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Comprehensive Data Retreat Workshop Developed by Judy K' Sargent, Ph'D'

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Make a summative data table of the % of all students at proficient and above ... Document strong and weak standards and achievement gaps on the flip chart. ... – PowerPoint PPT presentation

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Title: Comprehensive Data Retreat Workshop Developed by Judy K' Sargent, Ph'D'


1
Comprehensive Data Retreat Workshop Developed by
Judy K. Sargent, Ph.D.
  • Summer 2006

2
Welcome
  • Introductions
  • Facilitator(s), Team Members
  • Logistics
  • Facilities, Faxing, Copying, internet access,
    supplies, lunch refreshments
  • Timeframe
  • Start and End Time Breaks
  • Materials
  • Data Retreat Workbook, your data, supply kits
  • Ground Rules

3
About Data Retreat Workshops
  • Professional learning communities
  • Professional Development
  • Improve data awareness management
  • Focus on student learning
  • Focus on relevant data
  • Result in actionable improvement plans

4
8-Step Process
  • Team Readiness
  • Data Collection
  • Data Analysis (7 Optional Modules)
  • Hypotheses Issues
  • Improvement Goals
  • Objectives and Strategies
  • Progress Monitoring Evaluation
  • Roll Out Sustainability

5
Data Retreat Process
6
Data Retreat Process, continued
7
Data Retreat Process, continued
8
Team Readiness
  • Leadership Teams
  • Should be established prior to the retreat
  • Are key to the improvement process
  • Should be representative of the school staff and
    administration
  • Should represent subgroups of students

9
Purpose Vision
  • Successful teams set a clear vision of outcomes.
  • ? Team Task ?
  • What factors led you to want to bring team to
    this retreat?
  • What do you hope will happen?
  • What outcomes do you hope to achieve?
  • List your teams desired retreat outcomes.

10
Team Self-Reflection
  • 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)

11
Confidentiality
  • 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.
12
Ground Rules
  • Successful teams set and follow ground rules for
    effective meetings and group work.
  • Team Task
  • How can we ensure that we exercise
    characteristics of an effective team?
  • Look at the suggested ground rules and determine
    whether you will follow these and/or any other
    ground rules to make the retreat a successful
    experience.

13
Shared Responsibility
  • In successful schools, all staff show shared
    responsibility for every student in the school.
  • Team Task
  • How will our team represent the future directions
    for all students in our school?
  • Discuss the concept of shared responsibility for
    all students and how it is evident among the
    staff in your school.

14
Professional Learning Communities
  • In successful schools, the leadership team and
    all staff follow the characteristics of
    professional learning communities.
  • Team Task
  • To what extent do we exhibit the characteristics
    of a Professional Learning Community?
  • Read and discuss the characteristics of
    professional learning communities. Rate the
    implementation of these characteristics.

15
Results Orientation
  • In successful schools, educators move from a
    convenience and historical orientation to a
    results orientation toward making decisions.
  • Team Task
  • How do results inform our decisions? Which of
    our decisions are based on our data?
  • Read the list that compares orientations to
    decision making. Discuss how decisions are made
    in your school.

16
Data Collection
In successful schools, a thorough look at data
guides decisions.
17
Process of Data Collection
  • In successful schools, an efficient process is in
    place to access the data we need.
  • Team Task
  • What processes did you use to collect the data?
    How effective were these procedures?
  • Read and discuss the statements about data
    collection and as a group, rate your agreement.

18
Data Collected
  • Effective teams collect the data they need to
    evaluate their schools effectiveness.
  • ? Team Task ?
  • Which data have you brought to the retreat?
  • On the flip chart, list the data that have been
    brought to the retreat.

19
Student Data Collection
  • Team Task
  • What student data did we bring to the retreat?
  • Demographic data?
  • Academic achievement data?
  • Behavior and perceptions data?
  • List the student data brought to the retreat on
    the flip chart.
  • Note the samples provided.

20
Programs Structures Data Collection
  • Team Task
  • What data did we bring to describe our curriculum
    or intervention programs?
  • List the program data brought to the retreat on
    the flip chart.
  • Note the samples provided.

21
Professional Practices Data
  • Team Task
  • What professional practices (staff) data did you
    bring to the retreat?
  • List the professional practices data brought to
    the retreat on the flip chart.

22
Family Community Data
  • Team Task
  • What data did we bring that tells us about parent
    involvement and perceptions?
  • What data do we have regarding community
    involvement and perceptions?
  • List the family and community data on the flip
    chart.

23
Technological Human Data Systems
  • In successful schools, efficient systems of
    technology are put in place to manage data.
  • Team Task
  • How efficient are our technological data
    management systems?
  • As a team, discuss and rate each of the
    technological systems listed.

24
Human Systems for Data
  • Dont forget the human side of efficient
    technology use. The skills of data entry,
    storage and access are crucial to efficient data
    management.
  • Team Task
  • How efficient are our staff in managing data?
  • As a group, read the statements describing
    human data work and rate the efficiency among
    the staff.

25
Grade Book Systems
B
  • Successful schools demand their grade books
    effectively report student achievement.
  • Team Task
  • How would we rate the effectiveness of our grade
    book system?
  • Considering your schools grade book system, read
    the grade book features and rate your grade book.

26
Data Analysis
  • Data Analysis Modules
  • Literacy
  • Math Science
  • Safe Healthy Schools
  • High School
  • Special Education
  • Early Learning
  • English Language Learning
  • Consider focused mini-retreats during the school
    year.

