FDRESA Design Team Training

Candler County SchoolsDay One

Presented by Dr. Sharonda W. Johnson

Pre-assessment Results

Leadership Data Analysis

Progress Monitoring

Planning/ Organization

Leadership Strand

0 10 20 30 40 50 60

Not sufficientlyknowledgeable

Somewhat knowledgeable

Knowledgeable, but needto learn more about how to

implement it

Knowledgeable, but needto learn how to

communicate it to others

Experienced inimplementing and sharing

knowledge

Collaboration

Monitor CAI

Leadership Capacity

DT R/R

Data Analysis Strand

0 5 10 15 20 25 30 35 40 45 50

Not sufficiently knowledgeable

Somewhat knowledgeable

Knowledgeable, but need to learn more abouthow to implement it

Knowledgeable, but need to learn how tocommunicate it to others

Experienced in implementing and sharingknowledge

Use technology to manage data

Root Cause Analysis

Analyze data to determine needs

Analyze data subgroups

AYP Reports

0 5 10 15 20 25 30 35 40 45 50

Not sufficientlyknowledgeable

Somewhatknowledgeable

Knowledgeable, butneed to learn more about

how to implement it

Knowledgeable, butneed to learn how to

communicate it to others

Experienced inimplementing andsharing knowledge

Monitor Progress

Implementation Benchmarks

Progress Monitoring Strand

0 10 20 30 40 50 60 70

Not sufficiently knowledgeable

Somewhat knowledgeable

Knowledgeable, but need to learn more abouthow to implement it

Knowledgeable, but need to learn how tocommunicate it to others

Experienced in implementing and sharingknowledge

Refine interventions

Prioritize school improvement initiatives

Develop improvement plans

Planning and Organization Strand

“Results are achieved when leaders implement—transferring their learning into practice; collaborating with others to find

solutions; managing, monitoring and supporting adoption of new behaviors by

those they lead; and measuring the impact on performance.”

--Georgia’s Leadership Institute for School Improvement

Essential Questions How can we use the Design Team process

to analyze our current practices and to design a systematic, systemic approach to school improvement?

How can we ensure that priority interventions are implemented and are effective?

Design Team: Areas of Work Leading staff in the analysis of data and

identification of targets for improvement Leading the staff in prioritizing

interventions Benchmarking improvement plan activities Monitoring implementation Leading the staff in modifying the plan at

least annually

Design Team Task Read your assigned role/responsibility. Discuss each one, using discussion

guidelines to answer the following questions:--What does this item ask us to do?

--Why would this task be assigned to the design team?

--How might this action benefit students?

From Mike Schmoker's Results Now

Brainstorming and Discussion Guidelines for More Productive Interaction

Brainstorming Appoint a recorder for the group. Move in consecutive order around the group,

with each person contributing an idea or saying, “I pass.”

Allow no discussion at this time. Limit contributions to 20 seconds. Piggyback on other’s ideas, extending or

adding to an idea already offered.

Brainstorming and Discussion Guidelines for More Productive InteractionDiscussion Appoint a facilitator and recorder. Restrict comments to information directly linked to

questions under discussion. No one speaks a second time until everyone who

wishes to be heard has been heard. Give facts versus opinions, or give facts to support

opinions. Listen to sort fact from opinion and ask clarifying

questions when needed. Pause periodically for facilitator to summarize

discussion points. Facilitator must refocus the group when members

stray from question under discussion.

Design Team Activity Individuals read all roles and

responsibilities once again. Place a + beside items in which you feel

you have skill and knowledge. Place a – beside items in which you need

more skill and information. Share at your table. Be prepared to share

with the large group.

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Data Collection

Family & Community

Data

Professional Practices Data

Programs & Structures

Data

StudentData

In successful schools, a thorough look at data guides decisions.

Design teams will… Review AYP reports in light of higher

requirements for making AMO in spring, 2009. Determine subjects and subgroups in need of

intervention. Conduct root-cause analysis to identify potential

barriers to students’ learning. Use findings to identify actions in various school

improvement plans that most closely align with new targets.

