leading a team through grade-level crct analysis

CRCT Data Analysis Series:

Leading a Team Through Grade-level CRCT Analysis

A Performance-based Learning Module for Georgia’s Educational Leaders

Related Modules Leading a Team Through Grade-level CRCT Analysis

Updated 4/8/2011 of 52 ©2013 Georgia Leadership Institute for School Improvement, Inc. (GLISI). All rights reserved. Not to be used or reproduced without written permission.

Related Modules

Module Series This CRCT Data Analysis Series includes:

Leading a Team Through Grade-level CRCT Analysis

Leading a Team Through School-wide CRCT Analysis

Classroom Performance: Planning for Student Success

Related GLISI Modules

Also see the End of Course Test (EOCT) Data Analysis series:

Leading a Team Through EOCT Data Analysis

Leading a Team to Develop an Action Plan Using EOCT Results

In addition, you may find the following modules about root cause analysis to be an appropriate "next step" after analyzing grade-level CRCT data (either before or after moving on to analyzing school-wide CRCT data):

Leading a Team to Analyze and Display Data Using Quality Tools

Leading a Team to Analyze Root Causes Using Quality Tools

Contents Leading a Team Through Grade-level CRCT Analysis


Contents

Related Modules ....................................................................................................................................... 2

Contents .................................................................................................................................................... 3

Progress Tracker ...................................................................................................................................... 4

Performance Objective(s) ........................................................................................................................ 5

Module Introduction ................................................................................................................................. 6

Topic 1: Preparing and Analyzing CRCT Data ..................................................................................... 10

Topic 2: Leading Grade-level CRCT Analysis ...................................................................................... 19

Final Practice ........................................................................................................................................... 29

Final Assessment ................................................................................................................................... 35

Appendix A: Form #1-A: LEADER’s Grade-level Analysis .................................................................. 42

Appendix B: Form #2-A: LEADER’s Grade-level Trend Comparison ................................................. 44

Appendix C: Form #3-A: LEADER’s Reflection on Grade-level Analysis .......................................... 45

Appendix D: Form #1-B: TEACHER’s Grade-level Analysis ............................................................... 46

Appendix E: Form #2-B: TEACHER’s Individual Trend Comparison ................................................. 48

Appendix F: Form #3-B: TEACHER’s Reflection on Grade-level Analysis ........................................ 49

Appendix G: Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis .......................... 50

Recommended Reading and Resources .............................................................................................. 51

Acknowledgments .................................................................................................................................. 52

Progress Tracker Leading a Team Through Grade-level CRCT Analysis


Progress Tracker

Completed Date

Pre

par

ing

Review Performance Objective ________

Review Final Assessment* ________

Lea

rnin

g Topic 1: Preparing and Analyzing CRCT Data

(See

not

e b

elow

*)

________

Topic 2: Leading Grade-level CRCT Analysis ________

Pra

ctic

e (S

afe)

Final Practice ________

Per

form

ing

Final Assessment ________

* You may proceed to the Final Assessment if you are already proficient in the required knowledge, skills, and behaviors.

Module Completed – Congratulations on Your Performance!**

Date of Final Assessment Performance:

Performer’s Name:

Performer’s Signature:

Performance Coach’s Name:

Performance Coach’s Signature:

**Include this page in the evidence you enter into your portfolio.

Performance Objective(s) Leading a Team Through Grade-level CRCT Analysis


Performance Objective(s)

Given This… Do This… To Meet These Criteria…

A minimum of eight hours, divided into at least three sessions, on your own and leading groups

Grade-level CRCT reports:

o Class Performance Summary

o Class Roster Summary

o School Performance Summary

o System Performance Summary

o State Performance Summary

Roster of current teachers

Roster of teachers with previous year test data

One 3-ring binder for each team member

One set of flip chart pads and markers for the leader to use

Highlighters in two colors (pink and green) – One set for every participant

Forms for leaders and teachers to complete (see Appendices)

Lead a team through grade-level CRCT analysis

The detailed task performance criteria listed in the Performance Checklists in the Topic Practice(s), Final Practice, and Final Assessment

GLISI’s criteria for how to work effectively as a team leader/facilitator, listed in the Performance Feedback Form(s) located in the Final Practice and Final Assessment

Module Introduction Leading a Team Through Grade-level CRCT Analysis


Module Introduction

Grade-level CRCT Analysis

When teachers are committed to improving student learning they will analyze student academic achievement data to determine how well the students are achieving and how well they are teaching to the curriculum standards.

You as the educational leader must encourage and empower teachers to maximize the information found in the analysis of achievement data by leading them through data analysis processes like the one in this module.

Data analysis helps teachers:

Assess how well their students are performing on norm-referenced and criterion-referenced data

Determine what students know as a result of instruction

Assess how well their current instructional processes are meeting the needs of their student customers

Identify the gaps between the results the school is getting compared to the results it wants to achieve

Lead to root cause analysis to determine effective solutions to identified challenges

Compare their student and classroom performance with their grade-level colleagues as well as with the performance of the rest of the district and state

A Guideline For All Team-based Data Analysis

The process for leading a team through an analysis of CRCT results is basically the same process you would use to lead a team through any kind of data analysis. Therefore, once you have practiced and mastered the process in this module (and a few others in this series that are like it), you will be using this process as a guideline for all team-based data analysis tasks in the future – with only a few modifications such as which reports to access, the order in which you present topics during the meeting, etc.



