Transcript Native Star

Artist: Gus Claymore
Presenters: Charmaine Weston
and Margaret Claymore
NATIVE STAR –
Minneapolis Education
Conference March 29-30, 2011
National Assessment Tool for
Innovation, Validation, and Education
“You Can’t let Praise or Criticism get to
you. It’s a Weakness to get Caught up
in Either one.”
John Wooden
I
Introduction
Step 4 – Assessing an Indicator using “Unpacking an Indicator
Worksheet” ____?__
Step 5 – Planning an Indicator using the “Logic Model
Worksheet” ____?_____
Step 6 – Adding the Task(s) to the Objectives: Writing, Saving,
Editing ____?_____
What Does Your Score Card Look Like?
http://www1.teachertube.com/viewVideo.php?video_id=30&title=Walkthr
oughs_and_Learning_Objectives
# of Walkthroughs?? ______
#of Objective?? _________
#of Tasks??#
#of Absences??? _________
________
Steps 4, 5 & 6 – Assessing, Planning, Tasks
 Two Strategy Models:
 Unpacking the Indicator Strategy – Step 4 helps schools
understand and break down the Indicator into “3” categories
 Logic Model Strategy – Step 5 helps leadership teams and
instructional teams plan for an indicator using “5”
categories/steps.
 Assigning Tasks:
 Tasks – Step “6” assigns who is responsible for specific work
related to the indicator being planned.
Bureau of Indian Education
NATIVE Star
Coaching Comments
Main Menu
Set Up School
Step 1 - Register School
Started
Last Update
09/13/10
02/16/11
02/16/11
02/16/11
8 (count)
Started
Last Update
Progress
02/16/11
02/16/11
2 of 99
Step 2 - Provide School Information
- Provide School Assessment Scores
Step 3 - Form School Team
Assess - Create - Monitor
Step 4 - Assess School Indicators
Step 5 - Create School Plan
0 of 2
Step 6 - Monitor School Plan
0 of 0
Name
Position
District Liaison
Mrs. Margaret Claymore
ELO Specialist
Principal
Mr. Grant Richardson
(863) 983-6348
[email protected]
Process Manager
Ms. Jill Grismore
863-983-6348
[email protected]
Coaches & Leaders
4327-RI BIE
Phone
Email
[email protected]
Unpacking the Indicator Strategy – Step 4
Assess and break down in to 3 categories:
1)What we want schools to know and be able to do (Review
the Wise Ways or other resources related to the Indicator
being assessed.)
2) How will we know if they know it? (How will we assess
what they know and can do?) Examples and Evidence are
evident
3) What do we do about it when they don’t know? (What is
the plan for responding to schools when they don’t get it?)
List of TA, PD, Consultant(s), ELO, and/or Coach necessary
to implement the Indicator.
Unpacking an Indicator Worksheet.”
What do we want schools to know and be able to do using the “Unpacking an Indicator Worksheet.”
What do we want schools to know and be able to
do?
Step 4: Assessing - Are We Doing This?
Main Ideas from CII “Wise Ways” document:
How will we know if they know it?
(How will we assess what they know
and can do?)
Where is the Evidence?
Examples of possible evidence we
might find and can collect
(Checklist):
What is our plan (STEP 5) for
responding to the Indicator?
Strategies?
Examples of possible support
we can offer:
What do we want schools to know and be able to do using the “Unpacking an Indicator Worksheet.”
IID02 The school tests each student at least 3 times each year to determine progress toward standards-based objectives. (100)
What do we want schools to know and be able to do?
How will we know if they know it? (How will What is our plan (STEP 5) for
we assess what they know and can do?)
responding to the Indicator?
Step 4: Assessing - Are We Doing This?
Where is the Evidence?
Strategies?
Main Ideas from CII “Wise Ways” document:

Assessment is the process of testing
o To see what a student knows and can do
o To identify strengths and weaknesses in what a
group of students know and can do