CRCT -- Reading & Language Arts CombinedAnnual Goals for School

Improvement

Starting Point 60.00%

Annual Step 3.6364%

2003 60.00% 60.00%

2004 63.64% 60.00%

2005 67.27% 66.70%

2006 70.91% 66.70%

2007 74.55% 66.70%

2008 78.18% 73.30%

2009 81.82% 73.30%

2010 85.45% 73.30%

2011 89.09% 80.00%

2012 92.73% 86.70%

2013 96.36% 93.30%

2014 100.00% 100.00%

Annual Measurable

Objectives - AMOs (For AYP

Calculation)

Enhanced GHSGT - English/Language ArtsAnnual Objectives

Starting Point 81.60%

Annual Step 1.84%

2003 NA NA

2004 81.60% 81.60%

2005 83.44% 81.60%

2006 85.28% 84.70%

2007 87.12% 84.70%

2008 88.96% 87.70%

2009 90.80% 87.70%

2010 92.64% 87.70%

2011 94.48% 90.80%

2012 96.32% 93.90%

2013 98.16% 96.90%

2014 100.00% 100.00%

Intermediate Goals (Pending USED Peer Review in June 2004)

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State Proficiency Levels

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State Proficiency Levels

Enhanced GHSGT - MathAnnual Objectives

Starting Point 62.30%

Annual Step 3.77%

2003 NA NA

2004 62.30% 62.30%

2005 66.07% 62.30%

2006 69.84% 68.60%

2007 73.61% 68.60%

2008 77.38% 74.90%

2009 81.15% 74.90%

2010 84.92% 74.90%

2011 88.69% 81.20%

2012 92.46% 87.40%

2013 96.23% 93.70%

2014 100.00% 100.00%

Intermediate Goals (Pending USED Peer Review in

June 2004)

AYP Guidelines 10 or more students to be reported 40 or 10% of enrollment in AYP grades to be

accountable (maximum 75) Mathematics goal beginning spring, 2009: 59.5%

or 74.9% meeting or exceeding Reading/ELA goal beginning spring, 2009:

73.3% or 87.7% meeting or exceeding Subgroups with current pass rates less than 5%

above new goals are in jeopardy

As a design team… Review AYP report for reading/ELA,

highlighting any subgroups whose percent meeting or exceeding is 79% or less.

Review AYP report for mathematics, highlighting any subgroups whose percent meeting or exceeding is 65% or less.

Repeat procedure for second indicator selected for your school for FY 09 (upon return to school).

Data Collection and AnalysisBased on the work of Bernhardt, the Georgia Department of Education, Marzano,

Reeves, Sargeant, and Schmoker

Task 1: Organize Data/Create Table Task 2: Graphic Representation Task 3: Observe, Discuss, and Document Task 4: Hypotheses Task 5: Prioritize Primary Issues Task 6: School/Classroom Connections

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While comparing student achievement, keep in mind that the assessments were developed using objectives linked to two distinct curricula (QCC/GPS). Therefore, it is recommended that results are utilized cautiously if considering trend data.

Observe, Discuss, & Document – note data patterns (Yellow Post-its)

Observe, Discuss, & Document – note data patterns (Yellow Post-its)

Task 3:Guiding Question: What patterns do we observe in the data?

Study the data and individually record observations on yellow post-it notes. (Be careful not to make judgments or to draw conclusions.) Observations must be written as factual statements.Example Observation: Females have scored lower in 3rd grade math than males over a three

year period on the CRCT. SWDs in grades 6-8 have scored below all other subgroups over a two

year period on the Reading/ELA CRCT. Discuss patterns that members see. Record the observations as “data findings” on the flip chart for all members

to see. Be sure each statement indicates: What was the pattern and over what period of time? What was the source? Which subjects or skills? Which students?

Prioritize ConcernsTeam Task

Look at all of the data findings that have been listed. Use a group process to determine which of these concerns

rises to the top as high priority. List the top 1-3 primary concerns as determined by group

consensus.

Observations: Go To GOALSAs a team, write or rewrite an initial goal statement for each primary concern. Record on chart paper.

Measurable Goals:

School Keys

Strands

Actions, Strategies, and Interventions

Timeline

Estimated Costs, Funding

Sources, and Resources

Person(s) Responsible

Evaluation of Implementation of Strategies and Impact on Student Learning

Artifacts Evidence

Moving From Facts to Causes:

Getting to the Root Cause

Root Cause Analysis: In 50 words or Less Rooney and Vanden Heuvel (2004)

Root cause analysis helps identify what, how, and why something happened, thus preventing recurrence.