When to Lead Teams Through Grade-level CRCT Analysis (Cues)

Data analysis is a continuous process. However, there are several cues that suggest the time is right to perform CRCT analysis:

A new principal assumes leadership of the school

Test results are returned to the school

The Data Analysis Leader has completed individual analysis of the schools’ and teachers’ student performance on last years’ test(s)

Subject area teachers have completed analysis of their subject area data

Better-Seeking Teams have reviewed data for all grade-levels

An aspiring leader begins a Data Analysis Leader internship

Reporting for other stakeholder groups



What Is the Leader’s Role?

It is critical that you involve teachers in the process of analyzing their own classroom and grade-level data, so that they learn to value the process and to own the data.

During the course of this process, you should:

Analyze the achievement data carefully before the analyzing session and prior to sharing the results with grade or department levels and the entire school

Develop protocols and provide as much information as is feasible to facilitate the data analysis process before the team session so that teachers are not overwhelmed by the process and have sufficient time to thoroughly analyze their data

Hold back the results of your own analysis and ask provocative questions to the teachers to elicit their opinions about strengths and weaknesses and to encourage them to reach consensus on next steps

In addition, for the activities in this module:

Be prepared with the necessary materials and supplies

Schedule and communicate meeting times and locations to participants

Thank the participants, acknowledging everyone's worthwhile contribution to the group and commitment to future actions

It’s CULTURE that matters!

You must develop within your school/district a culture of continuous improvement, where teachers use data analysis reports to identify their students’ areas of greatest need to improve student achievement. Comprehensive data analysis is tied to systematic improvement. The old mind-set is that “everything that can be measured can be punished.” The new mind-set is that “everything that can be measured can be improved.”



Tips Data REPORTS you will need to use while working through this module are listed in italics with underlined text — such as Class Performance Summary. These can be obtained from your school’s principal and/or test coordinator.

Data analysis FORMS you will need to complete while working through this module are listed in bold, underlined text — such as Form #1-A: LEADER’S Grade-level Analysis. These forms are located in the appendices.

Begin With The End in Mind

Research about effective assessment of performance tells us that the learner always performs better when they understand what they should know and be able to do. For this reason, you are encouraged to review the Final Assessment in its entirety in order to:

Understand the knowledge, skills, and behaviors that are being taught and tested in this module

Understand the standards (performance criteria) by which your performance will be assessed

Gauge your current level of performance against what will be expected of you by the end of the module

Prioritize which areas to concentrate on as you work through the module

Electronic Forms For your convenience, the forms in this module are available in electronic format. See the file, Grade-level_CRCT_analysis_eForms .docx, included with this module.

Topic 1: Preparing and Analyzing CRCT Data Leading a Team Through Grade-level CRCT Analysis


Topic 1: Preparing and Analyzing CRCT Data

Leader Preparation As any good attorney will tell you, you never ask a question in the courtroom to which don’t already know the answer. This statement underscores why it is important for you, the leader, to do your homework and to thoroughly prepare and analyze your school’s test results prior to leading teachers through the same type of analysis. Thorough preparation allows you to ask provocative questions of staff members to ensure the data being analyzed provides useful information to improve teachers’ instruction and student achievement.

In this topic you will:

Prepare for a CRCT grade-level analysis meeting

Conduct your own independent, preparatory analysis of the available data

What Resources are Required?

Grade-level CRCT reports:

o Class Performance Summary

o School Performance Summary

o System Performance Summary

o State Performance Summary

Copies of forms:

o Form #1-A: LEADER’s Grade-level Analysis (Appendix A)

o Form #2-A: LEADER’s Grade-level Trend Comparison (Appendix B)

o Form #3-A: LEADER’s Reflection on Grade-level Analysis (Appendix C)

One 3-ring binder and tabs to use as an Assessment Notebook:

o Sufficient size to hold all reports used during the process

o Sufficient number of tabs for all desired sections



How Do I Do It? Read through the steps in the step-action table (see next page)

Study any accompanying examples

Complete the practice exercise

Share the results with your Performance Coach



Step-Action Table

Step Action

1. Obtain CRCT data reports

Assemble the following reports for the grade-level with which you are working:

Class Performance Summary Report (One for each teacher in the grade-level you are working with)

School Performance Summary Report

System Performance Summary Report

State Performance Summary Report

Make sure the data reports you obtain reflect CRCT test data from the school year just completed. (For example, if you are doing this task in June 2011, access the data for School Year 2010-2011.)

Work with your coach to access these reports. All reports should be available in your school office (usually from the principal and/or test coordinator) and may also be obtained from the district office.

Important: Handle these reports with care to maintain confidentiality for students and teachers.

2. Complete Form #1-A: LEADER’s Grade-level Analysis

Prepare one copy of the form for each grade-level with which you will be working.

Fill in the identifying information at the top of the form (school name, school year, grade-level).

Write the names of the teachers in this grade-level into the space provided below the letters A – I. Alternatively, if you feel it would make teachers more comfortable to remain anonymous, you may assign each a letter and allow them to record their test results in the space provided.

Use Teacher A’s Class Performance Summary to fill in the % of students meeting and exceeding for each Strand (subject area).

o As a team, agree to calculate the total percentage of students MEETING and EXCEEDING standards using either of these two methods:

SUBTRACT the Performance Level 1 figure from 100…or,

ADD the numbers for Performance Level 2 and Performance Level 3



Step Action

Use Teacher A’s Class Performance Summary to fill in the percentage of questions answered correctly for each domain, for example, Literary Comprehension.

Repeat this process until all cells are completed for all teachers.

Complete Range column for each row:

o The range is found by simply identifying the lowest and highest numbers in columns A – I

o For example, if columns A – I are filled with the numbers 45, 17, 89, 27, 33, 68, 93, 49 and 83, then the range would be 17-93

Refer to the data reports School Performance Summary, System Performance Summary, and State Performance Summary to fill in the School, System and State columns for each row, using the same techniques as in the steps above.

