Transcript Data for Student Success

Data Driven Continuous Improvement
May 5, 2010
“It is about focusing on building a culture of quality data through
professional development and web based dynamic inquiries for
school improvement.”
Outcomes
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•
•
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To define Continuous Improvement
To outline the Stages and Steps of the SI Process
To understand the importance of starting with the data
To demonstrate the use of the Data Points Reference
Manual in supporting the completion of the School Data
Profile
• To understand the importance of strong data analysis
before writing goals, objectives, strategies and action
steps
• To identify the steps needed for effective implementation
monitoring and evaluation of the SI Plan
What is
Continuous Improvement?
A process by which staff engages in
collaborative inquiry, focused on the use
of consistent formative and summative
assessments, strategic monitoring of
the effectiveness of instruction and
strategy implementation,
adjusting instruction, and continual
evaluation to increase student
LEARNING.
“Unwrap” the definition
Nouns
•
•
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•
•
•
•
•
•
Process
•
Staff
•
Inquiry
Formative Assessments •
Summative Assessments •
•
Instruction
Strategy implementation
Evaluation
Learning
Verb
Engages
Focused
Monitoring
Adjusting
Increase
“Unwrap” the definition
Nouns
•
•
•
•
•
•
•
•
•
Process
Staff
Inquiry
Formative Assessments
Summative Assessments
Instruction
Strategy implementation
Evaluation
Learning
• a particular course of action intended
to achieve a result
• Teachers, administrators, counselors,
paraprofessionals
• seeking information by asking
questions
“Unwrap” the definition
•
•
•
•
•
•
• Verb
Engages
Focused
Monitoring
Adjusting
Implementing
Increase
• To take part
• To concentrate effort or
attention
• Keep track of
Collaborative
Inquiry
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Adapted from The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers,
Inc. All rights reserved. Do not duplicate without publisher’s permission.
Is Continuous Improvement a
finite process?
Why or why not?
Why does it sometimes feel like
a finite process?
Improvement Process in
Michigan
• Requirements with finite deadlines
–Requirements for all schools
–Requirements for Title 1 schools
–Requirements for Title 1 districts
School Requirements
• School Improvement Plan
– With Title I components for Title I schools
• Comprehensive Needs Assessment
–
–
–
–
–
School Data Profile
School Data Analysis
School Process Profile (SPR 90 or EdYes! 40)
School Process Analysis
Summary
• Annual Education Report (posted before
the start of school)
District Requirements
• District Improvement Plan
• LEA Planning Cycle for Title I districts
• Comprehensive Needs Assessment
–
–
–
–
–
District Data Profile
District Data Analysis
District Process Profile (DPR 19)
District Process Analysis
Summary
• CIMS-2 indicators
• Annual Education Report
One Common Voice – One Plan
LEA Planning
Cycle
CIMS-2
CNA
school and
district
district
Data and Process
Profile, Analysis and
Summary
Indicators
district
Goals
Causes for Gap
Objectives
Strategies
Improvement Plan
school and district
• Common
Vision
• Common
Language
• Tools
• Assistance
Coherent Plan for
Improvement
Steps and Stages of the
School Improvement Process
One Common Voice-One Plan
School Improvement Planning Process
Gather
Getting Ready
Collect Data
Build Profile
Do
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
Plan
Develop Action
Plan
Study
Study
Analyze
Data
Analyze
Data
Set Goals
Set Measurable
Objectives
Set Goals
Research Best Practice
Measurable Objectives
Research Best Practice
One Common Voice – One Plan
Michigan Continuous School Improvement
Stages and Steps
Gather
• Getting Ready
• Collect Data
• Build Profile
 School Data Profile
 School Process Profile
• Analyze Data
Study
Plan
Do
 School Data Analysis
 School Process Analysis
 Summary Report
• Set Goals
• Set Measurable Objectives
• Research Best Practice
• Develop Action Plans
• Implement Plan
• Monitor Plan
• Evaluate Plan
Comprehensive
Needs Assessment
School
Improvement Plan
One Common Voice – One Plan
Michigan Continuous School Improvement
Stages and Steps
• Getting Ready
Gather
• Collect Data
• Build Profile
 School Data Profile
 School Process Profile
Comprehensive
Needs Assessment
Study
School
Improvement Plan
Plan
Do
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The school’s culture…
dictates, in no uncertain terms, “the way
we do things around here.” Ultimately, a
school’s culture has far more influence
on life and learning in the schoolhouse
than the state department of education,
the superintendent, the school board or
even the principal can ever have…
Roland Barth (2001)
Creating a Culture of Quality
Data
The most promising strategy for
sustained, substantive school
improvement is developing the
ability for school personnel to
function as professional learning
communities.
