FDRESA Design Team Training

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FDRESA Design Team Training

• Candler County Schools
• Day One
• Presented by
• Dr. Sharonda W. Johnson

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Pre-assessment Results
Leadership Data Analysis Progress Monitoring Planning/ Organization

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Data Analysis Strand
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Progress Monitoring Strand
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Planning and Organization Strand
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Results are achieved when leaders
implementtransferring their learning into
practice collaborating with others to find
solutions managing, monitoring and supporting
adoption of new behaviors by those they lead and
measuring the impact on performance. --Georgia
s Leadership Institute for School Improvement
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Essential Questions

• How can we use the Design Team process to analyze
  our current practices and to design a systematic,
  systemic approach to school improvement?
• How can we ensure that priority interventions are
  implemented and are effective?

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Design Team Areas of Work

• Leading staff in the analysis of data and
  identification of targets for improvement
• Leading the staff in prioritizing interventions
• Benchmarking improvement plan activities
• Monitoring implementation
• Leading the staff in modifying the plan at least
  annually

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Design Team Task

• Read your assigned role/responsibility.
• Discuss each one, using discussion guidelines to
  answer the following questions
• --What does this item ask us to do?
• --Why would this task be assigned to the
  design team?
• --How might this action benefit students?

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Brainstorming and Discussion Guidelines for More
Productive Interaction

• Brainstorming
• Appoint a recorder for the group.
• Move in consecutive order around the group, with
  each person contributing an idea or saying, I
  pass.
• Allow no discussion at this time.
• Limit contributions to 20 seconds.
• Piggyback on others ideas, extending or adding
  to an idea already offered.

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Brainstorming and Discussion Guidelines for More
Productive Interaction

• Discussion
• Appoint a facilitator and recorder.
• Restrict comments to information directly linked
  to questions under discussion.
• No one speaks a second time until everyone who
  wishes to be heard has been heard.
• Give facts versus opinions, or give facts to
  support opinions.
• Listen to sort fact from opinion and ask
  clarifying questions when needed.
• Pause periodically for facilitator to summarize
  discussion points.
• Facilitator must refocus the group when members
  stray from question under discussion.

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Design Team Activity

• Individuals read all roles and responsibilities
  once again.
• Place a beside items in which you feel you have
  skill and knowledge.
• Place a beside items in which you need more
  skill and information.
• Share at your table. Be prepared to share with
  the large group.

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Data Collection
In successful schools, a thorough look at data
guides decisions.
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Design teams will

• Review AYP reports in light of higher
  requirements for making AMO in spring, 2009.
• Determine subjects and subgroups in need of
  intervention.
• Conduct root-cause analysis to identify potential
  barriers to students learning.
• Use findings to identify actions in various
  school improvement plans that most closely align
  with new targets.

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State Proficiency Levels
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State Proficiency Levels
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AYP Guidelines

• 10 or more students to be reported
• 40 or 10 of enrollment in AYP grades to be
  accountable (maximum 75)
• Mathematics goal beginning spring, 2009 59.5
  or 74.9 meeting or exceeding
• Reading/ELA goal beginning spring, 2009 73.3
  or 87.7 meeting or exceeding
• Subgroups with current pass rates less than 5
  above new goals are in jeopardy

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As a design team

• Review AYP report for reading/ELA, highlighting
  any subgroups whose percent meeting or exceeding
  is 79 or less.
• Review AYP report for mathematics, highlighting
  any subgroups whose percent meeting or exceeding
  is 65 or less.
• Repeat procedure for second indicator selected
  for your school for FY 09 (upon return to
  school).

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Data Collection and AnalysisBased on the work of
Bernhardt, the Georgia Department of Education,
Marzano, Reeves, Sargeant, and Schmoker

• Task 1 Organize Data/Create Table
• Task 2 Graphic Representation
• Task 3 Observe, Discuss, and Document
• Task 4 Hypotheses
• Task 5 Prioritize Primary Issues
• Task 6 School/Classroom Connections

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• While comparing student achievement, keep in
  mind that the assessments were developed using
  objectives linked to two distinct curricula
  (QCC/GPS). Therefore, it is recommended that
  results are utilized cautiously if considering
  trend data.