Compare the school grade-level data by subject and domain to that of the system and state. Use a green highlighter to identify strengths and a pink highlighter to indicate areas of needed improvement.

Compare class performance data. Use the same color highlighters to indicate higher and lower scores for further analysis.



Step Action

3. Complete Form #2-A: LEADER’s Grade-level Trend Comparison

Prepare one copy of the form for each grade-level with which you will be working.

Fill in the identifying information at the top of the form (school name, grade-level).

Referring to the School Performance Summary for the applicable grade-level(s), begin completing the form with the oldest data available. Enter the total number and percentage of students under each category (does not meet, meets, exceeds) the standard for the CRCT for each subject area tested. Remember the terminology used on the reports:

For each STRAND (Reading, Mathematics, etc.) record the data found under both the Numbers (N) column and the Percentage (%) column.

Repeat this process to complete the remainder of the form (all strands, for as many years as data is available).

Tip: This is the beginning of collecting test results to develop trend data. Trend data indicates a pattern from one year to the next. For example, there is a “pattern” of increase for fourth grade students who exceed the standard in mathematics. Most experts believe that trend data becomes important when you have at least three years of consecutive data.



Step Action

4. Complete Form #3-A: LEADER’s Reflection on Grade-level Analysis

Fill in the identifying information at the top of the form (school name, grade-level, school year).

Compare the grade-level’s meeting and exceeding scores with those of your system and state. Look at the trend data for each major subject area tested if available:

o Identify grade-level areas of strength in each subject and domain

o Identify grade-level areas of need in each subject and domain

o Determine any preliminary conclusions that you may draw from the data

o Brainstorm areas where the data reveal questions for further study

Compare the results of individual teachers on the Form #1-A: LEADER’s Grade-level Analysis form. Do you notice any scores that indicate cause for concern? Examples:

o Is there an overall increase/decrease in scores in a specific content area with the exception of one teacher?

o Can you identify teachers whose scores in particular areas were stronger (or weaker) than those of their colleagues?

Tip: Avoid drawing conclusions on the performance of students based on one year of test data. A number of factors enter into class performance. Leaders should also be aware of scores that are “outliers,” which are single student’s scores that are considerably higher or lower than the range of scores for the class. Outliers may project an inaccurate view of overall class performance. Teachers should be provided adequate opportunity to carefully analyze student performance relative to their subject area data.

5. Save your work Once you have completed your initial CRCT analysis, save your work and place it in your Assessment Notebook to use to help you guide a group of teachers through ongoing CRCT analyses.



Practice Exercise

Instructions Complete the steps in the Step-Action Table for this topic

Fill out the Practice Worksheet and/or forms, listing results that are realistic based on the information in the practice scenario below

Check your work

Meet with your Performance Coach to review the results and decide what to do next

Practice Scenario Chose one grade-level whose students participated in the CRCT the previous school year.

Working on your own, work through the steps in the process of preparing for a CRCT Grade-level Analysis meeting, including conducting your own independent, preparatory analysis of the data.

Make copies of the appropriate forms from the Appendix, and fill them out.



Topic Practice Performance Checklist

Select one: Performer’s self-assessment Performance Coach’s observations

Performer’s Name:


Date of Performance:

Check off each criterion that is observed. If the performance meets criteria with satisfactory quality, mark Yes. If not, mark No and provide feedback (use the back of the page for more space). Enter this performance into your portfolio when all items are marked Yes.

Evidence Criteria Proficient? Give Feedback.

1. Obtained appropriate CRCT Reports for the identified grade-level

The following forms are present:

Class Performance Summary

School Performance Summary

System Performance Summary

State Performance Summary

Yes

No

2. Form #1-A: LEADER’s Grade-level Analysis is complete

All strand and domain scores were entered correctly

All teachers’ scores listed accurately

Range accurately computed

School, system and state performance data accurately reported

Strengths and areas for improvement were highlighted in green and pink

Yes

No

3. Form #2-A: LEADER’s Grade-level Trend Comparison is complete

Included past years CRCT data if available

Number and percentage of students in each category and subject area were accurately reported

Yes

No




4. Form #3-A: LEADER’s Reflection on Grade-level Analysis is complete

Appropriate areas of strength noted

Appropriate areas of improvement noted

Feasible conclusions are drawn

Appropriate questions for further study are identified

Yes

No

Topic 2: Leading Grade-level CRCT Analysis Leading a Team Through Grade-level CRCT Analysis


Topic 2: Leading Grade-level CRCT Analysis

Leading Teachers Through Grade-level CRCT Analysis

Standardized test data - and in particular, criterion-referenced test data - provide teachers with information about how well their students have performed against a standard (in this case the Georgia Performance Standards, or GPS).

Analysis of student performance on a criterion-referenced test provides the school with one measure of how teachers are meeting the needs of all students in improving their scholastic achievement.

Wise use of this data empowers teachers to make better instructional decisions in prioritizing, mapping and implementing the curriculum.

In this topic you will:

Assemble Assessment Notebooks for use in the analysis process

Lead a team through a grade-level CRCT analysis meeting

Why Should Teachers Analyze Student Performance?

When teachers analyze their own test data, they own it.

Leaders often analyze and present standardized test results to teachers. These teachers may be interested for the moment, but do not use the data when they go back to their classrooms to work with children.

It is critical that each teacher knows their own students’ performance results as well as the results of all students in the school so he/she can use that information to effectively and efficiently improve instruction. When teachers analyze data it allows for the development of a systemic plan for addressing the individual needs of students as well as the performance of all students and the various subgroups of students



The Assessment Notebook

As a leader, you will repeat this task with teachers many times during the year. In order to facilitate the tracking and trending of the CRCT test results for each teacher, you should organize achievement data into a binder for each teacher on the grade-level. This is referred to as the Assessment Notebook.

