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Our Data Wise Journey Thomas Claggett Elementary School 2014-2015 School Year April 2015 Submission – Update May 2015 Presentation Prepared by: Michelle Jefferson-Lambert, Assistant Principal

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  1. 1. Our Data Wise Journey Thomas Claggett Elementary School 2014-2015 School Year April 2015 Submission Update May 2015 Presentation Prepared by: Michelle Jefferson-Lambert, Assistant Principal
  2. 2. Leadership Team Members Jeanetta Rainey, Principal Michelle Lambert, Assistant Principal Otis Dupree, Instructional Lead Teacher / Data Manager Sharon Topper, Reading Specialist December 2014 Updated: May 2015 Our Data Wise Journey August 2014 June 2015 Presentation Prepared by: Michelle Jefferson-Lambert, Assistant principal
  3. 3. Here is our Journey through Data Wise Thomas Claggett Elementary School is a model comprehensive; Title 1 designated school, located in District Heights, Maryland. The school also has infants and toddlers in its Deaf and Hard of Hearing program. In addition, we have other special education and Head Start students. All of our staff and faculty work together to service 251 students. The staff is dedicated to providing a safe community for learners that utilizes teamwork, academic rigor, a strong work ethic and good customer service to provide a quality educational program to students to enable them to become life-long learners and good citizens. Our mascot is an Eagle. Each wing symbolizes one of two focuses - academic excellence and strong character. Intro.
  4. 4. Our challenge, similar to schools across the nation, has been figuring out how to use student performance data for instructional decision making that will help drive and improve classroom instruction to increase student learning. It has been a challenge to increase student achievement at TCES, and supporting a novice staff will be critical to our success. As we continue to build instructional capacity as a staff, we noticed inconsistent practices with lesson preparation and implementation. To combat that challenge we have developed a consistent schedule for planning and we are incorporating the professional development from the the MSDE Literacy Partnership into our regular planning and monitoring of instruction. We were also presented with an even greater challenge this year as TCES will sunset in its 44th year of service this June, as the school is slated to close. Maintaining a structured learning environment focused on student achievement while strategically planning for a smooth transition in closing with our students, staff, parents and community are paramount to us. The systems commitment to continuous improvement became a cornerstone for our mantra, that this year is "THE YEAR OF PERFORMANCE!" We would strive to increase literacy to move our students closer to becoming college and career ready using performance management and system accountability. Intro.
  5. 5. Prepare: Step 1 Organize for Collaborative Work 1.1 Adopting an improvement Process 1.2 Building a system of teams 1.3 Make Time for Collaborative Work 1.4 Set Expectations for Effective Meetings 1.5 Set Norms for Collaborative Work 1.6 Acknowledge Work Style Preferences 1.7 Create a Data Inventory 1.8 Create an Inventory of Instructional Initiatives Step 1
  6. 6. The Data Wise Improvement Process Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning became the vehicle that would help us reach our destination. And so our journey began 1.1 Adopting an Improvement Process
  7. 7. Progress Timeline: Organize for Collaborative Work AUGUST /SEPTEMBER Introduced the Data Wise Process ILTs Began Team Building Established teams Established time for Collaborative including setting expectations Discussed the Importance of Meeting Norms Discovered our Work Preferences Created a Data Inventory and Inventory of Instructional Initiatives OCTOBER Assigned assistance from C&I to begin refining practice In-Serviced staff on Planning for Collaborative Work Used data review protocol to write SLOs Refined Planning Schedules NOVEMBER - Developing Reset purpose of the leadership team after Professional Development with C&I Rep and survey Re-established norms with Leadership Team Re-established norms with staff for consistent use DECEMBER - MAY Revised data Included 2 data days Planned how theyd move students Assessments to move students Collaborative Planning Teachers revised SLO & benchmark data Collaborative Work Completed Priority Question Continued to refine practice in collaboration and assessment literacy 1.1
  8. 8. OUR PROCESS: Adopting an Improvement Process Our Instructional Lead Teacher (ILT) introduced the staff to the Data Wise Improvement Process in August during teacher's pre-service days along with several other key initiatives. These initiatives would be refined in our practice throughout the year. Data Wise is an inquiry cycle that breaks the work into very specific steps grounded in data-based improvement cycles with a very strong emphasis on collaboration, analysis and instructional practice. As a priority school we are also fortunate to have guidance and support from our OCSI Specialist Dr. Anthony Sims to assist our leadership team with understanding the Data Wise process. The next slide shows our progress since August followed by evidence of practice. 1.1
