using data to ignite and excite teachers and students

8/9/2019 Using Data to ignite and excite teachers and students

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Using Data and Strategies to

Ignite and Invite StudentMotivation and High Achievement

Dr. Bobb Darnell

[email protected]

www.achievementstrategies.org


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Other Titles for This

Presentation Achievement Every Standard on the

Planet While Staying Happy and Well

No Child Left in the Middle, Behind,Underneath, and on the Side

No Educator is a Behind

No Administrator Left Too Far Behind

Watch Your Behind


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Learning Goals

1. Describe the changes related to students and theeducational context.

2. Be familiar with ways for using data to produce improvedstudent learning and performance.

3. Know how to collect, analyze, interpret, and use data.

4. Determine the strengths and needs of your schools schoolimprovement process.

5. Be familiar with successful practices and learning strategies.

6. Know additional ways to intervene when students havespecial learning needs.

7. Know how to use walkthroughs as a tool for monitoring theschool environment.


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The Big Picture

The ChangingEducationalContext

The Roleof Data 1.Preparing theTeam

2.CollectingData

3.

AnalyzingandInterpretingData

4.

CreatingImprovementGoals and

Plans

5.

Preparing toImplement aPlan

6.

ImplementingPlans,MonitoringProgress, and

MakingAdjustments

Introduction

7. Evaluating and Celebrating Progress


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You might be an experienced

educator if . . .

You want to slap the next person whosays, Must be nice to have all yourholidays and summers free.

Out in public you feel the urge to talk tostrange children and correct their

behavior. You encourage obnoxious parents to

check into other schools or homeschooling.


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You might be an experienced

educator if . . .

You had a hard time choosing your childs

name because there is NO name you couldgive a child that wouldnt bring on high bloodpressure the moment you heard it.

Around Spring, your staff vote on having aProzac dispenser in the lounge.


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Which song represents your feelings

about school improvement?

Yesterday

Satisfaction


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School improvement can

be . . .


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What were some of the innovationswhich attempted to improve studentlearning during the last 50 years?

SputnikNew MathNew

Science

Age of

AquariusValues

ClarificationOpen

Classrooms

Back to

BasicsBehavioral

Objectives

Age of

Assessments

and SD De

jourMadeline

HunterOBEReading

Across

Content Areas

Brain

Research and

TechnologyMultipleIntelligencesLearning StylesMore SD De jour

NCLB and

Age of

ResearchResults-based

TechnologyData-driven

decision

makingRestructuring


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Heres part of the problem.

Classroom

improvementSchool improvement

Its just not personal.Teachers take their

classrooms and their

students personally.


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Its the Law (Newtons's Law of

Inertia ) If you keep on doing what you have always

done, you will continue to get what you have

always got.

The law generally is based upon theconcept that, if a body is in motion and noforce exerts itself on the body in motion,then it will remain in the motion it is in.

What does this mean to education?


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It means that . . . If you are doing something that is working

and you are getting good results; it may not

continue to work if new forces are present. Schools will have to transform themselves to

meet the new demands, (i.e., forces) of the21st century.

Instructional leaders will need to step up tolead in a VERY different educationalenvironment.


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If you keep on doing what youve always done,

you will continue to get what you always got.

What do you want?

What have you been doingto get what you want?

What do you have to

change?

Whats your plan?

Vision and Mission

State/school standards

Life and CareerCompetencies

21st Century Skills

Data Analysis andInterpretation

Correlate research with

existing practices andselect changes.

Improvement Plans


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Apply the Law of Inertia to

schools. If schools are not producing expected or desired

results, then the desired results will not likely be

produced unless a positive change occurs. Theorganization will "keep getting what it got."

Focus Questions

What is your school doing that it needs to stopabandon, or modify?

What is your school doing that is really working?


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Those Big Changes

Students AccountabilityProfessional Development

Research aboutTeaching and

Learning


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A Funny Thing Happened on the

Way to School Improvement

1. The students have changed.

2. Expectations have changed.

3. Educators and professional development has

changed.

4. The research about teaching and learning has

changed.


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The students have changed.1. Shorter Attention Spans and They Hate to be

Bored


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Students hate to be bored.


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The students have changed.2. They choose to be very interactive and

respond on demand. Cell phones

Wide screen LCD and

plasma TVs Cable and satellite TV

with hundreds ofchannels

Hand held video games

PDAs Laptop and desktop

computers

Digital still and videocameras

MP3 players

Simulation video games

Extraordinary electronicvisual graphics

Email

Instant messaging

DVDs

Movies on demand and more . . .


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The students have changed.3. They want know objectives, strategies

to win and need do-overs.

They play games as early as 12 monthsold.


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Pac Man


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The students have changed.4.They want immediate gratification. Theysometimes want more than they should get.

Video games (They know how they aredoing right away.)

Cooking (Microwave on high for oneminute------voila, dinner)

Instant/text messaging


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The students have changed.4.They sometimes want more than theyshould get.

Kids often feel like they should be rewarded orrecognized for just showing up or for mediocre

work. (Soccer Trophy Effect)


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The students have changed.5. They love challenge andcuriosity


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To


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Hopefully they are not learning

skills for the future.


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The students . . .1. Have shorter attention spans and lower patience

for things that dont interest them and hate to be

bored.2. Love to be interactive and respond on demand.

3. Want to know objectives, strategies, and have do-overs so they can practice and WIN.

4. Need immediate gratification and always want toknow how they are doing with a challenge.

5. Love unique, real, and extreme.


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Those Big Changes



Learning


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changed.


changed.


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Accountability has changed.

Governments have created demandingmandates for continuous improvement.

A significant number of children have specialneeds, have limited English languageproficiency, or live in poverty yet we mustmaintain high expectations and appropriateresources so that all students achieve at thesame rigorous standard.


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Accountability has changed.

Achievement gaps still exist for many

students in the US. Half of all African-American and Hispanic

students will drop out, and only 18% will graduatefrom high school ready for college.

Children from affluent families are 11 times morelikely to earn a bachelor's degree than arechildren from low-income families. (Ollivara, 2004)


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Accountability has changed. The public wants a response to achievement

scores, and they want schools to go beyonddeveloping slick school improvement plansthat sit on shelves in main offices.

Employers are expecting studentcompetencies to include problem solving,decision making, communication,collaboration, and tech skills.

But, these skills are not the focus of high-stakes tests and teachers dont place a highpriority on them.


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The skills and knowledge needed for the

twenty-first century have changed.

Schools are expected to teach more than the mereacquisition of knowledge and skills in the

disciplines. Students will require 21st century skills including

learning and innovation skills, information literacyskills, and life and career skills (Partnership for 21st

Century Skills, 2007). Jobs requiring post-secondary training or a degree

are the fastest-growing sector of the economy andemployers will require these skill sets.


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The skills and knowledge needed for the

twenty-first century have changed.