As the leader, you need to prepare one Assessment Notebook for yourself and one for each participant in the group of teachers that will participate in the data analysis process. The notebook should contain the following for each teacher in the grade-level:

One complete set of CRCT reports:

o Class Performance Summary (only teacher’s own)

o Class Roster Summary (only teacher’s own)

o School Performance Summary (grade-level only)

o System Performance Summary (grade-level only)

o State Performance Summary (grade-level only)

Previous year's CRCT analysis (if available)

One complete set of TEACHER’s forms (see the Appendices):

o Form #1-A: LEADER’s Grade-level Analysis (completed, but with names of teachers removed if necessary)

o Form #2-A: LEADER’s Grade-level Trend Comparison (completed, but with names of teachers removed if necessary)

o Form #1-B: TEACHER’s Grade-level Analysis (blank)

o Form #2-B: TEACHER’s Individual Trend Comparison (blank)

o Form #3-B: TEACHER’s Reflection on Grade-level Analysis (blank)

o Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis (blank)



What Resources are Required?

One set of flip chart pads and markers for the leader to use

Highlighters in two colors (pink and green) – One set for every participant

Three-ring binders and tabs for Assessment Notebooks:

o Sufficient size to hold all reports used during the process

o Sufficient number of tabs for all desired sections

o One notebook for each participant (including the leader)

Tip(s) Since you will be using the Appendix forms for work in your school at a later date, it is important that you make photocopies for yourself and any participants for this practice in order to keep the originals clean.

In general, you will not share the majority of your own CRCT analysis with the teachers that participate. Rather, use it to guide you as you lead teachers through their own analysis.

The trends that you identify with your teachers should contribute to the teacher’s decision-making on individual goal development further discussed in later Rising Stars module topics.

A minimum of 45 minutes is suggested for the group analysis. Depending upon the teachers’ experience levels, you may need to allot more time for this exercise.

How Do I Do It? Read through the steps in the step-action table (see next page)

Study any accompanying examples

Complete the practice exercise

Share the results with your Performance Coach



Step-Action Table

Step Action

1. Schedule the grade-level meeting

This analysis process should be completed with each grade-level team, in separate meetings:

Select the grade-level team you will lead during this meeting

Schedule the meeting and invite participants

Ensure that sufficient, uninterrupted time is scheduled (at least 45 minutes)

2. Collect resources Assemble the materials needed to engage the grade-level team in the analysis, including enough copies of all CRCT reports, data analysis forms, pink and green highlighters, and chart paper.

Organize achievement data into an Assessment Notebook for each teacher participating. Refer to The Assessment Notebook in the topic introduction for a list of materials contained in the notebook.

3. Assemble LEADER’s forms needed for the meeting

These are the forms you completed during your initial analysis and preparation:

Form #1-A: LEADER’s Grade-level Analysis (filled out, showing all teachers’ scores, but hiding teacher names)

o One copy for you PLUS one copy for each participant

Form #2-A: LEADER’s Grade-level Trend Comparison (filled out)

o One copy for you PLUS one copy for each participant

Form #3-A: LEADER’s Reflection on Grade-level Analysis (filled out)

o One copy for you ONLY

o You will not share this report with participants; rather, use the knowledge you gained from your analysis to pose provocative questions and coaching guidance to your participants as you facilitate them through the process

4. Assemble TEACHER’s forms needed for the meeting

You will need one copy of each of these blank forms for each teacher attending the meeting:

Form #1-B: TEACHER’s Grade-level Analysis

Form #2-B: TEACHER’s Individual Trend Comparison

Form #3-B: TEACHER’s Reflection on Grade-level Analysis

Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis

Provide previous years’ achievement test data analysis by teacher and grade-level if available.



Step Action

5. Kick-off the grade-level team

If there has been a turnover of teachers, allow new teachers to use the data from departed teachers to analyze as part of the team.

If teachers have been added to the grade-level since testing, provide all grade-level protocols and forms in their Assessment Notebook. Encourage them to work with their mentor teacher to analyze class and grade-level data

Review the purpose of the meeting. Emphasize the importance of a careful analysis in order to ascertain strengths and areas of need to improve teaching strategies and thus increase student achievement.

Distribute the Assessment Notebook and review the contents.

6. Review Georgia CRCT Grade-level Analysis

Invite teachers to review the completed Form #1-A: LEADER’s Grade-level Analysis in their Assessment Notebook.

Demonstrate how you retrieved this information from the Class Performance Summary report.

Like you did in the previous topic, teachers should review the data and use a green highlighter to identify strengths and a pink highlighter to identify area for needed improvement.

7. Complete Form #1-B: TEACHER’s Grade-level Analysis

Instruct teachers to turn to Form #1-B: TEACHER’s Grade-level Analysis in their Assessment Notebook.

Direct teachers to transfer the data from Form #1-A: LEADER’s Grade-level Analysis to Form #1-B: TEACHER’s Grade-level Analysis. Note that they are only transferring their OWN data (their own column) from the LEADER’s form onto their own form. (Other teachers’ data is included for reference and comparison.)

Note: The point of providing them LEADER’s form is to maximize time during this meeting – if participants had to pull this data from CRCT reports themselves, that would take all of the time allotted. With this method, you give them enough data to get started, which saves time for pulling data from other CRCT reports and for analysis.

If past year CRCT data are available, have the teacher transfer past year data first into the columns provided indicating the year of the test results at the top of the column.

Teachers should file this form in their Assessment Notebook.