  9. 9. Our goal in building a system of teams is to have a cohesive instructional guidance system, in which the curriculum, study materials, pedagogical strategies, and assessments are coordinated within and across grades with meaningful teacher input. Prior to becoming more Data Wise, we had established team structures, however the process is helping us to focus on sustaining the fidelity of how our teams function. As our school is closing, a strong system of teams is critical to our success. As the school year continues and we move closer to closing the impact on all our stakeholders becomes more evident. The SIG III grant provides us with resources to increase our partnership with parents, teachers, community and staff. A strong team structure allows us to work together and stay focused on our #1 priority, the students at Thomas Claggett Elementary. Take a look at our evidence of practice. 1.2 OUR PROCESS: Building a System of Teams Teams set up the flow of how information is communicated and how decisions are made. JR
  10. 10. Building a System of Teams 1. Structure of Teams 2. Changes on the Leadership Team 3. Roles and Responsibilities 4. School Planning and Management Team (SPMT) 5. Team Building Activities 6. Our Initial Teamwork 7. Grade Level Teams Parent Outreach 8. Team Communication Structure 1.2
  11. 11. Building a Strong System of Teams Evidence 1: Our Team Structure Jeanetta Rainey, Principal sonMichelle Jeffer -Lambert AssistantPrincipal ate TeamIntermedi Justin Batchelor, Team Leader Teresa McBayne Rachael Wallace Donna West Specialist Otis Dupree, Instructional Lead Teacher Angela Dye , SPED Resource Arnor Galang, Media Specialist Celitta Jackson, Professional School Counselor Jason Potts,Physical Education Teacher Jannell Randall, Vocal & General Music Sharon Topper, Reading Specialist Michelle Ukoh, SPED Resource Primary K- Team1 Jessica Gann, Team Leader Denese Anderson Traci Cummings Chrsitie Ekumah Primary 2-3Team Charise Plater, Team Leader Nadine Dewitt Takia Toomer Early Childhood Donna Cain, Team Leader Melissa Alfano Gwynne Bricke Amy Holley Leadership Team Jeanetta Rainey Michelle Lambert Otis Dupree Sharon Topper Our teams function as separate units to ensure differentiation of teaching and learning for staff and students. Additionally, each team plans and supports the organizational management of the school in a way that aids us in maintaining order and structure. Our leadership team was reduced from 7 members to 4 in November. See the next slide to see how this shift affected our journey. 1.2 Michelle Jaundoo, Reading Specialist Angela Dye, Special education Coordinator Celita Jackson, Counselor Former members of the Leadership Team
  12. 12. Building a Strong System of Teams Evidence 2: Changes on the Leadership Team1.2 In November, our leadership team reduced in number from 7 to 4. One member tendered her resignation for personal reasons and two others opted asked to be released from the team. The survey taken by the members during the forming stage of our membership revealed that the two members felt their role was unimportant to the process, one being a counselor and the other a special education coordinator. Their absence increased the number of planning meetings we have in that administrators must meet with them individually to ensure information is shared. () Complete buy-in will take time.
  13. 13. Build a Strong System of Teams Evidence 3: Roles and Responsibilities Leadership Team Honors collaborative work by creating time to meet, listening to input, and providing support. Additionally, this team identifies data to analyze, creates data overview for staff, listens to input, and provides support Grade Level Team Plans collaboratively to ensure consistency in consistency in instructional practice including analyzing student data. This team also meets to discuss and make decisions about students area of growth and to make recommendations for referrals, plans for events for students. Specialist Team The persons on this team are members of the SPMT and/or leadership team. 1.2
  14. 14. Build a Strong System of Teams Evidence 4: School Planning and Management Team (SPMT) Leadership Team Members Otis Dupree Jeanetta Rainey Michelle Lambert Sharon Topper Specialist Otis Dupree, Instructional Lead Teacher Angela Dye , SPED Resource Arnor Galang, Media Specialist Celitta Jackson, Professional School Counselor Jason Potts, Physical Education Teacher Jannell Randall, Vocal & General Music Sharon Topper, Reading Specialist Michelle Ukoh, SPED Resource Grade-Level Teams Members K 1: Jessica Gann 2 3: Charese Plater 4 6: Justine Batchelor All school activities are coordinated by the SPMT. The SPMT, is composed of the members of the instructional leadership team, grade-level team leaders, specialists, and students who assist in the decision making process for academic and school management. Our goal is also to include parents in the process, however this has been a challenge. 1.2
