Post on 26-Mar-2015
Good Morning Lancaster!!Good Morning Lancaster!!
Welcome to Day 3Welcome to Day 3
Please post your presentation onPlease post your presentation on
One of the side wallsOne of the side walls
Tape and pins are on Tape and pins are on
the front tablethe front table
Using Data to Improve Using Data to Improve Instructional Practice Instructional Practice
and Leadershipand LeadershipBuilding a Culture ofBuilding a Culture of
Continuous ImprovementContinuous ImprovementDay 3Day 3
Lancaster School DistrictOctober 30, 2007
Group NormsGroup Norms
Cell phones vibrate or offCell phones vibrate or off Come prepared to learnCome prepared to learn Respect all members and their viewsRespect all members and their views Listen to understandListen to understand Observe basic conversational courtesiesObserve basic conversational courtesies Honor learning stylesHonor learning styles Keep an open mindKeep an open mind Model desired behaviorModel desired behavior Assume good willAssume good will Stay on taskStay on task
Intent of WorkshopIntent of Workshop This is a five series workshop that will enable you This is a five series workshop that will enable you
to:to:Lead your school site through analyzing data Lead your school site through analyzing data
in a systematic mannerin a systematic mannerUnderstand the tie between data and Understand the tie between data and
student learningstudent learningReduce resistance to changeReduce resistance to changeUse data to write your SPSAUse data to write your SPSADevelop a SPSA based on evidence that will Develop a SPSA based on evidence that will
provide staff, students and community a provide staff, students and community a focused intent for your school.focused intent for your school.
PI 4 schools will be able to work on a restructuring PI 4 schools will be able to work on a restructuring plan within this process to met the requirements of plan within this process to met the requirements of NCLB lawNCLB law
ThemesThemes
This is about the continuous improvement of an This is about the continuous improvement of an organizationorganization
We are not here to blame, criticize, find fault or We are not here to blame, criticize, find fault or point fingerspoint fingers
We look for evidence through two We look for evidence through two lenses—AYP/API lenses—AYP/API AND AND student learning in generalstudent learning in general
Don’t’ underestimate what Don’t’ underestimate what ISIS working working Think about the variables over which you have Think about the variables over which you have
controlcontrol Everything you do either impedes or promotes Everything you do either impedes or promotes
student learningstudent learning
Today’s OutcomesToday’s Outcomes At the conclusion of this session, teachers At the conclusion of this session, teachers
and administrators will be able to:and administrators will be able to: Analyze suggestions for improving student Analyze suggestions for improving student
achievementachievement Design a school improvement plan based Design a school improvement plan based
on data from the AYP report and CST on data from the AYP report and CST reportreport
Use the “Technology of Teaching” to make Use the “Technology of Teaching” to make precise suggestions for improving precise suggestions for improving instructional practice.instructional practice.
Draw conclusions from and make Draw conclusions from and make generalizations about instructional generalizations about instructional priorities in the Lancaster School District.priorities in the Lancaster School District.
Where do you find Where do you find CST Cluster Score Data?CST Cluster Score Data?
Student master list summaryStudent master list summaryDistrict gets a set, school gets a setDistrict gets a set, school gets a set
Teacher reportTeacher reportTeachers receive individual student Teachers receive individual student
reports with cluster datareports with cluster data
Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all
Students StatewideStudents Statewide
Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all
Students StatewideStudents StatewideNumber of questions on test
Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all
Students StatewideStudents StatewideAll proficiency levels FBB to Advancedgot 64% of the 22 questions correct
Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all
Students StatewideStudents StatewideOf all the students in the state of California, the studentsthat scored 350 (or cut score) on the ELA test. This group got 68% of the questions correct in that cluster correct
Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all
Students StatewideStudents StatewideOf all the students in the state of California, the studentsthat scored 402 (or cut score) on the ELA test. This group got 85% of the questions correct in that cluster correct
Analysis Sheet for Group Cluster Analysis Sheet for Group Cluster DataData
0 0 0 0 0 0
Perf Level Scaled RC1 RC2 RC3 RC4 RC5 CELDT
Advanced
Proficient
Basic
Below Basic
Far below basic
1: Beginning
2: Early Intermediate
3: Intermediate
4: Early Advanced
5: Advanced
Number passed% Passed
Legend
CELDT
Enter Teacher NameELA Student ScoresMinimally Proficient
Number of questions
What about benchmarks?What about benchmarks?
Why do we give district benchmarks?Why do we give district benchmarks?What information could these tests give What information could these tests give
us for increased student achievement?us for increased student achievement?How do benchmark tests tie into state How do benchmark tests tie into state
testing?testing?
