the data retreat ® process: empowering teams for school improvement overview judy k. sargent, ph.d....
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The Data Retreat® Process:Empowering Teams for School Improvement
OVERVIEWJudy K. Sargent, Ph.D.CESA 7Green Bay, WI
DATA RETREAT is a registered service mark of Cooperative Educational Service Agency 7, Green Bay, Wisconsin
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As we bring children on a journey of learning, how do we know …
Where we are now?
Why we’re where we are?
Where we want to go?
How we will get there?
How we’ll know when we get there?
How we’ll sustain the effort?
Focusing the Journey
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Data Provides Illumination for our Pathway to School Improvement
Data Retreat® Workshops …
• Empower Teams• Model Best practice • Lead to Improvement Plans• Provides Clear Focus
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Mar.
Apr.
May.
June
July/Aug.
Periodic, systematic use of data to shape our direction.
RegularlySept.
Oct. Nov.
Dec.
Jan. Feb.
When do we need illumination?
Annual Data
Retreat®
Workshop
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What Usually Happens?
• Data Collected is …– Not regular/periodic– Irrelevant – not useful– Not used– Cumbersome– Not clear
or• Data is not collected at all.
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Barriers to Using Data Meaningfully
Lack of … Authentic Training Meaningful Data Perceived Lack of Time Understanding the Value Accountability Systems that Narrow the
Focus
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The Good News – The Data Retreat® Process
Provide Authentic Training Build Capacity Result in Improvement
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What is a Data Retreat® Workshop?• specific days reserved for
leadership team members to devote solely to the analysis and interpretation of data relevant to student learning.
• culminates in the development of focused, data-driven goals and strategies for improvement.
[2.5 to 3 days]
[School and district improvement plans]
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The Data Retreat® Team• District Data Retreat®
Workshops:– Superintendent– Building Principals– Special Education Director– Curriculum Director– DAC (District Assessment Coordinator)
– Program Representatives (Title I, G & T, Reading Specialist)
– Teacher Representatives• School Data Retreat®
Workshops : – School Leadership Team with Building
Principal– Regular and special teachers
A Must: a trained Data
Retreat® Facilitator from outside of the
team
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Team spirit through matching t-shirts that
say “Show me the data!”
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District Configuration
High School Team
Middle School Team
Elementary School Team
Attend together to investigate K-12 patternsElementary
School Team
Elementary School Team
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The Process -- 8 Steps
1. Team Readiness2. Collect & Organize Data3. Observe and Analyze Patterns4. Pose Hypotheses5. Prioritize & Set Improvement Goals6. Design Study & Strategies7. Define Evaluation Criteria8. Make the Commitment &
Plan the Roll Out
Before the retreat
During the retreat
After the retreat
Prep Packet
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STEP 1: Team Readiness (How can we prepare our leadership team?)
• Examine why—What is the driving force for the Data Retreat® Workshop?
• To evaluate student learning
• Follow effective team characteristics (professional learning communities)
To develop shared understandings
Prep Packet
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STEP 2: Collect & Organize Data (What information do we need?)
Student Data
Professional Practices
Data
Programs & Structures
Data
Family & Community
Data
4 Lenses of Data Prep Packet
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Step 2 (cont.)Collect and organize data during the school year.
• Make Assignments Who will be the “Go to” person(s) for the data?
• Collecting & Organizing ... Data must be in a format where all team members can view simultaneously– Paper copies of data – Data input into data management systems – Data input into Spreadsheet programs
• Reveals data inadequacies in human and technological systems
Prep Packet
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STEP 3: Analyze Patterns (Where are we now?)
TEAMS …1. Analyze –Sort the data to
examine patterns 2. Study patterns together3. Discuss and note observations4. Move through the data lens by
lens (student data, then programs, then professional practices, then family/community)
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Stoplight Highlighting
One technique to make the data “pop.”
Blue = WOW! Exceeds expectations
Green = RIGHT ON! Meets expectations
Yellow = CAUTION! Below, but almost Yellow = CAUTION! Below, but almost meets expectationsmeets expectations
Red/Pink = URGENT! Significantly below expectations – needs immediate attention
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STEP 3: Analyze Patterns (Where are we now?)
Move from broad to detailed data.
Display and describe patterns—what do we observe?
Study patterns of data across categories (e.g. achievement data along with professional practices data)
Record all observations
Large displays to stimulate
group discussion
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STEP 4: Develop Hypotheses (Why are these patterns occurring?)
Look for meaning in the patterns by formulating hypotheses …
“What reasons can we give for these patterns?”
– Brainstorm hypothesesin group discussion
– Display all hypotheses
– Accept or reject hypotheses (as supported by data)
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STEP 5: Prioritize Challenges & Develop Improvement Goals (Where do we want to go?)
• Which problems are most urgent?• Few• Clear• Data-Based• Measurable• Attainable• Reached by Consensus• Make a Positive Impact for Children
S.M.A.R.T. GOALS
All goals are “student” goals –
what we will improve for kids (NOT
PROCESS GOALS)
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Action Plan—what strategies will implement to achieve our goals?
• Specific, research-based strategies • Timelines• Assignments
STEP 6: Design Plans for Study & Actions (How will we get there? )
Study Plan—how will we study best practices BEFORE we select our strategies?
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STEP 7: Define Evaluation Criteria How will we know when we get there?)
• Criteria for fulfilling our strategies and goals
• Evidence that we’ve met them• Internal Accountability
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• A Roll-Out Plan—to engage the rest of the staff
• A Commitment—a “checks & balances” system during the year to keep on track toward the goals For example ...
• In regular staff meetings• In planned team meetings• In district/school newsletters• In professional development plans• In supervision/evaluation systems
STEP 8: Make the Commitment (How will we sustain the effort?)
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Organizing a 3-Day Data Retreat® Workshop• Day 1: Analyzing
Student Achievement and Demographic Data, Hypothesizing (Steps 3&4)
• Day 2: Analyzing more Student Data, Professional Practice, Program, Family & Community Data, Hypothesizing (Steps 3&4)
• Day 3: Formulating Hypotheses, and Developing Goals, Designing Strategies, Evaluation and Making Commitments (Steps 4, 5, 6, 7, & 8)
Note: Begin with student, and analyze all other data in light of student data.
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Resources
• Scripted Process
• Data Retreat® materials available from CESA 7 (one-time license fee). See order form.
• Develop Trained Facilitators – by attending a (CESA 7) licensed Data Retreat® Workshop
• Customization is available for other states
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Contact Information•Dr. Judy K. Sargent (author/developer) CESA 7, 595 Baeten Road, Green Bay, WI [email protected] 920-617-5631
•Nancy Schlies (Program Assistant). [email protected] 920-617-5613
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CESA 7 Data Retreat® Workshops2005
March 11-12 Green Bay (SPECIAL ED)
June 13-15 Egg Harbor (COMPREHENSIVE)
June 14-16 Green Bay (COMPREHENSIVE)
June 21-22 Mishicot (SPECIAL ED)
June 28-29 Sheboygan Falls (SPECIAL ED)
August 1-2 Sturgeon Bay (SPECIAL ED)
August 9-11 Sheboygan Falls (COMPREHENSIVE)
Register Online at www.cesa7.k12.wi.us