Students will need to see connections amongcore content areas by threading themes like

Global Awareness, Financial Economic andBusiness Entreprenuerial Literacy, Civic

Literacy, and Health Literacy(Partnership for21st Century Skills, 2007).

Student motivation to learn today will dependon our use of supportive technologies andhigher-order thinking skills to apply to real-world contexts with real-world challenges.


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20022003

20032004

20042005

20052006

20062007

20072008

20082009

20092010

20102011

20112012

20122013

20132014

2001200240%

40%BaselineTarget

2001 - 2002

100%

Target2013 - 2014

45%62.5%

85%

100%

77.5%


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This is the first time we had to

move the middle

77.5%


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Perhaps you may feel that NCLB

makes you feel like this song.


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Accountability for High

Achievement is Challenging


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Those Big Changes



Learning


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changed.


changed.


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Staff Development in the Past LYNT

TYNT

NYNT

Last years new thingThis years new Next years new thing


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Hot Topics-SD De Jour Multiple Intelligences

Performance Assessment

Cooperative Learning

Whole Language

ESL

Block Scheduling

Back to Phonics

Differentiated Instruction

Technology Integration

Differentiation

Curriculum Mapping

Concept Mapping

Assertive Discipline

Madeleine Hunter

OBE

Standards-based Learning

Discipline with Dignity

Brain-based Learning

Learning Styles

Content-Specific


Understanding by Design


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Whole Language

ESL

Block Scheduling

Back to Phonics



Differentiation

Curriculum Mapping

Concept Mapping


Madeleine Hunter

OBE

Standards-based Learning



Learning Styles

Content-Specific



NO MORE SD Buffets


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Those Big Changes



Learning


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changed.


changed.


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The Science of Teaching and Learning

Science of Learning Best/Research-based Practices/Strategies

1. Background Knowledge (SchemaTheory)

Anticipation guides, KWL, ValuesConflict,

Advance 0rganizers

2. Active Learning (Metacognition andCognitive Learning Theory)

Self-assessmentQuestioning

3. Learning with Understanding(Concept Attainment and Development)

Graphic organizers

Summarizing

4. Mastery of Information (Fluency andMemory) Deep processingThree-column notetaking

Nonlinguistic representations5. Motivation to Learn Conditions for Safety, Success, Valued

purpose, Love and Belonging, Fun andEnjoyment, Freedom and Indepedence


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The Big PictureThe Changing

EducationalContext

The Roleof Data

1.

Preparing theTeam

2.

CollectingData

3.AnalyzingandInterpreting

Data

4.CreatingImprovementGoals and

Plans

5.Preparing toImplement aPlan

6.ImplementingPlans,MonitoringProgress, and

MakingAdjustments

Introduction



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Learning Goals

1. Describe the changes related to students and theeducational context.


3. Know how to collect, analyze, interpret, and use data.4. Determine the strengths and needs of your schools school

improvement process.


6.

Know additional ways to intervene when students havespecial learning needs.

7. Know how to use walkthroughs as a tool for monitoring theschool environment.


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The Role of Data


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Six Roles for Data1. Improving decision making

2. Describing processes, practices, progress

3. Examining belief systems4. Mobilizing for action

5. Monitoring implementation of changes

6. Accountability

Johnson, Ruth Setting Our Sights: Measuring Equity inSchool Change (1996)


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Data are the inherent enemy

of routine.

Why?


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But, data-driven decisions can help

improve student learning.

Samo Samo Land


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Barriers to Using Data in

Schools1. lack of an assessment literate administration and

faculty

2.

perceived lack of time

3. lack of interest

4. data is not readily available

5. often cumbersome and not easy to understand

6. administrative and teacher leaders are often

unfamiliar with models, tools, and strategies forassessing the instructional environment andmonitoring progress toward achievement goals(Stiggins, 1995).


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And . . .

Even when the data is available, many

administrators and teachers are afraidthat the data analysis will indicateineffective practices or incompetence.


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But there is one big reason

why data is often not used.

We often dont know how to talk about

student learning and performance datawithout getting our limbic system in anuproar.


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Stop Brain Downshifting1. Reduce flight or fight.

2. Teachers can become defensive and

argumentative about student achievementresults and accountability especially whenthey have to look at the achievement of thelowest performing students.

3. They may feel that high stakes stateaccountability testing and mandates arecoercive and teachers fear more thanpublished scores in the newspaper.


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EducationalContext

The Roleof Data

1.

Preparing theTeam

2.

CollectingData


Data

4.CreatingImprovementGoals and

Plans


6.ImplementingPlans,MonitoringProgress, and

MakingAdjustments

Introduction



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Preparing Your Team


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Preparing the Data Team1. Determine the team members (e.g., grade, course,

program-alike, cross-disciplinary) and others (e.g., studentservices, administrators, central office)

2. Communicate expectations about roles, responsibilities,processes, and needed contributions.

3. Commit to team guidelines and norms of operation.

4. Provide professional development regarding effective

meetings and the use of collaborative protocols.5. Secure needed equipment and resources (e.g.,

computers, flipcharts, books, etc.).


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Meeting in professional teams (job, content,

grade-alike, and interdisciplinary) . . .

1. stimulates collegial conversation and a desire forcontinuous improvement.

2. provides more plausible interventions andsolutions to problems. deepens understandingabout what is really going on at the school.

3. expands leadership capacity in the school to

include teacher leaders.


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4. provides all school staff with a broader view of thelearning environment.

5. provides opportunities for focused, reflective, andcollaborative professional learning.

6. helps determine real student and teacher needs inthe classroom.


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Think of an unsatisfying group

experience. What was missing?

What made it unsatisfying?


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Think of a time when you workedwith a group to accomplish a

important/significant goal.1. How did the members of the group treat each

other?

2.

Did members of the group violate unwritten rules/guidelines? Were there productive norms?

3. Did the group measure its success?

4. Did the group solve people problems efficiently

and effectively?5. Did the group make decisions efficiently andeffectively?


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Effective groups/professional

learning teams have norms. Norms are commitments, not beliefs

Norms are reviewed briefly at eachmeeting

Norms are evaluated periodically

Violations are addressed


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Professional Learning Team

Norms and Commitments1. Time

2. Listening

3. Confidentiality

4. Decision Making

5. Participation

6. Expectations

7. Atmosphere/Climate

Check out thepossible norms

for your group in

your handout.


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Professional Learning Teams need to

check out how they are doing.

1. Time

2. Listening

3. Confidentiality

4. Decision Making

5. Participation

6. Expectations7. Atmosphere/

Climate

1. One thing my teamdid well last year or

this year was . . .2. One thing that my

school team needsto improve/learn/

enhance is to . . . .


