creating district c.i.p. and building s.i.p. making sure the canaries don’t die while you are data...
TRANSCRIPT
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Creating District C.I.P.And
Building S.I.P.
Making Sure The Canaries Don’t Die While You Are Data Mining
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How Are You Using Data To Make Effective Decisions?
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Essential Questions How do you decide which data to collect? Where do you find data? How do you use that data to make
decisions? What processes/structures are in place to
communicate data to different audiences? Do you know why you are getting the
results you currently have? What evidence do you have that all
students are learning?
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Big IdeasDistrict and school staff can access
relevant data from ODE, district and school sources
District and school staff can use processes to analyze data effectively
Data is vital to making program decisions for improving student achievement
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Purposes of Data
Monitor compliance – state and federalMake and support local program and
budget decisionsCommunicate student progress to
students, parents, community, school board
Inform instruction
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Effect Data – what students are producingStudent Achievement results
Various measures – State, District, School, Grade Level, Classroom
Formative and Summative
Two Types of Data
The percentage of students who scored at the proficient or higher level on the district math assessment.
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Two Types of Data
Cause Data – what the adults are doingInformation based on the actions of adults in the
systemmaterials used curriculum chosen frequency of lessons duration of lessonsinstructional strategies
Forty-seven High School Math teachers took part in the weeklong, hands-on math course emphasizing writing in the mathclassroom. The teachers implemented the new strategies
in their classrooms during second quarter.
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Where’s The Data?
State Reports
District Reports and Information
School Reports and Information
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Two Levels of Goals: Tier 1 (District) Goals Tier 2 (Building) Goals
Tier 1 – System wide Expectations for all students SMART Goals
Effect Indicators
Tier 2 – School based SMART Goals Strategies
Cause Indicators Effect Indicators
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Process UsedData-Driven Decision Making
Six steps for DDDM1. Find the data (Treasure Hunt)2. Analyze the data3. Prioritize needs4. Set, review, revise SMART goals5. Determine strategies6. Establish results indicator
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The Leadership and Learning Matrix
Effe
cts
/ R
esul
ts D
ata
Antecedents / Cause Data
LuckyHigh results, low understanding of antecedentsReplication of success unlikely
LeadingHigh results, high understanding of antecedentsReplication of success likely
Losing GroundLow results, low understanding of antecedentsReplication of failure likely
LearningLow results, high understanding of antecedentsReplication of mistakes unlikely
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Workshop Tasks
→1. Find the data: “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet
goals6. Determine results indicators
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Seminar Tasks
1. Find the data — “Treasure Hunt”→2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet
goals6. Determine results indicators
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Measuring Growth
Point in Time Status
"How are this year’s students in Grade X scoring?"
Grade Level Status Growth
“Are this year’s students at Grade X doing better than previous Grade X students?”
CohortGrowth
"How much are student cohort test scores increasing from year to year?"
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Seminar Tasks
1. Find the data — “Treasure Hunt”2. Analyze the data→3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet
goals6. Determine results indicators
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Task 3 – Prioritize Needs Analysis
Examples:• Fifth grade boys need to improve in reading. Skills
for “analysis of text” need the most improvement.• Eighth grade FRL students need help on
mathematics problem solving and reasoning.
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Seminar Tasks
1. Find the data — “Treasure Hunt”
2. Analyze the data
3. Prioritize needs analysis
→ 4. Set, review, or revise annual goals
5. Identify specific strategies to meet goals
6. Determine results indicators
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Establishing, reviewing, or revising goals (what students will do) and creating measurable, achievable objectives
is the next step.
Where do we need to go now?
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Step 4: Set, Review, Revise Annual SMART Goals
S-M-A-R-TSpecificMeasurableAchievableRelevantTimely
Task 4 - Set, Review, or Revise Goals
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Increasing Student Achievement:Setting the Target by Quartile
0 – 24% proficient = 20% increase in proficiency per year
25 – 49% proficient = 12% increase in proficiency per year
50 – 74% proficient = 7% increase in proficiency per year
75 – 99% proficient = 4% increase in proficiency per year
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GoalsTier 1 and Tier 2 Goals – Remember the
difference Be selective! Only one to three goals based
on needs analysis.Rule of SixGoals statements should include:
Targeted subject area, grade level, and student population
Criteria to be achievedExpected changeMeasurement instrument to be used
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Seminar Tasks
1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals→ 5. Identify specific strategies to
meet goals6. Determine results indicators
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Buildings:How Will We Get There?
Developing specific, instructional strategies and activities to
achieve goals
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Task 5 – Identify Specific Strategies to Achieve Goals
Can emphasis in one area produce a positive impact in another area?
If providing “more time” isn’t a sufficient answer for meeting an important goal, what specifically should your school or team do to meet the goals you identified?
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Select Specific Strategies Why?
Adult actions will impact student achievement
Strategies are: Action-oriented Measurable/accountable Specific Research-based
Considerations: instructional, organizational, leadership, programmatic
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Research-Based Strategies
90/90/90 Schools, Reeves 2003 Ten Things High Schools Can Do Right
Now to Improve Student Achievement, Reeves, 2006
What’s Happening in Schools? or Not, Learning 24/7 Observation Study, 2005
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Additional Evidence in Support of Research-Based Strategies
Best Practice, Zemelman-Daniels, Hyde, 1998
Art & Science, Marzano 2007 The Kids Left Behind, Barr & Parrett,
2003 School Leadership That Works,
Marzano, Waters, McNulty, 2005
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What’s Already Working? What Else Can We Do?
To determine effective strategies, complete a fishbone diagram:
1) Identify area(s) of greatest success
2) Prioritize challenges or needs
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Examples of Specific Strategies
“Teachers will use specific math software programs in classroom and lab to help identified students at risk in math”
“Increase number of math problem- solving activities with accompanying scoring guide that requires students to explain their solutions inwriting.”
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Strategies for Success
Focused staff development and percent of staff implementing
Data-driven Decision MakingContinuous search for replicable
reformSystematic data gathering Consistent, ongoing monitoring of
student progress
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“Antecedents to Excellence”Writing as leverExternal scoringFrequent use of performance
assessments Consistent use of scoring guidesConsistent expectationsMultiple opportunities for student
success
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Seminar Tasks
1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet
goals→ 6. Determine results indicators
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How Will We Know If It’s Working?
Results indicators measure effectivenessand accountability!
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Task 6: Determine Results Indicators
Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies
Tier 1: How will you know that you have achieved your goal
Tier 2: How will you know if a particular strategy is effective?
Results indicators determine: If strategy is being implemented If strategy is having intended effect on student learning
and improved performance
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“Good faith efforts to establish goals and then to collectively and regularly
monitor and adjust actions toward them produce results.”
Dr. Mike Schmoker, Author of Results: The Key To Continuous Improvement
How Will We Know We Are Getting There?
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Examples of Results Indicators
Reading intervention class offered and required for identified students working below grade level in reading comprehension
Percentage of students who score proficient or higher in math problem-solving activities requiring students to explain their solutions in writing will increase from 37% to 49% as measured by District problem solving assessment given on November 20th.
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School Action Plan with Accountability
What needs to be done? Who will do it? Who will oversee it? What resources are needed? What targeted professional development
do teachers need? What’s the timeframe throughout the year? When will the actions be completed?
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Developing Your Accountability Plan When you create your accountability plan
consider: Teacher or administrator teams Monitoring cycles Goals Strategies Impact on student and adult behavior Ability to make midcourse corrections
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Three Ways To Report District
SMART Goals Indicators
Building SMART Goals Indicators The Rest of the Story – Narrative
Data Teams SMART Goals Next Steps
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