  15. 15. 1.2 Build a Strong System of Teams Evidence: 5 Team Building Activities
  16. 16. MOVE with Grade Level Partners To discuss our data with Teammates and Share out One of our first team collaborations was to discuss the school-wide spring 2013 data results. We began looking at the Big Picture and then teams analyzed individual student data as a first step to planning for instruction prior to the completion of September baseline data capturing. We would later discover how to create a data story and work through the process: MJ Lambert Build a Strong System of Teams Evidence 6: Our Initial Team Work 1.2
  17. 17. 1.2 Build a Strong System of Teams Evidence 7: Team Collaboration to Involve Parents in the Instructional Program One of our key school initiatives is to inform parents of the instructional program including assisting parents with understanding their students outcomes. This evidence illustrates how grade-level teams members are working collaboratively toward that goal. Parent involvement has increased by 50% since last school year as a result of these efforts. That data source impacts our success. Parent Power Hour: Accessing SchoolMax
  18. 18. Build a Strong System of Teams Evidence 8: Team Communication Instructional Leadership Team (Weekly ) Grade-Level Teams (Bi - Weekly) Administrative Team (Weekly) School Planning & Management Team (Monthly) The chart shows how we intend for our communication to flow. However, making the complete transition to the new structure is an area of growth. We communicate in a variety of ways: Agendas, Emails, Pre-planning Agendas (SPMT via Google Docs), Surveys in addition to our team collaborations. Consistent meetings with the Leadership Team have been a challenge. We have need to make a more specific commitment to our established time. Administrative Team (Weekly) Grade-Level Teams (Bi - Weekly) Instructional Leadership Team (Bi-Weekly) School Planning & Management Team (Monthly) Intended Flow Actual Flow 1.2
  19. 19. Once wed identified our teams, the staff collaborated on the finalization of the master schedule which includes planning and meeting times. As Thomas Claggett has a small staff with only one or two members to a grade-level, it was challenging to decide on a schedule to ensure consistency. The following slides will demonstrate our efforts and outcomes. OUR PROCESS: Making Time for Collaborative Work 1.3 1.3
  20. 20. Make Time for Collaborative Work 1. Master Calendar 2. Data Wise Collaborative Planning Agenda & Schedule 3. Collaborative Planning Templates 4. Intermediate Collaborative Planning (with MSDE) 5. MSDE Evidence Walk and Feedback 1.3
  21. 21. Each month we make time for collaborative work by scheduling the meetings on our master calendar. Make Time for Collaborative Work Evidence 1: Master Calendar 1.3
  22. 22. Make Time for Collaborative Work Evidence 2: Collaborative Planning Agenda & Schedule TCES Collaborative Planning MEETING AGENDA Date: 12/3/2014 Time: 8:00 9:15 K/1 Location: Media Center Key Topic(s): Focus for Small Group Instruction Facilitator: M. Jefferson Lambert For S. Topper Teacher: Primary Teacher Meeting Objectives: Collaborate on planning for reading Reading, Writing, Listening and Speaking To prepare for this meeting, please: Be ready to give your input regarding the meeting topics. Materials we will use at the meeting: Pen and paper, Computer, Completed Pre Work (Data) , Student Work Samples, CIM Curriculum Instructional Map Schedule [60 minutes] Time Minutes Activity 8:00 5 Welcome - Keep it S.A.N.E - Always have a Sign-In Sheet, an Agenda, Notes (minutes) and, an Evaluation/Feedback (Plus/Delta) form. 8::05 8:20 15 Review prior weeks lesson (What skill, strategy was taught, what worked, what didnt work, what needs to be reviewed/retaught). (Present Pre-Work) 8:20 8:55 35 Focus for Whole Group Instruction - What are you going to be teaching? Skill? CCSC? What type of assessment are you going to give? How are you going to differentiate the lesson so more/all are successful? Close Read Strategy 8:55 9:10 15 Focus for Small Group Instruction - Review/discuss students current reading levels, # of BGL, OGL, and AGL. Have many students moved forward? If not, why? What can you do/change to improve students reading levels/scores? Using the Focus for Small Group Instruction Guided Reading Instruction Planning on your own. 9:10 9:15 5 Plus / Deltas Planning helps my team to focus on our subjects and we have learned more about how to use summative and formative assessments and the differences. C. Plater Grade 2 1.3
