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ELA MODULE Data Retreat ® Workshop Developed by Judy K. Sargent, Ph.D. PowerPoint Presentation
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ELA MODULE Data Retreat ® Workshop Developed by Judy K. Sargent, Ph.D.

ELA MODULE Data Retreat ® Workshop Developed by Judy K. Sargent, Ph.D.

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ELA MODULE Data Retreat ® Workshop Developed by Judy K. Sargent, Ph.D.

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  1. ELA MODULEData Retreat® WorkshopDeveloped by Judy K. Sargent, Ph.D. June 11, 14, 15, 2010 TEAMWORK Data Retreat® is a registered service mark of CESA 7, WI

  2. 8:30 - 8:45 Welcome • Introductions • Facilitators: Scott Koziol, Tovah Sheldon • Timeframe • 8:30 – 3:00 • 10:30ish - Break • 12:00 - Lunch • 2:00ish - Break Data Retreat® is a registered service mark of CESA 7, WI

  3. Building Teams • McCulloch • Middle School at Parkside • Northeast • Sharp Park • T.A. Wilson Bennett Cascades Dibble Frost Hunt Jackson High Data Retreat® is a registered service mark of CESA 7, WI

  4. 8:45 - 8:55 Materials Data Binder (For Each Participant to Keep) • Workshop Materials - PowerPoint and Handout Packet • MEAP Data (3rd – 8th Grade) – Fall 05, 06, 07, 08, 09 • Summary, Demographic and Item Analysis Reports • MME Data (11th Grade) – Spring 07, 08, 09, 10 • Summary and Demographic Report • Electronic Student Data File • Explore (8th Grade) • Plan (10th Grade) • ACT (11th Grade) • WorkKeys (11th Grade) Reference Binder (On Loan For Each Building) • Content Expectations and Skills (GLCEs/HSCEs, ACT & WorkKeys Information) • State Assessment Data 05-06, 06-07, 07-08, 08-09, 09-10 (Summary, Demographics, & Item Analysis) • School Improvement Framework (SIF) Data Retreat® is a registered service mark of CESA 7, WI

  5. 8:55 - 9:00 Benefits of Participating Your Team Will: • Make informed decisions that will result in an increase in student achievement. • Create a district-wide process to analyze data. • Build and enhance district unity. Data Retreat® is a registered service mark of CESA 7, WI

  6. 9:00 - 9:05 Suggested Ground Rules • Fully participate • Listen and show respect • Be on time (morning and after breaks) • No irrelevant side conversations • Be specific and give examples • Keep to the point • Accept that constructive disagreements are okay • Work to create decisions the team can support Data Retreat® is a registered service mark of CESA 7, WI

  7. 9:05 - 9:10 Group Roles • Chart Recorder – writes input from team on chart paper • Laptop Secretary –types all chart observations, hypotheses and other notes on the computer • Documents/files on the “mobile” drive • “Data Retreat” • Click “Jackson Public Schools” • Click your building • Click “2010-2011”

  8. Data Use Skills Collaborative Leadership Team Skills Data and Teaming Two Equally Essential Components for Successful School Improvement Data Retreat® is a registered service mark of CESA 7, WI

  9. 9:05 - 9:10 9-Step Process • Team Readiness • Data Collection Before the Retreat • Student Improvement Goals • Measurable Objectives • Strategies & Activities • Progress Monitoring & Evaluation • Roll Out & Sustainability • Data Analysis • Hypotheses & Issues Day 1 & 2 Day 2 & Beyond Data Retreat® is a registered service mark of CESA 7, WI

  10. Improvement Planning Cycle Data Retreat Workshop Reflection Retreat LT Summer *** Fall *** Winter *** Spring *** LT Roll out to Staff LT Data Collection Point Mini-Data Retreat Monitoring Checkpoint LT LT Turn In School Improvement Plan LT LT Data Collection Point Mini-Data Retreat Monitoring Checkpoint LT Submit MI-SAS/EdYES! Report Online to MDE LT LT LT LT = Leadership Team Meeting (Building AND District) Data Collection Point Mini-Data Retreat Monitoring Checkpoint LT Principal Mid Year Report

  11. Data Retreats • Mini-Data Retreat • Grade Level or Department or Teams • Summative/Formative data (during the school year) • Grade level or course view • Periodic intervals (e.g. quarterly; every 6 weeks) • Typically 2 hours or half-days • Leads to – Adjustments in Instruction • Annual Data Retreat • School Leadership Team • Summative data (end of school year) • School-wide view • Typically summer • Minimum of 2 days + Improvement Planning 1 to 2 days • Leads to – Annual School Improvement Plan 11

