Creating Learning

Creating Learning Communities for Improved

Student Achievement:Data Conferencing is a

Key to Success

Karen Daugherty, PrincipalNancy Gheysens, IST

Formula for Success

SuccessRelationships

Results

Proc

esse

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Results Oriented

o Peter Senge (1996) “The rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results.”

RTMSD Strategic Plan

Designed by: Steven TaylorDirector of Secondary Education, RTMSD

Strategic PlanRTMSD

One year’s academic growth in one year for all

students

AYP for all students

100% Proficiency by

2014

Strategic Plan for RTMSD

Elements of a PLC

o Action orientation & experimentation

o Continuous improvement

o Results orientation

o Shared mission, vision and values

o Collective inquiry

o Collaborative teams

Rose Tree Elementary School’s Mission

Rose Tree Elementary School is a safe, nurturing, student-centered community. A rigorous curriculum is provided in a supportive, respectful, and collaborative setting. We build strong foundational skills for academic, social, emotional and physical growth. We partner in education with families to celebrate diversity, foster life-long learning, and develop responsible, global citizens.

Continuous Improvement

1. What is our fundamental purpose?2. What do we hope to achieve?3. What are our strategies for

becoming better?4. What criteria will we use to assess

our improvement efforts?

Action Orientation and Experimentation

o Structured Core Extension (C/E) timeo Assignment of support staff/paraprofessionals based

on student datao Assigned special area teachers for in-class support

of interventions during portions of their dayo PSSA Writing and Math Prep for at-risk studentso Before and after school tutoringo Scheduled progress monitoringo Consultation with Helen Conahan-Dettrey, Director

of the Institute for Teaching and Readingo Arcadia University Inclusion Instituteo Student Support Teamo Data Conferences

Process for Data Conferences

o Scheduling/sign upo Preparation by teacher, principal, and

team memberso Conference—class roster, student data

sheets, discussion, conference follow-up table

o Progress monitoring with accountability to principal

Data Conferences at RTE

o What data should we look at?o How will we analyze the data?o After we analyze it, what will our

actions be?o How will we know if we are

successful?o What will we do, if we are not

successful?

Purpose of Data Conferences

o Develop an effective and efficient plan for students in need

o Guide and support teachers in determining instructional needs of students

o Monitor the effectiveness of the assessment plan and the strategies implemented to improve student performance

The Dynamic Relationship Between

Assessment and Instruction

Step 1

Review

Step 2Design

Plan

Step 3Implement Plan

Step 4 Monitor

www.frrc.org

PIM ResearchAssessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results, by Douglas B. Reeves, @2009

o Planning, Implementation and Monitoring process (PIM) has been applied to over 2000 schools representing 1.5 million students throughout North America

o While this research is incomplete there is sufficient evidence to draw some conclusions

Monitoring (from the work of Douglas Reeves)

o Frequency: The more frequently that plan goals are monitored, the more likely the goals will be achieved

o Specificity: Monitoring that is most effective is specific, providing feedback to teachers and leaders in a manner that allows them to make mid-course corrections and improve professional practices

o Measurability: The plans with the strongest relationship to student achievement gains had measurable goals. The first 2 elements of SMART goals—specificity and measurability—have a disproportionate influence on student achievement

o Comprehensiveness: Effective monitoring is never just test scores. It includes looking at causes, processes, even the process of monitoring itself. (We must also think about the relationships between and among individuals and departments.)

Monitoring, Inquiry and PIM(Planning, Implementation and Monitoring Process)

o The PIM research so far suggests that schools with the highest monitoring scores have more than five times the gains in student achievement than schools with the lowest monitoring scores.

o The PIM research so far suggests that schools with the highest inquiry scores have more than three times the gains in student achievement when compared with schools with the lowest inquiry scores

Focus

1. Academics Reading:PSSA, MAP, DIBELS, DRA,

100BC, KidBiz 3000, Project Read Phonology Unit Mastery Tests and End of Year Assessments, Progress Monitoring, Repeated Readings

Math:PSSA, MAP, Tools for Success,

Compass Learning, Unit Tests

Focus (continued)

2. Behavior IEP, 504, FBA, BIP, Teacher Records,

Office Records, Behavioral Specialist, Outside Agencies

3. Social/Emotional IEP, 504, Guidance, Nurse, Office,

Psychologist, Social Worker, Behavioral Specilaist,Outside Agencies

Discussion within Data Conferences

o Each studento At-risk students

1. Specify area of need2. Develop action plan3. Determine what data to collect4. Communication with parents and all

necessary staff5. Monitor action plan and implementation of strategies for effectiveness

o High achievers

Gathering the Data

Use standard form that is reported out at the data conference

Assessment September

DIBELS

DRA

MAP

PSSA

TeacherObservation

Rose Tree Elementary School (Adopted from Glenwood Elementary School)

Response to Intervention Form

Student Date Check Tier 1 Tier 2

Teacher Grade School Area of Concern

Phonological Reading Fluency Comprehension

Math Number Sense Math Computation Math_________ Math ___________ Behavioral

Target Skill/Goal

Intervention Base line Data

Assessment Tool

Minutes Day

Days/ Cycle

Start Date

End Date

Intervention Provider

Response to Intervention

Target: The student will

Target: The student will

Target: The student will

Intervention Progress Team Decision

Additional Intervention Refer to Tier ____ Refer for IST

Creating an Action Plan

Implementing the Interventions

o District level

o School level

o Grade level

o Individual level

Tier 3

Tier 2

Tier 1

GIEP/IEP Team Meeting

Team Conferences with parents

School Team Meeting

Special Education, GIEP, BIP

IST,Targeted Accelerated

Growth Strategies,Screenings: Sp/Lg, OT, PT, AGP, Moderate Guidance Involvement, Functional