Different assessments include:
o Diagnostic-prescriptive – quick diagnostic tests
used to prescribe appropriate learning activities
for a student or group of students to help them
meet objectives. Examples: Unit pre & post tests,
spelling tests, oral quizzes, or show me.
o Embedded assessments – are learning activities
aligned to objectives with criteria for mastery
which enable a teacher to check mastery within
the context of instruction. Also serves as a
diagnostic assessment.
o Periodic assessment – administered for each
grade level two to four times a year, enable the
teachers and teams to see how students are
progressing toward mastery of standards that will
be included on state assessments.
o Annual assessments – state standards
assessments (criterion-referenced) and normreferenced achievement tests provide an annual
appraisal of each student’s progress and the
school’s progress by grade levels and subject
areas.
Examples of possible evidence we might
find and can collect (Checklist):

School schedule includes windows
three or four administrations of MAP
this school year.

They are aware of and have a
comprehensive plan in place for a
successful MAP administration. (See
“NWEA Roles and Responsibilities”
checklist specifications)

They have addressed the technology
needs of the school that make
administering the MAP assessment
possible for all 3 seasons through the
school year.

They have a plan in place to monitor
the assessment window to ensure that
all students are tested, with the right
test, before the window closes.

They have a plan in place to increase
student ownership in the MAP
assessment.
Examples of possible support we can
offer:
 Provide more staff development
on different assessments
administered to students
Collaborate with Media Specialist
and/or Media Technician to offer
training and support for
administrating the MAP Assessment
Implement Team meetings for all
staff to have ownership toward
increasing student achievement in
both Formative and Summative
Assessments
Create PLCs by department and
assign department Head/Chair to
share and plan in testing
preparation within departments
Assign Special Education
department to collaborate with
each department to plan and
prepare ALL students for testing:
Test Taking Strategies in reading
math, science, and writing strategies