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PLT NormsCharacteristics Purposes Value

1. Norms are

commitments, notbeliefs

2. Norms arereviewed briefly ateach meeting

3. Norms are

evaluatedperiodically

4. Violations areaddressed

1. To increase the

effectiveness of theteam

2. To increase thesatisfaction of theteam members

3. To create a

respectful, safe, andproductive learningenvironment

Norms are

commitments of theteam members thatpermit the efficientaccomplishment of theteams goals


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Professional Learning Team

Norms and Commitments1. Time

2. Listening

3. Confidentiality

4. Decision Making

5. Participation

6. Expectations

7. Atmosphere/Climate


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EducationalContext

The Roleof Data

1.

Preparing theTeam

2.

CollectingData


Data

4.CreatingImprovementGoals andPlans


6.ImplementingPlans,MonitoringProgress, andMakingAdjustments

Introduction



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2. Collecting the Data1. Review the schools/districts vision and beliefs regarding

teaching and learning.

2.

Examine learning goals and standards.3. Determine the focus questions regarding student learningneeds and targets of improvement.

4. Determine measures needed to collect the data required toanswer the questions.

5. Conduct an inventory of available, credible measures.

6. Gather data.

7. Create data tables and represent the data graphically (e.g.,pie charts, bar graphs, line graphs, scatter plots).


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If you keep on doing what youve always done,

you will continue to get what you always got.

What do you want?

What have you been doingto get what you want?

What do you have tochange?

Whats your plan?

Vision and Mission



21st Century Skills

Data Analysis andInterpretation

Correlate research withexisting practices and

select changes.

Improvement Plans


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Six Roles for Data1. Improving decision making

2. Describing processes, practices, progress

3.

Examining belief systems4. Mobilizing for action

5. Monitoring implementation of changes

6. Accountability

Johnson, Ruth Setting Our Sights: Measuring Equity inSchool Change (1996)


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Define Essential Questions1. What is the whole picture related to student

achievement?

2.

What is the school/district doing to enablestudent to make progress?

3. Why is performance the way it is?

4. What are the areas of greatest student

academic need you will focus on at theschool?


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Types of Data1. Student Achievement/Discipline Data

2. Demographic Data

3. Organizational Effectiveness Data

4. Stakeholder Perspective Data


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Student Achievement Data

Describes how students are doing at a

particular point in time. Communicates the degree to which

students have acquired specified

knowledge, skills, and attitudes. Is measurable and quantifiable.


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Student Achievement and

Discipline DataClassroom Data

report card grades

Ds and Fs list performance assessments and portfolio

student tests scores

observations of student performance

student work artifacts from tasks, products, andperformances


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Student Achievement and

Discipline DataSchool Data

school/district standardized norm-referenced tests

state tests criterion-referenced tests

course enrollments (e.g., advanced placement, honor,core)

graduation, retention, and dropout rates discipline referral data attendance rates

post-high school choices (e.g., college attendance,military, work)


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Reading Growth by School

Scale Score

AverageScale

Score

Dif

EXPLORE 05-12 EXPLORE 13-20 EXPLORE 21-250

2

4

6

8

Buffalo Grove

Elk Grove

Hersey

Prospect

Rolling Meadows

Wheeling

Buffalo Grove

Elk Grove

Hersey

Prospect

Rolling Meadows

Wheeling

Class of 2003 - EPAS Reading GrowthEXPLORE to ACT Scale Score Difference

Student AYP Achievement Data


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Student AYP Achievement Data


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Classroom Data What classroom data/information do you

have about student achievement in your

classroom? Tests . . . . .


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Classroom Data What do you want to know about students

pre-requisite knowledge and skills?

Adding ?

Subtracting ?

Word recognition skills ?

Comprehension (main idea, comparison, etc) FL acquisition (reading, writing, thinking,

listening, grammar, vocabulary)?


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Classroom Data What would make this data/information

credible?

If k d i h t l


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If you keep on doing what youve alwaysdone, you will continue to get what you

always got. What do you want?

What have you beendoing to get what youwant?

What do you have tochange?

Whats your plan?

Vision and Mission



Data

Analysis andinterpretation of data

Improvement Plans


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Demographic Data

Helps the school understand the students and

their unique needs. Provides vital statistics regarding the

students, staff, parents, community.

Identifies factors that must be considered in

decision-making.

Your School/District

Who's Who?

StudentsCommunity

Teachers Parents

Administrators


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Demographic Data: Students Enrollment

grade level

attendance andtardiness patterns

Ethnicity

Gender

home background

language proficiency

mobility rate

disability type orhealth needs

socio-economicstatus

Student Demographic Data


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Student Demographic Data

Teacher Demographic Data


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Teacher Demographic Data


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Demographic Data: Staff

Members Number of employees in all employee

categories

Years of experience Age

Mobility

Gender

Ethnicity Language proficiency

Preparation and advanced degrees


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Demographic Data:

Parents and the Community Parent and

community

involvement Percentage of

residents withschool-age children

Economic conditions Level of education

Ethnicity

Organizations

available andcapacity to supporteducation


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Why does demographics

matter? How can demographics of each group

affect student learning?

1. Students

2. Employees

3. Parents and the Community


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Data about Organizational

Effectiveness

Includes information related to the schoolsefforts to promote a high level of studentachievement.

Refers to variables over which the school hassome degree of control (e.g., courses,schedule, staffing).

Helps the staff make effective decisions aboutcurriculum, instruction, assessment, thelearning environment, and services.


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Types of Organizational Data curriculum maps

and unit plans

instructionalpractices/strategies

assessmentpractices

policies andprocedures

professional staffing

facilities use

professionaldevelopment

strategic goals andplans

interventions andservices

resources budget and finances

mission, vision,beliefs, and values


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and unit plans


assessmentpractices



facilities use

professionaldevelopment

strategic goals andplans

interventions andservices

resources budget and finances



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Professional Development What professional development has

been available to you and your

colleagues during the 3-5 years? Topics/areas of focus?????

NO MORE SD Buffets


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Whole Language ESL

Block Scheduling

Back to Phonics



Differentiation

Curriculum Mapping

Concept Mapping


Madeleine Hunter

OBE Standards-based Learning



Learning Styles

Content-Specific



NO MORE SD Buffets

Are you motivating students for high performance?


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1. Stating and displaying objectivesat the beginning and end of eachlesson (27 percentile increase)

2. Providing frequent feedback to students about their learning related tothe objectives (within 48 hours most of the time) (37 percentile increase)

3. Providing corrective activities that respond to student progress andproviding additional opportunities to retake/retest(26 percentile increase)

4. Helping student activate and build background information and

advance organization (22 percentile increase)5. Explicitly teaching vocabulary as well as retention and retrieval

(memory) strategies (33 percentile increase)

6. Explicitly teaching learning skills and strategies using graphicorganizers (for patterning, thinking, and writing) (27 percentile increase)

7.