  23. 23. Reading / SS Collaborative Planner Teachers:/Course Grade: Week: Lesson(s): Page Number(s): REFER TO CFPG CCSS PRIOR LEARNING DATES: _______ - _______ Monday Tues Wed Thurs. Fri OBJECTIVE: Students will in order to ASSESSMENT : Daily Message Text Title & Genre Vocabulary Real World Connection Essential Questions Graphic Organizer Warm up /Mini Lesson Strategy the students will learn. Use Reading Handbook as a Reference. Introduction: ("I do") Modeling: ("I Do") Guided Practice 1: ("We do") Guided Practice 2: ("We do") Independent Activity: ("You do") Small Group Plan daily Math / Science Collaborative Planner Teachers:/Course Grade: Wee k: Lesson(s): Page Number(s): REFER TO CFPG CCSS: ASSESSM ENT LIMIT: DATES: _______ - _______ Mond ay Tuesd ay Wednesday Thursday Friday OBJECTIV E: Students will in order to Mathematical Language & Vocabulary: Prerequisite Mathematics Knowledge: What should students know and be able to do already? Real World Connection Essential Questions Key Points (Facts) Lesson Structure (5-Es) (Include formative assessments) Modifications (SPED)/ Flexible Group Integration of other discipline Exit Slip Reflection Make Time for Collaborative Work Evidence 3: Collaborative Planning Templates Standard Templates (similar plans are used for specials classes.) Teachers plan for and submit plans 1 week in advance.1.3
  24. 24. Here is an area where fine-tuning is needed. We have the schedule, but we are challenged by having only one teacher at each intermediate grade level. We are exploring ways to improve this practice. S. Topper - Intermittently, teachers have been provided an additional hour to plan. MSDE Intermediate Planning: Focus Close Reading 1.3 Make Time for Collaborative Work Evidence 4:
  25. 25. MSDE READING EVIDENCE WALK Date: December 4, 2014 Time: 8:50 am 1:45 pm Location: Media Center/Classrooms Topic(s): Discuss purpose of and conduct evidence walk to observe and provide feedback on the lesson implementation of 1st read using close reading strategies in intermediate classes (Grades 3 5). Attendees: A. Donlan, J Rainey, M. Lambert Facilitator: S. Tooper Recorder: All Timekeeper: S. Topper Meeting Primary Objective: To prepare for this meeting, we will: Consider the objective of the first read lesson and use the text annotation checklist to capture elements of the lesson and prepare recommendations. Materials we will use at the meeting: Schedule [90 minutes] Time Minutes Activity 8:30 15 Statement of Purpose - Review expectations, schedule and make adjustments as needed 8:50 30 1st Walk - Takia Toomer Grade 3; Room 22 Grade 5, Room 18 9:20 30 2nd Walk - Donna West Grade 3 - 4, Room 20 10:00 30 3rd Walk - J. Batchelor 5, Room 18 10:30 60 Topper Lunch Duty (30) & Lunch (30) 11:30 30 4th Walk - J. Batchelor 4/5, Room 18 12:30 60 Debriefing / PD - Discuss observations, Feedback and Next Steps 1:30 15 Recap & Plus / Deltas 1.3 Make Time for Collaborative Work Evidence 5: MSDE Evidence Walk Agenda and Teacher Feedback
  26. 26. How a team makes decisions, assigns work, and holds members accountable determines team success. Setting clear expectations for the work is the foundation. We use many methods to accomplish this goal. OUR PROCESS: Setting Expectations for Effective Meetings1.4
  27. 27. Expectations for Effective Meetings 1. Team planning Summary Sheet 2. Agendas 3. Emails 1.4
  28. 28. Team Planning Meeting Summary Sheet This sheet is to be completed (typed) and emailed to Ms. Rainey 48 hours after the meeting is held. Date: November 23, 2014 Grade Level: Kindergarten, 1st grade AGENDA ITEMS DISCUSSION SUMMARY Briefly capture major discussion points on each agenda item NEXT STEPS What specific tasks need to be completed as a result of the planning discussion? Use bullets. Goals, desired outcomes Review Attendance and Truancy Checklist Procedures Review Student Discipline/Academic Concerns RTI Intervention Dec.12-Power Hour Dec.9-Science Hour Review Attendance and Truancy Checklist Procedures- We review attendance protocol what the steps are before having to contact the PPW. 1.) Keep a record of attendance 2.) Call home and write a letter 3.) then fill out truancy checklist Review Student Discipline/Academic Concerns- see below RTI Intervention- reviewed RTI binder to see strategies that can be used for students behaviors. Dec.12-Power Hour- Discussion was had about key points the writing workshop will have. Dec.9-Science Day- Wallace gave us STEM journal so that we can have an idea of what parents should know about the science fair. Next steps/action plan Timeline and person responsible Science Day- Teachers will think of easy science project for their class to complete. Power Hour- Teachers will think about what type of writing they want to discuss with parents. All ideas will be collect and discussed at next team meeting- 12/8/14. Supports and Resources Needed Power Hour- Clarification on what is being asked of us teachers Our team meetings have a dual focus. The notes (evidence) show that we need to fine-tune the data focus to ensure were not only addressing attendance, but behavior data to address trends school-wide. O. Dupree 1.4 Set Expectations for Effective Meetings Evidence 1:
  29. 29. 1.4 Set Expectations for Effective Meetings Evidence 2: Agendas Teachers received expectations for meetings on the agendas and noted the SPMT and Collaborative Planning Meeting Agendas how to prepare for the meetings and the time we will spend on each discussion topic. Additionally, the first item reminds us of our norm to practice S.A.N.E.
