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Good Morning Lancaster!! Welcome to Day 3

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1 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

2 Using Data to Improve Instructional Practice and Leadership
Building a Culture of Continuous Improvement Day 3 Lancaster School District October 30, 2007

3 Group Norms Cell phones vibrate or off Come prepared to learn
Respect all members and their views Listen to understand Observe basic conversational courtesies Honor learning styles Keep an open mind Model desired behavior Assume good will Stay on task Review and keep on overhead

4 Intent of Workshop This is a five series workshop that will enable you to: Lead your school site through analyzing data in a systematic manner Understand the tie between data and student learning Reduce resistance to change Use data to write your SPSA Develop a SPSA based on evidence that will provide staff, students and community a focused intent for your school. PI 4 schools will be able to work on a restructuring plan within this process to met the requirements of NCLB law

5 Themes This is about the continuous improvement of an organization
We are not here to blame, criticize, find fault or point fingers We look for evidence through two lenses—AYP/API AND student learning in general Don’t’ underestimate what IS working Think about the variables over which you have control Everything you do either impedes or promotes student learning

6 Today’s Outcomes At the conclusion of this session, teachers and administrators will be able to: Analyze suggestions for improving student achievement Design a school improvement plan based on data from the AYP report and CST report Use the “Technology of Teaching” to make precise suggestions for improving instructional practice. Draw conclusions from and make generalizations about instructional priorities in the Lancaster School District.

7 Where do you find CST Cluster Score Data?
Student master list summary District gets a set, school gets a set Teacher report Teachers receive individual student reports with cluster data

8 Average Percent Correct for Minimally Proficient, Minimally Advanced and all Students Statewide
The table above shows the percent correct values that define the boundaries for that proficient range. The way these are obtained is to take the theta associated with the scaled cuts for proficient and advanced on the total test and translate these cuts to the sub-score through a TCC for each sub-score. For example, the theta associated with the lowest proficient score (and lowest advanced score) is found (theoretically this should be fixed and not move from year to year). A TCC for each cluster score is constructed. The number right true score associated with the thetas for proficient (and advanced) are found. This is divided by the number of items in cluster score to obtain an “:expected” percent correct score for the cluster.

9 Average Percent Correct for Minimally Proficient, Minimally Advanced and all Students Statewide
Number of questions on test The table above shows the percent correct values that define the boundaries for that proficient range. The way these are obtained is to take the theta associated with the scaled cuts for proficient and advanced on the total test and translate these cuts to the sub-score through a TCC for each sub-score. For example, the theta associated with the lowest proficient score (and lowest advanced score) is found (theoretically this should be fixed and not move from year to year). A TCC for each cluster score is constructed. The number right true score associated with the thetas for proficient (and advanced) are found. This is divided by the number of items in cluster score to obtain an “:expected” percent correct score for the cluster.

10 Average Percent Correct for Minimally Proficient, Minimally Advanced and all Students Statewide
All proficiency levels FBB to Advanced got 64% of the 22 questions correct The table above shows the percent correct values that define the boundaries for that proficient range. The way these are obtained is to take the theta associated with the scaled cuts for proficient and advanced on the total test and translate these cuts to the sub-score through a TCC for each sub-score. For example, the theta associated with the lowest proficient score (and lowest advanced score) is found (theoretically this should be fixed and not move from year to year). A TCC for each cluster score is constructed. The number right true score associated with the thetas for proficient (and advanced) are found. This is divided by the number of items in cluster score to obtain an “:expected” percent correct score for the cluster.

11 Average Percent Correct for Minimally Proficient, Minimally Advanced and all Students Statewide
Of all the students in the state of California, the students that scored 350 (or cut score) on the ELA test. This group got 68% of the questions correct in that cluster correct The table above shows the percent correct values that define the boundaries for that proficient range. The way these are obtained is to take the theta associated with the scaled cuts for proficient and advanced on the total test and translate these cuts to the sub-score through a TCC for each sub-score. For example, the theta associated with the lowest proficient score (and lowest advanced score) is found (theoretically this should be fixed and not move from year to year). A TCC for each cluster score is constructed. The number right true score associated with the thetas for proficient (and advanced) are found. This is divided by the number of items in cluster score to obtain an “:expected” percent correct score for the cluster.