27
Analysis Task Sequence
  • Data Table summarize the data in a table
  • Hypotheses pose hypotheses for data patterns
    observed
  • Graphic Representation Graph or highlight the
    data
  • Classroom Connections jot down immediate ideas
    of classroom strategies to improve data patterns
  • Observe, Discuss Documentnote data patterns

28
Literacy Data Analysis
  • In successful schools …
  • …all students are proficient in reading, writing
    and language skills
  • … all teachers are teachers of reading so that
    students may access and understand content.
  • … teachers are well trained in, and teachers use
    best literacy practices in the classroom

29
Literacy Data Analysis
  • ? Team Task ?
  • What data do we have that reports how our
    students have performed on reading, writing, and
    language assessments?
  • Discuss and complete the chart that describes
    your literacy data.

30
About State Literacy Assessments
  • In effective schools, educators understand the
    state assessment system and how literacy is
    measured and reported.
  • ? Team Task ?
  • What are the state reading, writing and/or
    language assessments?
  • Discuss and complete the chart that describes
    your state literacy assessments.

31
State Proficiency Levels
  • ? Team Task ?
  • What are your states proficiency levels?
  • Discuss and complete the chart that describes
    your state literacy assessments.

32
Analyzing Proficiency
  • Successful teams know the literacy proficiency
    levels of all and subgroups of students.
  • ? Team Task ?
  • How did all and subgroups of students perform on
    the state literacy assessments?
  • Make a summative data table of the of all
    students at proficient and above levels for every
    grade tested. Note the sample. Make additional
    data tables for each subgroup showing the of
    students at proficient and above levels. Note the
    samples.

33
Analyzing Proficiency, continued
  • ? Team Task ?, continued
  • Graphic Representation. Create a graph of the
    data in the data tables and/or color code the
    data to show patterns. Plot the at proficient
    and advanced for all and subgroups on an AYP
    graph. See the sample.

34
Analyzing Proficiency, continued
  • ? Team Task ?, continued
  • Observe, discuss and document data patterns.
    What are your data findings? What patterns do you
    see? Write your findings on the flip chart.

35
Analyzing Proficiency, continued
  • ? Team Task ?, continued
  • Why do we think these patterns occur?
  • Pose Hypotheses. Pose possible explanations for
    the data patterns you observe.
  • Classroom Connections. List any classroom
    strategies that may improve the results.

36
Scale Score Analysis
  • Scale scores are …
  • Equal interval scales
  • Used for making comparisons
  • Are used for setting cutoff levels for
    proficiency
  • Used for longitudinal analyses
  • ? Team Task ?
  • What do our scale scores tell us?
  • Make data tables that shows the mean scale scores
    for all and subgroups of students.

37
Scale Score Analysis, continued
  • ? Team Task ?
  • Graphically represent the data by color coding or
    graphing scale scores.
  • Observe, discuss and document any data patterns.
  • Pose hypotheses to explain scale score results.
  • List any classroom connections.

38
Standards Analysis
  • ? Team Task ?
  • Successful schools are standards-based and know
    how their students are performing on academic
    standards.
  • Find your results by standard and make a data
    table of the results showing school/state
    comparisons and subgroup comparisons.
  • Create a bar graph or color code the data to show
    relative strengths and weaknesses.

39
Standards Analysis, continued
  • Observe and discuss the data patterns you
    seenoting comparisons. Document strong and weak
    standards and achievement gaps on the flip
    chart.
  • Pose hypotheses about any gaps and patterns you
    see.
  • Suggest classroom connections of strategies that
    might improve these results.

40
Individual Student Analysis
  • ? Team Task ?
  • 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.
  • On the report, highlight proficiency levels.

Blue Wow! Advanced/Above Expectations Green
Good! Proficient/Meets Expectations Yellow Alm
ost! Below Prof./Doesnt Quite Meet
Expectations Pink Urgent! Minimal
Proficiency/Far Below Expectations
41
Individual Student Analysis, continued
  • (continued) Annotate the report for each student
    with yellow or pink highlighting (below
    proficient) by coding important variables.
  • Sample Coding

42
Individual Student Analysis, continued
What is it that we are doing that might
contribute to these results?
  • Observe and discuss the patterns that emerge from
    the coding. List all students below proficient
    (yellow pink) by grade subject on flip charts
    (use initials)
  • Pose hypotheses what could we be doingor not
    doing to contribute to these results?
  • What classroom connections come to mind? Make
    note of them.

43
Item Analysis
Caution
  • Item analysis reports are not available with
    every test. If available, they are an important
    tool to study how students respond to specific
    tasks.
  • However, item analyses should be approached with
    caution to guard against putting too much
    weight on individual items, and consequently
    narrowing the curriculum.

44
Item Analysis, continued
  • Team Task
  • How do our students perform on specific tasks?
  • Find item analysis reports and have print-outs
    that staff can view.
  • Color code or rank order differences between your
    students and state results. Note the sample
    guidelines for selected response and constructed
    response items.

45
Item Analysis, continued
  • On the flip chart, note concerns that you observe
    with …
  • Content, concepts
  • Format
  • Directions
  • Test completion
  • Pose hypotheses to explain these results.
  • Suggest classroom strategies that might improve
    these results with caution about narrowing
    curriculum.

What is it that we are doing that might
contribute to these results?
46
Local Literacy Assessments
  • ? Team Task ?
  • What local literacy assessments provide
    important data to analyze?
  • Follow the same analysis steps to discover
    further information about how your students are
    achieving in reading, writing and language
    skills.
  • Make data tables to summarize the data.
  • Color code or graph the data to illuminate
    patterns.
  • Observe, discuss and document data findings.
  • Pose hypotheses that might explain your results.
  • Suggest classroom connections strategies to
    improve the results.

