Data Driven Continuous Improvement May 5, 2010 “It is about focusing on building a culture of quality data through professional development and web based.

Data Driven Continuous ImprovementMay 5, 2010

“It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for

school improvement.”

Outcomes • To define Continuous Improvement • To outline the Stages and Steps of the SI Process • To understand the importance of starting with the data • To demonstrate the use of the Data Points Reference

Manual in supporting the completion of the School Data Profile

• To understand the importance of strong data analysis before writing goals, objectives, strategies and action steps

• To identify the steps needed for effective implementation monitoring and evaluation of the SI Plan

What is Continuous Improvement?

A process by which staff engages in

collaborative inquiry, focused on the use of consistent formative and summative assessments, strategic monitoring of the effectiveness of instruction and

strategy implementation,

adjusting instruction, and continual evaluation to increase student

LEARNING.

“Unwrap” the definitionNouns

• Process• Staff• Inquiry• Formative Assessments• Summative Assessments• Instruction• Strategy implementation• Evaluation• Learning

Verb• Engages• Focused• Monitoring• Adjusting• Increase

“Unwrap” the definitionNouns

• Process• Staff• Inquiry• Formative Assessments• Summative Assessments• Instruction• Strategy implementation• Evaluation• Learning

• a particular course of action intended to achieve a result

• Teachers, administrators, counselors, paraprofessionals

• seeking information by asking questions

“Unwrap” the definition

• To take part• To concentrate effort or

attention• Keep track of

• Verb• Engages• Focused• Monitoring• Adjusting• Implementing• Increase

7Adapted from The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers, Inc. All rights reserved. Do not duplicate without publisher’s permission. 

Collaborative Inquiry

Is Continuous Improvement a finite process?

Why or why not?Why does it sometimes feel like

a finite process?

Improvement Process in Michigan

• Requirements with finite deadlines

–Requirements for all schools

–Requirements for Title 1 schools

–Requirements for Title 1 districts

School Requirements • School Improvement Plan

– With Title I components for Title I schools

• Comprehensive Needs Assessment– School Data Profile– School Data Analysis– School Process Profile (SPR 90 or EdYes! 40) – School Process Analysis– Summary

• Annual Education Report (posted before the start of school)

District Requirements • District Improvement Plan

• LEA Planning Cycle for Title I districts

• Comprehensive Needs Assessment– District Data Profile– District Data Analysis– District Process Profile (DPR 19) – District Process Analysis– Summary

• CIMS-2 indicators

• Annual Education Report

Annual

Education

Report –

school and

district

LEA Planning Cycle

district

CNA school and

district

CIMS-2

district

Improvement Plan school and district

Coherent Plan for Improvement

• Common Vision

• Common Language

• Tools

• Assistance

Continuous School Improvement

Goals, objectives, strategies and action steps

One Common Voice – One PlanOne Common Voice – One Plan

Data and ProcessProfile, Analysis and

Summary

Goals Causes for Gap ObjectivesStrategiesIndicators

Steps and Stages of the School Improvement Process

One Common Voice-One Plan

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action

Plan

GatherGetting ReadyCollect DataBuild Profile

StudentAchievement

StudyAnalyze Data

Set Goals Measurable ObjectivesResearch Best Practice

School Improvement Planning Process

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

StagesStages and Steps and Steps• Getting Ready• Collect Data • Build Profile

School Data Profile School Process Profile

• Analyze Data School Data Analysis School Process Analysis Summary Report

• Set Goals • Set Measurable Objectives• Research Best Practice

• Develop Action Plans

• Implement Plan• Monitor Plan• Evaluate Plan

Comprehensive Needs Assessment

School Improvement Plan

Gather

Study

Plan

Do

18

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

StagesStages and Steps and Steps• Getting Ready• Collect Data • Build Profile

School Data Profile School Process Profile

Comprehensive Needs Assessment

School Improvement Plan

Gather

Study

Plan

Do

The school’s culture…

dictates, in no uncertain terms, “the way we do things around here.” Ultimately, a school’s culture has far more influence on life and learning in the schoolhouse than the state department of education, the superintendent, the school board or even the principal can ever have…

Roland Barth (2001)

Creating a Culture of Quality Data

The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities.

