Good Morning Lancaster!! Welcome to Day 3 Please post your presentation on One of the side walls Tape and pins are on the front table.

Good Morning Lancaster!!Good Morning Lancaster!!

Welcome to Day 3Welcome to Day 3

Please post your presentation onPlease post your presentation on

One of the side wallsOne of the side walls

Tape and pins are on Tape and pins are on

the front tablethe front table

Using Data to Improve Using Data to Improve Instructional Practice Instructional Practice

and Leadershipand LeadershipBuilding a Culture ofBuilding a Culture of

Continuous ImprovementContinuous ImprovementDay 3Day 3

Lancaster School DistrictOctober 30, 2007

Group NormsGroup Norms

Cell phones vibrate or offCell phones vibrate or off Come prepared to learnCome prepared to learn Respect all members and their viewsRespect all members and their views Listen to understandListen to understand Observe basic conversational courtesiesObserve basic conversational courtesies Honor learning stylesHonor learning styles Keep an open mindKeep an open mind Model desired behaviorModel desired behavior Assume good willAssume good will Stay on taskStay on task

Intent of WorkshopIntent of Workshop This is a five series workshop that will enable you This is a five series workshop that will enable you

to:to:Lead your school site through analyzing data Lead your school site through analyzing data

in a systematic mannerin a systematic mannerUnderstand the tie between data and Understand the tie between data and

student learningstudent learningReduce resistance to changeReduce resistance to changeUse data to write your SPSAUse data to write your SPSADevelop a SPSA based on evidence that will Develop a SPSA based on evidence that will

provide staff, students and community a provide staff, students and community a focused intent for your school.focused intent for your school.

PI 4 schools will be able to work on a restructuring PI 4 schools will be able to work on a restructuring plan within this process to met the requirements of plan within this process to met the requirements of NCLB lawNCLB law

ThemesThemes

This is about the continuous improvement of an This is about the continuous improvement of an organizationorganization

We are not here to blame, criticize, find fault or We are not here to blame, criticize, find fault or point fingerspoint fingers

We look for evidence through two We look for evidence through two lenses—AYP/API lenses—AYP/API AND AND student learning in generalstudent learning in general

Don’t’ underestimate what Don’t’ underestimate what ISIS working working Think about the variables over which you have Think about the variables over which you have

controlcontrol Everything you do either impedes or promotes Everything you do either impedes or promotes

student learningstudent learning

Today’s OutcomesToday’s Outcomes At the conclusion of this session, teachers At the conclusion of this session, teachers

and administrators will be able to:and administrators will be able to: Analyze suggestions for improving student Analyze suggestions for improving student

achievementachievement Design a school improvement plan based Design a school improvement plan based

on data from the AYP report and CST on data from the AYP report and CST reportreport

Use the “Technology of Teaching” to make Use the “Technology of Teaching” to make precise suggestions for improving precise suggestions for improving instructional practice.instructional practice.

Draw conclusions from and make Draw conclusions from and make generalizations about instructional generalizations about instructional priorities in the Lancaster School District.priorities in the Lancaster School District.

Where do you find Where do you find CST Cluster Score Data?CST Cluster Score Data?

Student master list summaryStudent master list summaryDistrict gets a set, school gets a setDistrict gets a set, school gets a set

Teacher reportTeacher reportTeachers receive individual student Teachers receive individual student

reports with cluster datareports with cluster data

Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all

Students StatewideStudents Statewide

Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all

Students StatewideStudents StatewideNumber of questions on test

Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all

Students StatewideStudents StatewideAll proficiency levels FBB to Advancedgot 64% of the 22 questions correct

Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all

Students StatewideStudents StatewideOf all the students in the state of California, the studentsthat scored 350 (or cut score) on the ELA test. This group got 68% of the questions correct in that cluster correct

Average Percent Correct for Minimally Average Percent Correct for Minimally Proficient, Minimally Advanced and all Proficient, Minimally Advanced and all

Students StatewideStudents StatewideOf all the students in the state of California, the studentsthat scored 402 (or cut score) on the ELA test. This group got 85% of the questions correct in that cluster correct

Analysis Sheet for Group Cluster Analysis Sheet for Group Cluster DataData

0 0 0 0 0 0

Perf Level Scaled RC1 RC2 RC3 RC4 RC5 CELDT

Advanced

Proficient

Basic

Below Basic

Far below basic

1: Beginning

2: Early Intermediate

3: Intermediate

4: Early Advanced

5: Advanced

Number passed% Passed

Legend

CELDT

Enter Teacher NameELA Student ScoresMinimally Proficient

Number of questions

What about benchmarks?What about benchmarks?

Why do we give district benchmarks?Why do we give district benchmarks?What information could these tests give What information could these tests give

us for increased student achievement?us for increased student achievement?How do benchmark tests tie into state How do benchmark tests tie into state

testing?testing?