47
Primary Literacy Concerns
  • ?Team Task ?
  • Use a group process to determine your top 1 to 3
    student literacy concerns that emerged from your
    data analysis.
  • Primary Literacy Concerns for Students

48
Literacy Professional Practices Inventories
  • In successful schools, professional educators
    self-reflect about their classroom practices
    according to best practices on a regular basis.
  • The following section presents Literacy Practices
    Surveys. They may be completed …
  • Online prior to the retreat. If so find your
    schools results and prepare to analyze them.
  • Here during the next activity. If not read the
    appropriate survey aloud and group discuss and
    rate each item.

Literacy Practice Surveys PK-K K-2 (25) K-2
(45) 3-5 Secondary
49
Literacy Professional Practices Inventory,
continued
  • ? Team Task ?
  • If you have results from the online survey,
    follow the 5 steps to analyze results.
  • If you have not administered the online survey,
    complete the items as a group, and follow the 5
    steps to analyze the results.

50
Universal Design in Literacy
51
Universal Design in Literacy, continued
  • In successful schools, multiple levels of
    intervention are provided for struggling
    learners.
  • ? Team Task ?
  • What universal literacy instruction do you
    provide?
  • What selected literacy interventions do you
    provide?
  • What targeted literacy interventions do you
    provide?
  • Read and discuss the questions regarding
    universal design.

52
Parent and Community Involvement Perceptions
  • Team Task
  • Discuss and note …
  • How your staff works to involve parents are in
    promoting their childs literacy.
  • How your staff provides tips for parents.
  • How your parents follow through at home.
  • How your staff provides periodic literacy events
    and promotes a literacy culture
  • How independent reading is evident in the school
  • Complete the worksheet to analyze parent and
    community involvement.

53
Student Perceptions about Reading and Writing
  • ? Team Task ?
  • What are student perceptions about reading and
    writing?
  • Have your students take surveys like the ones
    included to indicate their perceptions about
    reading and writing.
  • If you did not have students take such a
    surveydiscuss what information a student survey
    might provide your team. Should we give a survey
    like this?
  • Analyze student survey results following the
    5-step analysis to discover patterns and
    hypothesize about the results.

54
Literacy Concerns IssuesTying it All Together
  • Team Task ?
  • What primary concerns and issues do we have about
    literacy in our school?
  • Summarize previously determined primary concerns
    for students.
  • Looking at all of the discussions and practices
    surveys, which issues emerge as primary issues?
    List or highlight primary issues.

55
Math Science Data Analysis
  • In successful schools …
  • …all students are proficient in math and science
    skills
  • … teachers are well trained in, and teachers use
    instructional practices in math and science
    classrooms

56
List Math Science Data for Analysis
  • ? Team Task ?
  • What data do we have that reports how our
    students have performed on math and science
    assessments?
  • List the math science data available for
    analysis.

57
Understanding State Math Science Assessments
  • In effective schools, educators understand the
    state assessment system and how math and science
    is measured and reported.
  • ? Team Task ?
  • What are the state math and science assessments?
  • Discuss and complete the chart that describes
    your state assessments.

58
Analyzing Proficiency
  • Successful teams know the math science
    proficiency levels of all and subgroups of
    students.
  • ? Team Task ?
  • How did all and subgroups of students perform on
    the state math science assessments?
  • Make a summative data table of the of all
    students at proficient and above levels for every
    grade tested. Note the sample. Make additional
    data tables for each subgroup showing the of
    students at proficient and above levels. Note the
    samples.

59
Analyzing Proficiency, continued
  • ? Team Task ?, continued
  • Graphic Representation. Create a graph of the
    data in the data tables and/or color code the
    data to show patterns. Plot the at proficient
    and advanced for all and subgroups on an AYP
    graph. See the sample.

60
Analyzing Proficiency, continued
  • ? Team Task ?, continued
  • Observe, discuss and document data patterns.
    What are your data findings? What patterns do you
    see? Write your findings on the flip chart.

61
Analyzing Proficiency, continued
  • ? Team Task ?, continued
  • Why do we think these patterns occur?
  • Pose Hypotheses. Pose possible explanations for
    the data patterns you observe.
  • Classroom Connections. List any classroom
    strategies that may improve the results.

62
Scale Score Analysis
  • Scale scores are …
  • Equal interval scales
  • Used for making comparisons
  • Are used for setting cutoff levels for
    proficiency
  • Used for longitudinal analyses
  • ? Team Task ?
  • What do our scale scores tell us?
  • Make data tables that shows the mean scale scores
    for all and subgroups of students.

63
Scale Score Analysis, continued
  • ? Team Task ?
  • Graphically represent the data by color coding or
    graphing scale scores.
  • Observe, discuss and document any data patterns.
  • Pose hypotheses to explain scale score results.
  • List any classroom connections.

64
Standards Analysis
  • ? Team Task ?
  • Successful schools are standards-based and know
    how their students are performing on academic
    standards.
  • Find your results by standard and make a data
    table of the results showing school/state
    comparisons and subgroup comparisons.
  • Create a bar graph or color code the data to show
    relative strengths and weaknesses.

65
Standards Analysis, continued
  • Observe and discuss the data patterns you
    seenoting comparisons. Document strong and weak
    standards and achievement gaps on the flip
    chart.
  • Pose hypotheses about any gaps and patterns you
    see.
  • Suggest classroom connections of strategies that
    might improve these results.

66
Individual Student Data Analysis
  • ? Team Task ?
  • 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.
  • On the report, highlight proficiency levels.

Blue Wow! Advanced/Above Expectations Green
Good! Proficient/Meets Expectations Yellow Alm
ost! Below Prof./Doesnt Quite Meet
Expectations Pink Urgent! Minimal
Proficiency/Far Below Expectations
67
Individual Student Analysis, continued
  • (continued) Annotate the report for each student
    with yellow or pink highlighting (below
    proficient) by coding important variables.
  • Sample Coding

68
Individual Student Analysis, continued
  • Observe and discuss the patterns that emerge from
    the coding. List all students below proficient
    (yellow pink) by grade subject on flip charts
    (use initials)
  • Pose hypotheses what could we be doingor not
    doing to contribute to these results?
  • What classroom connections come to mind? Make
    note of them.

