Welcome to our First Soulsville Data Day! Please sit with your grade level teams and enjoy some coffee and donuts!

Why are We Here? What’s the big deal? It’s the game changer! One small change fundamentally altered the outcome!

Agenda 8:00-8:10 – Opening 8:10-9:00 – Session 1: Culture Data 9:00-9:10 – Break 9:10-10 – Session 2: How to Look at Our Academic Data 10-10:10 – Break 10:10-11:50: Session 3 A. 10:10-10:40 – Review or Reteach Handout B. 10:40-11:20 – Analysis Handout C. 11:20-11:50 – 6 Week Action Plan Handout 11:55-12:00 – Closing 8-8:10

Norms of Our Data Day -YOU WILL GET OUT WHAT YOU PUT IN -TAKE TIME TO SAVE TIME: ACT NOW TO BE READY FOR TOMORROW -WE ABSOLUTELY CAN FIND SOLUTIONS BY PROBLEM SOLVING AS A TEAM -WE WILL CONTINUE TO FAIL BUT STRIVE EVERY DAY TO SUCCEED -BOTTOM LINE: IMPROVE STUDENT ACHIEVEMENT 8-8:10

Session 1: Culture Data 8:10-9:00

Break! “Data-driven student engagement occurs when students know the end goal, how they did, and what actions they can take to improve.” “In traditional school systems, the focus of quality is on how the teacher teaches. In a data-driven culture, the focus shifts to how the students are learning.” 9-9:10

Session 2: How to Look at Our Academic Data Goals of this session: TWBAT identify trends in practice data TWBAT identify SPIs/objectives to review and/or reteach 9:10-10

What’s the Process? So far, we should have covered the SPIs in our LTP for the first quarter. We need to look at how many we have actually covered, adjust our LTPs and be strategic about properly covering everything that needs to happen by December (step 2)! But first, we need to look at the mastery of what we have taught to decide how to review or reteach in order to reach mastery of all planned SPIs by December (step 1). 9:10-10

Soulsville Standards Final Exam Long Term Plan Unit Exam Unit Plan Daily Lesson Plan Student Achievement!! Review of Backwards Planning The Continuous Step: Data Reflection!

Step 1 of Session 2: What Does My Data tell Me About Reviewing vs Reteaching? We review when students are able to… answer objective/SPI level questions independently without much, if any, prompting discuss the content with their peers be moved on to an even higher order of thinking with the content with or without your guidance 9:10-10

To Review or Reteach, That is the Question… We reteach when students: did not master the objective the first time the material was taught are unable to explain the concepts without being prompted or using materials cannot begin answering questions on objectives (don’t know where to even start) 9:10-10

Grounding Ourselves in the Data… Unit 3 Mastery Teacher: Ashley Shores Overall Unit Mastery: Studen t Master y Averag e a3.02b3.03a3.03b3.03c % Class Mastery Averages by Skill 80%64%71%61%79%72%60%63% Block 1 Mastery65.54%75%64%71%61%79%72%48%63% Block 2 Mastery60.73%65%51%65%61%70%79%56%71% Block 3 Mastery72.72%80%71%80%72%81%82%63%68% Block 4 Mastery88.38%93%83%88%82%90%95%77%96% Block 5 Mastery66.32%75%62%74%67%84%79%52%44% Block 6 Mastery85.15%94%83% 88%100%78%84%92%

SPI/Objective Prioritization Re-teachReviewDeprioritize Guidelines: 70% mastery or below + mid to high priority on the test * Important Note: These guidelines will vary teacher-to- teacher Guidelines: 70-80% mastery + mid to high priority on the test OR 65% mastery or below + low to mid priority on test OR 80% mastery or above + high priority on the test Guidelines : Very high mastery on the test (85% or above) OR Low priority on EOC/AP/Final Exam 9:10-10

14 Grounding Ourselves in the Data… Unit 3 Mastery Teacher: Ashley Shores Overall Unit Mastery: Studen t Master y Averag e a3.02b3.03a3.03b3.03c % Class Mastery Averages by Skill 80%64%71%61%79%72%60%63% Block 1 Mastery65.54%75%64%71%61%79%72%48%63% Block 2 Mastery60.73%65%51%65%61%70%79%56%71% Block 3 Mastery72.72%80%71%80%72%81%82%63%68% Block 4 Mastery88.38%93%83%88%82%90%95%77%96% Block 5 Mastery66.32%75%62%74%67%84%79%52%44% Block 6 Mastery85.15%94%83% 88%100%78%84%92%

