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Your CIP Play Book- 1st Quarter

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Title: Your CIP Play Book- 1st Quarter


1
Your CIP Play Book-1st Quarter
  • A Guide and Resource to Writing
  • the 2007-2009 Continuous Improvement Plan
  • Data Analysis
  • Presented and supported by the School Improvement
    Team of
  • Southern Oregon ESD
  • 2007

2
To Score Academic TouchdownsWith Your
Districts Continuous Improvement
PlanSelf-Evaluation Summary
Practical Tips
3
Goals
  • Feel excited about possibilities for using data
    to improve student success
  • Learn to use data to identify a focus for
    improvement
  • Experience collaborative inquiry in the use of
    data
  • Engage in data-driven dialogue
  • Gain insight into what school leaders can do to
    connect data to results
  • Combine an effective school improvement process
    with the compliance requirements of the CIP

4
Powerful Words
  • Research has found that faculty in successful
    schools always question existing instructional
    practice and do not blame lack of student
    achievement on external causes.
  • Carl Glickman, 2002

5
Continuous Improvement Means
  • Collective Inquiry-school teams constructing
    meaning of student learning problems and testing
    out solutions together through rigorous use of
    data and reflective dialogue unleashes the
    resourcefulness of educators to solve the biggest
    problems schools face.

6
Virtually All Education ResearchersAgree
Collaboration is Key
  • Deborah Ball Dan Lorti
  • Roland Barth Robert Marzano
  • Carol Belcher Jay McTighe
  • Louis Castenell Milbury McLaughlin
  • Jim Collins Fred Newmann
  • Tom Corcoran Allan Odden
  • Linda Darling-Hammond Doug Reeves
  • Lisa Delpit Mike Schmoker
  • Rick DuFour Dennis Sparks
  • Karen Eastwood James Stigler
  • Richard Elmore Gary Wehlage
  • Susan Fuhrman Grant Wiggins
  • Carl Glickman Jackie Jordan Irvine
  • Asa Hilliard Deborah Shifter
  • Anne Lieberman and more


7
Warm-upConsensogramWhat?
  • A consensogram is a visual display of data
    generated by a group that provides an efficient
    way of gathering and displaying information that
    can be used immediately for processing.
  • Using Data/Getting Results, Nancy Love
  • Data-Driven Dialogue, Bruce Wellman and Laura
    Lipton

8
ConsensogramWhy?
  • Icebreaker
  • Learn a tool to use in district/school.
  • Demonstrate 3 phase process for learning from any
    kind of data.
  • Illustrate principles for data use.

9
Consensogram Directions
  • Complete the survey
  • Take one post-it for each question-Note colors/s
    on wall
  • Write response on post-it
  • Set aside for now

10
Data-Driven Dialogue
PHASE 1 Predict
Adapted from Organizing Data-Driven Dialogue by
Laura Lipton Bruce Wellman, MiraVia LLC, 2001
11
Data-Driven Dialogue
12
Phase 1 Predict Starters
I predict I assume I wonder
Im expecting to see
13
Go Visual
  • Large, visually vibrant displays of data
  • Color coding
  • Consensogram
  • Place post-its on corresponding wall chart to
    develop a bar graph

14
Building Your Data Wall
15
Data-Driven DialoguePhase 2 Observe
  • What important points seem to pop out?
  • What patterns or trends are emerging?
  • What is surprising, unexpected?
  • What questions do we have now?
  • How can we find out?

Adapted from Lipton and Wellman, 1999
16
BECAUSE
17
Concept Attainment, Part 1
YES
NO
  • Its 53 degrees out
  • Its cold
  • 75 of our 4th graders scored below proficiency
    in mathematics problem solving
  • Our teachers are not comfortable with mathematics
    content
  • This student diagrammed each trip across the river
  • The student must have used the diagram to
    generate the rule

18
Phase 2 Observe Starters
I notice that I see that
19
Data Driven Dialogue Phase 3, Infer
  • What inferences and explanations might we draw?
  • Record your possible explanations and questions.
  • What further data needs to be investigated?
  • What implications for student learning does this
    have?