What is it that we are doing that might
contribute to these results?
69
Item Analysis
Caution
  • Item analysis reports are not available with
    every test. If available, they are an important
    tool to study how students respond to specific
    tasks.
  • However, item analyses should be approached with
    caution to guard against putting too much
    weight on individual items, and consequently
    narrowing the curriculum.

70
Item Analysis, continued
  • Team Task
  • How do our students perform on specific tasks?
  • Find item analysis reports and have print-outs
    that staff can view.
  • Color code or rank order differences between your
    students and state results. Note the sample
    guidelines for selected response and constructed
    response items.

71
Item Analysis, continued
  • On the flip chart, note concerns that you observe
    with …
  • Content, concepts
  • Format
  • Directions
  • Test completion
  • Pose hypotheses to explain these results.
  • Suggest classroom strategies that might improve
    these results with caution about narrowing
    curriculum.

What is it that we are doing that might
contribute to these results?
72
Local Math Science Assessment Analysis
  • ? Team Task ?
  • What local math or science assessments provide
    important data to analyze?
  • Follow the same analysis steps to discover
    further information about how your students are
    achieving in math and science skills.
  • Make data tables to summarize the data.
  • Color code or graph the data to illuminate
    patterns.
  • Observe, discuss and document data findings.
  • Pose hypotheses that might explain your results.
  • Suggest classroom connections strategies to
    improve the results.

73
Primary Math Science Concerns
  • ?Team Task ?
  • Use a group process to determine your top 1 to 3
    student math science concerns that emerged from
    your data analysis.

Primary Math Concerns for Students
Primary Science Concerns for Students
74
Math Professional Practices Inventories
  • In successful schools, professional educators
    self-reflect about their classroom practices
    according to best practices on a regular basis.
  • The following section presents Math Practices
    Surveys. They may be completed …
  • Online prior to the retreat. If so find your
    schools results and prepare to analyze them.
  • Here during the next activity. If not read the
    appropriate survey aloud and group discuss and
    rate each item.

Math Practice Surveys Grades 3-5 Secondary
75
Math Professional Practices Inventory, continued
  • ? Team Task ?
  • If you have results from the online survey,
    follow the 5 steps to analyze results.
  • If you have not administered the online survey,
    complete the items as a group, and follow the 5
    steps to analyze the results.

76
Universal Design in Math Science
77
Universal Design in Math Science, continued
  • In successful schools, multiple levels of
    intervention are provided for struggling
    learners.
  • ? Team Task ?
  • What universal math science instruction do you
    provide?
  • What selected math science interventions do you
    provide?
  • What targeted math science interventions do you
    provide?
  • Read and discuss the questions regarding
    universal design.

78
Parent and Community Involvement Perceptions
  • Team Task
  • Discuss and note …
  • How your staff works to involve parents are in
    promoting their childs math science skills.
  • How your staff provides tips for parents.
  • How your parents follow through at home.
  • How your staff provides periodic math and/or
    science events and promotes a math science
    culture
  • Complete the worksheet to analyze parent and
    community involvement.

79
Student Perceptions about Math and Science
  • ?Team Task ?
  • Have your students take surveys like the ones
    included to indicate their perceptions about math
    and science
  • If you did not have students take such a
    surveydiscuss what information a student survey
    might provide your team. Should we give a survey
    like this?
  • Analyze student survey results following the
    5-step analysis to discover patterns and
    hypothesize about the results.

80
Math Science ConcernsTying it All Together
  • ?Team Task ?
  • Summarize previously determined primary concerns
    for students.
  • Looking at all of the discussions and practices
    surveys, which issues emerged as primary issues?
    List or highlight primary issues.

81
Safe Healthy Schools List Student Climate
Data
  • Successful schools provide a safe and healthy
    learning environment for all students.
  • Team Task ?
  • List the student and climate data available for
    analysis.

82
Attendance Analysis
  • In successful schools, student attendance rates
    are very high.
  • You cant improve student achievement if
    students dont come to school.
  • ? Team Task ?
  • What are the attendance patterns of your
    students?
  • Create a table to list attendance rates for
    subgroups of students.
  • Graph or highlight data patterns.
  • Observe, discuss and document your findings.
  • Pose hypotheses to explain your resultswhat
    might your school be doing to contribute to these
    results?
  • Suggest strategies to improve these results.

83
Suspensions Expulsions Analysis
  • Team Task
  • What are the patterns of in-school and
    out-of-school suspensions expulsions among your
    students?
  • Create a table to list suspension expulsion
    rates for subgroups of students.
  • Graph or highlight data patterns.
  • Observe, discuss and document your findings.
  • Pose hypotheses to explain your resultswhat
    might your school be doing to contribute to these
    results?
  • Suggest strategies to improve these results.

84
Disciplinary Actions
  • What procedures do we follow to implement
    disciplinary actions?
  • Complete the chart as you discuss the
    disciplinary actions in your school.

85
Youth Risk Behavior
  • Which youth risk behaviors are evident with your
    students?
  • What do you think is the relationship between
    these behaviors and student achievement?
  • Use the chart to begin a discussion of these
    issues. If data is available, analyze it now.

86
Student Bullying Survey
  • Team Task
  • To what degree have your students experienced
    bullying?
  • If a bullying survey like the one provided has
    been administered, analyze the results to gauge
    the level of bullying in your building.
  • What do you think about administering some type
    of bullying survey in your school?
  • What type of anti-bullying or bully-prevention
    program do you have in place?