DuFour and Eaker, 1998

22

Why do we start with the data?What kind of data help us make decisions as we go through the

Continuous Improvement Process?

Gather: Collect Data and Build Profile

Data Reference Points For the Michigan School Data Profile

Versions Available to date:

•Data Director

•Pearson

•IGOR/Pinnacle

•Others coming soon!

Using D4SS or your Data Warehouse for data inquiry to complete the Michigan School Data Profile.

www.data4ss.org

www.data4ss.org

User name: demo_test1

Password: demo_test1

Need a login?• If you need a D4SS Inquiry Tool

username, please contact your local district curriculum or technical leader, or your RESA/ISD's Curriculum or Technical leader. 

http://data4ss.org/contactus/

• Click on the link to see the contact list

Time for Exploration of Data 4SS

44

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

StagesStages and Steps and Steps

• Analyze Data School Data Analysis School Process Analysis Summary Report

• Set Goals • Set Measurable Objectives• Research Best Practice

Comprehensive Needs Assessment

School Improvement Plan

Gather

Study

Plan

Do

Analysis

• You can gather all the data you want but until you analyze the data, decide what the data is telling you and determine what you are going to do, the data is just data, numbers on a page. To make the data meaningful, dialogue needs to occur, decisions need to be made and actions need to be taken.

Analysis Collaborative analysis of data needs to

happen before school improvement goals

are determined. To have a goal, objectives,

strategies and action steps that are not

grounded in the data perpetuates the idea

that school improvement plans are just

paper, they are documents, not real plans used

to support sustained instructional improvement

and increase student learning.

Goals Management Components

Example Goal statement

All students will improve their

reading comprehension skills in all core subject areas.

Goals

student focused

stated broadly

based on data

analysis

49

• Student focused• Linked to identified student academic

learning needs in the four core content areas or associated with a Content Area for which there are challenges in the CNA or EdYES!

• State broadly the area of focus and that all students will become successful learners.

• Based on a careful analysis of multiple sources/types of data.

• Define the priority area for an improvement plan.

Goal CriteriaGoal statements are:

S.M.A.R.T. ObjectivesBuilding Level

51

Research Based StrategiesResearch occurs before the strategies are

determined for the plan

• Do you have a process in place to research strategies before inclusion in the plan?

• Why is researching strategies so important?

• Where should we look?

Strategies and Action Steps

• Strategies are what will be done by the adults to support student learning

• Action Steps are how the strategies will be implemented– What specifically needs to happen

• Professional Development• Implementation of strategy -direct instruction• Monitoring of strategy

Criteria for Strategy Statement

• Begin each statement with “District staff will...” (and/or which specific group of teachers).

• Use an action verb of observable behavior which must be done.

• Write clear, concise statements that describe what you intend to accomplish. (Be specific.)

• Make sure each strategy addresses the issue and connects back to the measurable objective.

• Research and evidence based 54

Strategy Sample

Teachers will provide Tier I reading comprehension

instruction for all students to include the use of

Question Answer Relationship and Strategies That

Work including; visualizing and making inferences,

making connections, questioning, determining

importance and synthesizing.

Check Strategycriteria

Teachers will provide Tier I reading

comprehension instruction for all students to

include the use of Question Answer

Relationship and Strategies That

Work including; visualizing and making

inferences, making connections, questioning,

determining importance and synthesizing.

Describe what you intend to

accomplish and research

based

Staff will Action verb

Connects back to

objective

57

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

StagesStages and Steps and Steps

Develop Action Plans

Comprehensive Needs Assessment

School Improvement Plan

Gather

Study

Plan

Do

Plan• Develop Action Plans

• Who?• Will do what?• By when?• How will you know it has been

done?• How will you know if it has been

effective?• What evidence will we collect?

Criteria for Activities• Describes an adult activity/action (what adults

will do to assist students in meeting the measurable objective).

• Linked to the strategy statement.• Includes specific steps that include:

• activity• staff responsible• timeline for implementation,• resources needed• funding source and amount• monitoring plan and evidence of success.

