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Inquiry Teams for Administrators

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Title: Inquiry Teams for Administrators


1
Inquiry Teams for Administrators
  • Dennis C. Taylor
  • Professional Learning Coach
  • Cayuga-Onondaga BOCES

2
Key Questions
  • WHY are we implementing Inquiry Teams?
  • WHAT is an Inquiry Team?
  • WHO will participate on the Inquiry Teams?
  • WHAT will the Inquiry Teams work on?
  • WHEN will the Inquiry Team meet?

3
Anticipatory Guide
  • Complete the Anticipatory Guide by checking
    whether the sentence accurately reflects your
    school.
  • You will share your thoughts with one other person

4
Anticipatory Guide
  • Turn and talk to the person next to you
  • You will each have one minute to share your
    thoughts

5
Key Questions
  • WHY are we implementing Inquiry Teams?
  • WHAT is an Inquiry Team?
  • WHO will participate on the Inquiry Teams?
  • WHAT will the Inquiry Teams work on?
  • WHEN will the Inquiry Team meet?

6
WHY are we Implementing Inquiry Teams?
  • I have never met a kid who failed the state test
    and was ready for college, but I have met many
    kids who passed the state tests and are still not
    ready for college.
  • -Paul Bambrick-Santoyo

7
WHY are we implementing Inquiry Teams?
  • Data-Driven Instruction has been proven to be
    successful!
  • Common interim assessments will be used to drive
    instruction
  • Reform Agenda- Individual Scopes of Work (SoW)

8
Deliverables
  • August October 2011
  • Defining Data Driven Instruction and School Based
    Inquiry so that efforts can be focused on high
    leverage strategies
  • Collaboratively accurately diagnose school
    capacity for implementing the Inquiry/ DDI model
    based on the DDI key drivers
  • Build and/or identify high quality assessment
    tools to use in the classroom

NYSED Document Recommendations for School-Level
Network Team PD Common Core Inquiry/ DDI, June
15, 2011
9
Deliverables
  • August October 2011
  • Develop an implementation plan for data driven
    instruction that is tailored to the specific
    needs of schools and/or districts
  • Diagnose the quality of each schools
    implementation of data driven instruction against
    the key drivers
  • Support the ongoing development of data driven
    cultures in teams of teachers and school
    leadership teams

NYSED Document Recommendations for School-Level
Network Team PD Common Core Inquiry/ DDI, June
15, 2011
10
Deliverables
  • October May 2012
  • Linking Instruction and follow-up with analysis
    and action planning
  • Align instructional practices, assessments, and
    analysis to the rigor of the Common Core
    standards
  • Support and/ or lead effective analysis meetings
    with teachers that increase student learning
  • Monitor Progress on Action Plans and determine
    mid-course corrections in each school

NYSED Document Recommendations for School-Level
Network Team PD Common Core Inquiry/ DDI, June
15, 2011
11
Critical questions to consider
  • What do we want students to know and be able to
    do?
  • How will we know if they can?
  • What will we do if they cant?
  • What will we do if they already can?

12
WHAT are the Inquiry Teams Goals?
  • We will focus on
  • ELA in 3rd, 8th, and 11th grades
  • College and Career Skills

13
3rd Grade Proficiency
14
8th Grade Proficiency
15
Regional English Regents DataCayuga-Onondaga
BOCES
16
So what does this mean?
  • About half of our students cannot read and write
    on grade level.
  • Any student who does not pass the English Regents
    cannot graduate with a Regents diploma.

17
Key Questions
  • WHY are we implementing Inquiry Teams?
  • WHAT is an Inquiry Team?
  • WHO will participate on the Inquiry Teams?
  • WHAT will the Inquiry Teams work on?
  • WHEN will the Inquiry Team meet?

18
WHAT is an Inquiry Team?
  • Small team of teachers who teach common subject
    areas.
  • Principals may be included. If not, there must be
    a clear line of communication between the team
    and the principal.
  • The team will consistently analyze data to drive
    instruction.

19
Key Questions
  • WHY are we implementing Inquiry Teams?
  • WHAT is an Inquiry Team?
  • WHO will participate on the Inquiry Teams?
  • WHAT will the Inquiry Teams work on?
  • WHEN will the Inquiry Team meet?

20
WHO should be on the Inquiry Team?
  • 2-3 teachers
  • Building principals

21
WHO will participate on the teams?
  • Based upon our regional needs
  • 3rd grade teachers
  • 8th grade English teachers (AIS/Special Ed./7th
    grade teachers)
  • 11th grade English teachers (AIS/Special Ed./10th
    grade teachers)

22
Key Questions
  • WHY are we implementing Inquiry Teams?
  • WHAT is an Inquiry Team?
  • WHO will participate on the Inquiry Teams?
  • WHAT will the Inquiry Teams work on?
  • WHEN will the Inquiry Team meet?