Behavioral Analysis,

Reading Support, Progress Monitoring, Counseling, Strategic Use of Building Subs, Trained Parent Volunteers, Special Programs such as Tools for Success, Six Minute Solutions, Read Naturally, Structured CE Time, Before and After School

Tutoring, Technology such as Kid Biz, Compass Learning, Behavior Charts, Contracts, Enrichment

Opportunities

Rose Tree ElementaryPyramid of Intervention

Implementing the Interventions

o Determine school level needs and implement appropriate interventions

• Staff development and training of support personnel

• Resource allocation (materials and personnel)• Budgeting for additional resources such as

reading inventories, writing assessment, Tools for Success

• Student support team with regularly scheduled meetings and follow-up

Implementing the Interventions

o Determine grade level needs and implement appropriate intervention

• Coaching assignments (District Literacy Coach, Reading Specialist, Grade level peers)

• Content of grade level team meetings (monthly focus determined by School Improvement Team)

• Principal-walkthroughs with constructive feedback

Walk-Through Feedback Form

I saw and heard1. A2. B3. CElements of quality1. Rigor2. Engagement3. DifferentiationQuestions and Suggestions1. Rigor2. Engagement3. DifferentiationFeedback from Teacher:

Implementing the Interventions

o Determine individual student needs and implement appropriate intervention

• Data conferences• Assignment of support staff• Allocation of resources

Implementing the Interventions

o Support school faculty in the change process

o Use data for purposes intended

Implementing the Plan

• Assign faculty to assessment activities (MAP, DIBELS, DRA, etc.)

• Train faculty in administration and interpretation• Schedule assessment timelines and locations• Set up procedures for teachers to request

additional diagnostics (IST, screenings)• Incorporate data reviews into weekly and

monthly activities (faculty meetings, grade level meetings)

• Report results to all or selected faculty at established intervals – indicators of effectiveness

Monitor and Revise Plan as the Data Indicates

o Determine plan to evaluate the effectiveness of the interventions and core program – what data will you use? Revisit current plan and identify areas of weakness, duplication, strength

o Revise assessments and interventions to meet goals

o Continue to support school faculty in the change process

o Highlight successes with teachers, parents and students

Principal’s Data Summary

Data Conference Follow-Up Chart

Instructional Assistance Schedule

Formula for Success

SuccessRelationships

Results

Proc

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Pennsylvania AYP Standards

Math Reading

2007 45% 54%

2008-2010 56% 63%

2011 67% 72%

2012 78% 81%

2013 89% 91%

2014 100% 100%

RTE Measure of Progress (MAP) Data: Students Who Scored Below the 34th Percentile

Spring 2007-2009

Grade Math Reading  2007 2008 2009   2007 2008 2009

2 14% 10% 4% 18% 9% 5%

3 13% 9% 5% 9% 9% 5%

4 5% 12% 2% 7% 8% 4%

5 15% 2% 13% 5% 2% 9%

School Total 11% 8% 6% 12% 7% 6%

Students Making MAP Target Growth2007-2009

Math% 2007

Math% 2008

Math% 2009

Reading % 2007

Reading % 2008

Reading % 2009

Grade 2 Total

32% 38.5% 53% 48% 57.8% 51%

Grade 3 Total

52% 58.4% 63% 68% 73.5% 78%

Grade 4 Total

55% 59.6% 65% 70% 60.7% 65%

Grade 5 Total

58% 60.6% 51% 55% 72.1% 58%

Totals 49% 54.3% 58% 61% 66% 64%

RTE State Ranking 2006-2009 (schooldigger.com)

2006 2007 2008 2009

Math & Reading Combined 425/1734 118/1693 94/1695 19/1661

% 75% 93% 94% >99%

Math 544/1734 123/1693 232/1659 13/1661

% 69% 93% 86% >99%

Reading 351/1734 142/1693 51/1659 41/1661

% 80% 92% 93% >99%

Writing 517/1627 296/1601 65/1604

% 68% 82% 96%

Science 93/1724 5/1699(100% proficient and advanced)

% 95% 100%

Barriers to Success

o Lack of monitoring by Principal o Teacher attitudes and perceptionso Resistance to accountabilityo Resistance to deprivatization of practiceo Lack of use of Best Practiceso Lack of fidelity to curriculum and

interventiono Inadequate communication with all

stakeholders

Barriers to Successo Lack of a sense of academic urgencyo Poorly aligned curriculum and/or poorly

aligned assessmentso Lack of or ineffective data conferencingo Lack of high expectations for all

studentso Specialized instruction not aligned to

core curriculumo Lack of investment in student

achievement by all staff

Summary

o Identify current and future school assessment and intervention plans

o Establish, then implement a system to facilitate the effective use of data

o Determine how to look at data and how the data can assist teams in making important school, grade level and individual student instructional decisions

Summary

Remain focused on your mission and monitor

continuously

Contact Information

o Karen Daugherty, Principal Kdaugher@rtmsd.orgo Nancy Gheysens, Instructional

Support Teacher Ngheysen@rtmsd.org