87
Student Perceptions Observations of Student
Morale
  • ? Team Task ?
  • What are the attitudes of your students about the
    school? How satisfied are your students with
    their school?
  • If your school has administered a student
    attitude survey, find the results and analyze
    them for patterns. Observe and document your
    results with hypotheses.
  • Optionally, as a group, complete the Observed
    Student Morale Survey provided. Rate your level
    of agreement to each statement. Follow the steps
    to analyze the results.

88
Respectful Learning Environment
  • Team Task
  • To what degree do we provide a respectful
    learning environment for our students?
  • Either online or at the retreat, complete the
    survey, rating both your level of agreement, AND
    your desire for additional professional
    development. Analyze the results from this
    survey.

89
Systems of Support
  • Successful schools provide multiple avenues of
    support for all students in need.
  • ? Team Task ?
  • To what degree do we provide systems of support
    for students in need?
  • As a team, rate the items in the survey regarding
    district/school-designed supports for students at
    risk.

90
Student Training Programs
  • Team Task
  • Which student training programs that teach
    resiliency and positive behaviors do we provide,
    and to what degree of success?
  • Look through and discuss the list of student
    training programs designed to teach positive
    behaviors. Summarize your discussion.

91
Policy and Procedures
  • Successful schools have a board-adopted clear set
    of policies and procedures that support positive
    discipline and behavior among students.
  • Team Task
  • How do our policies support our values, follow
    legal requirements and guide our practices?
  • As a team, read the statements and discuss the
    status of your policies and procedures. Analyze
    your results.

92
Parent Community Involvement and Perceptions
  • Team Task
  • Discuss and note …
  • How your staff works to involve parents are in
    promoting positive behaviors with their children.
  • How your staff provides tips for parents.
  • How your parents follow through at home.
  • How your staff provides periodic
    relationship-focused events and promotes a
    healthy culture safe environment
  • How your staff promotes independent positive
    choice-making
  • Complete the worksheet to analyze parent and
    community involvement.

93
Primary Behavior Perceptions Concerns
  • ?Team Task ?
  • Which behaviors and attitudes are the primary
    concerns for your students as they relate to
    student achievement?
  • Summarize previously determined primary academic
    concerns for students.
  • Looking at all of the discussions and surveys,
    which issues emerged as primary behavior and
    perceptions concerns that would have an impact on
    student learning? List or highlight primary
    issues.

94
High School AnalysisStudent Academic Results
  • In successful school districts, the academic
    performance of high school students is high, and
    is known by all teachers.
  • ? Team Task ?
  • What data do we have that describes the
    performance of high school students?
  • Find the results of your data analysis of the
    achievement of students in grades 9-12. List the
    primary academic concerns from state and local
    assessments.

95
Student Behavior Attitude Data Analysis
  • In successful school districts, the culture and
    climate of the high school is positive and
    focused on learning, while students exhibit
    positive perceptions and responsible behavior.
  • ? Team Task ?
  • What data do we have that describes the behavior
    and attitudes of high school students?
  • Find the results of your data analysis of the
    behavior and attitudes of students in grades
    9-12. List the primary concerns observed.

96
List Additional High School Data for Analysis
  • ?Team Task ?
  • What data is available to analyze and how many
    consecutive years of data are available?
  • List all of the additional data brought to the
    retreat for analysis.

97
Graduation Rates
  • Successful high schools have high graduation
    rates among all students.
  • ? Team Task ?
  • What are the graduation rates for all students
    longitudinally?
  • Plot the graduation rates for the past 3 years.
  • Indicate the expected state graduation rate.

98
Graduation Rates, continued
  • ? Team Task ?
  • What are the graduation rates for all subgroups
    of students? What gaps occur?
  • Create a data table to summarize the graduation
    rages of …
  • Economically disadvantaged students
  • Special education students
  • Boys versus girls
  • English language learners
  • Minority students

99
Graduation Rates, continued
  • Highlight or graph the data to illuminate
    patterns and gaps.
  • Observe, discuss and document your findings on
    the flip chart.
  • Pose hypotheses of possible explanations for the
    patterns. What might we be doing to contribute to
    these results?
  • Suggest possible classroom connections and
    strategies to improve these results.

100
Post-High School Analysis
  • Team Task
  • What are the patterns of high school endeavors
    for students from this school? How do the
    patterns compare across subgroups?
  • Find the data from follow-up surveys. Summarize
    and discuss your findings.
  • Do the findings match your vision of post-high
    school directions for students?

101
Advanced Placement Courses and Exams
  • Team Task
  • How did students perform on college advanced
    placement tests?
  • Make a table to summarize participation data.
  • Graphically portray the data to highlight
    patterns.
  • Observe, discuss and note your findings.
  • Suggest classroom or school strategies to improve
    these results.

102
College Admissions Tests
  • Team Task
  • How did students perform on college admissions
    exams?
  • 1-2. Create a data table to summarize and
    highlight both participation rates and scores.
  • 3-4. Study the data by subgroup and document your
    observations and hypotheses.
  • 5. Note classroom connections to improve these
    results.

103
Course Grades Analysis
  • In successful schools, the grading system reports
    academic performance on the standards in a
    criterion-referenced approach. Failure is not an
    optionand all staff work to make sure every
    student succeeds.
  • ? Team Task ?
  • What does our data on failing students tell us?
  • Using your data on Ds and Fs, analyze the
    patterns according to subgroup in each grade, 9
    through 12.
  • Categorize the data by subject area.

104
Course Grades Analysis, continued
  • Create data tables that shows Ds and Fs by
    grade.
  • Highlight the patterns that occur by subgroup and
    by course.
  • Observe, discuss and document your findings.
  • Pose hypotheses to explain the patternsWhat are
    we doing to contribute to these patterns?
  • Suggest strategies to improve these results.