  12. Professional educators honor the privacy of student, staff and family information. Team Task  Read and honor the pledge of confidentiality. I pledge to honor the privacy and confidentiality regarding data and discussions involving students, staff and other school-related issues. I understand that the data and discussions shared at this retreat are for professional school improvement purposes. I will not divulge this confidential information to any persons outside of the professional education arena. Data Retreat® is a registered service mark of CESA 7, WI

  13. 9:10 - 9:30 PURPOSE AND VISION DESIRED RETREAT OUTCOMES • What do you hope will happen during the retreat? • What outcomes do you hope to achieve as a result? • What do you already know about using data to change outcomes for student achievement? Data Retreat® is a registered service mark of CESA 7, WI

  14. Assessment Use & Metrics OF FOR AS 14 Data Retreat® is a registered service mark of CESA 7, WI

  15. Norm-Referenced to Criterion-Referenced Who met the criteria? Criterion … Criterion … Criterion … x x CRT (standards-based) Compare test-taker to specific criterion CURRENT PRACTICE NRT (norm-based) Compare test-taker to other test-takers PAST PRACTICE Data Retreat® is a registered service mark of CESA 7, WI

  16. 9:30 - 10:00 Perceptions & Predictions... Data helps us confirm or reject our perceptions. Team Task • How well does your team know how your students are performing? Without looking at data— discuss what you think (perceive) about the achievement of your students. Consider all students – including subgroups of students. (disabled, minority, ELL, poverty) (See “Perceptions and Predictions Handout”) Data Retreat® is a registered service mark of CESA 7, WI

  17. 10:15 - 10:20 Analysis Task Sequence This is the sequence of analysis we will follow to analyze our data. • Data Table – Summarize the data in a table Graphic Representation – Graph or highlight the data Fact Finding - Observe, Compare, Contrast, Discuss & Document—note data patterns Hypotheses – Pose hypotheses for data patterns observed 5. Classroom Connections- Connecting the data patterns and hypothesis to our classrooms Data Retreat® is a registered service mark of CESA 7, WI

  18. 11:45-11:50 Gathering Data and Team Readiness Where are we in the process? Data Tables Graphic Representation – Gap Statement Fact Finding & Contributing Cause for the Gap: Hypothesis & Reason for Gap: Ongoing Process Primary Concerns: Primary Issues: Strategy Statements: Student Goals & Measurable Objective Statement: Activities & Action Plan : Roll Out & Sustainability Monitoring and Evaluation (Checkpoints):

  19. 10 MINUTE BREAK • Be prepared: • Data Binder Ready to Look at MEAP/MME Reports • Markers • Chart Paper Data Retreat® is a registered service mark of CESA 7, WI

  20. 10:30 - 11:30 * See handout for AYP AMO’s Analyzing Proficiency Data Table – summarize the data in a table Using your DEMOGRAPHIC REPORTS...Make 7 separate data tables of the % of all students proficient for every grade tested. • A. Economically Disadvantaged (Yes)/ B. Not Economically Disadvantaged (No) • A. Students with Disabilities (if available)/ B. ALL Student EXCEPT Students with Disabilities • A. Black B. Hispanic C. White ELEMENTARY AND MIDDLE SCHOOL SAMPLE Data Retreat® is a registered service mark of CESA 7, WI Split cells to include State Data/AYP Percentage (your data on top State /AYP data on bottom) Note: Use color coding to help identify like data

  21. 10:30 - 11:30 * See handout for AYP AMO’s Analyzing Proficiency Data Table – summarize the data in a table 2. Using the SUMMARY REPORTS... Create a data table of % of Students at Each Performance Level. HIGH SCHOOL SAMPLE Split cells to include State Data/AYP Percentage (your data on top State /AYP data on bottom) Note: Use color coding to help identify like data

  22. What happens if your subgroup is less than 10 students for “Students with Disabilities”, therefore you don’t see any data on your report... You will need to use the formula below to find the missing information: X # Total Kids x % Proficient (1’s & 2’s) = N of Students Proficient -X - # of Non-Disabled Kids x % Proficient (1’s & 2’s) = N of Non-Disabled Students Proficient A B # of Students with Disabilities N of Students with Disabilites B Data Retreat® is a registered service mark of CESA 7, WI = % of Proficient Students with Disabilities A

  23. 10:30 - 11:30 Analyzing Proficiency Cont. Graphic Representation – Graph & highlight the data • Create a graph(s) of the data from the data tables (circle, bar, line, etc.) • Lenses • Grade • Year-to-Year • Cohort • Strand • Subgroups • Color code the data on the graph • Be sure to include a legend that will explain your method of color coding On your graph please include: Graph Title: Team Name: Assessment Used: Group or Subgroup: Subject: Grade Levels included: School vs. State vs. AYP *** Remember the idea is that a year from now you or someone totally new to the process should be able to pull out these graphs and understand what you were trying to convey. Data Retreat® is a registered service mark of CESA 7, WI