8. Complete Form #1-B: LEADER’s Grade-level Trend Comparison

Direct participants to look at Form #1-B: LEADER’s Grade-level Trend Comparison.

Demonstrate how you pulled information from the various CRCT Reports and used it to insert grade-level (aggregate) data onto this form.

Explain that teachers will use this form to compare their own trends against those of the grade-level as a whole.



Step Action

9. Complete Form #2-B: TEACHER’s Individual Trend Comparison

Instruct teachers to turn to Form #2-B: TEACHER’s Individual Trend Comparison in their Assessment Notebook.

Direct teachers to use the CRCT reports in their notebook (which are particular to their own classrooms) to insert their individual data onto this form, using the technique you demonstrated.

Instruct teachers who have their past CRCT data to enter it, as well as current year data, onto Form #2-B: TEACHER’s Individual Trend Comparison.

When teachers have completed their forms, demonstrate how they can:

o Compare the TEACHER’s Individual Trends against the LEADER’s Grade-level Trends (per year and over time)

o Compare their own Individual Trends over time

A comparison of trend data allows the teacher and their leader to review teacher data over time to determine progress and areas that need improvement. This data should contribute to the teacher’s decision-making on individual goal development further discussed in later other modules.

10. Complete Form #3-B: TEACHER’s Reflection on Georgia CRCT Results

Explain the purpose of Form #3-B: TEACHER’s Reflection on Grade-level Analysis.

Ask teachers to use their highlighters to mark subject area and domain strengths and weaknesses and some preliminary conclusions from the review of the data.

Record their thoughts on the flip chart and have the recorder type the minutes of the discussion.

Tip: Keep a copy of Form #3-A: LEADER’s Reflection on Grade-level Analysis with you during this part of the meeting. Use it to help you pose provocative questions for the teachers’ reflection.

Ask teachers to develop a list of questions for further study. List the questions on the flip chart and record them in the minutes.

11. Facilitate sharing of preliminary conclusions

Encourage teachers to discuss their analysis of their class performance summary noting strengths and areas of need.

Teachers should share their results with their colleagues, while keeping in mind factors which could have contributed to the discrepancies in scores.

Record data that are discussed on a flip chart, making sure that the notes will be typed and distributed for later use.

12. Develop grade-level consensus

Facilitate a discussion of the conclusions and questions for further study and come to consensus on the grade-level strengths and weaknesses and areas for further study.



Step Action

13. Complete Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis

Assign a recorder to write the results of the team’s discussion and consensus onto a copy of Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis. Have the recorder read what they wrote, and the team indicate whether that accurately describes their agreements.

Explain that you will have this form typed up and will distribute a copy to each participant soon after the meeting.

14. Close the meeting

Inform teachers that in the near future they will have opportunities to see the CRCT results for all grade-levels in a full staff meeting. In this meeting, they will be asked to identify strengths, weaknesses, questions, and needs for school-wide improvement.

Suggest that teachers would be well served to continue to review their results. They should use them to make preliminary plans for their classroom and for the grade-level to set goals to increase student academic achievement.

Thank the participants and advise them of next steps.

15. Follow Up Have the notes compiled and distribute the minutes of the discussion to members of the team.



Practice Exercise

Instructions Complete the steps in the Step-Action Table for this topic

Fill out the Practice Worksheet and/or forms, listing results that are realistic based on the information in the practice scenario below

Check your work

Meet with your Performance Coach to review the results and decide what to do next

Practice Scenario Work with one or more peers from an appropriate grade level who will act as the “team” to complete this practice exercise.

Continue working with the same grade-level you used in Topic 1.

Prepare all necessary materials for a meeting with this grade-level team. Make copies of the necessary forms from the Appendices. Assemble an Assessment Notebook for each participant (including yourself).

Lead your team through a grade-level CRCT analysis meeting.



Topic Practice Performance Checklist


Performer’s Name:



Check off each criterion that is observed. If the performance meets criteria with satisfactory quality, mark Yes. If not, mark No and provide feedback (use the back of the page for more space). Enter this performance into your portfolio when all items are marked Yes.


1. An Assessment Notebook is present for the leader and each participant

Notebooks include:

Complete set of CRCT reports:


Class Roster Summary




School Summary Report of all Student Populations for Reading, English/Language Arts and Mathematics


Complete set of TEACHER’s forms:

Form #1-A: LEADER’s Grade-level Analysis (completed)

Form #2-A: LEADER’s Grade-level Trend Comparison (completed)

Form #1-B: TEACHER’s Grade-level Analysis (blank)

Form #2-B: TEACHER’s Individual Trend Comparison (blank)

Form #3-B: TEACHER’s Reflection on Grade-level Analysis (blank)

Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis (blank)

Yes

No




2. The necessary materials are prepared

Adequate supplies are present

Leader Reflection of Georgia CRCT Results is complete

Yes

No

3. Teachers have completed all forms

Directions for completing the forms are clear

All forms are completed accurately

Yes

No

4. Discussion of preliminary conclusions is effectively facilitated

Teachers are encouraged to discuss strengths and weaknesses

A list of further questions for study is developed

Data is recorded on flipchart

Notes are compiled for later distribution

Yes

No

5. Consensus is reached and documented

General consensus of grade-level strengths, weaknesses, and areas for further study is reached

Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis is accurately completed by participants


Yes

No

Final Practice Leading a Team Through Grade-level CRCT Analysis


Final Practice

Instructions Perform this practice, referring to the topic step-action tables as needed.

Complete the Final Practice Worksheet, listing results that are realistic based on the information in the practice scenario.

Check your work.

Meet with your Performance Coach to review the results and decide what to do next.