DuFour and Eaker, 1998
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Why do we start with the data?
What kind of data help us make
decisions as we go through the
Continuous Improvement
Process?
Gather:
Collect Data and Build Profile
Data Reference Points
For the Michigan School Data Profile
Using D4SS or
your Data
Warehouse for
data inquiry to
complete the
Michigan
School Data
Profile.
Versions
Available to
date:
•Data Director
•Pearson
•IGOR/Pinnacle
•Others coming
soon!
www.data4ss.org
www.data4ss.org
User name: demo_test1
Password: demo_test1
Need a login?
• If you need a D4SS Inquiry Tool
username, please contact your local
district curriculum or technical leader,
or your RESA/ISD's Curriculum or
Technical leader.
http://data4ss.org/contactus/
• Click on the link to see the contact list
Time for Exploration
of Data 4SS
One Common Voice – One Plan
Michigan Continuous School Improvement
Stages and Steps
Gather
Study
Plan
• Analyze Data
 School Data Analysis
 School Process Analysis
 Summary Report
• Set Goals
• Set Measurable Objectives
• Research Best Practice
Comprehensive
Needs Assessment
School
Improvement Plan
Do
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Analysis
• You can gather all the data you want but
until you analyze the data, decide what the
data is telling you and determine what you
are going to do, the data is just data,
numbers on a page. To make the data
meaningful, dialogue needs to occur,
decisions need to be made and actions
need to be taken.
Analysis
Collaborative analysis of data needs to
happen before school improvement goals
are determined. To have a goal, objectives,
strategies and action steps that are not
grounded in the data perpetuates the idea
that school improvement plans are just
paper, they are documents, not real plans used
to support sustained instructional improvement
and increase student learning.
Goals Management Components
Goals
Important!
Example Goal
statement
All students will
improve their
reading
comprehension
skills in all core
subject areas.
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Goal Criteria
Goal statements are:
• Student focused
• Linked to identified student academic
learning needs in the four core content areas
or associated with a Content Area for which
there are challenges in the CNA or EdYES!
• State broadly the area of focus and that all
students will become successful learners.
• Based on a careful analysis of multiple
sources/types of data.
• Define the priority area for an improvement
plan.
S.M.A.R.T. Objectives
Building Level
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Research Based Strategies
Research occurs before the strategies are
determined for the plan
• Do you have a process in place to
research strategies before inclusion in the
plan?
• Why is researching strategies so
important?
• Where should we look?
Strategies and Action Steps
• Strategies are what will be done by the
adults to support student learning
• Action Steps are how the strategies will be
implemented
– What specifically needs to happen
• Professional Development
• Implementation of strategy -direct instruction
• Monitoring of strategy
Criteria for Strategy
Statement
• Begin each statement with “District staff
will...” (and/or which specific group of
teachers).
• Use an action verb of observable behavior
which must be done.
• Write clear, concise statements that
describe what you intend to accomplish.
(Be specific.)
• Make sure each strategy addresses the
issue and connects back to the
measurable objective.
• Research and evidence based
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Strategy Sample
Teachers will provide Tier I reading comprehension
instruction for all students to include the use of
Question Answer Relationship and Strategies That
Work including; visualizing and making inferences,
making connections, questioning, determining
importance and synthesizing.
Staff will
Action
verb
Check
Strategy
criteria
Connects
back to
objective
Teachers will provide Tier I reading
comprehension instruction for all students to
Describe
include the use of Question Answer
what you
intend to
Relationship and Strategies That
accomplish
and research
Work including; visualizing and making based
inferences, making connections, questioning,
determining importance and synthesizing.
One Common Voice – One Plan
Michigan Continuous School Improvement
Stages and Steps
Gather
Comprehensive
Needs Assessment
Study
Plan
Develop Action Plans
School
Improvement Plan
Do
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Plan
• Develop Action Plans
• Who?
• Will do what?
• By when?
• How will you know it has been
done?
• How will you know if it has been
effective?
• What evidence will we collect?
Criteria for Activities
• Describes an adult activity/action (what adults
will do to assist students in meeting the
measurable objective).
• Linked to the strategy statement.