  24. Sample Graph For Each Grade Level and Subgroups = 3rd grade your school = 3rd grade state results =3rd grade AYP targeted prof. goal Complete the legend so that it is clear what information is being graphed. Data Retreat® is a registered service mark of CESA 7, WI

  25. Data Retreat® is a registered service mark of CESA 7, WI

  26. Data Retreat® is a registered service mark of CESA 7, WI

  27. 11:45-11:50 Gathering Data and Team Readiness Where are we in the process? Data Tables Graphic Representation – Gap Statement Fact Finding & Contributing Cause for the Gap: Hypothesis & Reason for Gap: Ongoing Process Primary Concerns: Primary Issues: Strategy Statements: Student Goals & Measurable Objective Statement: Activities & Action Plan : Roll Out & Sustainability Monitoring and Evaluation (Checkpoints):

  28. 11:30 - 1:00 Data Tables and Graphic Representation Where are we in the process? Fact Finding (STEP 3): 1. Observations based on student data and patterns. 2. Can’t be disputed. 3. Should include numbers such as percentages. 4. STATE THE FACTS! (Avoid words like “only” or “just”) Ex: 15% of the group “all students” performed at a Level 1 on the 2007 MME Math. • Hypothesis (STEP 4): • What are we doing that • might contribute to these results? • (Possible reasons / causes • for data patterns observed). • Explanations should come from • school and classroom • based factors and are about • practices that can be altered. • 3. Explanations should NOT • be regarding characteristics of • individuals or UN-alterable factors. • We … statements • Ex: 1. We as a district don’t have a well rounded • understanding of the GLCEs and • HSCE taught in other grades/building. • 2.We do not have the opportunity to • utilize longitudinal and cohort data. • Not-Ex: 1. Too many of our students are • economically disadvantaged. • 2. That year of data was from a low group • of students. • 3. Our students have a poor home life. Data Retreat® is a registered service mark of CESA 7, WI

  29. Student Level Data Analysis Demo Successful schools know how individual students are achieving. They are able to identify struggling learners and provide services to help them be successful. Find your results by individual student (You may target a specific school or grade level). On the report, highlight proficiency levels. Blue Wow! Advanced/Above Expectations Green Good! Proficient/Meets Expectations Yellow Almost! Below Prof./Doesn’t Quite Meet Expectations PinkUrgent! Minimal Proficiency/Far Below Expectations 33 Data Retreat® is a registered service mark of CESA 7, WI

  30. Intervention/Extension Lists Begin “Watch Lists”—by grade level Data Retreat® is a registered service mark of CESA 7, WI

  31. 1:00 - 1:40 1:00 - 2:00 DISTRICT WALK-THRU • Follow Ground Rules • As a school group, move clockwise to the each building • Look Over the Facts and Hypotheses • Using the marker packet at the first group you start with: • Put a green circle next to a hypothesis that is clearly supported or connected back to a fact • Put a red X next to any hypothesis that is not related to a school or classroom based factor • Write a probing question for clarification and a comment

  32. 2:00 - 2:15 Adapt and Report • Once back at your building, read through the probing questions and comments • Discuss any changes or additions that may need to be made • 3 groups will share out

  33. 11:45-11:50 Gathering Data and Team Readiness Where are we in the process? Data Tables Graphic Representation – Gap Statement Fact Finding & Contributing Cause for the Gap: Hypothesis & Reason for Gap: Ongoing Process Primary Concerns: Primary Issues: Strategy Statements: Student Goals & Measurable Objective Statement: Activities & Action Plan : Roll Out & Sustainability Monitoring and Evaluation (Checkpoints):

  34. Homework • Please complete the survey most appropriate to your level before tomorrow’s session. • Pre K (purple) • Grades K – 2 (Green) • Grades 3 – 5 (orange) • Grades 7 – 12 (blue) Data Retreat® is a registered service mark of CESA 7, WI

  35. 2:30 - 3:00 Wrap Up to Day 1: What is unclear or is still circling in your head? State at least 2 interesting facts you learned about another building or the district from the gallery walk activity. List 3 “stand out” facts from YOUR BUILDING’s data. Data Retreat® is a registered service mark of CESA 7, WI

  36. Welcome Back! Day 2 • We will start right at 8:30. Please be prepared by: • Put the homework surveys in the middle of the table to be utilized later this morning. • For the next 30 minutes: • Go back into the data from Friday • Use the Reading Score Distribution and/or Item Analysis to continue the fact finding process • Use alternative data • Student Data File • Data Director • CWCA Data Retreat® is a registered service mark of CESA 7, WI