Have a group discussion at your tables on Have a group discussion at your tables on the benefits of benchmark assessments.the benefits of benchmark assessments.

Group share of AYP and Group share of AYP and Technology of TeachingTechnology of Teaching

ProtocolProtocol1 person from each team at their 1 person from each team at their

presentationpresentationCall out the name of the schoolCall out the name of the school10 minutes to present and 5 minutes 10 minutes to present and 5 minutes

to ask questionsto ask questionsRotate to 4 separate groups when Rotate to 4 separate groups when

whistle blows.whistle blows.60 minutes for activity60 minutes for activity

Fieldwork SummaryFieldwork Summary

Elementary DataElementary DataMiddle School DataMiddle School DataYour DataYour Data

ComparisonComparison

What are the implications?What are the implications?

Tension MaintenanceTension Maintenance

New possibilities for shaping our New possibilities for shaping our schools come to light when we schools come to light when we expose structures within our schoolsexpose structures within our schools

If we don’t acknowledge these If we don’t acknowledge these structures, they hold power over us structures, they hold power over us (the lemmings instinct to jump)(the lemmings instinct to jump)

How can you change a river/school?How can you change a river/school?

Creative Tension

Use the Best PracticeUse the Best Practice

Are we using the best practices?Are we using the best practices?Do we have an obligation to put new Do we have an obligation to put new

research into effect?research into effect?Radiokeratotomy vs lasikRadiokeratotomy vs lasikNEED to change with new researchNEED to change with new research

Data ResearchData ResearchDuFourDuFour

Break your team into two groupsBreak your team into two groupsTeam 1Team 1

Review data you have on instructionReview data you have on instructionCollect facts and write them downCollect facts and write them downFacts lead to a conclusionFacts lead to a conclusion

Team 2Team 2Review researchReview research

Collect facts—write down themes if it is Collect facts—write down themes if it is supported by 2 or more researcherssupported by 2 or more researchers

Now working together:Now working together:Take the list of what is happening in Take the list of what is happening in

your school and look for the research your school and look for the research themesthemes

Make a list of what areMake a list of what areBEST PracticesBEST PracticesCurrent RealityCurrent Reality

Report back to whole groupReport back to whole group

3 Levels of Curriculum3 Levels of Curriculum

1.1. Intended—what we want students to Intended—what we want students to learnlearn

2.2. Implemented—what actually gets Implemented—what actually gets taughttaught

3.3. Attained—what students actually learnAttained—what students actually learn

Marzano researchMarzano research To impact attained curriculum make sure To impact attained curriculum make sure

the implemented curriculum is the implemented curriculum is guaranteed and viableguaranteed and viable

““TogetherTogether teachers have teachers have the organizational skills the organizational skills

and resources to attempt and resources to attempt innovations that would innovations that would

exhaust the energy, skill or exhaust the energy, skill or resources of an resources of an

individual teacher.”individual teacher.”

Rick DuFour’s Alternative Ideas Rick DuFour’s Alternative Ideas for Improving Student for Improving Student

AchievementAchievement

Read and discuss page 4 & 5Read and discuss page 4 & 5As a group do page 6As a group do page 6For your school do page 7 in light of For your school do page 7 in light of

these ideas and research activity these ideas and research activity that you just completedthat you just completed

Using Data to Design a Using Data to Design a School Improvement PlanSchool Improvement Plan

Phase 1Phase 1

Discussion ofDiscussion ofMajor FindingsMajor FindingsConclusionsConclusionsTargetsTargets

Using Data to Design a School Using Data to Design a School Improvement PlanImprovement Plan

Phase 1Phase 1

Discussion ofDiscussion ofImmediateImmediateShort termShort termLong rangeLong range

Using Data to Design a School Using Data to Design a School Improvement PlanImprovement Plan

Phase 2Phase 2

Handout page 12Handout page 12

FieldworkFieldwork

The next date—November 7The next date—November 7SPSA trainingSPSA training

Fieldwork will led you into action Fieldwork will led you into action plans for your SPSA which you will plans for your SPSA which you will work on November 7work on November 7

Page 3 of fieldwork, do numbers 1-3Page 3 of fieldwork, do numbers 1-3You will not share our 4-6 for next You will not share our 4-6 for next

timetime

Vision without action is Vision without action is merely a dream. merely a dream.

Action without vision just Action without vision just passes the time. passes the time.

Vision with action can Vision with action can change the world!!change the world!!

Contact InformationContact Information

Diane ParkinsDiane Parkins

ConsultantConsultant

Regional System of District and School Regional System of District and School Support (RSDSS)Support (RSDSS)

661-575-1033 (office)661-575-1033 (office)

661-816-3971 (cell)661-816-3971 (cell)