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Observe, Discuss, Document note data
patterns (Yellow Post-its)
Task 3

• Guiding Question What patterns do we observe in
  the data?
• Study the data and individually record
  observations on yellow post-it notes. (Be careful
  not to make judgments or to draw conclusions.)
  Observations must be written as factual
  statements.
• Example Observation
• Females have scored lower in 3rd grade math than
  males over a three year period on the CRCT.
• SWDs in grades 6-8 have scored below all other
  subgroups over a two year period on the
  Reading/ELA CRCT.
• Discuss patterns that members see.
• Record the observations as data findings on the
  flip chart for all members to see. Be sure each
  statement indicates
• What was the pattern and over what period of
  time?
• What was the source?
• Which subjects or skills?
• Which students?

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Prioritize Concerns
?

• ?Team Task ?
• Look at all of the data findings that have been
  listed.
• Use a group process to determine which of these
  concerns rises to the top as high priority.
• List the top 1-3 primary concerns as determined
  by group consensus.
• Observations Go To GOALS
• As a team, write or rewrite an initial goal
  statement for each primary concern. Record on
  chart paper.

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Measurable Goals Measurable Goals Measurable Goals Measurable Goals Measurable Goals Measurable Goals Measurable Goals
School Keys Strands Actions, Strategies, and Interventions Timeline Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Evaluation of Implementation of Strategies and Impact on Student Learning
School Keys Strands Actions, Strategies, and Interventions Timeline Estimated Costs, Funding Sources, and Resources Person(s) Responsible Artifacts Evidence



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Moving From Facts to Causes

• Getting to the Root Cause

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Root Cause Analysis In 50 words or Less Rooney
and Vanden Heuvel (2004)

• Root cause analysis helps identify what, how, and
  why something happened, thus preventing
  recurrence.
• Root causes are underlying, are reasonably
  identifiable, can be controlled by management and
  allow for generation of recommendations.
• The process involves data collection, cause
  charting, root cause identification and
  recommendation generation and implementation.

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Hypotheses pose hypotheses for data patterns
observed (Green Post-its)
Task 4

• What is a HYPOTHESIS? A theory An assumption An
  educated guess The WHY!

• Hypotheses should
• Be explanations that come from school and
  classroom factors. Example Students of poverty
  are not gaining ample access to reading materials
  from our school.
• Be explanations about practices that can be
  altered.

• Hypotheses should NOT
• Be regarding characteristics of individuals
  (students, parents, staff, or community members).
  Example These students are poor.
• Be explanations about unalterable factors.

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• What is it that we are doing or not doing that
  might contribute to these results? How can we
  explain our results in terms of our practices?
• The _____ grade _____ (subject) scores __________
  (increased/decreased/stayed the same) because we

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Hypotheses Examples

• Female 3rd grade math scores were lower because
  we dont utilize systematic questioning
  techniques such as collaborative partners.
• Female math scores were lower because we need to
  consider the number of females/males taking the
  test.
• SWD students scores decreased because the
  expectations and rigor are not the same for these
  students as regular education.
• Eighth grade math scores increased 5 because we
  implemented Connected Math.
• Hypotheses Go To Actions/Strategies

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Analyzing Proficiency

• ? Team Task ?
• Why do we think these patterns occur?
• Pose Hypotheses. Using the Georgia School
  Standards (GSS), pose three no more than four
  possible explanations for the data patterns you
  observe. Write your hypotheses on the fishbone
  diagram. Include the standard and component.
• What curriculum issues can contribute to your
  findings?
• What assessment issues can contribute to your
  findings?
• Repeat for each of the Georgia School Standards
  (GSS) strands, standards, and components.