Completing this Final Practice requires meetings with a team of 2 - 4 peers. Prepare for these meetings by:

o Communicating the time and location of the meeting to the participants in advance

o Preparing and providing copies of a meeting agenda

o Being prepared with all the necessary materials and resources

Practice Scenario PART 1:

Chose one grade-level whose students participated in the CRCT the previous school year — a different grade level than the one you focused on in the Topic 1 practice.

Working on your own, work through the steps in the process of preparing for a CRCT Grade-level Analysis meeting, including conducting your own independent, preparatory analysis of the data.

PART 2:

Work with two or more peers from the appropriate grade level who will act as the “team” to complete this practice exercise.

Prepare all necessary materials for a meeting with this grade-level team. Make copies of the necessary forms from the Appendices. Assemble an Assessment Notebook for each participant (including yourself).

Lead your team through a grade-level CRCT analysis meeting.



Final Practice Performance Checklist


Performer’s Name:



Check off each criterion that is observed. If the performance meets criteria with satisfactory quality, mark Yes. If not, mark No and provide feedback (use the back of the page for more space). Enter this performance into your portfolio when all items are marked Yes and all Feedback Form (next form) items are marked 3 or 4 (or Not Applicable).








Yes

No







Yes

No




Yes

No









Yes

No


Notebooks include:
















Yes

No




Yes

No







Yes

No






Yes

No





Yes

No



Final Practice Feedback Form (page 1 of 2)

Performer’s Name:



Use the rubric below to rate only the cross-cutting leadership skills on this page (including write-ins). Enter this performance into your portfolio when all Performance Checklist (previous form) items are marked Yes and all Feedback Form (this form) items are marked 3 or 4 (or Not Applicable).

Performance Levels

1 2 3 4

Emerging

Needs Study and Practice

Few/none of desired behaviors were

adequately displayed.

Developing

Needs Practice

Some but not all of the desired behaviors were adequately displayed.

Proficient

Meets Criteria and Expectations

All desired behaviors were displayed and performed correctly.

Distinguished

Could be Used as a Model to Teach Others

Eligible for Portfolio

How effective was the performer in these Cross-Cutting Skills? Rating

1. Facilitating group interaction and managing participation 1 2 3 4 n/a

2. Assisting the group to meet task criteria 1 2 3 4 n/a

3. Modeling appropriate leadership behaviors 1 2 3 4 n/a

4. Teaching others how to perform the tasks 1 2 3 4 n/a

5. Presenting information clearly and concisely 1 2 3 4 n/a

6. Leveraging technology to increase effectiveness? 1 2 3 4 n/a

7. Motivating others to achieve success? 1 2 3 4 n/a

8. Using group processes to achieve desired results? 1 2 3 4 n/a

9. Other: 1 2 3 4 n/a

10. Other: 1 2 3 4 n/a

Turn the page to provide additional written feedback (required).



Final Practice Feedback Form (page 1 of 2)

Performer’s Name:



If any element was rated less than 3, what needs to be done to score a 3? To score a 4?

What greatest strengths did the leader exhibit through this performance?

What could be done to improve this leader’s performance? Include any criteria on the Performance Checklist that were missed. Be specific.

Were there any significant issues that must be rectified (by additional practice and assessment) before entering this evidence into the Portfolio?

Final Assessment Leading a Team Through Grade-level CRCT Analysis


Final Assessment

When Can I Take the Final Assessment?

Complete the Final Assessment when you are able to sufficiently execute the module’s performance objective(s) according to the:

Task-related criteria on the Final Assessment Performance Checklist

Cross-cutting leadership skills on the Performance Feedback Form

When you take the Final Assessment — either as someone who takes it to “test out” of the module or as someone who has worked through the topics and Final Practice — the underlying assumption is that you are a competent, experienced, performer. This means that the Final Assessment does not include any “helps,” such as step-action tables or worksheets.

When Can I Add the Final Assessment to My Portfolio?

Has your Final Assessment performance met all the criteria on the Final Assessment Performance Checklist and earned at least a 3 on all of the cross-cutting skills on the Final Assessment Feedback Form?

Yes No

Add these items to your Portfolio and talk to your Performance Coach about next steps:

Final Assessment Performance Checklist

Final Assessment Feedback Form

Module Progress Tracker page

Additional artifacts such as documents, slides, video tapes, participant feedback forms, etc.

Do the following as needed before attempting the Final Assessment again when you are ready:

Obtain performance feedback from your Performance Coach

Review relevant topics in the module

Repeat Topic Practices and/or the Final Practice

Pursue additional learning, training and experience



Final Assessment Instructions

1. Gain permission from your supervisor, sponsor, or Performance Coach to complete the Final Assessment in a school setting.

2. Schedule the date, time and location of your session — one that works for you, your Performance Coach, and other participants.

3. Invite a group of 2 - 4 volunteers to assist you. Ideally, you should invite your real work team. (If you are an aspiring leader, this may be a team that you would lead once you enter the leadership role. For an incumbent leader, it should reflect the team or type of team that you are currently leading.)

4. Review the following with your Performance Coach:

Task-related criteria on the Final Assessment Performance Checklist

Cross-cutting leadership skills on the Performance Feedback Form

Final Assessment Scenario (on the next page)

5. Prepare any other materials or information that you and your participants need to have with you on the day of the activity.

6. Perform the Final Assessment as follows:

In a real school or district setting

With a team of teachers, staff, or other leaders as appropriate

Observed by your Performance Coach

7. Retain artifacts from your performance (documents, slides, etc.)

8. Obtain feedback from your Performance Coach about your performance, and discuss next steps.

Final Assessment Scenario

Lead an entire grade-level team* through the grade-level CRCT analysis process from start to finish, using the analysis forms provided in the Appendices.

