data retreat preparation packet - sddial.k12.sd.us retreat...data retreatsm is a registered service...

South Dakota Department of Education

Data RetreatSM is a registered s

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Welcome to your 2The purpose for the

effectiveness and wonderful time of refocused, inspired pladue, largely on your

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Diane LoweryBeth

2003 Copyright Cooperative Educationawhole or in

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Data RetreatSM

ration Packet 2004: SM

for the 2004 - 05 Data Retreat

004 – 05 SD Department of Education Data RetreatSM! Data RetreatSM is for your team to analyze your school’s set goals for improvement. Your team is promised a flective collaboration, illumination and will leave with ns for improvement. The success of your retreat will be preparation. This packet has been designed for use by m who will be attending the data retreat. Use these

to prepare your team and organize your data. e look forward to your joining us.

SD Department of Education , NCLB Coordinator / Title I Director, 605/773-6509 Schiltz, Title I Program Rep. 605/773-4716

1 ervice mark of Cooperative Educational Service Agency 7, Green Bay, Wisconsin l Service Agency 7. All rights reserved, including the right of reproduction of this material in part in any form, without prior written permission of CESA 7. ocuments\ESA3\ESA Projects\Data Retreats\DOE CD files\Data Retreat Preparation Packet

2004.doc 9/27/2004


2 Data RetreatSM is a registered service mark of Cooperative Educational Service Agency 7, Green Bay, Wisconsin

Data RetreatSM Dear Data Retreat Participants, The following information will help you prepare for your participation in the data retreat. Please share this information with all team members. Assign members to be responsible for each item listed. Pre-planning will help the data retreat go smoothly. Data Retreat Prep Packet Please review this data retreat prep packet. This clearly spells out the kinds of data that could be

brought to the data retreat. Please take time to go through the list for each lens and bring what you have available and think is important.

NCLB Report Card Website: https://sis.ddncampus.net:8081/nclb/index.html Find your district in the left hand column. Click on option in upper right hand corner “Print

complete report card”. This will give you all of the district level information. (Note: The district report card print option is unavailable until district status is finalized. This will be sometime late September. In the mean-time, you may copy / paste the pertinent district scores into a Word document and print that way. We apologize for this temporary inconvenience.)

Repeat this for each school by clicking on the school listed under the district. It is helpful if each team member could have a copy of the district and school(s) report cards. Complete the data table for Percent Proficient and Advanced for the district and each school.

Dakota STEP Test Each district received a disk from DOE with assessment and student demographic information.

Please copy pertinent information from that disk onto another disk or CD to bring with you. There may be some fields that would not have to be copied onto the data disk that you bring with you to the retreat.

You must bring at least one laptop to use with this data source. It would be best to have 2 laptops to allow for more than one person to be working with the data at a time.

Bring an extension cord and power strip. Bring a portable printer if you have one. Bring extra disks to transfer data from your computer to the one with the printer.

If your information is on a disk, make sure your laptop allows disk access; likewise, if your data is on a CD, make sure that your laptop has a CD on it. Information is in Excel so check to assure that your laptop has Excel on it. These points are critical.

Data – If you choose to include the student’s name in your printouts for data sorting, hide the column (or not include it with this data set) for free and reduced lunch eligibility as this is to be confidential. If you keep that FRL column, you must hide the name. You can use the SIMS number to later identify a particular student if needed. We will look at this group of students as a whole rather than individually.

2003 Copyright Cooperative Educational Service Agency 7. All rights reserved, including the right of reproduction of this material in whole or in part in any form, without prior written permission of CESA 7.

C:\Documents and Settings\fridleys\My Documents\ESA3\ESA Projects\Data Retreats\DOE CD files\Data Retreat Preparation Packet 2004.doc 9/27/2004

https://sis.ddncampus.net:8081/nclb/index.html



Print-outs -- Some districts have sorted the data by grade and then made paper copies of each grade for your team members. This has been most helpful. If you have your data already sorted by grade levels / teachers, print out that information for easy viewing for your team members. Please bring a binder for each participant in your team. Any printed information can then be put in the binder for keeping.

Additional assessment information SAT 10 NRT data – Harcourt has established cut scores for the SAT 10 at a national level and are

available for your use. You have assessment results for the district, school, grade totals, and a master list by teacher that includes information for individual students. This is the only information you have about Language Arts, Science, and Social Studies. We'll use Dakota STEP info for Reading and Math.