105
Other High School Results
  • ?Team Task ?
  • How did high school students perform on other
    indicators of student achievement?
  • Take this time to analyze any other data you may
    have brought to the retreat.
  • Follow the 5 steps to analyze the data.
  • Data Table
  • Graph or highlight
  • Observe, discuss, document
  • Hypotheses
  • Classroom Connections

106
Rigor and Relevance
  • Understanding the Framework
  • Based on work by Dr. Willard Daggett

107
Rigor Relevance, continued
  • Team Task
  • Do we follow a rigor-relevance framework for
    instruction and assessment to increase student
    achievement?
  • As a group, read and discuss the statements in
    the Rigor and Relevance survey and rate your
    degree of agreement.

108
Parent Community Involvement and Perceptions
  • Team Task
  • Discuss and note …
  • How your staff works to involve parents are in
    promoting positive behaviors with their children.
  • How your staff provides tips for parents.
  • How your parents follow through at home.
  • How your staff provides periodic
    relationship-focused events and promotes a
    healthy culture safe environment
  • How your staff promotes independent positive
    choice-making
  • Complete the worksheet to analyze parent and
    community involvement.

109
High School Concerns IssuesTying it All
Together
  • ?Team Task ?
  • Summarize previously determined primary academic
    behavior concerns for students.
  • Looking at all of the discussions and practices
    surveys, which issues emerged as primary issues?
    List or highlight primary issues/concerns about
    our practices.

110
Special Education Academic Data and Behavior Data
Analysis
  • ?Team Task ?
  • What data do we have that describes the
    performances and behaviors of our children with
    disabilities?
  • Summarize all academic data literacy, math,
    science and other data analyzed for primary
    concerns for students with disabilities.
  • Summarize all behavior and attitude concerns for
    students with disabilities.

111
Additional Special Education Data
  • ?Team Task ?
  • What data do we have regarding our students and
    services?
  • List additional special education data available
    at the retreat for analysis.

112
Identification Proportionality
  • Successful school leadership teams know the
    prevalence of disabilities and their
    proportionality each year.
  • ? Team Task ?
  • What are the proportions of disabilities
    occurring in the school population?
  • What are the proportions of minority, gender, ELL
    and poverty that occur in the disability
    population?

113
Identification Proportionality, continued
  • Make a data table to summarize the prevalence
    data for all to view.
  • Highlight or graph the patterns in the data.
  • Observe, discuss document your data findings.
  • Pose hypotheses of practice to explain the
    results.
  • Pose any school or classroom connections that
    might improve these results.

114
Alternate State Assessment
  • ?Team Task ?
  • How many children with disabilities are
    participating in the Alternate Assessment
    version of the state assessment?
  • Find the data and answer the questions about the
    procedures for making decisions regarding
    alternate assessments.

115
Early Intervening Results
  • IDEA Data Point 2 Number and percent of CwD
    receiving Early Intervening Services by subgroup
  • Public school districts are required to …
  • …develop and implement coordinated, early
    intervening services, which may include
    interagency financing structures, for students in
    kindergarten through grade 12 (with a particular
    emphasis on students in kindergarten through
    grade three) who have not been identified as
    needing special education or related services but
    who need additional academic and behavioral
    support to succeed in a general education
    environment.
  • 613(f)(1) IDEA (2004)

116
Early Intervening Results, continued
  • What is Early Intervention?
  • Intervention that is a part of the general
    education system for struggling learnersbefore
    and/or instead of referral or placement into
    special education.
  • Successful schools have stop gap effective
    early intervention services that both a) keep
    students in the general classroom successfully
    and b) reduce referral rates for special
    education services.

117
Early Intervening Results, continued
  • ? Team Task ?
  • What are the proportions of boys and girls, of
    minorities, of economically disadvantaged, and of
    English language learners who are students with
    disabilities that received early learning
    services?
  • Create a data table that summarizes the data.
  • Graphically portray the data.
  • Discuss and observe the patterns you see. List
    your findings on the flip chart.
  • Pose hypotheses of practice that might explain
    the results.
  • Generate school or classroom strategies that
    might improve these results.

118
Early Intervening Results, continued
  • Team Task ?
  • How successful are your schools early
    intervention services?
  • Create a data table of assessment results for
    students in intervention programs.
  • Highlight or graph the data to view patterns.
  • Observe and discuss your findings and list them
    on the flip chart.
  • Pose hypotheses of practice that might explain
    the results you see.
  • Brainstorm school or classroom strategies that
    might improve these results.

119
General Education Participation
  • In successful schools, special and regular
    education teachers work together on the
    leadership team to keep track of the extent of
    general education participation and removal.
  • Team Task ?
  • To what degree are students with disabilities
    participating in the general education classroom?
  • To what degree are they removed?
  • Locate the learning environment data for
    students with disabilities. Summarize it in a
    data table. Disaggregate the data by gender, by
    disability, by minority, by economically
    disadvantaged, by English language learner, etc.
  • Highlight or graph the data to show any existing
    patterns.

120
General Education Participation, continued
  • Observe and discuss the data you see. List your
    data findings on the flip chart.
  • Pose hypotheses to explain these results what
    might we be doing to contribute to these
    patterns?
  • List connections to school and classroom practice
    that might improve these results.

121
Instructional Strategies in Special Education
  • ? Team Task ?
  • To what degree are best practice instructional
    strategies used with students with disabilities?
  • As a group, read and rate your answers to the
    survey provided or use another source of
    information you might have. Summarize the
    results in a data table.
  • Graph or highlight any patterns you observe.
  • Discuss, observe and document your findings on
    the flip chart.