Root causes are underlying, are reasonably identifiable, can be controlled by management and allow for generation of recommendations.

The process involves data collection, cause charting, root cause identification and recommendation generation and implementation.

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Hypotheses – pose hypotheses for data patterns observed (Green Post-its)Hypotheses – pose hypotheses for data patterns observed (Green Post-its)Task 4:

Hypotheses should: Be explanations that

come from school and classroom factors. Example: Students of poverty are not gaining ample access to reading materials from our school.

Be explanations about practices that can be altered.

Hypotheses should NOT: Be regarding

characteristics of individuals (students, parents, staff, or community members). Example: These students are poor.

Be explanations about unalterable factors.

What is a HYPOTHESIS? A theory; An assumption; An educated guess – The WHY!

What is it that we are doing or not doing that might contribute to these results? How can we explain our results in terms of our practices?

The _____ grade _____ (subject) scores __________ (increased/decreased/stayed the same) because we…

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Hypotheses Examples Female 3rd grade math scores were lower because we don’t utilize

systematic questioning techniques such as collaborative partners. Female math scores were lower because we need to consider the number of

females/males taking the test. SWD students’ scores decreased because the expectations and rigor are not

the same for these students as regular education. Eighth grade math scores increased 5% because we implemented

Connected Math.

Hypotheses: Go To Actions/Strategies

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Analyzing Proficiency Team Task

Why do we think these patterns occur?4. Pose Hypotheses. Using the Georgia School Standards

(GSS), pose three no more than four possible explanations for the data patterns you observe. Write your hypotheses on the fishbone diagram. Include the standard and component.

What “curriculum” issues can contribute to your findings? What “assessment” issues can contribute to your findings? Repeat for each of the Georgia School Standards (GSS) strands,

standards, and components.

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Task 5: Primary IssuesStudent Achievement Data

Our Primary Issues in Our Practice

Basis for Improvement Actions/Strategies

•CRCT (Proficiency Levels, Cut-off Scale Scores, Domains, Individual Students)

•Local Assessments

Data analysis is inconsistent and does not result in revising of instruction.

Data analysis is inconsistent and does not result in revising of instruction.

Use a group process to determine your top 3 to 4 common threads across strands that emerged from your data analysis.

Write each thread in a complete statement (primary issues).

Group hypotheses by strand/component under each column.

Prioritize primary issues.

Identify “common threads” across strands

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Primary Issues Team Task

Use a group process to determine your top 3 to 4 common threads across strands that emerged from your data analysis. Write the thread in a complete statement. Group GSS component statements under each column.

Example:Thread: Collaborative work is inconsistent and not focused on student learning. Components: Curriculum 2.2 Collaborative planning was not consistently used for teachers to reach consensus on what all learners should know, do, and understand.

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School/Classroom Connections – record ideas of school/classroom strategies to improve data patterns (Pink Post-its)

School/Classroom Connections – record ideas of school/classroom strategies to improve data patterns (Pink Post-its)

Task 6:

Guiding Question: How can we connect our data patterns and our hypotheses to the classroom and to our school?

Classroom strategies may include instructional methods and school-wide curriculum and strategies.

Identify “best bet” interventions Divide SIP/BSC among design team

members. Scan actions, strategies, or interventions to

find those that directly address subgroups and subjects in jeopardy.

Flag those items using sticky notes with the subgroup and subject written on the note.

Share findings as a group.

Use the Implementation Resource to identify possible interventions that directly address subgroups and subjects in jeopardy.

Flag those items using sticky notes with the subgroup and subject written on the note.

Share findings as a group.

Identify “best bet” interventions (Continued)

Performance/Action 1The school has established a process to determine what all learners should know, do, and understand by the end of each grading period, at all grade levels, and within all subject areas

Artifacts:

Curriculum units Curriculum maps Thematic/ concept-based units Teacher meeting minutes Teacher meeting agendas Analyzed data Adjusted plans

Evidence:Teachers and other instructional leaders analyze their formative and summative assessment data and can show the areas of need for all students. Teachers can explain how their instructional plans are adjusted based upon student work. Expectations are consistent within and across grade levels.