20
Shifts that Are Moving Schools from Resignation
to Improvement
Less Emphasis
More Emphasis
Internal and collective responsibility, equity
Culture
External accountability
Data to sort, opportunities for some
Data to serve, opportunities for all
Instructional improvement
Feedback for continuous improvement, frequent and
in depth use
Carrot and stick, avoidance
Data Use
Top-down, premature data-driven decision making
Ongoing data-driven dialogue and collaborative
inquiry
Collaboration
Individual charismatic leaders as change agents
Learning communities with many change agents
Leadership Capacity
21
Data-Driven Dialogue
PHASE 1 Predict
This is the process we will use the rest of the
day to analyze CIP Data. Consider if it will work
to take back to your school sites for drilling
down the data
Adapted from Organizing Data-Driven Dialogue by
Laura Lipton Bruce Wellman, MiraVia LLC, 2001
22
Are You Ready For Some Football?
23
But first! Revisit our last session
  • Key learnings from Dr. Robert Barr related to The
    Kids Left Behind

24
All Students Must Achieve High Academic
Performance
  • Or live out their life unemployed, underemployed,
    or unemployable
  • Educationthe only door of Opportunity
  • Educationthe ultimate Civil Right

25
Schools fail poor/minority students when they
  • Hold low expectations for achievement
  • Assign students to inexperienced teachers
  • Fail to teach reading / basic skills
  • Retain, track, pull-out and miss-assign to
    special education
  • Blame students families
  • Employ a Bell Curve mentality
  • Inequities in school funding

26
Common Characteristics of High Performing Schools
  • Extensive use of state/local standards to design
    curriculum and instruction, assess student work
    and to evaluate teachers
  • Increased instruction time for reading and
    mathematics
  • Substantial investment in professional
    development for teachers focused on instructional
    practices to help students meet academic
    standards
  • Comprehensive systems to monitor individual
    student performance and to provide help to
    struggling students before they fall behind
  • Parental involvement in efforts to get students
    to meet standards
  • State or district accountability systems with
    real consequences for adults in schools, and
  • Use of assessments to help guide instruction and
    resources, and as a healthy part of everyday
    teaching and learning.
  • The Educational Trust, Inc., 2001

27
Catching Up the Kids Left Behind
  • Ensure effective district and school leadership
  • Understand poverty / hold high expectations for
    all students
  • Target low-performing students / schoolsstart
    with reading
  • Align / manage / monitor the curriculum
  • Create a culture of data and assessment literacy
  • Institute instructional improvements / capacity
  • Reorganize time space
  • Engage parents,community and schools
  • Support effective teaching
  • Teaching the Children of Poverty Catching Up
    the Kids Left Behind
  • Robert Barr W.H. Parrett, 2005

28
Now, Are You Ready For Some Football?
29
Phases of Writing the CIP (and
winning the game)
  • Pre-Game Prep
  • 1st Quarter
  • 2nd Quarter
  • 3rd Quarter
  • 4th Quarter
  • Post-Game Celebration and Analysis

30
Tasks Completed During the Pre-Game
  • Determine your coaches
  • Recruit team-assign positions
  • Review last years stats (CIP)
  • Create a game plan

31
Lets Review the Rules of the Game
  • ODE Powerpoint on the Compliance
  • Requirements of the
  • C.I.P.
  • (Continuous Improvement Plan)
  • The CIP is a way to report your districts
    effective progress toward systematic increases in
    student success and comply with various ORS and
    Federal requirements

32
Review the rules of the game
  • Continuous Improvement Cycle

33
1st Quarter Begins!
  • SELF-EVALUATION
  • Assess district/school performance
  • Assess district/school practices
  • Identify achievements and priority concerns
  • Did you score a first down
  • toward achieving student success?

34
What does a winning team do? Criteria from
CIP Review Guide
  • Conclusions are made based on a deep analysis of
    relevant and current qualitative and quantitative
    data that connects to the priority, goal or task.
  • A system is in place where all district staff
    analyze data to inform decisions at all levels
    and analysis is shared with all stakeholders.
  • Analysis of disaggregated data for diverse
    populations is presented to school staff and
    stakeholders and used at both school and district
    levels in planning for improving student
    achievement.
  • Priority concerns are integrated with the Oregon
    Educational Performance Standards and Standards
    for District Success

Refer to the gold CIP Review Guide
35
Prompt 1 and Data Analysis
  • Prompt 1 Describe the districts progress
    against each of the 10 Oregon Education
    Performance Standards relative to the conclusions
    drawn from the data analysis in the 2005
    submission and against the goals stated in the
    2005 action plan. Provide a description of any
    additional state and local data used in the
    Self-Evaluation.

36
Data Driven Dialogue
  • Write your previous CIP goals on chart paper
  • Review data used in previous CIP
    (2003-2005)-create linear chart w/paper
  • Predict what the current data will indicate
    (2005-2007)
  • Go Visualcreate data wall to compare and
    contrast-create linear chart with paper
  • Observe the data
  • Infer/Question/Implications for student learning
    success

Use Oregon Performance Standards Worksheet
37
Pause and reflect
  • What student learning problems seem to be
    emerging?
  • What strategy or process might be transferred to
    work within your district?
  • Did you find you had to remind yourselves of the
    step in the process you were in? What did that
    look like?