Explicitly teaching learning skills and strategies usingsummaries

(forpatterning, thinking, and writing) (34 percentile increase)

8. Encouraging student self-assessment and adjustment (24 percentileincrease)

9. Collaboratively examining student work and achievement data, andproblem solving in teams(invaluable)

Strategies to Teach Students Text


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Strategies to Teach Students TextComprehensionNational Reading Panel Report (2000)

1. Monitoring Comprehension

2. Metacognition

3. Graphic and semantic organizers

4. Answering questions

5. Generating questions

6. Recognizing story structure

7. Summarizing

8. Reciprocal teaching9. Cooperative learning

10. Mental Imagery

ClassroomOrganization

whole group

pairs

small groups

expert tutoring(side-by-side)

use of technology

Factors Affecting Achievement


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Factors Affecting Achievement Classroom Instruction1. Identifying Similarities and Differences

2. Summarizing and note taking

3. Reinforcing effort and providingrecognition

4. Homework and practice

5. Non-linguistic representations

6. Cooperative Learning

7. Setting objectives and feedback

8. Generating and testing hypotheses

9.

Question, cues, and advancedorganizers

Marzano, et, al (2001)

Factors Influencing Achievement1. Guaranteed and Viable Curriculum

2. Challenging Goals and EffectiveFeedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

9.

Home Environment10. Learned Intelligence/ Background

Information

11. Motivation


Behavior Management

1. Rules and Procedures

2. Disciplinary Interventions

3. Teacher-Student Relationships

4. Mental Set


Effective Schools Research1. Strong Instructional Leadership and Planning

2.

Clear Instructional Focus3. Positive School Learning Climate4. High Expectations for Success and Student

Time on Task5. Monitoring of Student Progress/ Achievement6. Clear and Focused Mission7. Parent/Community Involvement and RelationsLazotte (1986)

Professional Development


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Professional DevelopmentDelivery Systems(Powerful Designs. NSDC, Fall 2003)

action research

assessment

case studies

critical friend group curriculum development

data for analyzing schools

examining student work

journaling

immersion

lesson study

listening to students

mentoring

networks

peer coaching

portfolios

school coaching shadowing students

study groups

training of trainers

tuning protocols

walk throughs

training on specific strategies andapproaches


105/422


and unit plans


assessmentpractices



facilities use

development

strategic goals and

plans interventions and

services

resources

budget and finances



106/422

Imagine going for a physical to

determine your health and wellness. Blood tests

Heart stress test

Checking lungs/breathing

Checking reflexes

Checking eyesight

Urinalysis

X-Ray


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Imagine going for a physical and

leaving out important tests. Blood tests

Heart stress test

Checking lungs/breathing

Checking reflexes

Checking eyesight

Urinalysis

Now imagine a doctordiagnosing and prescribing

without key information

about your bodily systems.

Th i l i j t


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The curriculum is a major part

of the system.1. The staff can find out what is really going on in

classrooms (i.e., a major part of the system).

2. When you look at student achievement data, youcan determine how the curriculum is playing a rolein producing the results.

3. If you cant look at the curriculum and the datasimultaneously, you may just be tinkering(Deming, 1985) and tinkering can make things

worse.


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Challenges and Concerns about

CurriculumThe curriculum . . .

is not written, guaranteed, viable, or alignedto standards.

is not systematically assessed. There are random acts of teaching and

learning.

is not equitable for some students.

Is often delivered by teacher entrepreneurs intheir own classrooms.

is superficially monitored at best.


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Curriculum: The professional

literature says . . .

Student achievement increases when the schooland district have a written, guaranteed, viable,

standards-based, and taught curriculum (Marzano,2003).

Curriculum mapping is a process that can improvestudent achievement by fine tuning the alignment

of all aspects of the curriculum to reducerepetitions, gaps, and to strengthen thecommunication and teaching of knowledge, skills,and understandings. (Hayes-Jacobs, 2001).

Curriculum: The professional literature says a


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Curriculum: The professional literature says acurriculum should have the following

characteristics:

1. written, guaranteedand standards-based

2. viable

3. represent theessential knowledge,skills andunderstandings

4. organized andsequenced

5. monitored toassure that it istaught

6. taught and tested.

(Marzano, 2003)

Curriculum: The professional literature says acurriculum should have the following


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curriculum should have the followingcharacteristics:

7. Include 21st century themes (e.g., Global Awareness,Financial Economic and Business Entreprenuerial

Literacy, Civic Literacy, and Health Literacy)AND

8. 21st century skills (learning and innovation skills,information literacy skills, and life and career skills forthe future) (Partnership for 21st Century Skills, 2007).

9. Include interdisciplinary threading of knowledge andskills (e.g., numeracy, literacy, higher-order thinking)(Fogarty, 2009).

I th ll l i


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Is there really value in

mapping the curriculum?

The tremendous value of mapping is

that educators at can edit, review,validate, and develop curriculum andassessment with confidence and incontext.

The curriculum is data.

C i l Ali t f th


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Curriculum Alignment for the

Short Attention Span Just give three to four hours to . . .

Inventory the curriculum--What is

Compare it to State or other expectations-What should be

Add or delete

General Biology Curriculum Map

ScienceEcology and Molecular

Mendelian Circulation Respiration


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Biology Sample Map

Skills andBasics

Ecology andEvolution

CellsMolecularGenetics

Genetics andImmunity

pand

ExcretionSystems 2

Concepts/

Topics

Scientific

Method

(11a)

Measurement

(11a)

Organic

Molecules

Classification

Concepts/

Topics

Ecosystems(12a, 12b)

Energy

Relationships

(12b)

Photo-

synthesis

(12b, 12c)

Population

(12b)

Natural

Selection

(12a)

Concepts/

Topics

Microscope

Cell parts and

function

(12a)

Cell Transport

(11a)(12c)

Single-celled

Organisms

Concepts/

Topics

DNA

Structure and

Replication

(12a)

Mitosis

(12a)

Protein

Synthesis

(12a)

Biotechnology

(12a)(13b)

Structure

determines

function

Concepts/

Topics

Meiosis

(12a)

Monohybrid

Crosses

(12a)

Pedigree

Charts

(12a)

Incomplete

Dominance

(12a)

Sex Linkage

(12a)

Karyotyping

Concepts/

Topics

Anatomy

Physiology

Cell Transport

Bacterial

Growth

Viral Growth

Immune

response

(12b)

HIV/AIDS

Structure

determines

function

Concepts/

Topics

Anatomy

(12a)

Physiology

Cell Transport

(11a)

Enzymes

(12c)

Lock and Key

Structure

determines

function

Concepts/

Topics

Anatomy

(12a)

Physiology

Cell Transport

Urinalysis

(11a)

Cellular

Respiration

(12c)

Concepts/

Topics

Anatomy and

Physiology of:

(12a)