  30. 30. Set Expectations for Effective Meetings Evidence 3: Emails1.4 Emails are also used to communicate meeting expectation in concert with the agenda. In this illustration, teachers were reminded to bring their laptops.
  31. 31. Our culture is based on the mutual respect of all members. We use the PBIS standards to reinforce that expectation to students and staff. Establishing norms is consistent with our goal. Doing so also builds relationship guidelines to ensure team success and shape the culture of the team in positive ways. The teachers and staff at Thomas Claggett are a true testament to collaboration. At any chance during school hours, or even late into the evening, teachers are getting together to share ideas, and plan their next lessons. It was with this same sense of collaboration that we set our norms for collaborative work. OUR PROCESS: Set Norms for Collaborative Work1.5
  32. 32. Set Norms for Collaborative Work 1. Process Used to Determine Norms Leadership Team Norms VS Staff Norms 2. Our Shared Norms 1.5
  33. 33. 1.5 Set Norms for Collaborative Work Evidence 1: Process - Leadership and Staff Work to Establish Universal Norm The leadership team collaborated on developing norms, then engaged the staff in the process of brainstorming what standards are important to them while considering ACE. We compiled a list and drilled down to 5 norms.
  34. 34. Set Norms for Collaborative Work Evidence 2: Our Shared Norms1.5 Be
  35. 35. Thomas Claggett has a very diverse staff based on years of service, maturity, skill level, culture, work habits and responsibilities. Each person brings a unique perspective that enhances our work environment in some way. The next few slides demonstrates our initial efforts in determine everyones work style preferences. Additionally, Teachers reflect on how having this information has helped them to develop better working relationships and be more productive or not. OUR PROCESS: Establish Work Style Preferences 1.6
  36. 36. Establishing Work Style Preferences 1. Compass Point Activity to determine work style preferences 1.6
  37. 37. Acknowledge Work Style Preferences Evidence: 1 Compass Points Activity Pay attention to details. Take into account everyones feelings. Look at the big picture. Just get it done. 1.6 Mr. Dupree ILT and Leadership Team Data Facilitator Ms. Rainey, Principal Mrs. Lambert Assistant Principal Ms. Topper Reading Specialist Look at the work preferences of our Leadership Team. (Our entire staff completed the Compass points activity).
  38. 38. The data inventory is the summation of the data collected in our school. The data we share comes from many sources such as internal and external testing and from other student derived work. Teachers at Thomas Claggett display their data in a variety of ways within the classrooms. School-wide data is also charted and shared at staff meetings. OUR PROCESS: Creating a Data Inventory1.7
  39. 39. Our process for Creating a Data Inventory 1. Data Inventory 2. Data Walls 3. Attendance Data Room for Teachers 1. While we do review data with teachers in teams at data meetings, and individually, erecting an actual data wall is an area of growth. 1.7
  40. 40. Creating a Data Inventory Data Source (I Internal / E External)Us Content Area Date of Collection Students Assessed Accessibility Current Data Use More Efficient Use KRA I Early Literacy Skills August/September K Teacher, District Used to determine Kindergarten Readiness Grade-level discussion and long term planning SLO Pretest/ I / E Post-test Math, Science, Reading Aug-Sept K-6 Teacher, School, District Student baseline data, teachers analysis and planning for student growth over time and students final outcomes / teacher evaluation Use as baseline to help teachers plan more explicitly and use formative assessments to track progress over time ESOL Writing Assessment - E ESOL Sept., Dec., April 1 & 3 ESOL Teacher, School, District Used to Determine writing proficiency for ESOL students SRI I /E Reading September, January & May 3-6 Teacher, School, District Used to determine reading levels of students / Grade 2 Indicator of CCR Assist students in selecting books at their Lexile and set goals SMI - E Math September, December & May 2nd Grade School, District Used to determine a childs proficiency math skills Placement and diagnosis of math difficulty Reading Data Capture/ DRA / (Running Records) - I Reading September, January & May K-2ndGrade Teacher, School, District Used to determine reading levels of students Grade-level analysis and long range planning OLSAT - E October & November 1st & 3rdGrade District, Teacher, Parents Used for TAG Identification Develop plan to increase students abstract thinking Quarterly Benchmarks - E Reading & Math October, January & May 3rd-6thGrade Teacher, School, District Used to benchmark content skills/objectives Track data over time to ensure students learn necessary skills FAST Exam - E Science October, January & May 3rd-6thGrade Teacher, School, District Used to benchmark content skills/objectives Plan for ongoing Instruction ACCESS for ELLs - E ESOL January-February 1st & 3rdgrade School, District Used to determine if a child qualifies for ESOL services NAEP Exam - E Reading, Math & Science February 4th Grade District PARCC - X Reading & Math March-May 3rd-6th School, District, Parent Used to determine mastery of content skills/objectives MSA Science - E Science April 5th Grade School, District, Parent Used to determine mastery of content skills/objectives SAT 10 - E January & May 2nd & 3rdGrade School, District, Parent Used for TAG Identification 1.7