38
Prompt 2 and Data analysis
  • Prompt 2 Describe the districts strategies and
    programs that enabled your district to make
    progress against the 10 Oregon Education
    Performance Standards.

39
Cheerlead your team!
  • On your data wall, indicate
  • success with a bright stikee
  • note and a star.
  • Ask every school to document what programs or
    strategies enabled this success.
  • This is homework! Share the successes

40
Prompt 3 and Data Analysis
  • Looking at how we can improve our performance to
    win the game
  • Prompt 3 Discuss the reasons (causes that
    contributed to any Expectations that were not
    realized in relation to the 2005-2007 goals. Use
    the Standards for District Success to guide this
    discussion.

41
Identifying Causes
  • Recognize areas where goals were not achieved.
  • Where are the achievement gaps? State learning
    problem w/detail.
  • Analyze the causes using the Fish Diagram and the
    Six Standards for District Success
  • Review implementation of action plan. Was it
    monitored regularly?
  • Could this have been a flawed action for the
    learning problem?
  • What additional data would help clarify here?
  • Summarize the 2007 priority concerns and their
    causes/contributing factors
  • No shame, no blame, no excuses

42
1 Data Source 2 Data Sources
Triangulation
Performance Assessments
SEC Alignment Data
Student Learning Problem


Common Assessments
OSAT/TESA
AP Tests
Classroom
Multiple Choice
Performance Task
Open Ended
Interview
43
Triangulate What? Why? How?
  • Triangulation is a process of using three or more
    sources of data to build confidence in the
    accuracy of particular data.
  • The goal is to determine if nearly all persons
    believe that the data accurately measured what
    they said they had measured.
  • Triangulation provides a picture of students
    understanding through multiple measures
  • Can combine quantitative and qualitative data
    data from three sources, data collected by three
    methods or three different kinds of data.

Carr Artman, 2002
44
Identify Student Learning Problem
45
Type of Data Data Source Sample Student Learning Data Initial Findings Sample Student Learning Data Initial Findings Sample Student Learning Data Initial Findings
Type of Data Data Source 1 State Assessment 2 Terra Nova Math 3 Common Assessment
Aggregate / Summary Reports 43 of the students in Lake Woebegone school district are at proficient and above. Students in Lake Woebegone school district scored at the 51st percentile. 76 of the students in Lake Woebegone scored at passing or above.
Disaggregated Results Middle School students scored from 5-8 percentage points below students at the elementary level. 44 of White MS students were proficient / advanced. 29 of MS African Americans were proficient / advanced. 25 of the Hispanic MS population were proficient / advanced. 8 of the Special Needs MS students were proficient / advanced. Students at the Crystal Lake MS had the lowest scores in the district 42 percentile. African American students at the MS level scored at the 31 percentile while Special Education students at the MS all fell into the lowest quartile 5 percentile. 35 of the African American population passed. 12 of the students in Special Education passed the mathematics assessment.
Cluster / Strand / Subscale Data analysis, Probability and Statistics was the weakest area in mathematics (25 proficient/advanced). The area of measurement and geometry were the next areas of weakness at 31 proficient / advanced. Data, Statistics and Probability area students in the 6th grade were in the 39th percentile. Problem solving was the weakest area overall. Measurement and Data Analysis, Probability and Statistics were areas where most students failed 55 and 67 respectively.
Item Analysis
Student Work

This is the type of further analysis that might
be part of Prompt 4
46
What we learn from triangulation
  • Prepares the Data Team to formulate a
    learner-centered problem.
  • The task of the Data Team is to use the findings
    identified through triangulation to articulate a
    clear student learning problem.
  • The Data Team wants to make sure it is focusing
    on the right problems to solve and choosing areas
    likely to have a positive impact on student
    learning.