Have a group discussion at your tables on Have a group discussion at your tables on the benefits of benchmark assessments.the benefits of benchmark assessments.
Group share of AYP and Group share of AYP and Technology of TeachingTechnology of Teaching
ProtocolProtocol1 person from each team at their 1 person from each team at their
presentationpresentationCall out the name of the schoolCall out the name of the school10 minutes to present and 5 minutes 10 minutes to present and 5 minutes
to ask questionsto ask questionsRotate to 4 separate groups when Rotate to 4 separate groups when
whistle blows.whistle blows.60 minutes for activity60 minutes for activity
Fieldwork SummaryFieldwork Summary
Elementary DataElementary DataMiddle School DataMiddle School DataYour DataYour Data
ComparisonComparison
What are the implications?What are the implications?
Tension MaintenanceTension Maintenance
New possibilities for shaping our New possibilities for shaping our schools come to light when we schools come to light when we expose structures within our schoolsexpose structures within our schools
If we don’t acknowledge these If we don’t acknowledge these structures, they hold power over us structures, they hold power over us (the lemmings instinct to jump)(the lemmings instinct to jump)
How can you change a river/school?How can you change a river/school?
Creative Tension
Use the Best PracticeUse the Best Practice
Are we using the best practices?Are we using the best practices?Do we have an obligation to put new Do we have an obligation to put new
research into effect?research into effect?Radiokeratotomy vs lasikRadiokeratotomy vs lasikNEED to change with new researchNEED to change with new research
Data ResearchData ResearchDuFourDuFour
Break your team into two groupsBreak your team into two groupsTeam 1Team 1
Review data you have on instructionReview data you have on instructionCollect facts and write them downCollect facts and write them downFacts lead to a conclusionFacts lead to a conclusion
Team 2Team 2Review researchReview research
Collect facts—write down themes if it is Collect facts—write down themes if it is supported by 2 or more researcherssupported by 2 or more researchers
Now working together:Now working together:Take the list of what is happening in Take the list of what is happening in
your school and look for the research your school and look for the research themesthemes
Make a list of what areMake a list of what areBEST PracticesBEST PracticesCurrent RealityCurrent Reality
Report back to whole groupReport back to whole group
3 Levels of Curriculum3 Levels of Curriculum
1.1. Intended—what we want students to Intended—what we want students to learnlearn
2.2. Implemented—what actually gets Implemented—what actually gets taughttaught
3.3. Attained—what students actually learnAttained—what students actually learn
Marzano researchMarzano research To impact attained curriculum make sure To impact attained curriculum make sure
the implemented curriculum is the implemented curriculum is guaranteed and viableguaranteed and viable
““TogetherTogether teachers have teachers have the organizational skills the organizational skills
and resources to attempt and resources to attempt innovations that would innovations that would
exhaust the energy, skill or exhaust the energy, skill or resources of an resources of an
individual teacher.”individual teacher.”
Rick DuFour’s Alternative Ideas Rick DuFour’s Alternative Ideas for Improving Student for Improving Student
AchievementAchievement
Read and discuss page 4 & 5Read and discuss page 4 & 5As a group do page 6As a group do page 6For your school do page 7 in light of For your school do page 7 in light of
these ideas and research activity these ideas and research activity that you just completedthat you just completed
Using Data to Design a Using Data to Design a School Improvement PlanSchool Improvement Plan
Phase 1Phase 1
Discussion ofDiscussion ofMajor FindingsMajor FindingsConclusionsConclusionsTargetsTargets
Using Data to Design a School Using Data to Design a School Improvement PlanImprovement Plan
Phase 1Phase 1
Discussion ofDiscussion ofImmediateImmediateShort termShort termLong rangeLong range
Using Data to Design a School Using Data to Design a School Improvement PlanImprovement Plan
Phase 2Phase 2
Handout page 12Handout page 12
FieldworkFieldwork
The next date—November 7The next date—November 7SPSA trainingSPSA training
Fieldwork will led you into action Fieldwork will led you into action plans for your SPSA which you will plans for your SPSA which you will work on November 7work on November 7
Page 3 of fieldwork, do numbers 1-3Page 3 of fieldwork, do numbers 1-3You will not share our 4-6 for next You will not share our 4-6 for next
timetime
Vision without action is Vision without action is merely a dream. merely a dream.
Action without vision just Action without vision just passes the time. passes the time.
Vision with action can Vision with action can change the world!!change the world!!
Contact InformationContact Information
Diane ParkinsDiane Parkins
ConsultantConsultant
Regional System of District and School Regional System of District and School Support (RSDSS)Support (RSDSS)
661-575-1033 (office)661-575-1033 (office)
661-816-3971 (cell)661-816-3971 (cell)