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Task 5 Primary Issues
Student Achievement Data

• CRCT (Proficiency Levels, Cut-off Scale
  Scores, Domains, Individual Students)
• Local Assessments

Our Primary Issues in Our Practice
Data analysis is inconsistent and does not result
in revising of instruction.
Basis for Improvement Actions/Strategies
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Identify common threads across strands

• Use a group process to determine your top 3 to 4
  common threads across strands that emerged from
  your data analysis.
• Write each thread in a complete statement
  (primary issues).
• Group hypotheses by strand/component under each
  column.
• Prioritize primary issues.

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Primary Issues

• ?Team Task ?
• Use a group process to determine your top 3 to 4
  common threads across strands that emerged from
  your data analysis. Write the thread in a
  complete statement. Group GSS component
  statements under each column.

Example Thread Collaborative work is
inconsistent and not focused on student learning.
Components Curriculum 2.2 Collaborative
planning was not consistently used for teachers
to reach consensus on what all learners should
know, do, and understand.

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Task 6
School/Classroom Connections record ideas of
school/classroom strategies to improve data
patterns (Pink Post-its)

• Guiding Question How can we connect our data
  patterns and our hypotheses to the classroom and
  to our school?
• Classroom strategies may include instructional
  methods and school-wide curriculum and strategies.

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Identify best bet interventions

• Divide SIP/BSC among design team members.
• Scan actions, strategies, or interventions to
  find those that directly address subgroups and
  subjects in jeopardy.
• Flag those items using sticky notes with the
  subgroup and subject written on the note.
• Share findings as a group.

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Identify best bet interventions (Continued)

• Use the Implementation Resource to identify
  possible interventions that directly address
  subgroups and subjects in jeopardy.
• Flag those items using sticky notes with the
  subgroup and subject written on the note.
• Share findings as a group.

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Performance/Action 1The school has established a
process to determine what all learners should
know, do, and understand by the end of each
grading period, at all grade levels, and within
all subject areas

• Artifacts
• Curriculum units
• Curriculum maps
• Thematic/ concept-based units
• Teacher meeting minutes
• Teacher meeting agendas
• Analyzed data
• Adjusted plans

• Evidence
• Teachers and other instructional leaders analyze
  their formative and summative assessment data and
  can show the areas of need for all students.
  Teachers can explain how their instructional
  plans are adjusted based upon student work.
  Expectations are consistent within and across
  grade levels.

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Prioritize interventions using the following
criteria

• Which ones most directly address target subjects
  and subgroups?
• Which ones will likely have greatest impact on
  student performance?
• Which ones are within our control?
• Which ones can be afforded given budget
  constraints?

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Measurable Goals Measurable Goals Measurable Goals Measurable Goals Measurable Goals Measurable Goals Measurable Goals
School Keys Strands Actions, Strategies, and Interventions Timeline Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Evaluation of Implementation of Strategies and Impact on Student Learning
School Keys Strands Actions, Strategies, and Interventions Timeline Estimated Costs, Funding Sources, and Resources Person(s) Responsible Artifacts Evidence



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Next Steps
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Information to share with staffs

• Roles and responsibilities of design team
• New annual measurable objective (AMO) targets
• Interpreting AYP reports
• Subgroups and subjects in jeopardy
• Root cause analysis chart
• Prioritized school improvement plan actions with
  greatest potential impact on subgroups and
  subjects in jeopardy

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Design Team

• Day Two
• Progress Monitoring
• Inspect What We Expect

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Driving Teaching and Learning fromGood to Great

• What are the districts goals for the system of
  monitoring progress and supporting
  implementation?
• Use language of the standards
• Align instruction to standards-based classrooms
• Differentiate instruction
• Use formative and summative assessments
  appropriately

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Driving Teaching and Learning fromGood to Great

• What is the current system of progress
  monitoring and supporting implementation?
• To make the organization great requires that we
  use a process for assessing implementation and
  for professional development that takes people
  from where they are to where they need to be.