  41. 41. 1.7 Create a Data Inventory Evidence 2: Displaying Attendance The attendance data is displayed in the main foyer to encourage the students to strive to be on time. Grade-levels with the highest attendance are rewarded. Attendance data is also reviewed in team meetings to observe the impact of a students attendance on performance. (See Slide 28)
  42. 42. Our list of our instructional initiatives was derived from our Instructional Matrix that the School Planning and Management Team developed during our pre-planning sessions in August. The Matrix was designed to ensure continuity in the focus on literacy across the domains and integration of practices. OUR PROCESS: Inventory of Instructional Initiatives 1.8
  43. 43. 1. Thomas Claggett Instructional Matrix 2. Our Instructional Initiatives Inventory 3. Writing Fundamentals 4. Journals 5. Technology and Software Inventory of Instructional Initiatives Some initiatives have not been implemented consistently Mad minute math and D.E.A.R (at the same time as originally planned). 1.8
  44. 44. THOMAS CLAGGETT ES Instructional Matrix: Literacy SY 2014 - 15 Content Areas Math Science Reading Social Studies Standards Common Core Common Core Common Core Common Core Lesson Strategy Explicit Instruction/ Inquiry Based Model / Flexible Groups Explicit instruction/ 5E Model / Lab Groups Explicit Instruction / DTA / Small Groups Explicit instruction / DTA / Collaborative Groups Essential Question(s) Consider the assessment and write a question that becomes the focus of the lesson. Students need to be able to answer the question or questions at the conclusion of the lesson. Cognitive Demand Model Costa Levels of Inquiry Costa Levels of Inquiry Costa Levels of Inquiry Costa Levels of Inquiry Differenced Practices Book: Differentiation in Action Teaching Elements (Differentiation of Delivery) Mental Work: Building Fluency in Foundational Skills Daily Math Drill Daily Science Drill on The Scientific Method of Investigation K 2: Alphabet / Sounds / Word Study 3 6: Strategy Mini Lessons D.E.A.R (All Classes) Content vocabulary Strategy Mini Lesson Technology First in Math Smart Board Chrome Books Computer Centers / Lab Number World Technology United Streaming, Geographic Discovery Smart Board Chrome Books Computer Lab Technology Study Island Waterford (K/1) Smart Board Chrome Books Computer Center/ Lab Technology United Streaming, Geographic Discovery Smart Board Chrome Books Computer Center / Lab Note Taking Cornell Notes Journals Group math/Lab Books Note Taking Cornell Notes Journals Group Sci./Lab Books Note Taking Cornell Notes Journals Small Group Journals Note Taking Cornell Notes Journals Vocabulary High Frequency Words Vocabulary Concept Words Vocabulary High Frequency Words Content Vocabulary Vocabulary Concept Words Interdisciplinary Projects: These projects will occur once per quarter and include learning in all 4 domains. The reading and math specialists will provide topics and guidelines. Monthly Math Skill Focus Monthly Math Days Stem Related Project Writing is fundamentals Weekly News Flash: Current Events Articles Progress Monitoring & Assessment: Data-Wise Process Rubrics Journal Checks Unit Assessments Chapter Assessments Math/Lab Book Check Common Assessments Data-Wise Process Rubrics Journal Checks Unit Assessments Chapter Assessments Sci./Lab Book Checks Common Assessments Data-Wise Process Rubrics Journal Checks Unit Assessments District Assessments Common Assessments Data-Wise Process Rubrics Journal Checks Unit Assessments Chapter Assessments Common Assessments Instructional Initiatives This is our Instructional Matrix. It was developed by members of the School Planning and Management Team after reviewing our 2013 data during our Pre- Service meetings held in late August. This document serves as a framework for ensuring continuity in instruction with a focus on literacy. We use our progress data to monitor the effectiveness of the initiatives and plan for improvement during collaborative planning. MJ Lambert Create an Inventory of Instructional Initiatives Evidence 1: Instructional Matrix: Literacy 1.8
  45. 45. Create an Inventory of Instructional Initiatives Evidence 2: Instructional Initiatives Grid Name of Instructional Initiative: Intended to be implemented by: Fraction of Teachers who are implementing: Among staff Implementing Extent of Implementation: Evidence of Implementation: Math/Science Drills All teachers 100% Most all Agendas, Lesson plans Journals Reading & Science Some Most all Student artifacts Instructional Software All teachers 100% Partially Classroom visits/Observations Collaborative Planning All 100% Most all Agendas, lessons plans, staff feedback Cornell Notes Intermediate teachers Few Just beginning Dont know D.E.A.R. All teachers Some Partially Teachers Feedback Writing is Fundamental Reading/writing teacher Some Partially Classroom visits, observations, student work Bringing Words to Life Reading teachers Some Partially Classroom visits, observations, student work Infusion of Technology into Instruction All teachers All Mostly Implemented Lesson plans, observations Focus / Evidence Learning Walks (MSDE, Admin.) All 100% 100% 100% 1.8
  46. 46. Create an Inventory of Instructional Initiatives Evidence 3: Initiatives Artifacts WRITING FUNDAMENTALS1.8 All teachers use Writing Fundamentals from K 6. Here is an example of one teachers classroom - and a students published artifact.