23
WHAT will the Inquiry Team work on?
  • Create an appropriate long-term goal based upon
    data ? We plan to focus on ELA
  • Drill down to individual learning targets, then
    create short-term goals that correspond to the
    long-term goal

24
WHAT will the Inquiry Team work on?
  • Effectively share what instructional practices
    work best for the students, and implement the
    adoption of these strategies throughout the
    building

25
Typical Math Standard
  • Understand and use ratios, proportions and
    percents in a variety of situations

26
  • Identify 50 of 20
  • Identify 67 of 81
  • Shawn got 7 correct answers out of 10 possible
    answers on his science test. What percent of
    questions did he get correct?
  • J.J. Redick was on pace to set an NCAA record in
    career free throw percentage. Leading into the
    NCAA tournament in 2004, he made 97 of 104 free
    throw attempts. What percentage of free throws
    did he make?
  • J.J. Redick was on pace to set an NCAA record in
    career free throw percentage. Leading into the
    NCAA tournament in 2004, he made 97 of 104 free
    throw attempts. How far did his percentage drop
    before the tournament game to right after missing
    those free throws?
  • J.J. Redick and Chris Paul were competing for the
    best free-throw shooting percentage. Redick made
    94 of his first 103 shots, while Paul made 47
    out of 51 shots.
  • Which one had a better shooting percentage?
  • In the next game, Redick made only 2 of 10 shots
    while Paul made 7 of 10 shots. What are their new
    overall shooting percentages?
  • Who is the better shooter?
  • Jason argued that if Paul and J.J. each made the
    next 10 shots, their shooting percentage would go
    up the same amount. Is this true? Why or why not?

27
Data Driven Instruction
Assessment
Analysis
Action
Data Driven Culture
Paul Bambrick-Santoyo, 2010
28
Assessments
  • Assessments must be
  • the starting point
  • transparent
  • common
  • interim
  • aligned

Paul Bambrick-Santoyo, 2010
29
Analysis
  • Analysis must
  • have a quick turnaround
  • be user-friendly
  • be teacher-owned
  • be Test-In-Hand
  • be deep

Paul Bambrick-Santoyo, 2010
30
Action
  • Planning
  • Implementation
  • Ongoing Assessment
  • Accountability
  • Engaged Students

Paul Bambrick-Santoyo, 2010
31
Data Driven Culture
  • Highly Active Leadership Team
  • Introductory Professional Development
  • Implementation Calendar
  • Ongoing Professional Development
  • Build by Borrowing

Paul Bambrick-Santoyo, 2010
32
Douglass Street School
  1. Do you think Krista Brown met the challenge? Why?
    (cite specific examples from the text)
  2. If your answer is partially, which teachers met
    the task? Which ones did not? Why?
  3. What are the most important factors contributing
    to a schools success in dramatically improving
    school improvement? What are the biggest
    stumbling blocks that can undermine the process?

33
8 Mistakes that Matter
  • Inferior Interim Assessments
  • Secretive Interim Assessments
  • Infrequent Assessments
  • Curriculum-Assessment Disconnect
  • Delayed Results
  • Separation of Teaching and Analysis
  • Ineffective Follow-Up
  • Not Making Time for Data

Paul Bambrick_Santoyo, 2010
34
Data Driven Instruction School-Based Inquiry
NYS Assessments
NYS Assessments
Interim Assessments
Interim Assessments
Interim Assessments
Formative Assessments
35
Assessment Cycle
Type of Assessment Frequency of Assessment Usage
Pre-Assessment Prior to instruction Assess prior knowledge and skills.
Formative Assessment Daily or more Ongoing assessment for student learning.
Interim Assessment 4-6 times per year Assess all skills and knowledge to that point in time.
Summative Assessment Annually Assess knowledge and skills learned throughout the course.
36
Key Questions
  • WHY are we implementing Inquiry Teams?
  • WHAT is an Inquiry Team?
  • WHO will participate on the Inquiry Teams?
  • WHAT will the Inquiry Teams work on?
  • WHEN will the Inquiry Team meet?

37
WHEN will the Inquiry Teams meet?
  • NYSED is requesting 90 minutes per week by
    October 2012
  • Our reality
  • Professional Learning Coaches will train and
    initially facilitate teams according to the
    in-district calendars

38
WHEN will the Inquiry Team meet?
  • Once per week is the recommended timeframe
  • We anticipate the teams being able to meet
    bi-weekly
  • We have committed one day per month for coaching
    these teams throughout the school year
  • Things to consider
  • common planning time
  • multiple grades/teams represented
  • flexibility in scheduling

39
Recap Key Questions
  • WHY are we implementing Inquiry Teams?
  • WHAT is an Inquiry Team?
  • WHO will participate on the Inquiry Teams?
  • WHAT will the Inquiry Teams work on?
  • WHEN will the Inquiry Team meet?
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