Activity 1 Sample

Professional Development will be provided for all

core staff on the use of the strategies identified

Question Answer Relationships and Strategies

That Work by members of the Reading Committee.

These strategies are: making connections,

visualizing and making inferences, asking

questions, determining importance and

synthesizing.

Check Activity Criteria

Professional Development will be provided by members of the Reading Committee for all core staff on the use of Question Answer Relationships and the strategies identified in Strategies

That Work.

These strategies are: 1) making connections;

2) visualizing and making inferences; 3) asking

Questions; 4) determining importance; and

5) synthesizing.

Teacher action

Specific Step

Linked to strategy

Activity 2 Sample• ELA teachers will provide explicit instruction of QAR within

the first week of school. The instruction will include modeling,

think aloud strategies, guided practice and independent

practice. • ELA teachers will display QAR posters and provide

QAR bookmarks for student use. • ELA teachers will provide explicit instruction of the

Strategies That Work, making connections, visualizing and making inferences, questioning, determining importance and synthesizing.

• Each strategy will be taught individually with at least a week of practice devoted to each strategy.

• Thinking Charts will be utilized to monitor student

use of strategies.

Activity 3 and Activity 4 SampleAll core teachers will use the one of the strategies identified

at least three times a week.• Lesson plans will be monitored weekly. • “Walk-Through’s” will occur looking for evidence of

strategy implementation.• Collaborative Action Teams will meet weekly to monitor

implementation of strategies through dialogue, and examination of student work (Thinking Charts) and formative assessments.

Activity 5 and Activity 6 Sample

Co-Teaching will occur in selected classrooms based on

data.

Common formative assessments will be created in

Collaborative Action Teams, where necessary, to support

monitoring of comprehension strategies. Data will be entered

in Data Director for ease of monitoring.

65

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

StagesStages and Steps and Steps

• Implement Plan• Monitor Plan• Evaluate Plan

School Improvement Plan

Gather

Study

Plan

Do

DoImplement the Plan

• How do you implement the plan?– What needs to be done to implement the

strategy effectively?– Who is responsible?– What manageable steps need to be put in

place to implement strategy?– What timeline needs to be put in place?– What materials/resources are needed?– What professional development is needed to

support the strategy?– What on-going support will be provided?– How will the plan be monitored?

DoMonitor the Plan

• Who will monitor that the strategy is being implemented with fidelity?

• How will this be done?• How often? • How will you document?• How will you respond if the

strategy is not being implemented with fidelity?

DoEvaluate the Plan

• How will you know if the strategy is successful?

• What assessment(s) will you use?• How will you keep track of the

data?• How will you respond if the

strategy is not effective? • How will you respond if the

strategy is effective?

What is Continuous Improvement?

A process by which staff engages in

collaborative inquiry, focused on the use of consistent formative and summative assessments, strategic monitoring of the effectiveness of instruction and

strategy implementation,

adjusting instruction, and continual evaluation to increase student

LEARNING.

Formative Assessment“Is an assessment for learning, a tool used

to inform both the teacher and the student

about the student’s current level of

achievement, to guide the teacher’s

instructional practice, to help the student

understand what steps must be taken to

further his or her learning and to motivate

the student to take those steps.”

(William & Thompson, 2007)

“Assessment for learning…when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of.” (Fullan, 2004)

“Assessment for learning rivals one-on-one tutoring in its effectiveness and …particularly benefits low-achieving students.” (Stiggens, 2004)

Summative AssessmentIs an assessment of learning, a tool to

answer the question, “Did the student learn

by the deadline?” with a “yes” or “no,” “pass”

or fail.

73Adapted from The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers, Inc. All rights reserved. Do not duplicate without publisher’s permission. 

Collaborative Inquiry

How do you build in time for Collaborative Inquiry?

Questions

Contact InformationBeth Brophy, Calhoun ISD [email protected]

(269) 789-2456

Jennifer Parker-Moore, Ed.D., Macomb ISD

[email protected] (586) 228-3517

David Judd, Office of Educational Assessment and

Accountability [email protected] (517) 373-4311