  47. 47. 1.8 Create an Inventory of Instructional Initiatives Evidence 4: Initiatives Artifacts JOURNAL WRITNG This artifact shows evidence of daily journal writing. This helps students in developing reciprocity in reading and writing a focus on literacy.
  48. 48. 1.8 Create an Inventory of Instructional Initiatives Evidence 5: Initiatives Artifacts TECHNOLOGY & Software Our students are engaged in instruction using technology daily. Classroom computers are used for centers. Software includes First in Math. Teachers use the Interwrite boards to enhance learning in an interactive way and to project images from internet sources. Students in grades 3 6 use Chrome books during daily instruction in all subject areas and during PARCC testing.
  49. 49. 1.8 Create an Inventory of Instructional Initiatives Evidence 6: Initiatives Artifacts Collaborative Planning m Collaborative Planning is an instructional initiative. Weekly lesson plans are evidence of practice. Daily small group and differentiated learning is specified in the plan.
  50. 50. Our Reflections + What worked well What to change next time Teachers dig deeper into the curriculum Teachers are developing plans weekly based on the planning Refining our Norms to be used at ALL meetings Focusing on consistent patterns of instruction based on our matrix Early team building Intermediate Planning: Address time challenge by completing pre-work Begin examining student work to determine patterns of instruction that may need adjusting Develop a protocol to keep and share evidence Develop method to revisit our practice on a consistent basis and assess our level of implementation Erect a Data Wall in the planning room Step 1: Organizing for Collaborative Work Based on ACE Habits of Mind (Action Collaboration Evidence Step 1
  51. 51. Plus (+) Multiple Teams established Team developed the instructional matrix / initiatives Using Sane Collaborative Planning embedded into instructional day Good to know work style preferences Leadership team cemented Deltas () Initiation was challenging due to varied levels of understanding Learning system in real time of implementation Time for some team for meeting was impacted by number of staff Limited follow up Followed norms with fidelity Implementing all the instructional initiatives with fidelity Having team driven agenda gave way to prescribed agendas to do so many requirements Need to Revisit norms Step 1: Organizing for Collaborative Work April 2015 Updated Reflection
  52. 52. Setting the stage for success
  53. 53. Prepare: Step 2 Building Assessment Literacy 2.1 Review Tested Skills 2.2 Study How the results are Reported Learn Principles of Responsible Data Use Step 2
  54. 54. Review Tested Skills Reviewing testing skills is something we have always done at Thomas Claggett, and we began the process using the methods wed known and were comfortable using. As a result we initially fell short of simplifying the data to ensure a foundation for meaningful discussion the Data Wise way. The artifacts will demonstrate that we were on a journey indeed to understand this strategy. A cycle of professional development and teacher feedback has benefitted our growth. 2.1
  55. 55. Review Tested skill 1.Transition to Creating a Data Overview 2.Building Assessment Literacy (Agenda) Professional c Development & Feedback (Survey) 3.Surveys Continued 4.Follow PD: Using Formative Assessments 5.PD: Analyzing Student Work Samples 2.1
  56. 56. Yes, we have collected and reviewed piles of data with teachers, in small groups and individually. We are now initiating the DATA OVERVIEW process Multiple Data Sources To increase the proficiency of all staff in analyzing comparative data sets to get a more true picture of individual student, and school performance. -Attendance -Behavior -Benchmark (MUST) -Unit Assessments -DRA -SRI -Writing Assessments -Progress Reports 2.1 Review Skills Tested Evidence 1: Transition to Creating a Data Overview
  57. 57. 2.1 Review Skills Tested Evidence: 2 Building Assessment Literacy: Professional Development & Teacher Feedback Professional Development Agenda Date: December 10, 2014 Time: 12:30 pm 2:45 pm Location: Media Center Key Topic(s): Literacy Across the Curriculum Facilitators: M. Jefferson Lambert RELA O. Dupree MATH Meeting Objectives: Literacy and Mathematics: Identifying ways in which the Standards for Mathematical Practice support literacy and developing strategies for close reading in mathematics Formative Assessment in the R/ELA Classroom: Be Core Ready: Close Reading and How to Do It So It Really Matters (revisiting topic with consultant Pam Allen) Review Lock Down Procedures To prepare for this meeting, please: Read Article: Close Reading by Fisher Fry / Chapter 1: Data Wise (Email to teachers 12/8/2014)
  58. 58. 2.1 Review Skills Tested Evidence 3: Surveys Continued
