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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.

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Presentation on theme: "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."— Presentation transcript:

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 Continuous Improvement Day 3 Lancaster School District October 30, 2007

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

4 Intent of Workshop This is a five series workshop that will enable you to: This is a five series workshop that will enable you to: Lead your school site through analyzing data in a systematic manner Lead your school site through analyzing data in a systematic manner Understand the tie between data and student learning Understand the tie between data and student learning Reduce resistance to change Reduce resistance to change Use data to write your SPSA 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. 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 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 This is about the continuous improvement of an organization We are not here to blame, criticize, find fault or point fingers We are not here to blame, criticize, find fault or point fingers We look for evidence through two lensesAYP/API AND student learning in general We look for evidence through two lensesAYP/API AND student learning in general Dont underestimate what IS working Dont underestimate what IS working Think about the variables over which you have control Think about the variables over which you have control Everything you do either impedes or promotes student learning Everything you do either impedes or promotes student learning

6 Todays Outcomes At the conclusion of this session, teachers and administrators will be able to: At the conclusion of this session, teachers and administrators will be able to: Analyze suggestions for improving student achievement Analyze suggestions for improving student achievement Design a school improvement plan based on data from the AYP report and CST report 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. 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. 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 Student master list summary District gets a set, school gets a set District gets a set, school gets a set Teacher report Teacher report Teachers receive individual student reports with cluster data Teachers receive individual student reports with cluster data

8 Average Percent Correct for Minimally Proficient, Minimally Advanced and all Students Statewide

9 Number of questions on test

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

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

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

13 Analysis Sheet for Group Cluster Data

14 What about benchmarks? Why do we give district benchmarks? Why do we give district benchmarks? What information could these tests give us for increased student achievement? What information could these tests give us for increased student achievement? How do benchmark tests tie into state testing? 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 Protocol 1 person from each team at their presentation 1 person from each team at their presentation Call out the name of the school Call out the name of the school 10 minutes to present and 5 minutes to ask questions 10 minutes to present and 5 minutes to ask questions Rotate to 4 separate groups when whistle blows. Rotate to 4 separate groups when whistle blows. 60 minutes for activity 60 minutes for activity

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

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18 Tension Maintenance New possibilities for shaping our schools come to light when we expose structures within our schools New possibilities for shaping our schools come to light when we expose structures within our schools If we dont acknowledge these structures, they hold power over us (the lemmings instinct to jump) If we dont acknowledge these structures, they hold power over us (the lemmings instinct to jump) How can you change a river/school? How can you change a river/school?

19 Creative Tension

20 Use the Best Practice Are we using the best practices? Are we using the best practices? Do we have an obligation to put new research into effect? Do we have an obligation to put new research into effect? Radiokeratotomy vs lasik Radiokeratotomy vs lasik NEED to change with new research NEED to change with new research

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

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

23 3 Levels of Curriculum 1. Intendedwhat we want students to learn 2. Implementedwhat actually gets taught 3. Attainedwhat students actually learn Marzano research To impact attained curriculum make sure the implemented curriculum is guaranteed and viable 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 anTogether teachers have the organizational skills and resources to attempt innovations that would exhaust the energy, skill or resources of an individual teacher.

25 Rick DuFours Alternative Ideas for Improving Student Achievement Read and discuss page 4 & 5 Read and discuss page 4 & 5 As a group do page 6 As a group do page 6 For your school do page 7 in light of these ideas and research activity that you just completed 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 Discussion of Major Findings Major Findings Conclusions Conclusions Targets Targets

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

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

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

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

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


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