  37. Revisiting Data • Strand • Individual You can include in observations assessment/data that are lacking. Ex: 9th, 10th and 12th grade assessments/data are not standardized or available. Types: • Cohort • Year to Year • Subgroups To Do: • Add specific, quantitative facts to your building charts. (Each should include numbers/percentages) • Use: • Reading Score Distribution • Item Analysis • EXPLORE and PLAN Data • Student Data File • Data Director • CWCA Data Retreat® is a registered service mark of CESA 7, WI

  38. Proficiency Observations Analyzing Proficiency Cont. Digging for Clarification • Based on the facts you have observed so far, go back to the summary report and look at page 2, the strand information. • Divide the mean points by the possible points which give the average percentage correct for that strand. • Focus on the Percent of Student scoring in each raw score range to see if there are any extremes. ** If summary report is not applicable use the electronic student data file (mobile drive) or Data Director. Write additional findings on the poster. Data Retreat® is a registered service mark of CESA 7, WI

  39. Addition of New Hypotheses • Add hypotheses for any newly added facts.

  40. Please take down your hypotheses poster(s).

  41. 11:45-11:50 Gathering Data and Team Readiness Where are we in the process? Data Tables Graphic Representation – Gap Statement Fact Finding & Contributing Cause for the Gap: Hypothesis & Reason for Gap: Ongoing Process Primary Concerns: Primary Issues: Strategy Statements: Student Goals & Measurable Objective Statement: Activities & Action Plan : Roll Out & Sustainability Monitoring and Evaluation (Checkpoints):

  42. 9:30 - 9:50 Step 5: Primary Concerns Use a group process to determine your top 3 student concerns that emerged from your fact finding/observations (data analysis) by building and list them on a sheet of paper at your table. Primary Concerns for Students Looking back at all of the discussions, the district and all building posters, and activities determine the one concern that will serve as the basis for your student goal and measurable objective for your building. Circle ONE primary concern. Data Retreat® is a registered service mark of CESA 7, WI

  43. ASPIRING MEASURABLE OBJECTIVE Measurable with a defined assessmentprocess or tool A Assessable Intensity of focus for students S Specific Stretches with a measurableacceleration of improvement P Purposeful Involves all students in the school I Inclusive Reinforces and aligns withdistrict strategic action plans R Reinforcing Involves all staff as “doers” of the goal I Involving States the target data as acurrent annual goal N Now Addresses equity in success G Gaps 9:50 - 10:30 Data Retreat® is a registered service mark of CESA 7, WI Data Retreat® is a registered service mark of CESA 7.

  44. 9:50 - 10:30 Sample Reading Measurable Objectives R - Reference District Plan R - Reference District Plan • Model 2 I We, all teaching staff at Elm Creek Middle School will improve skills for informational reading in all content areas of all 6th, 7th, and 8th grade students so that 85% show proficient and advanced levels on the 6th, 7th and 8th grade MEAP, while accelerating the performance of students with disabilities so that 65% show proficient and advanced levels. Additionally all 6th, 7th and 8th grade students will achieve at a 70% proficiency on the grade level reading benchmark assessments by May, 2009. I We, all teaching staff at Valley View High School will increase the reading scores of all 9th, 10th, 11th and 12th grade students on grade level reading assessments so that less than 10% receive below grade level any of the three assessments given by May 2009. S • Model 1 I I P A P G P N A P Missing: A S, G N Lacks details!!

  45. Measurable with a defined assessmentprocess or tool A Assessable … as measured by the 5th grade 4th quarter reading benchmark assessment. … on the 8th grade MEAP reading assessment. … as assessed with the Elm Creek District end of course exams for ELA 9-12. 49 Data Retreat® is a registered service mark of CESA 7, WI

  46. Intensity of focus for students S Specific … a focus on informational reading strategies… ... improve students ability to decode words to increase fluency… 50 Data Retreat® is a registered service mark of CESA 7, WI

  47. TEACHERS: Teach like your hair is on fire! Accelerate, Stretch & Intensify! Stretches with a measurableacceleration of improvement P Purposeful Lower and Slower PRINCIPALS:Lead improvement like your hair is onfire! 51 Data Retreat® is a registered service mark of CESA 7, WI

  48. Stretch, for example Stretch to 100% 52 Data Retreat® is a registered service mark of CESA 7, WI

  49. Involves all students in the school I Inclusive • … so that … … 81% of all 6-8 grade students and 75% of all economically disadvantaged students … 53 Data Retreat® is a registered service mark of CESA 7, WI

  50. Reinforces and aligns withdistrict strategic action plans R Reinforcing Check that the student outcome in the goal is aligned with district strategic goals. 54 Data Retreat® is a registered service mark of CESA 7, WI