Building a Framework to Support the Culture Required for Student Centered Learning Jeff McCoy | Executive Director of Academic Innovation & Technology Todd Hardy | Director of Academic Support January, 2016 DeeDee

Student Centered Learning Framework Components: Culture Session 2: Professional Learning Session 3: Curriculum/Instruction/Assessment Data-Driven Decision Making – TODAY Leadership – February 9 Session Goals: Work-time with school teams Strategic planning Program planning Protocols

The Student Centered Learning Wiki http://gcsstudentcenteredlearning.wikispaces.com/

Data Driven Decision Making to Support a Student Centered Learning Environment DeeDee How is data-driven decision making different from data analysis? What tools do we need to make this shift?

How does the Data Driven Decision Making Process Shift in a Student Centered Culture? From… To… Establishing a clear vision Establishing a clear vision focused on data and results A few individuals are “gatekeepers” of the data A system that views data across all areas and invokes group sharing and ownership Staff members “gloss over” or minimize disappointing results about current instructional practices Acknowledging and addressing negative information as part of a healthy data-driven culture, which leads to team collaboration on strategies that can improve student outcomes One-shot or “drive-by” training sessions or information meetings Professional development, rather than simple training, is an ongoing process that focuses on gathering and increasing knowledge as much as specific skills. Teachers share the available data they have from their students School leaders model the data-driven behaviors and approaches within their schools

Planning Guide Work 15 Minutes Complete the Progression Rubric under the Data Driven Decision Making Section of your Planning Guide Each team member should individually determine where they believe the school is based on the rubric (Be thinking of evidence or lack of evidence to support your justification). As a team, come to consensus as to where your school is based on the rubric 3 Minutes 5-10 Minutes At this point, the participants should INDIVIDUALLY mark on their individual progression rubric (Given at session 1) where they feel their school is. They should then use the dots to chart it on the 11x17 paper and come to consensus if they have time.

What evidence do we have that our instructional practices are appropriate to support ALL students? Annual State Assessments End-of-Course Summative Assessment (Secondary) District Benchmark Formative or Summative Assessments (Elementary) School-Based Common Formative Post-Assessments Data Teams and Effective Teaching Strategies Conceptual Units of Instruction Classroom Performance Assessment Tasks and Rubrics Data Teams and Effective Teaching Strategies Pre-assessments Post-assessments School-Based Common Formative Pre-Assessments This was assigned last time for homework. Look at the chart and decide where in your school there may be some gaps and weaknesses. Progress Monitoring Corrective instruction Differentiation “Unwrapping” Standards, Big Ideas, and Essential Questions Enrichment Intervention Power Standards Planning SOURCE: Larry Ainsworth, Center for Performance Assessment State Standards

A Framework for __________________________, a Data-Driven School * What do we want students to learn? * How will we know if they have learned it? * What do we do if they do not learn it? * What do we do if they do learn it? Pringing them back to the four questions, teams will work together to build the conceptual framework of what their school’s assessment and data analysis system looks like. 20 Minutes Work with your team to build a conceptual framework for your school’s assessment/data analysis system.

A Framework for Data-Driven Schools 10 Minutes Student Centered Coaching: A Guide for K-8 Coaches and Principals by Diane Sweeney 10 Minutes Stage 1: Set clear learning targets for students that are based on the standards Stage 2: Continually assess students (formally and informally) through the daily, weekly and monthly assessments that measure progress towards the learning targets Stage 3: Build in time and systems for teams to analyze data and adapt instruction to address the student’s needs Stage 4: Continually collect data to chart students’ growth and analyze the validity and impact of the instructional practices. * What do we want students to learn? * How will we know if they have learned it? * What do we do if they do not learn it? * What do we do if they do learn it?   What should students learn? What knowledge and skills will they be able to demonstrate on the assessments ?’s   How can we design assessments to provide data on how the students are progressing toward the learning targets? How will we manage and organize the data ?’s   Where do we see evidence of student learning and/or mastery? Where do we see gaps? How will we address the gaps? ?’s   Where do we see evidence of student learning and/or mastery? Where do we see gaps? How will we address these gaps? What must we do to ensure that all students reach mastery of standards by the end of the year? ?’s This is an example framework for data analysis which schools will use to analyze the conceptual framework they created. Using the questions, they should fill in any gaps in their framework and decide if any processes/procedures need to be put in place to make their framework stronger.

Alternative Practices Homework - Conversations Centered on Continuous Improvement in a Competent System Transforming Schools: Creating a Culture of Continuous Improvement by Zmuda, Kuklis, Kline Core Beliefs Are there processes and rules in place that do not support the shift in culture? When staff members perceive data to be valid and reliable in collection and analysis, data both confirm what is working well and reveal the gaps between the current reality and the shared vision in a way that inspires collective action. Once staff members commit to the shared vision, they must gain clarity on their responsibility for achieving that vision. Monitoring with Data Shared Vision Monitoring with Data Alternative Practices This system helps schools keep on target and this should be visited frequently. We’ll briefly go over this chart and talk about its role in the continuous improvement process. Habitual Practices What are the gaps between what we believe and what we do? How do we close those gaps? Action Plan Transforming Schools: Creating a Culture of Continuous Improvement Zmuda, Kuklis, Kline

Professional Learning Team Data Literacy Survey 20 Minutes Each school team should decide how to complete this exercise (HANDOUT). Whole school? Leadership Team? Faculty Council? Grade Level/Department Teams? Other ideas? This time if for the schools to finish consensus on the data rubric or to work on their planning/strategic plan.

Homework Planning Guide: Conversations Centered on Continuous Improvement in a Competent System Professional Learning Team Data Literacy Survey – what are our next steps in using this tool school-wide? Planning Guide: Reach consensus on the “Data Driven Decision Making” indicators of your Planning Guide Complete the “Where do we go from here?” section under the Data Driven Decision Making Session

Strategic Planning 15 Minutes Use the following data from your activities to complete the Next Steps Section under the Data Driven Decision Making Session Consider what steps you want to take to move your school towards a student centered culture. These steps may be long term (multiple years).

Remember: Bring Planning Guide with you! FINAL Session February 9th – 4:30 pm Remember: Bring Planning Guide with you!