122
Instructional Strategies in Special Education,
continued
  • Pose hypotheses that may explain why you rated
    these strategies the way you (or the teachers)
    did.
  • Suggest classroom strategies and professional
    development to improve current practice.

123
IEP Alignment
  • ?Team Task ?
  • What curriculum is followed for students with
    disabilities?
  • Use a sample of IEPs and criteria to rate their
    degree of alignment to standards. Summarize your
    findings.
  • Highlight areas of concern.
  • Observe, discuss and document your findings.
  • Pose hypotheses of practice for these results.
  • Generate possible strategies to improve IEP
    alignment.

124
Participation in Separate Settings
  • Team Task
  • To what degree are students with disabilities
    attending school in separate settings?
  • Summarize the data and analyze your results.

125
Age 14-12 Exit Analysis
  • Team Task
  • Why did students with disabilities, ages 14-21,
    exit your program?
  • Locate the data and summarize it.
  • Highlight patterns that are observed.
  • Observe, discuss and list your findings.
  • Hypothesize about the results.
  • Pose connections to practice to improve any
    unwanted results.

126
Additional IDEA 2004 Data Points
  • Team Task
  • How will we analyze additional IDEA points that
    will help us to evaluate the quality of our
    special education services?
  • Note that there are additional data points in
    IDEA 2004 for collection and analysis.

IDEA 2004
127
Special Education Concerns and IssuesTying it
All Together
  • ?Team Task ?
  • Summarize primary academic concerns for students
    with disabilities.
  • Summarize primary behavior and attitude concerns
    for students with disabilities.
  • Summarize primary issues for practices with
    students with disabilities.

128
Early Learning Data Analysis
129
Early Learning Data
  • ?Team Task ?
  • List early learning data available for analysis.

130
Analyzing Developmental Progress
  • ?Team Task ?
  • Are our students progressing developmentally?
  • How much growth do we expect them to make?
  • Which domains of development show the greatest
    progress?
  • Which show the least amount of progress?
  • Find your developmental data on the students and
    summarize it in a table longitudinally.

131
Analyzing Developmental Progress, continued
  • Highlight areas of concern.
  • Observe, discuss and document your findings.
  • Pose explanations/hypotheses for the patterns you
    see.
  • Generate ideas of strategies that might improve
    these results.

132
Standards-Based Analysis
  • ? Team Task ?
  • Look at the premises listed. Discuss them as a
    team and determine your level of collective
    agreement with these statements.

133
Checking our Beliefs and Values
  • ? Team Task ?
  • What do we believe about the capability of our
    children?
  • How do we view each child uniquely?
  • How do we envision that children learn optimally?
  • As a team, respond to the belief statements in
    the guiding principles belief survey. Rate your
    collective degree of agreement to each statement,
    discussing each one. Summarize the results in a
    table.

134
Checking our Beliefs and Values, continued
  • Highlight those areas of greatest concern.
  • Observe, discuss and list your findings.
  • Pose hypotheses to explain your findings
    regarding these principles.
  • Generate suggestions and connections to practice
    that might improve the beliefs and values among
    your staff.

135
Proficiency Analysis
  • ?Team Task ?
  • How is proficiency defined for your students?
  • What do you expect your students to know and do?
  • How do you know what they know and can do?

136
Proficiency Analysis, continued
  • ? Team Task ? Set Levels of Proficiency
  • Identify the assessment tool to measure
    proficiency.
  • Find the lowest and highest scores attainable
  • on the assessment.
  • Establish cutoff levels for proficiency by age
    group.
  • Assign color codes to prepare to highlight the
    data by proficiency levels.

137
Proficiency Analysis, continued
  • Make a data table that reports the number and
    of students at each level of proficiency by
    domain tested for multiple years. Then, insert
    the data in a summative table by calculating the
    total number of students at proficient and above
    combined (see the sample tables).
  • Highlight the data according to the cutoff levels
    you set.
  • Observe, discuss and document your findings.
  • Pose hypotheses of practice that might explain
    these results.
  • Suggest strategies that might improve these
    results.

138
Standards Analysis
Standards
  • ? Team Task ?
  • What early learning standards do you follow in
    your program?
  • What data do you have that reports how students
    are performing according to standards?
  • 1-2. Summarize the data and analyze relative
    strengths and weaknesses by standard.
  • 3. Discuss and document your findings.
  • 4-5. Pose hypotheses and classroom connections
    that suggest strategies that might improve these
    results.

139
Analyze Individual Student Results
  • ? Team Task ?
  • How did individual students perform across the
    domains tested?
  • Which students show below proficient performance?
  • Annotate the student data according to relevant
    factors. Highlight proficiency levels.
  • Observe, discuss and document your findings.
  • Pose hypotheses and suggest classroom practices
    to improve the results for struggling students.

Assign codes to help annotate the report.
140
Local Assessment Analysis
  • ? Team Task ?
  • Follow the analysis steps to analyze any local
    data that you brought to the retreat. Document
    your findings.

141
Absenteeism
  • Team Task
  • What is the attendance rate of your students of
    all and of subgroups of students?
  • 1-2. Summarize the data in a table and
    highlight areas of concern.
  • 3. Discuss and list your findings.
  • 4-5. Pose hypotheses and strategy ideas.

142
Student Perceptions
  • Team Task
  • What are childrens attitudes about learning and
    about the program?
  • If you have perceptions data, analyze the results.

143
Prioritize Concerns
?
  • ?Team Task ?
  • Look at all of the data findings that have been
    listed.
  • Use a group process to determine which of these
    concerns rises to the top as high priority?
  • List the top 1-3 primary concerns as determined
    by group consensus.

144
Curriculum Quality
  • ?Team Task ?
  • What is the quality of the curriculum in your
    program?
  • Use a group discussion and/or the Curriculum
    Review Activity as a catalyst for your
    conversation.
  • At the flip chart, list the areas of concern that
    arise.