• Includes specific steps that include:
• activity
• staff responsible
• timeline for implementation,
• resources needed
• funding source and amount
• monitoring plan and evidence of success.
Activity 1 Sample
Professional Development will be provided for all
core staff on the use of the strategies identified
Question Answer Relationships and Strategies
That Work by members of the Reading Committee.
These strategies are: making connections,
visualizing and making inferences, asking
questions, determining importance and
synthesizing.
Specific
Step
Check Activity
Teacher
action
Criteria
Linked to
strategy
Professional Development will be provided by
members of the Reading Committee for all core
staff on the use of Question Answer Relationships
and the strategies identified in Strategies
That Work.
These strategies are: 1) making connections;
2) visualizing and making inferences; 3) asking
Questions; 4) determining importance; and
5) synthesizing.
Activity 2 Sample
• ELA teachers will provide explicit instruction of QAR within
the first week of school. The instruction will include modeling,
think aloud strategies, guided practice and independent
practice.
• ELA teachers will display QAR posters and provide
QAR bookmarks for student use.
• ELA teachers will provide explicit instruction of the
Strategies That Work, making connections, visualizing
and making inferences, questioning, determining
importance and synthesizing.
• Each strategy will be taught individually with at least a
week of practice devoted to each strategy.
• Thinking Charts will be utilized to monitor student
use of strategies.
Activity 3 and Activity 4 Sample
All core teachers will use the one of the strategies identified
at least three times a week.
• Lesson plans will be monitored weekly.
• “Walk-Through’s” will occur looking for evidence of
strategy implementation.
• Collaborative Action Teams will meet weekly to monitor
implementation of strategies through dialogue, and
examination of student work (Thinking Charts) and
formative assessments.
Activity 5 and Activity 6 Sample
Co-Teaching will occur in selected classrooms based on
data.
Common formative assessments will be created in
Collaborative Action Teams, where necessary, to support
monitoring of comprehension strategies. Data will be entered
in Data Director for ease of monitoring.
One Common Voice – One Plan
Michigan Continuous School Improvement
Stages and Steps
Gather
Study
School
Improvement Plan
Plan
Do
• Implement Plan
• Monitor Plan
• Evaluate Plan
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Do
Implement the Plan
• How do you implement the plan?
– What needs to be done to implement the
strategy effectively?
– Who is responsible?
– What manageable steps need to be put in
place to implement strategy?
– What timeline needs to be put in place?
– What materials/resources are needed?
– What professional development is needed to
support the strategy?
– What on-going support will be provided?
– How will the plan be monitored?
Do
Monitor the Plan
• Who will monitor that the strategy
is being implemented with fidelity?
• How will this be done?
• How often?
• How will you document?
• How will you respond if the
strategy is not being implemented
with fidelity?
Do
Evaluate the Plan
• How will you know if the strategy
is successful?
• What assessment(s) will you use?
• How will you keep track of the
data?
• How will you respond if the
strategy is not effective?
• How will you respond if the
strategy is effective?
What is
Continuous Improvement?
A process by which staff engages in
collaborative inquiry, focused on the use
of consistent formative and summative
assessments, strategic monitoring of
the effectiveness of instruction and
strategy implementation,
adjusting instruction, and continual
evaluation to increase student
LEARNING.
Formative Assessment
“Is an assessment for learning, a tool used
to inform both the teacher and the student
about the student’s current level of
achievement, to guide the teacher’s
instructional practice, to help the student
understand what steps must be taken to
further his or her learning and to motivate
the student to take those steps.”
(William & Thompson, 2007)
“Assessment for learning…when done well,
is one of the most powerful, high-leverage
strategies for improving student learning
that we know of.” (Fullan, 2004)
“Assessment for learning rivals one-on-one
tutoring in its effectiveness and
…particularly benefits low-achieving
students.” (Stiggens, 2004)
Summative Assessment
Is an assessment of learning, a tool to
answer the question, “Did the student learn
by the deadline?” with a “yes” or “no,” “pass”
or fail.
Collaborative
Inquiry
Adapted from The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers,
Inc. All rights reserved. Do not duplicate without publisher’s
permission.
73
How do you build in time
for Collaborative Inquiry?
Questions
Contact Information
Beth Brophy, Calhoun ISD [email protected]
(269) 789-2456
Jennifer Parker-Moore, Ed.D., Macomb ISD
[email protected] (586) 228-3517
David Judd, Office of Educational Assessment and
Accountability [email protected] (517) 373-4311