DRA scores for K-2 Reading levels for K-2 (by student if possible -- end of year level for 2003-2004) Any other local assessment data that you have and feel is important to look at

Information to Bring Current school improvement or schoolwide plan. Check the assessments that you listed to evaluate

the strategies chosen to address your goals and objectives. Make sure those assessment results are with you also so you can determine the effectiveness of those strategies.

Demographic reports from SIMS Highly qualified teachers and qualified paraprofessionals information, available as a print-out

through your district’s Personnel Record Form information. Annual Safe, Drug,, and Gun Free Report Any other data listed in the prep packet that you feel is important.





Dear School or District Leader- The 2004 - 05 Data RetreatSM is a revised, improved process from previous years. This preparation phase has subsequently been revised to reflect these improvements. I hope you will find the process helpful, not only for the Data RetreatSM, but for your system’s data management process. Judy Sargent

Our Data RetreatSM Dates: _________________________________________ Start Time: _____ End Time: ______ Team Members who will Attend the Data RetreatSM: 1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.

16. 17. 18.

19. 20. 21.

Introduction This packet is designed to help your leadership team prepare for your upcoming Data RetreatSM The more prepared you are, the more successful your retreat experience. There are three major steps to preparing for the retreat. Use this packet with your leadership team to share the responsibilities for data collection and preparation.

Team Preparation Data Sources Data Collection and Organization

How shall we assemble and prepare

our data retreat team?

How will we collect and organize the

data for the retreat?

Which data is important to us?





I. Preparation of the Team—How have you prepared the team for the retreat?

Think about assembly of the team for the retreat. There are several steps that will help your team be prepared.

A. Establish Team Members 1. District administrators (if district retreat) 2. School principal 3. Grade level representative teachers 4. Subject area representation 5. Guidance counselors 6. Special education teachers 7. Program coordinators (reading specialists, etc.)

B. Prepare the Team

1. Discuss the purpose for the data retreat—to analyze your school’s effectiveness and set goals for improvement.

2. Review the dates, times and expectations for attendance at the retreat. 3. Discuss team roles and team effectiveness. 4. Involve the team in data collection and organization – make data assignments.

The effective team (each individual member and collectively): works interdependently to achieve increasingly higher standards of performance through continuous

improvement in cohesiveness and outcomes has a clear sense of purpose for the retreat; this can be done through a mission statement or team charter understands the team’s empowerment what decisions will be the sole responsibility of the team what decisions will be made collaboratively between the team and administration what decisions will be reserved for management, but with team input what decisions will be reserved for management but without team input

develops a system to document the team’s work understands responsibilities of team roles, such as: team leader, team facilitator, team member, team

recorder, team gopher establishes and understands ground rules for team conduct has a self-evaluative process to keep the team on track understands the various ways the team can make decisions: a minority decision (when only a few are affected, or there is limited time) a majority decision (quick, efficient, best for lesser important decisions) a unanimous decision (fosters commitment; uses group think by working harmoniously together)





a consensus decision (a state of mutual agreement where all individual legitimate concerns have been addressed to the satisfaction of the team)





II. Data Sources—Which data is important to us? As a team, what questions do you want to investigate about your school’s effectiveness? Use a group process to generate important questions you’d like to probe during the retreat. Questions we have about our school’s effectiveness:

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

5. ____________________________________________________________________________

6. ____________________________________________________________________________

7. ____________________________________________________________________________

8. ____________________________________________________________________________

9. ____________________________________________________________________________

10. ____________________________________________________________________________

11. ____________________________________________________________________________

12. ____________________________________________________________________________

13. ____________________________________________________________________________

To plan for the Data RetreatSM, think about the data that is important to you within the following 4 lenses of data:

1. Student Data 2. Programs & Structures Data 3. Professional Practices Data 4. Family & Community Data

Use the questions you generated and the worksheets that follow to guide your data collection and organization. Please note that these lists are starting points for you, presenting a fairly comprehensive list of possible data for you to collect. Some of the data may not be relevant for you and some may not be attainable for you. Blank spaces are provided for you to enter any additional local data important for your team.





Student Data—data that tells you about how your students are learning, who they are, and what they do.

Collected and Prepared ( )

Which Data?

(Based on your questions from

page 3)

3=Very Important

2=Somewhat Important

1=Not Important

Where is the data located? (Electronic or Hard Copy?)