Skeletal

Muscular

Nervous

Reproductive

Cell Transport

STDs

Contraceptive

Skills

Hypothesis

(11a)

Measurement

(11a)

Organizing

and Recording

Data(11a)

Using and

Making a

Dicotomous

Key

Reading

Strategies

Writing Lab

Conclusions

(11a)(13a)

Skills

Making Study

Tools

Reading

Diagrams

Making

Diagrams

Prediction(11a)

Analyzing Data

(11a)(13a)

Graphing

(11a)

Reading

Strategies

Skills

Microscope

skills

Using Diagrams

Creating

Graphics

Prediction

(11a)(12a)Conpare and

Contrast

Following Lab

instructions

(11a)

Reading

Strategies

Skills

Constructing

Models

(12a)

Prediction

(11a)

Analyzing Data

(11a)Construct

Proteins

(12a)

Organizing

Process

(12a)

Basic

biotechnology

skills

Draw

Conclusions

(11a)(13a)

Skills

Solve Problems

Organize

Events

Prediction

(11a)

Karyotypes

Analyze Data(11a)

Draw

Conclusion

(11a)

Compute

probabilities

Skills

Use Diagrams

Compare and

Contrast

Sterile

Technique

(11a) Write

Procedures

(11a)

Draw

Conclusions

(11a)(13a)

Skills

Plan Diet

Organize

diagrams

Use examples

(11a)

Using

Indicators(11a)

Organize Data

(11a)

Analyze Data

(11a)

Reading

Strategies

Skills

Use Diagrams

Interpret

Data

(11a)

Using

Indicators(11a)

Analyze Data

(11a)

Draw

Conclusions

(11a)(13a)

Reading

Strategies

Skills

Use diagrams

Compare and

Contrast

Logging

Information

Powerpoint

Presentationskills

Research Skills

Digestion Kingdoms

Concepts/

Topics

Monera

Protista

Fungi

Plant

Animal

Skills

Use Examples

Compare and

Contrast

(12a)

Research

Information

IdentificationSkills

Using a

Dichotomous Key


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117/422

Biology Sample Map

Drawing

Conclusions Decision MakingMain IdeaCause/Effect

Comparing

How are these two products


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How are these two products

similar and different?12.A.4a Explain how genetic

combinations produce visible

effects and variations among

physical features and cellularfunctions of organisms.

12.A.4b Describe the structures

and organization of cells and

tissues that underlie basic life

functions including nutrition,

respiration, cellular transport,

biosynthesis and reproduction.

P ti l U f M i


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Practical Uses of Mapping

1. Gain information

2. Avoid repetition

3. Identify gaps4. Identify potential areas for integration

5. Match with learner objectives

6. Honor the curriculum development of

teachers7. Improve student learning and performance

Factors Affecting Achievement


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g Classroom Instruction1. Identifying Similarities and Differences

2. Summarizing and note taking

3. Reinforcing effort and providingrecognition

4. Homework and practice

5. Non-linguistic representations

6. Cooperative Learning

7. Setting objectives and feedback

8. Generating and testing hypotheses

9. Question, cues, and advancedorganizers


Factors Influencing Achievement1. Guaranteed and Viable Curriculum2. Challenging Goals and Effective

Feedback3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design9. Home Environment

10. Learned Intelligence/ BackgroundInformation

11. Motivation


Behavior Management

1. Rules and Procedures

2. Disciplinary Interventions

3. Teacher-Student Relationships

4. Mental Set


Effective Schools Research1. Strong Instructional Leadership and Planning2. Clear Instructional Focus3. Positive School Learning Climate4. High Expectations for Success and Student

Time on Task5. Monitoring of Student Progress/ Achievement6. Clear and Focused Mission7. Parent/Community Involvement and RelationsLazotte (1986)


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Course Title:

School/District:


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School/District:

Grade :

Unit: Unit: Unit: Unit:

Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics

Skills Skills Skills Skills

Concepts/Topics

Skills


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Classroom Unit Design: The professional

literature says . . .

Sound units planning increases studentachievement (Guskey, 1987), Marzano, et.

al., 2003), Walberg, 1995), (Tomlinson,2003), and (Wiggins and McTighe 2004).

The unit design process improves teacherdecision making regarding curriculum,assessment, instruction, resource selection,lesson pacing, intervention and enrichment.

The professional literature says


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effective unit designs include the

following:1. state/district goals,

standards andbenchmarks

2. an overview of essentialunit vocabulary

3. performance objectives

4. formative and summative

assessment plan5. instructional resources

and materials

6. prerequisite contentand learning skills

6.

possibleaccommodations

7. and modifications

8. corrective activitiesand enrichment

activities9. essential questions

(UBD)


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Unit Overviewincluding

Vocabulary

Ways to collectevidence of

learningUnitObjectives

(Know and be

able to do)


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Formative

Assessment

Plan


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Skills and

knowledgerequired for

successful

learning


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Correctives

and

Enrichments


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Modifications and

Accommodations

Igniting and Inviting


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Conversations


ScienceSkills and

Basics

EcologyandEvolution


MendelianGenetics

Circulationand

Immunity

Respirationand

Excretion

Systems2

Concepts/

Topics

Scientific

Method

(11a)

Measurement

(11a)

Organic

Molecules

Classification

Concepts/

Topics

Ecosystems

(12a, 12b)

Energy

Relationships

(12b)

Photo-

synthesis

(12b, 12c)

Population

(12b)

Natural

Selection

(12a)

Concepts/

Topics

Microscope

Cellpartsand

function

(12a)

Cell Transport

(11a)(12c)

Single-celled

Organisms

Concepts/

Topics

DNA

Structureand

Replication

(12a)

Mitosis

(12a)

Protein

Synthesis

(12a)

Biotechnology

(12a)(13b)

Structure

determines

function

Concepts/

Topics

Meiosis

(12a)

Monohybrid

Crosses

(12a)

Pedigree

Charts

(12a)

Incomplete

Dominance

(12a)

SexLinkage

(12a)

Karyotyping

Concepts/

Topics

Anatomy

Physiology

Cell Transport

Bacterial

Growth

Viral Growth

Immune

response

(12b)

HIV/AIDS

Structure

determines

function

Concepts/

Topics

Anatomy

(12a)

Physiology

Cell Transport

(11a)

Enzymes

(12c)

LockandKey

Structure

determines

function

Concepts/

Topics

Anatomy

(12a)

Physiology

Cell Transport

Urinalysis

(11a)

Cellular

Respiration

(12c)

Concepts/

Topics

Anatomyand

Physiologyof:

(12a)

Skeletal

Muscular

Nervous

Reproductive

Cell Transport

STDs

Contraceptive

Skills

Hypothesis

(11a)Measurement

(11a)

Organizing

andRecording

Data

(11a)

Usingand

Makinga

Dicotomous

Key

Reading

Strategies

Writing Lab

Conclusions

(11a)(13a)