  59. 59. LEARN: Staff received an in-service by the PAR (Peer Assistance Review) staff on Domain 3d Assessments and Instruction: Focus on Formative Assessments. This chart shows teachers feedback on the dialogue about its connection, and using meaningful assessments. Review Skills Tested Evidence 4: Follow PD Using Formative Assessments 2.1
  60. 60. Learn, Report and Use Data Teachers received a list of the Standards that were assessed on the MUST Exam, received a tutorial on the scoring process and developed a plan to score and review the data with the students. 2.2 Study How Results Are Reported Evidence 5: PD Analyzing Student Work Samples
  61. 61. Study How Results Are Reported Evidence 2: Data Walls September April 2.2
  62. 62. + What Worked Well What to Change Next Time Using surveys to acquire, report and use data results in multiple ways Providing opportunities for teachers to gain better understanding about assessment literacy Initiating the process of building assessment literacy Practice the protocol of reviewing data provided by the ILT and develop a data overview to present to teams Develop a plan for collaboration on targeted skills across grade levels based on data to make better use of time and tailor the instructional focus Begin looking for trends in behavior data to develop initiatives this can be done SPMT and refined in grade- level meetings Our Reflections Step 2: Building Assessment Literacy Step 2
  63. 63. Prepare: Step 3 Create a Data Overview 3.1 Choose a Focus Area 3.2 Analyze Data, Find a Story 3.3 Display the Data 3.4 Allow Staff Members to Make Sense of the Data 3.0
  64. 64. Create a Data Overview We designed a data overview to increase teacher discussion and input at the onset of data analysis. We confess having taken a detour from the prescribed Data Wise protocol. The next few slides will illustrate how we achieved the goal, but in a manner that merges our old way of doing things analyzing data with the new process. Our reflections highlight our next steps to fine-tune our practice in this area. 3.1
  65. 65. 3.1 Rationale and Supporting Data 61% of K-6 students performed below grade level in October on the DRAs and SRI Our priority question arose from a collaborative process with the teachers and the Leadership Team. Our focus area relates to instruction and narrows the scope of inquiry while remaining broad enough so that all staff members participating in the data overview saw themselves playing a role in it. Choose a Focus Area
  66. 66. Analyze Data, find the Story 3.2 The priority question was shared with teachers. Teachers then paired and questioned the data theyd been presented. Teachers discussed concerns and asked questions about the students performance. Examples of questions: Protocol: Pair/Share Why do the students lose the mastery of the skills from quarter to quarter? How do we get students to justify their answers by revisiting the text? What do students need to do to show mastery on standards? Example Questions See Data Charts on the Next Page
  67. 67. Staff members questioned data to identify a Priority Question. 3.2 Analyze Data, find the Story
  68. 68. 3.3 SRI: Oct. Jan. MSA Scores Display the Data
  69. 69. 3.3 Display the Data During Data Utilization, the teachers were presented with many data displays that showed how our students performed. MATH Scholastic Reading Inventory - (SRI) XXXXXXXXXX Proficiency Level
  70. 70. Staff members questioned data and drew conclusions as to what may have affected the data. This process was used to drill down to a priority question. 3.4 Allow Staff Members to Make Sense of the data and Identify a Priority Question
  71. 71. OUR PRIORITY QUESTION3.4 What strategies do our students need to use to answ
  72. 72. + What Worked Well What to Change Next Time After analyzing the data we were able to celebrate our growth across the board. The focus area of literacy was given by the district and reflected and was easy t adopt based on our data. Staff collaborated and brainstormed a number of student behaviors and teacher practices that may be preventing the students from responding to text dependent questions successfully the priority question. The difference in the learning needs in reading and math of primary vs.. intermediate students is vast. This truth made it a challenge to establish a single focus priority question. The Leadership Team developed the priority question. We will use the pair / protocol next time to ensure teacher development of the question. While we applaud ourselves for collaborating and using data responsibly.. (as we have in the past) we realize that developing a priority question the Data Wise way is an area of growth. Based on ACE Habits of Mind (Action Collaboration Evidence) Our Reflections Step 3: Create a Data Overview Step 3
  73. 73. Our Journey Continues... ... Through the Datawise Process while using the SIG III Grant.