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Driving Teaching and Learning fromGood to Great

• What do you see as the strengths and weakness of
  your system of monitoring teaching and learning
  and supporting implementation of research-based
  best practices?

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Are we on target? Monitoring progress toward
full implementation
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Benchmark (n)

• A marked point of known or assumed elevation from
  which other elevations may be established
• A standard by which something can be measured or
  judged
• His painting sets the benchmark of quality.

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Implementation benchmark (n)

• A description of the desired level of use against
  which the actual level of use can be judged
• Implementation benchmarks set concrete goals for
  teachers and administrators and help them
  determine their progress toward those goals.

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Sample intervention and implementation benchmark

• Expand co-teaching classes for SWD and improve
  co-teaching team performance.
• All co-teaching teams provide appropriately
  differentiated assignments at least two times
  each week.

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How Good is Good Enough?
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• Guided by four discussion questions
• What do you see?
• What does this mean?
• What do you think about this?
• What will we do about this?

Pairs
Individual
Small Group
School-wide
Adapted from Reflective Practice to Improve
Schools York-Barr, Sommers, Ghere, Montie
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Evidence is proof that the action happened in a
deep and meaningful way, and will impact student
learning. Evidence is located in the
Implementation Resource.
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Sample implementation benchmark and evidence

• All co-teaching teams provide appropriately
  differentiated assignments at least two times
  each week.
• Design team and principal review differentiated
  assignments used by each co-teaching team
  special education coordinator/coach review of
  assignments to determine degree and
  appropriateness of differentiation

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Developing the benchmarks

• Write benchmark statements for the highest
  priority interventions first.
• Plan for collection of evidence for each
  benchmark.
• Limit benchmarks written for your school to a
  number and magnitude that is manageable and
  practical given your circumstances.

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Checking them twice

• Exchange benchmark documents with another school
  team with a grade configuration similar to that
  of your school.
• Review the document and apply the criteria,
  making recommendations as well as commendations.
• Share the results of your review with your
  partner school team.

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Making them better

• Use the comments and suggestions from your
  partner school to reconsider your benchmark
  statements and evidence collection plans.
• Revise those entries that you deem to be in need
  of revision.

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Using Classroom Walkthroughs to Improve Teaching
and Learning
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Essential Questions

• How can your school use walkthroughs as a tool to
  collect data, analyze data, and develop action
  plans for improving school and district academic
  performance?
• How can your school use walkthroughs to provide
  feedback to teachers and students?
• How can your school use walkthroughs to help
  guide decision making as it relates to
  job-embedded professional development?
• How can your school use walkthroughs to provide
  various stakeholders with the valuable
  information they need to improve instruction and
  student achievement?

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Walkthrough Observations

• Taking multiple snapshots of teaching and
  learning episodes and providing regular feedback
  to teachers and students.
• Based on Management By Wandering Around (MBWA)
  concept

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A classroom walkthrough is a

• A formative assessment process
• Tool for school improvement that links effective
  practices with desired outcomes
• Support for administrators in their roles as
  instructional leaders, mentors, and coaches
• Process for giving and receiving non-threatening
  evidence-based feedback from colleagues to
  stimulate collaborative professional
  conversations
• A method for collecting data to detect trends and
  patterns in teaching and learning
• Strategy for breaking down isolation and
  promoting collegiality
• Snapshot of an instructional focus within a
  school
• Format to move private practice into the public
  arena
• A means of providing individual, small group, and
  school-wide reflection
• A practice with confidentiality expectations

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A classroom walkthrough is NOT a(n)

• Formal observation
• Audit
• Evaluation of individual teachers
• Gotcha opportunity for supervisors or peers
• Dog and pony show
• Isolated event
• Invitation to discuss inappropriately or gossip

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Teachers Teaching and Students Learning

• Holding teachers accountable for the consistent
  use of the most effective instructional practices
  must be supported by the systematic process of
  opening up the school to share best practice.