Skills

MakingStudy

ToolsReading

Diagrams

Making

Diagrams

Prediction

(11a)

AnalyzingData

(11a)(13a)

Graphing

(11a)

Reading

Strategies

Skills

Microscope

skillsUsingDiagrams

Creating

Graphics

Prediction

(11a)(12a)

Conpareand

Contrast

Following Lab

instructions

(11a)

Reading

Strategies

Skills

Constructing

Models(12a)

Prediction

(11a)

AnalyzingData

(11a)

Construct

Proteins

(12a)

Organizing

Process

(12a)

Basic

biotechnology

skills

Draw

Conclusions

(11a)(13a)

Skills

SolveProblems

OrganizeEvents

Prediction

(11a)

Karyotypes

AnalyzeData

(11a)

Draw

Conclusion

(11a)

Compute

probabilities

Skills

UseDiagrams

Compareand

Contrast

Sterile

Technique

(11a)

Write

Procedures

(11a)

Draw

Conclusions

(11a)(13a)

Skills

PlanDiet

Organizediagrams

Use examples

(11a)

Using

Indicators

(11a)

OrganizeData

(11a)

AnalyzeData

(11a)

Reading

Strategies

Skills

UseDiagrams

Interpret

Data

(11a)

Using

Indicators

(11a)

AnalyzeData

(11a)

Draw

Conclusions

(11a)(13a)

Reading

Strategies

Skills

Usediagrams

CompareandContrast

Logging

Information

Powerpoint

Presentation

skills

ResearchSkills

Digestion Kingdoms

Concepts/

Topics

Monera

Protista

Fungi

Plant

Animal

Skills

UseExamples

CompareandContrast

(12a)

Research

Information

Identification

Skills

Usinga

DichotomousKey

Student

Achievement

Data about Stakeholders


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Data about Stakeholders

Perspectives Provides essential information about what students,

parents, teachers and others think about the teachingand learning environment.

Includes knowledge of the expectations stakeholdershave for the organization and their satisfaction levelwith the schools practices and productivity.

Describes both qualitative and quantitativeinformation about the climate of the organization andthe culture for change.

Why dont we ask students


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Why don t we ask students

about . . . Curriculum?

Assessment?

Instruction?

Learning Environment?

Services?

Wh d t k t d t b t


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Why dont we ask students about

their opinions or ideas? We dont want to know.

We are afraid to find out.

We dont think they know any better.

What if they are right?

We may not want to change anything.

How do you think they feel?


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The Big Picture


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The Changing

EducationalContext

The Role

of Data

1.

Preparing theTeam

2.

CollectingData


Data



6.ImplementingPlans,MonitoringProgress, andMaking

Adjustments

Introduction



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Represent the data graphically.

1. pie charts

2. bar graphs

3. line graphs

4. scatter plots


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Pie ChartsPie charts are best used to display parts or

portions of the whole. They do not show

changes over time.

6 .6%15 .2%

78 .2%

Percent Does Not Meet Standards

Percent Exceeds Standards

Percent Meets Standards

2001 - State TestComparison of Levels of Achievement in Mathematics

8th Grade


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Bar GraphsBar graphs are used to compare things between

different groups or to track changes over time.

However, when trying to measure change overtime, bar graphs are best when the changes are

larger.

Scale Score

Averag

eScaleScore

Di

f

EXPLORE 05-12 EXPLORE 13-20 EXPLORE 21-250

2

4

6

8

Buffalo Grove

Elk Grove

Hersey

Prospect

Rolling Meadows

Wheeling

Buffalo Grove

Elk Grove

Hersey

Prospect

Rolling Meadows

Wheeling

Class of 2003 - EPAS Reading GrowthEXPLORE to ACT Scale Score Difference


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Line GraphsLine graphs are used to trackchanges over short and long

periods of time. When smaller changes exist, line graphs are

better to use than bar graphs. Line graphs can also be used to

compare changes over the same period of time for more than onegroup. They enable the viewer to make projections related to

trends and patterns.

Time Period

Averag

eScaleScore

1999 2000 200116.60

16.80

17.00

17.20

17.40

17.60

17.80

17.1

16.7

17.017.0

16.9

17.4

17.8

17.7

17.8

17.117.1

17.2

17.4

17.2

17.5

CompositeEnglish

Mathematics

Reading

Scientific Reasoning

State Test- 1999-2001Grade 5


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Scatter PlotsScatter plots are used to show how much one

variable is affected by another variable and usually

consist of a large body of data. The x-axis is usedto measure one event (or variable) and the y-axis is

used to measure the other.

G PA

ACT

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

10

15

20

25

30

35

2000-2001 Grade 11Grade Point Average vs. ACT

Changes The Role of Data


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2.

Expectations have changed.3. Educators and professionaldevelopment has changed.

4. The research about teachingand learning has changed.

1. Improving decision making2. Describing processes,

practices, progress3. Examining belief systems4. Mobilizing for action5. Monitoring implementation of

changes6. Accountability

Types of Data

1. Student Achievement/DisciplineData

2. Demographic Data

3. Organizational EffectivenessData

4. Stakeholder Perspective Data

Teams

1. Examine data and student work2. Identify the greatest areas of

need

3. Review the research for bestpractices

4. Take decisive action5. Monitor progress and make

adjustments6. Radically celebrate

The Big Picture


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The Changing

EducationalContext

The Role

of Data

1.

Preparing theTeam

2.

CollectingData


Data



6.

ImplementingPlans,MonitoringProgress, andMaking

Adjustments

Introduction


3. Analyzing and Interpreting


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3. Analyzing and Interpreting

the Data1. Review data tables and graphic representations.

2. Identify observations, patterns, and trends and

document findings for others to view.3. Hypothesize contributing factors.

4. Interpret the results.

5. Identify strengths and the greatest areas of need.

6. Create a school, grade level, or subject profile ofstudent achievement.

A data-driven culture involvesteachers and administrators in


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teachers and administrators in

constructing meaning about data.

Data has no meaning.

Meaning is imposed throughinterpretation.

(Wellman and Lipton (2000, 47).


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73.1

34.0

72.3

40.0

29.1

28.2

36.1

73.2 7

5.8

18.0

23.6

72.7

34.3

26.82

9.5

74.4

0

20

40

60

80

100

All Black Hispanic LEP IEP F/R Lunch

2003 Reading 2004 Reading 2005 Reading 2003 Math 2004 Math 2005 Math

100

Achievement Data on Standardized Tests


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66.0

37.9

32.1

10.9

22.3

30.3

66.0

41.3

31.0

16.1

22.7

29.8

55.9

65.9

48.1

27.8

5

2.4

72.3

34.1

69.3

33.3

33.3

16.2

25.7

36.6

19.1

33.0

36.3

69.7

34.4

42.3

36.8

36.0

24.1

35.1

70.3

0

20

40

60

80

100

All Black Hispanic LEP IEP F/R Lunch

2003 Reading 2004 Reading 2005 Reading 2003 Math 2004 Math 2005 Math

What preliminary conclusions or

generalizations can we draw about this data?