47
Cautions for Triangulation
  • Need for rich data sources that include student
    work
  • Need for data sources that measure similar
    content e.g., cluster data may not be the same
    on all assessments
  • Is data norm referenced or criterion referenced?
    How can one support the other?
  • Is the learning problem supported in the other
    data? How?
  • Does the data deepen our understanding of student
    learning problems?
  • Look at data over time
  • Disaggregate when you can

48
Student Learning Problem Statement Criteria
  • Who?
  • Grade level of students
  • Percent of students
  • Achievement gap among students (if applicable)
  • What?
  • Performance level
  • Subject
  • Strand/concept/skill
  • Based on what evidence?
  • Types of assessments
  • Dates of assessments

49
Student Learning Problem Template
  • (Grade) students at (school/district) are
    (performance level) in (subject area). Weak areas
    are (skills, concepts) as evidenced by these
    data
  • List all evidence in this manner
  • () of students are (performance level) on (date
    and name of assessment)
  • These performance gaps were noted
  • () of (race, class, ethnicity, gender,
    special/regular) students are (performance
    level), while () of (race, class, ethnicity,
    gender, special/regular) students are
    (performance level) as evidenced by (dates and
    names of assessments)

50
Student Learning Problem Statement Example
  • Fourth-grade students at Lincoln School are below
    proficiency in mathematics. Weak areas are
    mathematical communication and reasoning as
    evidenced by these data
  • 64 of students are below proficiency on the
    2004 Nebraska State Assessment
  • 52 of students are below basic on the 2004
    district benchmark assessment
  • 37 of students scored a 1 on the 2004 school
    common assessment
  • These performance gaps were noted
  • 49 of African American students are below
    proficiency, while 33 of white students are
    below proficiency as evidenced by the 2004
    Nebraska State Assessment

51
Prioritize Student Learning Problems
  • First and most important, one criterion is that
    the student learning problem reflects a critical
    weakness in student performance that needs to be
    addressed.
  • Which of these problems is systemic - leads to
    failure in other areas,
  • Addresses critical inequities - limits
    opportunities for some students,
  • Places students in jeopardy of not meeting
    promotion or graduation requirements,
  • Aligned to other district priorities?

52
Fishbone Cause-and-Effect Analysis
Also known as the Ishikawa Diagram
53
Completing the Fishbone
  • Synthesize and organize previous inferences
    connected to an identified student learning
    problem.

54
Completing the Fishbone
  • Synthesize and organize previous inferences
    connected to an identified student learning
    problem.
  • Brainstorm additional possible causes.
  • Use District Standards for Success to help
    identify causes from many
  • structures.

55
Fishbone Directions
  • Develop Fishbone on chart paper.
  • Write the problem statement at the fish head.
  • Develop general categories or areas for each of
    the fish spines e.g., curriculum, instruction,
    district-school culture/norms, leadership, etc.
  • Collect past inferences based on data that are
    still relevant and connected to the student
    learning problem. Write 1 on each sticky note.
    Place each sticky on the most appropriate
    category or spine.
  • Brainstorm for any additional causes. Write 1
    cause per sticky note and put each sticky on the
    most appropriate category or spine.

56
Fishbone Cause-and-Effect Analysis (Linked to
Standards for District Success)
Instruction
Curriculum
Dist/school Culture/Norms
6th grade unit on geometry not aligned with
standards
Causes are Seeking to Increase Equity
Integrated systems/structures
Family/Community Engagement
Leadership
57
(No Transcript)
58
Student Learning Problem From District to
School Perspective
  • Can be identified in broad terms at the district
    level i.e.,
  • Students are performing below the
  • standard in math in all sub-group
  • populations at all levels.
  • Redefine at each school based on their particular
    data. Is this a concern for them?
  • Use site-based disaggregated data to refine
    student learning problem to their context
  • Site-based causes will allow for differentiated
    action plans

59
Tools to take away
  • Consensogram
  • Data Based Dialogue
  • Data Wall
  • Triangulation of Data
  • Student Learning Problem Template
  • Fishbone chart
  • possible causes of learning problem

60
1st Quarter Reflection
  • SELF-EVALUATION
  • Where are you in these tasks?
  • Assess district/school performance
  • Assess district/school practices
  • Identify achievements and priority concerns
  • Did you score a first down
  • toward achieving student success?

61
Reviewing the 1st quarter
  • Do you need to gather more data to complete all
    the plays?
  • How will you engage all players in the defining
    the student learning problem?
  • What processes were used today that you can use
    at your various sites?
  • Remember to make this a process rather than a
    deadline
  • Document your process to date
  • Plan your next steps

62
The Body of Our District/School
  • Modeling the example, draw a body on chart paper.
  • Using the prompts on the handout,
  • summarize your teams learning today
  • Be ready to share in a round table manner.

63
Preparing for the 2nd quarter
  • Come with your districts significant priority
    concerns stated in a student learning problem
  • Come with a list of probable causes
  • We will share processes to identify priority
    causes
  • We will discuss effective research to determine
    if causes are supported and lead to action plan
    strategies

64
The Huddle
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