Following the meeting, gather and type the findings as notes in preparation to share them with the leadership of the school.

*If you led only a few members of a grade-level team through the process in Final Practice, lead the whole team through this time (including the volunteers who helped you with Final Practice).

If you led a whole grade-level team through the process in Final Practice, pick a different grade-level team and repeat the process.



Final Assessment Performance Checklist


Performer’s Name:



Check off each criterion that is observed. If the performance meets criteria with satisfactory quality, mark Yes. If not, mark No and provide feedback (use the back of the page for more space). Enter this performance into your portfolio when all items are marked Yes and all Feedback Form (next form) items are marked 3 or 4 (or Not Applicable).








Yes

No







Yes

No




Yes

No









Yes

No


Notebooks include:
















Yes

No




Yes

No







Yes

No






Yes

No





Yes

No



Final Assessment Feedback Form (page 1 of 2)

Performer’s Name:



Use the rubric below to rate only the cross-cutting leadership skills on this page (including write-ins). Enter this performance into your portfolio when all Performance Checklist (previous form) items are marked Yes and all Feedback Form (this form) items are marked 3 or 4 (or Not Applicable).

Performance Levels

1 2 3 4

Emerging

Needs Study and Practice

Few/none of desired behaviors were

adequately displayed.

Developing

Needs Practice

Some but not all of the desired behaviors were adequately displayed.

Proficient

Meets Criteria and Expectations

All desired behaviors were displayed and performed correctly.

Distinguished

Could be Used as a Model to Teach Others

Eligible for Portfolio

How effective was the performer in these Cross-Cutting Skills? Rating

1. Facilitating group interaction and managing participation 1 2 3 4 n/a

2. Assisting the group to meet task criteria 1 2 3 4 n/a

3. Modeling appropriate leadership behaviors 1 2 3 4 n/a

4. Teaching others how to perform the tasks 1 2 3 4 n/a

5. Presenting information clearly and concisely 1 2 3 4 n/a

6. Leveraging technology to increase effectiveness? 1 2 3 4 n/a

7. Motivating others to achieve success? 1 2 3 4 n/a

8. Using group processes to achieve desired results? 1 2 3 4 n/a

9. Other: 1 2 3 4 n/a

10. Other: 1 2 3 4 n/a

Turn the page to provide additional written feedback (required).



Final Assessment Feedback Form (page 1 of 2)

Performer’s Name:



If any element was rated less than 3, what needs to be done to score a 3? To score a 4?

What greatest strengths did the leader exhibit through this performance?

What could be done to improve this leader’s performance? Include any criteria on the Performance Checklist that were missed. Be specific.

Were there any significant issues that must be rectified (by additional practice and assessment) before entering this evidence into the Portfolio?

Appendix A: Form #1-A: LEADER’s Grade-level Analysis Leading a Team Through Grade-level CRCT Analysis


Appendix A: Form #1-A: LEADER’s Grade-level Analysis

Form #1-A: LEADER’s Grade-level Analysis (Page 1 of 2)

School Name: School Year: Grade Level:

Teachers (list names below letters)

A B C D E F G H I Range Grade-Level

System State

Reading

Literary Comprehension

Information

Skills & Vocabulary Acquisition

English / Language Arts

Grammar & Sentence Construction

Research & Writing Process

Math (Grades 1-8)

Number Sense & Numeration

Geometry & Measurement

Patterns & Relationships / Algebra

Statistics & Probability (Gr 3-8 only)

Computation & Estimation

Problem Solving

(continued next page)

Appendix A: Form #1-A: LEADER’s Grade-level Analysis Leading a Team Through Grade-level CRCT Analysis


Form #1-A: LEADER’s Grade-level Analysis (Page 2 of 2)

School Name: School Year: Grade Level:

Teachers (list names below letters)

A

B C D E F G H I Range Grade-Level

System State

Science (Grades 3-8)

Inquiry

Physical Science

Life Science

Earth Science

Social Studies (Grades 3-8)

Geography

History

Economics

Civics

Core Skills

Appendix B: Form #2-A: LEADER’s Grade-level Trend Comparison Leading a Team Through Grade-level CRCT Analysis


Appendix B: Form #2-A: LEADER’s Grade-level Trend Comparison

Form #2-A: LEADER’s Grade-level Trend Comparison

School Name: Grade Level:

SY 20_____ (# students: ____) SY 20_____ (# students: _____) SY 20_____ (# students: _____)

Does Not Meet

Meets Exceeds Does Not

Meet Meets Exceeds

Does Not Meet

Meets Exceeds

# % # % # % # % # % # % # % # % # %

Reading

English/ Language Arts

Mathematics

Social Studies

Science

Appendix C: Form #3-A: LEADER’s Reflection on Grade-level Analysis Leading a Team Through Grade-level CRCT Analysis

Updated 4/8/2011 of 52 ©2013 Georgia Leadership Institute for School Improvement, Inc. (GLISI). All rights reserved. Not to be used or reproduced without written permission..

Appendix C: Form #3-A: LEADER’s Reflection on Grade-level Analysis

Form #3-A: LEADER’s Reflection on Grade-level CRCT Analysis

School Name: Grade Level:

Review the analysis of previous year CRCT by subject and domain. Compare the grade-level’s meeting and exceeding scores with those of your system and state.

Identify grade-level areas of strength.

Identify grade-level areas of weakness.

What conclusions can you draw from this data?

Identify any particularly strong areas from individual teachers who could share effective strategies with their grade-level colleagues.

Identify any particularly weak areas from individual teachers to whom you may need to provide additional support and development to improve.