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StudentsState Test

Met/Exceeded C orabove

Gates

50 percentile

or aboveWriting

Met/Exceeded

Caucasian 60% 62% 53% 70%

AfricanAmerican

42% 55% 50% 50%

Hispanic 18% 48% 29% 44%

Asian 71% 72. % 54% 74%

Special

Ed

45% 75% 39% 49%

Student Achievement Data --


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Looking At the Data1. What observations can we make?

2. What does the all students data tell us?

3. What do we see when we compare scores within asubgroup?

4. What do we see when we compare scores amongsubgroups?

5. What do we see when we compare results amongassessments?

6. What trends do we see in this data?

Source: San Diego City Schools--School Self Study Process




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StudentsState Test


Gates

50 percentile

or aboveWritingMet/Exceeded

Caucasian 60% 62% 53% 70%

AfricanAmerican

42% 55% 50% 50%

Hispanic 18% 48% 29% 44%

Asian 71% 72. % 54% 74%

Special

Ed

45% 75% 39% 49%

Determining


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g

What the Data Really Means1. What data draws our attention?

2. What is unique or unexpected in this data?

3. What preliminary conclusions or generalizationscan we draw about this data?

4. What questions are raised by this data?

5. What additional outcome data would we like tohave?

6. What other data would we like to have?

Source: San Diego City Schools--School Self Study Process

Reading/Thinking: You cant play


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Reading/Thinking: You can t play

school without these skills.1. Main Idea2. Significant Details3. Sequential/Order Relationships4.

Comparison Relationships

5. Cause and Effect Relationships6. Meaning of Words7. Generalizations and Drawing Conclusions8. Problem-Solution Relationships9.

Authors Purpose and techniques10. Interpreting Instructions

Reading Strengths and


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g g

WeaknessesGreen=

Strength

Yellow=

Challenging

Red=

Needsimmediateintervention

1. Main Idea2. Significant Details3. Sequential/Order Relationships4. Comparison Relationships5. Causal Relationships6. Generalizations/Drawing Conclusions7. Meanings of Words8. Problem/Solution Relationships9. Authors Design, Purpose, and

Techniques10.Interpreting Instructions

You need to bring together all of


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Organization Teachers

Students Curriculum

the parts.

Parents and Community


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156/422

Areas of Interest Math

Reading/Thinking

Writing Counseling (social-emotional)

World Languages

Physical Education/Wellness


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Teacher Textbook Reading FishboneLearner


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OrganizationCurriculum

uniformed about textbook useneed in-serviceoverwhelmed with currentinstructional units

need big picture of readingliterature and readingcurriculum review is by coursesnot programscurriculum is packed tightly

answers short questionslack of strategiesdoes not read textbooks

needs funds and task groupto study the problem

overemphasis on state goals/testslack of time

Parentsuniformed about how to help their children



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Conversations


ScienceSkills and

Basics

EcologyandEvolution


MendelianGenetics

Circulationand

Immunity

Respirationand

Excretion

Systems2

Concepts/

Topics

Scientific

Method

(11a)

Measurement

(11a)

Organic

Molecules

Classification

Concepts/

Topics

Ecosystems

(12a, 12b)

Energy

Relationships

(12b)

Photo-

synthesis

(12b, 12c)

Population

(12b)

Natural

Selection

(12a)

Concepts/

Topics

Microscope

Cellpartsand

function

(12a)

Cell Transport

(11a)(12c)

Single-celled

Organisms

Concepts/

Topics

DNA

Structureand

Replication

(12a)

Mitosis

(12a)

Protein

Synthesis

(12a)

Biotechnology

(12a)(13b)

Structure

determines

function

Concepts/

Topics

Meiosis

(12a)

Monohybrid

Crosses

(12a)

Pedigree

Charts

(12a)

Incomplete

Dominance

(12a)

SexLinkage

(12a)

Karyotyping

Concepts/

Topics

Anatomy

Physiology

Cell Transport

Bacterial

Growth

Viral Growth

Immune

response

(12b)

HIV/AIDS

Structure

determines

function

Concepts/

Topics

Anatomy

(12a)

Physiology

Cell Transport

(11a)

Enzymes

(12c)

LockandKey

Structure

determines

function

Concepts/

Topics

Anatomy

(12a)

Physiology

Cell Transport

Urinalysis

(11a)

Cellular

Respiration

(12c)

Concepts/

Topics

Anatomyand

Physiologyof:

(12a)

Skeletal

Muscular

Nervous

Reproductive

Cell Transport

STDs

Contraceptive

Skills

Hypothesis

(11a)

Measurement

(11a)Organizing

andRecording

Data

(11a)

Usingand

Makinga

Dicotomous

Key

Reading

Strategies

Writing Lab

Conclusions

(11a)(13a)

Skills

MakingStudy

Tools

Reading

DiagramsMaking

Diagrams

Prediction

(11a)

AnalyzingData

(11a)(13a)

Graphing

(11a)

Reading

Strategies

Skills

Microscope

skills

UsingDiagrams

CreatingGraphics

Prediction

(11a)(12a)

Conpareand

Contrast

Following Lab

instructions

(11a)

Reading

Strategies

Skills

Constructing

Models

(12a)

Prediction

(11a)

AnalyzingData

(11a)

Construct

Proteins

(12a)

Organizing

Process

(12a)

Basic

biotechnology

skills

Draw

Conclusions

(11a)(13a)

Skills

SolveProblems

Organize

Events

Prediction(11a)

Karyotypes

AnalyzeData

(11a)

Draw

Conclusion

(11a)

Compute

probabilities

Skills

UseDiagrams

Compareand

ContrastSterile

Technique

(11a)

Write

Procedures

(11a)

Draw

Conclusions

(11a)(13a)

Skills

PlanDiet

Organize

diagrams

Use examples(11a)

Using

Indicators

(11a)

OrganizeData

(11a)

AnalyzeData

(11a)

Reading

Strategies

Skills

UseDiagrams

Interpret

Data(11a)

Using

Indicators

(11a)

AnalyzeData

(11a)

Draw

Conclusions

(11a)(13a)

Reading

Strategies

Skills

Usediagrams

Compareand

Contrast

LoggingInformation

Powerpoint

Presentation

skills

ResearchSkills

Digestion Kingdoms

Concepts/

Topics

Monera

Protista

Fungi

Plant

Animal

Skills

UseExamples

Compareand

Contrast

(12a)Research

Information

Identification

Skills

Usinga

DichotomousKey

Student

Achievement


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Biology Sample Map

Drawing

Conclusions Decision MakingMain IdeaCause/Effect

Comparing


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1) Do I teach it? 2) Do I teach it the way it is tested? 3)

Do I teach it to the same depth that it is tested? 4) Do Iplace it in the right sequence? 5) Do I teach it

frequently enough? 6) Do I teach it long enough? 7)

Do I use the best practice or strategy?