12 Average Percent Correct for Minimally Proficient, Minimally Advanced and all Students Statewide
Of all the students in the state of California, the students that scored 402 (or cut score) on the ELA test. This group got 85% of the questions correct in that cluster correct The table above shows the percent correct values that define the boundaries for that proficient range. The way these are obtained is to take the theta associated with the scaled cuts for proficient and advanced on the total test and translate these cuts to the sub-score through a TCC for each sub-score. For example, the theta associated with the lowest proficient score (and lowest advanced score) is found (theoretically this should be fixed and not move from year to year). A TCC for each cluster score is constructed. The number right true score associated with the thetas for proficient (and advanced) are found. This is divided by the number of items in cluster score to obtain an “:expected” percent correct score for the cluster.

13 Analysis Sheet for Group Cluster Data

14 What about benchmarks? Why do we give district benchmarks?
What information could these tests give us for increased student achievement? How do benchmark tests tie into state testing? Have a group discussion at your tables on the benefits of benchmark assessments.

15 Group share of AYP and Technology of Teaching
Protocol 1 person from each team at their presentation Call out the name of the school 10 minutes to present and 5 minutes to ask questions Rotate to 4 separate groups when whistle blows. 60 minutes for activity

16 Fieldwork Summary Elementary Data Middle School Data Your Data
Comparison What are the implications?

17

18 Tension Maintenance New possibilities for shaping our schools come to light when we expose structures within our schools If we don’t acknowledge these structures, they hold power over us (the lemmings instinct to jump) How can you change a river/school? If you just hold your hands and move the water around it goes back to the same place—this is surface change. You need to go deep to the river bed and change the structure of the river bed. Dig a trench, hollow out ground for the water to fill and then the river course will change. Path of least resistance works for the top of the river. Throw some rocks in and it will ripple and change but then go right back.

19 Creative Tension A strong clear vision will give direction and tension resolution. When you clarify your desired future state, you create a gap—a space between where you are now and where you want to be. This gap creates tension. The natural tendency of tension is to seek resolution so this gap will seek to close—just like a rubberband and pull you toward your vision The reason that we are not pulled back to our current reality is the vision is a more stable structure than the current reality that is always changing. Even if you are not aware of it, you are affected by creative tension as you change. Like the river you are going somewhere. But by leveraging creative tension, you participate in deciding where you are going. Purpose and vision are most powerful when they are aligned. When aligned purpose and vision bring clarity to decision-making. Be careful to not take your eye off the vision (Emmy did for a second as she waited to be flung across the gap. This is a precarious balance and you need to not sabotage yourself or school. In the story Emmy acknowledged her current reality “I know how hard this really is” so she could then refocus on her vision

20 Use the Best Practice Are we using the best practices?
Do we have an obligation to put new research into effect? Radiokeratotomy vs lasik NEED to change with new research We need to change to new research/ideas—would we want a eye doctor to do radiokeratotomy on us now or lasik—why. We have an obligation to put new research into effect just as an eye doctor does or else we will not have clients/patients who want to work with us—why would they??

21 Data Research DuFour Break your team into two groups Team 1 Team 2
Review data you have on instruction Collect facts and write them down Facts lead to a conclusion Team 2 Review research Collect facts—write down themes if it is supported by 2 or more researchers p PLC handbook

22 Report back to whole group
Now working together: Take the list of what is happening in your school and look for the research themes Make a list of what are BEST Practices Current Reality Report back to whole group

23 3 Levels of Curriculum Intended—what we want students to learn
Implemented—what actually gets taught Attained—what students actually learn Marzano research To impact attained curriculum make sure the implemented curriculum is guaranteed and viable

24 “Together teachers have the organizational skills and resources to attempt innovations that would exhaust the energy, skill or resources of an individual teacher.”

25 Rick DuFour’s Alternative Ideas for Improving Student Achievement
Read and discuss page 4 & 5 As a group do page 6 For your school do page 7 in light of these ideas and research activity that you just completed

26 Using Data to Design a School Improvement Plan Phase 1
Discussion of Major Findings Conclusions Targets

27 Using Data to Design a School Improvement Plan Phase 1
Discussion of Immediate Short term Long range

28 Using Data to Design a School Improvement Plan Phase 2
Handout page 12

29 Fieldwork The next date—November 7
SPSA training Fieldwork will led you into action plans for your SPSA which you will work on November 7 Page 3 of fieldwork, do numbers 1-3 You will not share our 4-6 for next time

30 Vision with action can change the world!!
Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world!!

31 Regional System of District and School Support (RSDSS)
Contact Information Diane Parkins Consultant Regional System of District and School Support (RSDSS) (office) (cell)


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