Logical Model Strategy – Step 5
A logical model is just one of many structures for school improvement
for school improvement planning. Sponsors often define a particular
structure to be used by schools and districts, so coaches should
be alert to the preferred model required by the state, district or other
sponsoring agency overseeing the improvement planning process.
Teams and coaches using the Native Star system to structure the
development of their plan benefit from the planning tools, resources,
and report templates built into the system. Section 2 shows some
of the ways these features can be used as the team develops its plan
for change.
To be a useful tool to guide action, a plan for change must include a
clear description of the measureable outcomes that will result if the
strategies effectively target the identified needs. Those implementing
the plan will be able to picture themselves in their “new and improved”
mode of operation if outcomes are clear. The task of a coach is to help
team members make the invisible(or more likely, overlooked!) visible
to all those engaged in the change process.
Step 5: SAMPLE LOGIC MODEL - PLAN FOR AN INDICATOR
Objective:
Inputs/Resources
The knowledge, skills,
time and expertise to
enable adoption of the
strategy
_
Strategies
Outputs
The activities (tasks)
required to adopt the
desired practices
The physical products
(lesson plans, student
work, survey responses)
resulting from the
strategies
Outcomes Short
Term
Intermediate observable
changes in the intended
beneficiary of the
activities
Outcomes Long Term
The ultimate impact of
the strategy, the broad
objective/goal of the
work
Step 5: SAMPLE LOGIC MODEL - PLAN FOR AN INDICATOR
Objective: IID02 The school tests each student at least three times each year to determine progress toward standard-based
objectives.
Inputs/Resources
The knowledge, skills,
time and expertise to
enable adoption of the
strategy
Wise Ways Research
Outside Consultants
Dept. Chair/Head
•Instructional Team
Leadership Team
Media Spec/Tech
Reading/Math Coaches
Webinars
Teleconferences
NWEA Consultant
_
Strategies
Outputs
Outcomes Short Term
Outcomes Long Term
The activities (tasks)
required to adopt the
desired practices
The physical products
(lesson plans, student
work, survey responses)
resulting from the
strategies
Intermediate observable
changes in the intended
beneficiary of the activities
The ultimate impact of the
strategy, the broad
objective/goal of the work
Staff Mtgs. Focus on
mini-trainings by inhouse staff
Calendar Committee
designates PD training
dates for Technology
training for all staff
NWEA Consultant
meets with staff
quarterly
Outside Consultant
shares strategies for test
taking with ALL STAFF,
specifically Math,
Reading, Science,
Language Arts, and
History/Social Studies
Agendas reflect
training of ALL STAFF
Minutes from staff
meetings discuss and
elaborate on the
progress of minitrainings
Calendar Committee
produces a calendar
that reflects PD training
dates in technology
NWEA Consultant
prepares quarterly
reports and provides
interpretation
Lesson Plans reflect
reading strategies for
each discipline across
the curriculum
Focused Team
Meetings
Collaboration across
the curriculum areas
All Staff trained in test
taking strategies before
the State, NWEA, or
other standard tests
Data collaboration,
interpretation, and
decision making
Lesson plans that
incorporate test taking,
math and reading
strategies
Site specific visits by
consultants related to
data
Every student will be
tested three times a
year to determine
progress toward
student-based
objectives.
Annual Data Retreats
Continuous staff
development for ALL
NEW and continuing
staff in technology data
assessment, test taking
strategies
Native Star Worksheet: Step 5: Create the Plan
School Leadership and Decision Making
Aligning classroom observations with evaluation criteria and professional development
I
Plan:
Index:
Assigned to:
Target Date:
Tasks:
Assigned to
Target Completion Date:
Comments:
Implement:
Percent Task
Complete:
(
Priority Score x Opportunity Score)
Indistar™® Worksheet: Step 5: Create the Plan
School Leadership and Decision Making
Aligning classroom observations with evaluation criteria and professional development
IID02
Plan:
The school tests each student at least 3 times each year to determine progress toward
standards-based objectives.
Index:
6
Assigned to:
Lead Teacher
Target Date:
06/07/2010
(Priority Score x Opportunity Score)
How it will look when fully met: When this objective is fully met, the school will have a process in place
Every student will be tested three times a year to determine progress
toward student-based objectives.
Annual Data Retreats will take place for ALL STAFF
Continuous staff development for ALL NEW and continuing staff will be
offered in technology, data assessment, test taking strategies, and
curriculum alignment of standards (On-Going)
Tasks:
1. Staff Mtgs. Will Focus on mini-trainings by in-house staff beginning January 2011
2.Calendar Committee will determine and designate PD training dates for Technology training for all staff
3.NWEA Consultant will meet with staff quarterly to review data, plan for instruction, develop instruction
using DesCartes Skills
4.Outside Consultant will share strategies for test taking with ALL STAFF, specifically Math, Reading,
Science, Language Arts, and History/Social Studies
Assigned to
Target Completion Date:
Comments:
Implement:
Percent Task Complete:
John Kenworth
05/28/2011
Task: The Work Horse of Native Star
Section that assigns who is
responsible for specific work
related to the indicator being
planned.
Introduction to Tasks
How the System works
Entering a Task
Reports for Tasks
Writing good tasks:
What to look for – red flags
Tasks
Review of the system
Tasks
Reports and Graphs
Tasks
Graphs
Writing Good Tasks
Specific
Simple language
Broken down into small chunks
Early tasks should be easily accomplished
Red Flags
And, and, and
Due dates
How much do you really expect
the principal to do?
Evidence
Encourage
Encourage your schools to write tasks that are
easily accomplished in the beginning to get quick
wins
Encourage your schools to think about how they
will provide evidence that they are fully
implemented
Encourage your schools to celebrate their
accomplishments
http://www1.teachertube.com/viewVideo.php?video_i
d=41378&title=Power_Teaching_Critical_Thinking_A
MAZING_STUDENT_ENGAGEMENT_
We can all make a difference if we keep
ourselves in the game and continue scoring
points on the journey . . .
SO,
“Let us put our minds together and see what
future we can make for our children.” Sitting
Bull, Hunkpapa Lakota
The Target Score: 100%
Graduation Rate!