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At your table rank these instructional strategies
according to their impact on student achievement

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

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High-Yield Strategies

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

Not a Checklist
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Visible Signs of Clear Expectations

• Are standards/rubrics posted in the classroom and
  discussed with students?
• Are models of high quality students work on
  display?
• Are the elements that make student work good
  quality labeled articulated?
• Can students show examples of their work and
  describe the criteria they are trying to meet?

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Steps to Conducting Classroom Walkthroughs
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Words of Warning

• FOCUS
• FOCUS
• FOCUS
• FOCUS
• Make sure we are clear about our expectations.

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CLASSROOM WALKTHROUGHReporting Form
List the Artifacts or Evidence to be Observed in the Instructional Walkthrough Grade Level ____ Grade Level ____ Grade Level ____ Grade Level ____ Grade Level ____ Grade Level ____ Calculation TOTAL OF ATOTAL OF B Calculation TOTAL OF ATOTAL OF B Percent TOTAL OF ATOTAL OF B
List the Artifacts or Evidence to be Observed in the Instructional Walkthrough A B A B A B Calculation TOTAL OF ATOTAL OF B Calculation TOTAL OF ATOTAL OF B Percent TOTAL OF ATOTAL OF B
____
____
____
____
____
____
____
TOTAL ____
TOTAL
A Number of classrooms in which specific
artifact/evidence observed B Total number of
classrooms visited And/Or A Number of
appropriate responses to questions B Total
number of responses
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Next Steps Action Plan
School _____________________ Date of
Plan____________________________ Instructional
Expectation/Focus of Walkthrough__________________
____________ Date of Walkthrough
____________________________
Related Questions/Artifacts/Evidence Expectation Observed What went well? Expectation Not Observed What is not in place? Reasons Why It Is Not in Place Why is it not in place? Actions to be taken Person(s) Responsible Timeframe




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As a design team

• Mine the packet, noting positives and potential
  challenges.
• Discuss and chart responses.
• Be prepared to share.

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FDRESA Design Team Progress Monitoring Template
Topic Activity Persons Responsible Target Date/Time Materials Needed
Share implementation benchmark plan
Establish procedures for collecting and analyzing implementation benchmark data
Design implementation benchmark collection and reporting tools/resources
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References

• Classroom walkthrough with reflective practice.
  Retrieved May 26, 2008, from sps.k12.mo.us/staffd/
  docs/TeacherOrientationpptRevisedCWT11409.ppt
• Connecting classroom walkthrough to high yield
  strategies. (n.d.). Retrieved May 12, 2008, from
  www3.hcs.k12.sc.us/Staff/HSAdmin/AteamDocs/Breakou
  t-November/CWT.ppt
• Downey, C. J., Steffy, B. E., English, F., Frase,
  L. E., Poston, W. K. (2004). The three-minute
  classroom walk-through Changing school
  supervisory practice one teacher at a time.
  Thousand Oaks, CA Corwin Press.
• Georgia Department of Education. (2007).
  Implementation Resource. Atlanta, GA Georgia
  Department of Education.
• Georgia Department of Education. (2007). School
  Keys to Quality. Atlanta, GA Georgia Department
  of Education.
• Graf, O., Werlinich, J. Differentiated
  supervision and professional development Using
  multiple vehicles to drive teaching and learning
  from good to great. (n.d.). Retrieved June 2,
  2008, from www.paprincipalsacademy.com/wp-content/
  themes/papa/materials/download.php?fileDifferenti
  ated Supervision.ppt
• Savannah-Chatham County Public Schools System.
  (2006). Conducting the classroom walkthrough.
  Savannah, GA Savannah Chatham County Public
  Schools System.
• Schlechty, P. (2002). Working on the work An
  action plan for teachers, principals, and
  superintendents. San Francisco, CA Jossey-Bass.