Appendix D: Form #1-B: TEACHER’s Grade-level Analysis Leading a Team Through Grade-level CRCT Analysis


Appendix D: Form #1-B: TEACHER’s Grade-level Analysis

Form #1-B: TEACHER’s Grade-level Analysis (Page 1 of 2)

School Name: School Year:

Teacher Name: Grade Level:

SY 20_____ SY 20_____ SY 20_____

Teacher Grade Level

System State Teacher Grade Level


System State

Reading

Literary Comprehension

Information

Skills & Vocabulary Acquisition

English / Language Arts

Grammar & Sentence Construction

Research & Writing Process

(Continued next page)

Appendix D: Form #1-B: TEACHER’s Grade-level Analysis Leading a Team Through Grade-level CRCT Analysis


Form #1-B: TEACHER’s Grade-level Analysis (Page 2 of 2)

SY 20_____ SY 20_____ SY 20_____

Teacher Grade Level



System State

Math (Grades 1-8)

Number Sense & Numeration

Geometry & Measurement

Patterns & Relationships/Algebra

Statistics & Probability (Gr 3-8 only)

Computation & Estimation

Problem Solving

Social Studies (Grade 3-8) Geography History Economics Civics Core Skills Science (Grade 3-8) Inquiry Physical Science Life Science Earth Science Core Skills

Appendix E: Form #2-B: TEACHER’s Individual Trend Comparison Leading a Team Through Grade-level CRCT Analysis


Appendix E: Form #2-B: TEACHER’s Individual Trend Comparison

Form #2-B: TEACHER’s Individual Trend Comparison

School Name: Teachers’ Name: SY 20_____ SY 20_____ SY 20_____

Does Not Meet

Meets Exceeds Does Not

Meet Meets Exceeds

Does Not Meet

Meets Exceeds

# % # % # % # % # % # % # % # % # %

Reading

English/ Language Arts

Mathematics

Science

Social Studies

Appendix F: Form #3-B: TEACHER’s Reflection on Grade-level Analysis Leading a Team Through Grade-level CRCT Analysis


Appendix F: Form #3-B: TEACHER’s Reflection on Grade-level Analysis

Form #3-B: TEACHER’s Reflection on Grade-level Analysis

School Name: Teacher Name:

School Year: Grade Level:

Review the analysis of previous year CRCT by subject and domain. Compare your class’s meeting and exceeding scores with those of your colleagues, grade-level, system

and state. Use a green highlighter to identify strengths, and a pink highlighter to indicate areas for improvement. After you analyze your data, answer the following questions.

Identify your class areas of strength.

Identify your class areas for improvement.


Does this data reveal questions for further study?

Appendix G: Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis Leading a Team Through Grade-level CRCT Analysis


Appendix G: Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis

Form #4-B: Grade-level TEAM’s Reflection on Grade-level Analysis

School Name:

School Year: Grade Level:

Review the Georgia CRCT grade-level analysis. Compare your grade-level’s meeting and exceeding scores with those of your system and state. Use a

green highlighter to identify strengths, and a pink highlighter to indicate areas for improvement. After you analyze your data, answer the following questions.

Identify your grade-level areas of strength.

Identify your grade-level areas for improvement.


Does this data reveal questions for further study?

Recommended Reading and Resources Leading a Team Through Grade-level CRCT Analysis


Recommended Reading and Resources

Bernhardt, V. (1998). Data Analysis for Comprehensive School Improvement. Larchmont, NY: Eye on Education.

Bernhardt, V., Blanckensee, L., Lauck, M., Rebello, F., Bonilla, G. &Tribbey, M. (2000). The Example School Portfolio. Larchmont, NY: Eye on Education.

Bernhardt, V. (1999).The School Portfolio. Larchmont, NY: Eye on Education.

Bernhardt, V. (2000). Designing and Using Databases for School Improvement. Larchmont, NY: Eye on Education.

Herman, J. & Winters. L. (1992) Tracking Your School’s Success: A Guide to Sensible Evaluation. Thousand Oaks, CA: Corwin Press.

Holcomb, E. (1999) Getting Excited About Data: How to Combine People, Proof and Passion. Thousand Oaks, CA: Corwin Press.

Levesque, K, Bradby, D., Rossi, K, & Teitelbaum, P. (1998). At Your Fingertips: Using Everyday Data to Improve Schools. Berkeley, CA: MPR Associates.

Love, N. (2002) Using Data/Getting Results: A Practical Guide for School Improvement in Mathematics and Science. Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.

Schmoker, M. (1999). Results: The Key to Continuous Improvement. Alexandria, VA: ASCD.

Schmoker, M. (2001). The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Alexandria, VA: ASCD.

Using Data to Improve Student Achievement. Vol. 64 #5, February, 2003 Educational Leadership.

Wahlstrom, D. (1999) Using Data to Improve Student Achievement: A Handbook for Collecting, Organizing, Analyzing and Using Data. Suffolk, VA: Successline Inc.

Acknowledgments Leading a Team Through Grade-level CRCT Analysis


Acknowledgments

Dr. JoAnn Brown, Author Rising Stars Director, Georgia’s Leadership Institute for School Improvement

Jennifer Fuller Instructional Design Contractor, Georgia’s Leadership Institute for School Improvement

Maggie Glennon Performance Consultant, Georgia Leadership Institute for School Improvement

Dr. Gale Hulme Executive Director, Georgia Leadership Institute for School Improvement

Pam Henderson Operations Manager, Georgia’s Leadership Institute for School Improvement

Drake Highlander Lead Instructional Design Contractor, Georgia’s Leadership Institute for School Improvement

leading a team through grade-level crct analysis

Documents

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crct data analysis series

teachers gradelevel

schoolwide crct data

test eoct data analysis

root cause analysis

display data