Who will access & prepare

the data? (duplicate the data for the team)

Yes No

Student Achievement Data—Evidence of Student Learning Dakota STEP CRT Test Data for current year—School Proficiency Summaries Grades 3-8 & 11, Reading & Math, Subgroups, & Standards Reporting

SAT 10 Abbreviated Test Data for current year— Percentile Rank and Scaled Score Results by Student

DACS Test Data, Results by Student

Stanford Writing Test Data for past years, Performance Levels

SELP data Local Pre School / Kindergarten Data:

Local K-2 Literacy Data (specify):








Which Data?


page 3)

3=Very Important


1=Not Important




Yes No

Local Assessment Data of Reading(specify):

Local Assessment Data of Mathematics (specify):

Local Assessment Data of Writing(specify):

Course Grades Report Card Grades Standards Proficiency Data:

ACT / SAT ASVAB Graduation Data Reading Lexile Levels

Guided Reading Levels

Students requiring remedial classes in college

Student Perceptions Data—Evidence of Student Behaviors, Attitudes and Values Assets Survey by School (SEARCH or CSU study, etc.)

Student Attitude Survey

Discipline Referrals Data

Truancy Attendance Suspensions / Expulsions

Drop Out Data






Which Data?


page 3)

3=Very Important


1=Not Important




Yes No

Student Demographic Data—Evidence about who your Students Are 5-Years of Demographic Data by Grade

Ethnic/Racial Groups Migrant Gender Free/Reduced Lunch CAP Overage for grade Health data (ht/wt)

Student Enrollment Data—Evidence of Student Enrollment in Programs Total Enrollment FAY (full academic year)

Enrollment in Special Education (report by disability category)

Special Education referral data for past 3 years (referred, placed)

504 enrollment, modifications

Enrollment/eligible for Title I

Enrollment in ELL (English Language Learning) program:

Enrollment in Summer School (Remedial) Programs

Enrollment in before or after school programs for “at-risk” students






Which Data?


page 3)

3=Very Important


1=Not Important




Yes No

Enrollment in embedded academic support programs (during the school day)

Enrollment in college-bound courses

Enrollment in extra-curricular Activities

Enrollment in co-curricular activities

Enrollment in athletics:

Work / jobs (MS, HS)





Programs and Structures Data—data that describes the parameters and facts about the programs and structures in your school’s organization.


Which Data?

(Based on your questions from page 3)

3=Very Important


1=Not Important

Where is it

located? (Electronic

or Hard Copy?)

Who will access & prepare it? (duplicate the data for the team) Yes No

Programs Data—Evidence About the Programs We Provide Curriculum data – checklists or ratings of curriculum components

Dates and status of curriculum and assessment policies

Lists of all subjects and courses taught

Descriptions of course and program paths

Data on classroom interruptions for special programs and events

Number of instructional minutes for extended learning programs

Data on music, athletics, or other “special” programs schedules

Data on enrichment programs for “gifted an talented” student

Textbook and other materials adoptions data

Health -- Food programs PE, recess Early Childhood Services

Curriculum Maps, identified gaps






Which Data?


3=Very Important


1=Not Important

Where is it


or Hard Copy?)


Advanced Placement Classes

Types of Special Ed Programs – home based, behavior rooms, etc.

Structures Data—Evidence about our Organizational and Facility Structures Length of available instructional minutes for every subject taught

Data on current teacher team meetings—time and schedules

Data on available time for teachers to meet in teams/committees

Data on teacher proximity (closeness of like grade levels or subjects)

Data on “leadership” team meetings

Checklist or ratings of evidence of “Professional Learning Communities” philosophies (Dufour)

Facilities checklists Budget Information Time for PE, recess, Health





Professional Practices Data—data that tells you about how your teachers are teaching, who they are, and how they are continuing to learn.


Which Data?


3=Very Important


1=Not Important

Where is it


or Hard Copy?)


Teacher Qualifications Data—Evidence of Teacher Qualifications State certification data for all teachers on staff

Teaching assignments for all teachers

Higher education data for all teachers

Years of experience and certification of teachers teaching challenging learners

Highly Qualified Teacher

Qualified Paras Teacher Practices Data—Evidence of Teacher Practice in the Classroom

(to exclude teacher evaluation data on individual teachers) Checklist data of teacher classroom strategies

Teacher self-assessment of strategies used

Lesson or Unit Plan Data Data on Integration of Technology in the Classroom

Technology Skills Data






Which Data?