Prioritize interventions using the following criteria… Which ones most directly address target

subjects and subgroups? Which ones will likely have greatest

impact on student performance? Which ones are within our control? Which ones can be afforded given budget

constraints?

Measurable Goals:

School Keys

Strands

Actions, Strategies, and Interventions

Timeline

Estimated Costs, Funding

Sources, and Resources

Person(s) Responsible

Evaluation of Implementation of Strategies and Impact on Student Learning

Artifacts Evidence

Next Steps

Information to share with staffs Roles and responsibilities of design team New annual measurable objective (AMO) targets Interpreting AYP reports Subgroups and subjects in jeopardy Root cause analysis chart Prioritized school improvement plan actions with

greatest potential impact on subgroups and subjects in jeopardy

Design Team

Day TwoProgress Monitoring:

Inspect What We Expect

Driving Teaching and Learning fromDriving Teaching and Learning fromGood to GreatGood to Great

What are the district’s goals for the system of monitoring progress and supporting implementation?

Use language of the standards Align instruction to standards-based classrooms Differentiate instruction Use formative and summative assessments appropriately

Driving Teaching and Learning fromDriving Teaching and Learning fromGood to GreatGood to Great

What is the current system of progress monitoring and supporting implementation?

To make the organization great requires that we use a process for assessing

implementation and for professional development that takes people from where they are to where they need to be.

Driving Teaching and Learning fromDriving Teaching and Learning fromGood to GreatGood to Great

What do you see as the strengths and weakness of your system of monitoring teaching and learning and supporting implementation of research-based best practices?

Are we on target? Monitoring progress toward full

implementation

Benchmark (n): A marked point of known or assumed

elevation from which other elevations may be established

A standard by which something can be measured or judged “His painting sets the benchmark of quality.”

Implementation benchmark (n): A description of the desired level of use

against which the actual level of use can be judged

“Implementation benchmarks set concrete goals for teachers and administrators and help them determine their progress toward those goals.”

Sample intervention and implementation benchmark Expand co-teaching classes for SWD and

improve co-teaching team performance. All co-teaching teams provide

appropriately differentiated assignments at least two times each week.

How Good is Good Enough?

Guided by four discussion questions:

What do you see?

What does this mean?

What do you think about this?

What will we do about this?

Small Group

Pairs

Individual

School-wide

Adapted from Reflective Practice to Improve SchoolsYork-Barr, Sommers, Ghere, Montie

Evidence is proof that the action happened in a deep and meaningful way, and will impact student learning. Evidence is located in the Implementation Resource.

Sample implementation benchmark and evidence

All co-teaching teams provide appropriately differentiated assignments at least two times each week.

Design team and principal review differentiated assignments used by each co-teaching team; special education coordinator/coach review of assignments to determine degree and appropriateness of differentiation

Developing the benchmarks… Write benchmark statements for the highest

priority interventions first. Plan for collection of evidence for each

benchmark. Limit benchmarks written for your school

to a number and magnitude that is manageable and practical given your circumstances.

Checking them twice… Exchange benchmark documents with

another school team with a grade configuration similar to that of your school.

Review the document and apply the criteria, making recommendations as well as commendations.

Share the results of your review with your partner school team.

Making them better… Use the comments and suggestions from

your partner school to reconsider your benchmark statements and evidence collection plans.

Revise those entries that you deem to be in need of revision.

Using Classroom Walkthroughs to Improve Teaching and Learning

Essential Questions How can your school use walkthroughs as a tool to

collect data, analyze data, and develop action plans for improving school and district academic performance?

How can your school use walkthroughs to provide feedback to teachers and students?

How can your school use walkthroughs to help guide decision making as it relates to job-embedded professional development?

How can your school use walkthroughs to provide various stakeholders with the valuable information they need to improve instruction and student achievement?

Walkthrough ObservationsWalkthrough Observations

Taking multiple snapshots of teaching and learning episodes and providing regular feedback

to teachers and students.

