (Be specific)
• Make sure each teacher objective addresses the
  issue and connect back to the student goal.

61
Modeling Objectives
100 - 200

• General education teachers in collaboration with
  Students with Disabilities teachers will plan a
  series of meetings to discuss potential
  interventions and support systems for at-risk
  students in learning geometric vocabulary and
  transformations.
• K-12 teachers will create GLCEs HSCEs based
  lesson plans specifically incorporating a variety
  of instructional strategies.
• Teachers in grades K-12 will identify gaps in
  their mathematics curriculum based on the GLCEs
  HSCEs.
• Teachers in grades K-12 will use the identified
  gaps information to begin a search of available
  research-based resources and document findings.

Pink Teachers will Blue Observable
Action Verb Green Intended Accomplishment
62
Connecting Student Goal ? Teacher Objectives
200 - 230
63
Where are we in the process?
Data Tables and Graphic Representation
Fact Finding (Contributing Cause for the Gap)
Hypothesis (Reason for Gap)
Primary Issues
Primary Concerns
Ongoing Process
Teacher Objectives (Strategy Statement)
Student Goals (Measurable Objective Statement)
Action Plan (Activities, Strategies,
Interventions) Roll Out Sustainability
Note The cross-walk terminology from Data
Retreat to MDE School Improvement is not
permanent, but we will continue to keep it
updated for you.
Monitoring and Evaluation (Checkpoints)
64
Preparing for 22nd
230 - 240

• 1 projector for each school building
• School and Personal Calendars
• Posters
• Binders
• Books, magazines, and websites containing
  researched best-practices and strategies
• Reference Binders MUST stay here
• Please complete the feedback survey before Friday

65
Improvement Planning Cycle
240 - 245
Data Retreat Workshop
Clarifying, Planning and Committing Retreat
Reflection Retreat
LT
Summer Fall Winter Spring
LT
LT
Monitoring Check Point
Roll out to Staff
LT
LT
Mini-Data Retreat
LT
School Improvement for MDE (EdYes!/CNA/SAR)
Turn In School Improvement Plan
Mini-Data Retreat
LT
LT
Monitoring Check Point
LT
LT
LT
LT
Monitoring Check Point
Data Collection Point
Mini-Data Retreat
Principal Mid Year Report
66
Commitment Retreat Documentation Chart
245 300
67
Cleanup Procedure

• Roll up posters according to the groups below.
  Be sure to label on the outside of the poster the
  title and building. Rubber band each group and
  bring to the center table.
• Data Tables
• Data Graphs
• Student Goals
• Data Observations/Hypotheses
• Survey Observations/Hypotheses
• Teacher Objectives

68
Thank you for attending.

• Final Thoughts
• If you are planning on utilizing the surveys or
  other resources from the book, you must purchase
  a license from Judy Sargent (jsargent_at_cesa7.k12wi.
  us7) or let us know and we can copy them since
  the ISD has purchased a license. (see handout
  Cesa 7)
• Other Questions?
• PD Survey on computers
• Good Luck!
• Contact Info
• Scott Koziol Tovah Sheldon Denise Belt
  Gloria Smith
• Scott.Koziol_at_jcisd.org
  Tovah.sheldon_at_jcisd.org Denise.Belt_at_jcisd.org
  Gloria.Smith_at_jcisd.org
• 517.768.5206 517.768.5146 517.768.5223
  517.768.5232