145
Culture Learning Environment
  • Team Task
  • What is the learning climate in your classrooms?
  • Use the survey to begin a discussion about your
    learning climate.
  • Summarize your findings on the flip chart and
    pose hypotheses about your findings.

146
Staff Perceptions
  • Team Task
  • Look for sources of teacher perceptions data.
    Considerations
  • Teacher attendance
  • Teacher survey results
  • Observed teacher morale

147
Emerging Literacy Practices
  • ?Team Task?
  • Two options this survey could have been
    completed online by all staff. If so, analyze the
    results.
  • --OR--
  • The retreat team may read through the items and
    group rate the items at the retreat based on
    their own experiences and observations.
  • For either …
  • Follow the analysis steps to fully analyze what
    the survey tells you about the teaching practices
    of emerging literacy.

148
Teacher Professional Development
  • ? Team Task ?
  • Use the survey to rate the type and usefulness of
    professional development provided to the staff.
  • What are your hypotheses regarding the results?
  • What strategies would improve them?

149
Parent Involvement
  • ? Team Task ?
  • To what degree are our parents involved in the
    early learning of their children?
  • First, determine what evidence you have that
    reports parent involvement.
  • You may use the 7 questions to guide your
    discussion and rate your observations.
  • Summarize your findings and hypothesize about
    them.
  • Suggest strategies that would improve parent
    involvement.

150
Parent Perceptions
  • Team Task
  • What are the perceptions and attitudes of parents
    about the education of their children?
  • If you have results from a parent survey,
    summarize the results in a data table.
  • Graphically highlight the data to reveal any
    patterns.
  • Observe, discuss and document the survey results.
  • Pose hypotheses of your actions that might have
    contributed to these results.
  • Suggest strategies to improve parent perceptions.

151
Early Learning Concerns IssuesTying it All
Together
  • ? Team Task ?
  • Note the primary concerns identified for
    childrens learning.
  • Use a group process to prioritize the issues that
    come to bear on your student performance results.
  • Use consensus to determine which issues are
    primary and write them on the flip chart.
  • Our Primary Concerns (Issues) About Our Practices

152
English Language Learning Data Analysis
  • Team Task ?
  • What data do we have that describes the
    performance and behaviors of English language
    learners?
  • From previous analyses, list the primary academic
    achievement concerns for ELL students
  • From previous analyses, list the primary behavior
    and attitude concerns for ELL students.

153
Additional ELL Data
  • ? Team Task ?
  • What data do we have regarding our English
    language learners and services?
  • List the available data you have for analysis.

154
English Proficiency Levels
  • It is important for teachers and administrators
    to understand how levels of English proficiency
    are determined and what they mean.
  • ? Team Task ?
  • How are English language proficiency levels
    determined?
  • At your table, discuss the system for determining
    ELP levels. In the workbook, an example from the
    WIDA consortium is provided.
  • Discuss how these levels impact learning in the
    general (English-speaking) classroom.

wida
155
Enrollment of ELL Students
  • Because populations enrolled in the school can
    shift, it is important for the leadership team to
    understand the ELL enrollment in the school.
  • ? Team Task ?
  • Make tables to profile the ELL students by
    English proficiency level in your school. Enter
    the number and percent of students for the past 3
    years.
  • Graph or highlight areas of concern in the data.

156
Enrollment of ELL Students, continued
  • ?Team Task ?
  • LANGUAGES. Make a table that indicates the number
    of students for each language spoken.
  • RETENTIONS. Make a table that reports the number
    of ELL students who were retained in the grade
    level.
  • SPECIAL EDUCATION. Make a table that shows the
    number of ELL students placed in special
    education services.

157
Enrollment of ELL Students, continued
  • After summarizing and highlighting or graphing
    the data, discuss the patterns you see and list
    them on the flip chart.
  • Pose hypotheses about the patterns.
  • Suggest school and classroom strategies that
    might address population shifts.

158
Alternate State Assessment
  • ?Team Task ?
  • Discuss the alternate assessment process for ELL
    students.
  • Find the data regarding participation in the
    alternate state assessments and answer the
    questions.

159
Types of Language Instruction
Transitional Bilingual
SDAIE
Heritage Language
Content-Based
Dual Language
Developmental Bilingual
Sheltered English
Pull-Out
  • There are several approaches to language
    instruction that are implemented in schools. Look
    at the list and descriptions provided to
    determine which approaches are used in your
    school.
  • ?Team Task ?
  • What types of language instruction are provided
    in your school?
  • Discuss and make note of your observations.

160
ELL Individual Plans
  • In successful schools, individual learning plans
    are developed by committees for ELL students
    to ensure that their individual learning needs
    are met.
  • ? Team Task ?
  • What process is used for individual learning
    plans for ELL students in your school?
  • Use the questions to guide your discussion.
  • Make note of your findings on the flip chart.
  • Record hypotheses to explain any concerns that
    arise.
  • Suggest strategies to improve the process, if
    needed.

161
Standards Curriculum for ELL
  • ? Team Task ?
  • To what degree is a standards-based curriculum
    used with ELL students?
  • Use the survey on curriculum and instruction
    practices as a catalyst to discuss your
    situation.
  • Summarize your findings on the flip chart.
  • Pose any hypotheses that might explain your
    findings.
  • Suggest strategies to improve any areas that are
    in need.

162
Checking our Beliefs and Values
  • In successful schools, equitable educational
    opportunities and a culture that embraces
    diversity are a paramount mission.
  • ? Team Task ?
  • What do we believe about the capability of our
    ELL children?
  • How do we view each child uniquely?
  • How do we envision that children learn optimal
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