Based on Management By Wandering Around (MBWA) concept

A classroom walkthrough is a… A formative assessment process Tool for school improvement that links effective practices with desired

outcomes Support for administrators in their roles as instructional leaders, mentors,

and coaches Process for giving and receiving non-threatening evidence-based

feedback from colleagues to stimulate collaborative professional conversations

A method for collecting data to detect trends and patterns in teaching and learning

Strategy for breaking down isolation and promoting collegiality Snapshot of an instructional focus within a school Format to move “private practice” into the public arena A means of providing individual, small group, and school-wide reflection A practice with confidentiality expectations

A classroom walkthrough is NOT a(n)… Formal observation Audit Evaluation of individual teachers “Gotcha” opportunity for supervisors or peers Dog and pony show Isolated event Invitation to discuss inappropriately or gossip

Teachers Teaching and Students Learning

Holding teachers accountable for the consistent use of the most effective

instructional practices must be supported by the systematic process

of opening up the school to share best practice.

At your table rank these instructional strategies according to their impact on student achievement:

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

High-Yield Strategies Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

Visible Signs of Clear Expectations

Are standards/rubrics posted in the classroom and discussed with students?

Are models of high quality students work on display?

Are the elements that make student work good quality labeled & articulated?

Can students show examples of their work and describe the criteria they are trying to meet?

Steps to Conducting Classroom Walkthroughs

Words of Warning FOCUS FOCUS FOCUS FOCUS Make sure we are clear about our

expectations.

List the Artifacts or Evidence to be Observed in the Instructional Walkthrough

Grade Level

____

Grade Level

____

Grade Level

____ CalculationTOTAL OF

A÷TOTAL OF B

PercentTOTAL OF

A÷TOTAL OF BA B A B A B

____ %

____ %

____ %

____ %

____ %

____ %

____ %

TOTAL____ %

% % %

A – Number of classrooms in which specific artifact/evidence observed; B – Total number of classrooms visitedAnd/Or

A – Number of appropriate responses to questions; B – Total number of responses

CLASSROOM WALKTHROUGHReporting Form

Next Steps Action Plan School _____________________ Date of Plan____________________________Instructional Expectation/Focus of Walkthrough______________________________Date of Walkthrough ____________________________

Related Questions/Artifa

cts/Evidence

Expectation Observed

What went well?

Expectation Not

ObservedWhat is not

in place?

Reasons Why It Is

Not in PlaceWhy is it

not in place?

Actions to be taken

Person(s) Responsibl

e

Timeframe

As a design team… Mine the packet, noting positives and

potential challenges.

Discuss and chart responses.

Be prepared to share.

FDRESA Design Team Progress Monitoring Template

Topic Activity Persons Responsible Target Date/Tim

e

Materials Neede

d

Share implementation benchmark plan

Establish procedures for collecting and analyzing implementation benchmark data

Design implementation benchmark collection and reporting tools/resources

ReferencesClassroom walkthrough with reflective practice. Retrieved May 26, 2008, from

sps.k12.mo.us/staffd/docs/TeacherOrientationpptRevisedCWT11409.ppt Connecting classroom walkthrough to high yield strategies. (n.d.). Retrieved May 12, 2008,

from www3.hcs.k12.sc.us/Staff/HSAdmin/AteamDocs/Breakout-November/CWT.ppt Downey, C. J., Steffy, B. E., English, F., Frase, L. E., & Poston, W. K. (2004). The three-

minute classroom walk-through: Changing school supervisory practice one teacher at a time. Thousand Oaks, CA: Corwin Press.

Georgia Department of Education. (2007). Implementation Resource. Atlanta, GA: Georgia Department of Education.

Georgia Department of Education. (2007). School Keys to Quality. Atlanta, GA: Georgia Department of Education.

Graf, O., & Werlinich, J. Differentiated supervision and professional development: Using multiple vehicles to drive teaching and learning from good to great. (n.d.). Retrieved June 2, 2008, from www.paprincipalsacademy.com/wp-content/themes/papa/materials/download.php?file=Differentiated Supervision.ppt

Savannah-Chatham County Public Schools System. (2006). Conducting the classroom walkthrough. Savannah, GA: Savannah Chatham County Public Schools System.

Schlechty, P. (2002). Working on the work: An action plan for teachers, principals, and superintendents. San Francisco, CA: Jossey-Bass.