StudentClassroom or

Standardized

Achievement

Data

Imagine practicing for one race andhaving to run another


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having to run another.

Marathon SprintStandardized

TestsClassroomInstructionLonger novels 650 to 900 word passages

Imagine practicing for one race andhaving to run another


163/422

having to run another.

Marathon SprintStandardized

TestsClassroomInstructionLong Term Papers 30 minute impromptu

writing

Discovering What Is Really


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Going On in Reading1. How do student outcomes differ by

demographics, programs, and schools?

2. How do the reading levels of our studentscompare with those of students across thestate/country?

3. How many of our students read below

grade level?4. What is the longitudinal progress of a

specific cohort of students?



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Going On in Reading5. What are the characteristics of students

who achieve proficiency and of those whodo not?

6. Where are we making the most progress inclosing the achievement gaps?

7. How do absence and mobility affect

assessment results?



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Going On in Reading8. How do student grades correlate with state

assessment results and other measures?

9. To what extent have specific programs,

interventions, and services improvedoutcomes?

10. Will improving students reading skillspositively affect their performance in

classroom work?



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Going On in Reading11. What are we doing to support accelerated

growth in reading for students below gradelevel?

12.What are we doing to support acceleratedgrowth in reading for students who areperforming in the average category?

13. What are we doing to support acceleratedgrowth in reading for students who areabove average?

Analyzing and Interpreting


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Data: Hypotheses and IssuesObservations

What patterns,problems, orchallenges do we

observe?

Hypotheses

What do we do thatmight contribute tothese patterns?

Connections

What could we do inthe classroom orschool that might

improve these dataor this problem?



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WeaknessesGreen=

Strength

Yellow=Challenging

Red=


1. Main Idea2. Significant Details3. Sequential/Order Relationships4. Comparison Relationships5. Causal Relationships6. Generalizations/Drawing

Conclusions

7. Meanings of Words8. Problem/Solution Relationships9. Authors Design, Purpose, and

Techniques

10.Interpreting Instructions


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HeadHeart

Foot

An idea I had . . .A feeling I had . . .An action I may

take . . .

The Big PictureThe Changing The Role 1 2


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The Changing

EducationalContext

The Role

of Data

1.

Preparing theTeam

2.

CollectingData

3.

AnalyzingandInterpreting

Data

4.

CreatingImprovementGoals andPlans

5.

Preparing toImplement aPlan

6.

ImplementingPlans,MonitoringProgress, andMaking

Adjustments

Introduction


Learning Goals


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1.

Describe the changes related to students and theeducational context.





6. Know additional ways to intervene when students have

special learning needs.7. Know how to use walkthroughs as a tool for monitoring the

school environment.


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What do you remember?1. What are the significantchanges to education thatmay affect what and how weincrease studentachievement and closeachievement gaps?

2. What is the value ofteacher teams?

3. What tools, practices, andprocesses facilitate the

analysis and interpretation ofdata?

4. In what ways is organizationaldata (e.g., curriculum, professional

development history) valuable tothe improvement process and goalaccomplishment?


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What do you remember and understand?


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2. Expectations have changed.3. Educators and professional

development has changed.4. The research about teaching

and learning has changed.

2. Teacher teams . . .

3. What tools, practices, andprocesses facilitate theanalysis, and interpretation ofdata?

4. In what ways isorganizational data (e.g.,curriculum, professionaldevelopment history)valuable to the improvement

process and goalaccomplishment?



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g p (j , ,


1. stimulates collegial conversation and a desire forcontinuous improvement.

2. provides more plausible interventions andsolutions to problems. deepens understandingabout what is really going on at the school.

3. expands leadership capacity in the school toinclude teacher leaders.



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g p (j , ,

grade-alike, and interdisciplinary) . . .4. provides all school staff with a broader view of the

learning environment.

5. provides opportunities for focused, reflective, andcollaborative professional learning.

6. helps determine real student and teacher needs inthe classroom.

What do you remember?1. The students have changed.2 Expectations have changed

2. Teacher teams . . .


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3.

Educators and professionaldevelopment has changed.4. The research about teaching


Identify focus using intuitionor dataDecide on the data youneed.Inventory what you have.Display and use data.

Analyze using fishbone,questions to determinecausesChoose the greatest areasof need.

Organizational data helpteams understand whyperformance is the way it is?

Those factors contributegreatly to student

achievement or lack ofachievement.

Changes


The Role of Data

1. Improving decision making


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1. The students have changed.2. Expectations have changed.3. Educators and professional

development has changed.4. The research about teaching


p g g2. Describing processes,

practices, progress3. Examining belief systems4. Mobilizing for action5. Monitoring implementation of

changes6. Accountability

Types of Data

1. Student Achievement/DisciplineData

2. Demographic Data

3.

Organizational EffectivenessData4. Stakeholder Perspective Data

Teams

1. Examine data and student work2. Identify the greatest areas of

need

3.

Review the research for bestpractices4. Take decisive action5. Monitor progress and make

adjustments6. Radically celebrate

Learning Goals


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1.

Describe the changes related to students and theeducational context.





6. Know additional ways to intervene when students have

special learning needs.7. Know how to use walkthroughs as a tool for monitoring the

school environment.

4. Creating Improvement


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Goals and Plans1. Define/affirm mission, vision, and beliefs.

2. Define expected results for student learning andimprovement.

3. Determine school improvement goals.4. Become knowledgeable about research-based, best

practices and correlate them to current practices todetermine professional development needs.

5.

Create an implementation plan including objectives,timeline, expectations, and monitoring and adjustmentstrategies.

6. Allocate and acquire resources.


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Goals are important to improvement.Goals


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Goals should be Specific and Strategic

Aligned to student data and the schools

vision and mission Measurable

Results-oriented

Time-bound Student centered

Short and long term


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Traditionally goals are . . . Random

Excessive

Focus on the means rather than ends Impossible to measure

Non-monitored




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StudentsState Test


Gates

50 percentileor above

Writing

Met/Exceeded

Caucasian 60% 62% 53% 70%

AfricanAmerican 42% 55% 50% 50%

Hispanic 18% 48% 29% 44%

Asian 71% 72. % 54% 74%

Special

Ed

45% 75% 39% 49%



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WeaknessesGreen=

Strength

Yellow=Challenging

Red=


1. Main Idea2. Significant Details3. Sequential/Order Relationships4. Comparison Relationships5. Causal Relationships6. Generalizations/Drawing Conclusions7. Meanings

using data to ignite and excite teachers and students

Documents