3=Very Important


1=Not Important

Where is it


or Hard Copy?)


Teacher Professional Development Data—Evidence of Teacher Growth & Learning Lists of professional development activities for past 1 to 3 years

Ratings of professional development activities for past 1-3 years

Descriptions or ratings of research-based trainings

Attendance rates at professional development activities

Records of coaching or other follow-up professional development

Data on teacher mentors Data on training on the 10 WI teacher standards

Teacher Perceptions Data—Evidence of Teacher Attitude, Behavior and Values Teacher survey data Summaries of (anonymous) Teacher self-assessment data

Teacher attendance Teacher volunteerism for extra duties

Teacher volunteerism in community activities connected to school

Teacher turnover data Health data





Family and Community Data—data that describes family and community involvement with and perceptions about the school


Which Data?


3=Very Important


1=Not Important

Where is it


or Hard Copy?)


Family Data—Evidence About Parent Involvement and Perceptions Parent volunteerism data

Parent attendance at teacher conferences

PTO participation Parent survey data Logs of parent complaints

Parent attendance at school events

Data about parent homework support

Parent Involvement Plan Transition Plan – relationships with families

Open Enrollment Private School Participation

Home School BIA school participation Title I Choice Title I SES Parent Portal Access

Community Data—Evidence About Community Involvement and Perceptions Community volunteerism data






Which Data?


3=Very Important


1=Not Important

Where is it


or Hard Copy?)


Participation in school/community initiatives

Community survey data Logs of community complaints

Community attendance at school events

Data on referendums Data on school board meeting tone & outcomes

Data on local newspaper stories and editorials

Transition Plan – community agencies

Voter Participation – School Board elections

Voter Participation –opt out votes





III. Data Collection and Organization—How have you prepared the data for the retreat? Assemble a “DATA BINDER” for use by each team member at the retreat. The binder should be clearly organized with tabs to facilitate locating data. Data Collection Considerations If you are using a Data Warehouse, examine how it can help you organize data for the retreat. All of the four lenses of data should eventually be captured in your warehouse.

Data Binder

2003-04

1. Student Data a. Organize by years b. Electronic--Most of your student data should be entered in your student

information management system. Have the data your team has selected printed out in clearly readable reports.

c. Hard copies--Note that electronic state test data may not have been disseminated prior to the retreat. In this case, bring hard copies of test data.

d. All student data should be clearly identified, copied and inserted into the Data Binder.

2. Professional Practice Data a. If you do not have a database for teacher data, start with a simple spreadsheet

program like MS Excel. Enter each teacher’s name, the DPI “Person Key” code as an ID code for each teacher. (See DPI Educator Licensing Website).

b. All teacher data should be captured by code, copied and entered into the Data Binder (do not enter teacher evaluation data here).

c. If you have not established a system for rating professional development, do so now. For example …

Rate: 4= Strongly Agree; 3= Agree, 2=Disagree, 1=Strongly Disagree

Professional

Development Activity

Based on Research

Findings

Follow-Up

Application into Classroom

Aligned to 10

Teacher Standards

Aligned to Student Academic or

Lifelong Learning Standards







3. Programs and Structures Data

a. This is the lens of data where most hypotheses are generated. Typically, schools talk about this information, but are lacking factual data. Now is an ideal time to begin the collection of important program data.

b. Organize by name of program or course. Create a simple spreadsheet program organized by program names. Enter relevant factual information using your source list.

c. Once entered, make copies and insert into the Data Binder. 4. Family and Community Data

a. Begin database for each family that has children in the school. Enter the relevant involvement and perceptions data by parent name.

b. Some data will not be identifiable by parent name, and must be captured in aggregate (such as economic information)

c. Regarding public relations data with the community, keep a file by month, and log newspaper ratings of editorials and other events, so that trends may be analyzed.

d. When data are collected, summarize and insert into the data binder. A Word About Data Summaries Advanced work looking at the data will help your team. However, when summarizing data, be sure to involve team members. Also, be sure to bring the original raw data in at least one copy to the retreat. The Data RetreatSM process emphasizes team illumination and collaboration. If conclusions are drawn in advance of the retreat, ownership can be jeopardized.