SPI/Objective Prioritization (Version 1) ReteachReviewDeprioritize Guidelines: 70% mastery or below + mid to high priority on the test * Important Note: These guidelines will vary teacher-to- teacher Guidelines: 70-80% mastery + mid to high priority on the test OR 65% mastery or below + low to mid priority on test OR 80% mastery or above + high priority on the test Guidelines : Very high mastery on the test (85% or above) OR Low priority on EOC/AP/Final Exam Reteach Bucket: 3.02a, 3.03a, 3.04, 3.05 Review Bucket: 3.02b, 3.03b, 3.03c Deprioritize Bucket: :10-10

Operation Prioritization (Version 2): Re-teachReviewDeprioritize Guidelines: 70% mastery or below + mid to high priority on the test Guidelines: 70-80% mastery + mid to high priority on the test OR 70% mastery or below + low to mid priority on test OR 80% mastery or above + high priority on the test Guidelines : Very high mastery on the test (85% or above) OR Low priority on test Below 70% 3.02a – Asexual and sexual reproduction 3.03a – Patterns of Inheritance: dominant and recessive traits 3.04 – Human Genome Project/Biotechnology 3.05 – Theory of Evolution 70-79% 3.02b 70% or below 80% or Above 3.03b 85% or Above 3.01 LOW PRIORITY (despite mastery) 3.03c 9:10-10

Kickboard: Shores’ Fake Biology Class These our the steps I will take to best serve my fake Biology Class : a.Bucket objectives/SPIs into reteach or review b.Analyze my SPI data and reflect on why students didn’t reach mastery (look at my assessments and their rigor/validity to help this process) c.Create my action plan to review & reteach old standards while teaching the new standards for the second quarter! 9:10-10

Session 2: Handouts 1, 2, & 3 9:10-10

Break! 10:00-10:10 “Sometimes when I consider what tremendous consequences come from little things I am tempted to think there are no little things.” ~ Bruce Barton in 7 Habits of Highly Effective People

Session 3: Teacher Action Plans Handouts A, B, C A (10:10-10:35)  Bucket into review or reteach B (10:35-11:20)  Analysis of Objective/SPI Mastery C (11:20-11:50)  Create 6 Week Action Plan 10:10-10:35

Operation Prioritization: Re-teachReviewDeprioritize Guidelines: 70% mastery or below + mid to high priority on the test Guidelines: 70-80% mastery + mid to high priority on the test OR 70% mastery or below + low to mid priority on test OR 80% mastery or above + high priority on the test Guidelines : Very high mastery on the test (85% or above) OR Low priority on test Below 70% 3.02a – Asexual and sexual reproduction 3.03a – Patterns of Inheritance: dominant and recessive traits 3.04 – Human Genome Project/Biotechnology 3.05 – Theory of Evolution 70-79% 3.02b – 70% or below 80% or Above 3.03b – 85% or Above LOW PRIORITY (despite mastery) 3.03c - Only ask one question on this test. 10:10-10:35

How to Prioritize 1.Is it a foundational skill? - Do my students HAVE to know or be able to do this in order to master other important standards later? 2.Is it a heavily assessed skill (for EOC, ACT, AP)? 3. How is student performance on the standard? - If it’s a priority standard with low performance, this is an important piece of data to examine? 10:10-10:35

Work Time: Handout A 10:10-10:35 Re-teachReviewDeprioritize Guidelines: 70% mastery or below + mid to high priority on the test Guidelines: 70-80% mastery + mid to high priority on the test OR 70% mastery or below + low to mid priority on test OR 80% mastery or above + high priority on the test Guidelines : Very high mastery on the test (85% or above) OR Low priority on test

Session 3: Handout B 10:35-11:20

Planning to Reteach, Review, & Reassess Mini-lesson (Reteach) Time in class re-teaching using the I do, we do, you do format NOTE: You cannot teach the same lesson again. Try it a different way! Imbed in your weekly assessment Assessment Description Name

Planning to Reteach, Review, & Reassess Mini-lesson (Reteach) Daily Practice (Review) Time in class re-teaching using the I do, we do, you do format NOTE: You cannot teach the same lesson again. Try it a different way! Class work and/or homework to review previous materials so that students would retain it better Imbed in your weekly assessment Collect these problems or a Do Now/Exit Slip (after cycle is over) Assessment Description Name

Planning to Reteach, Review, & Reassess Mini-lesson (Reteach) Daily Practice (Review) Spiraled w/ New Material (Reteach) Time in class re-teaching using the I do, we do, you do format NOTE: You cannot teach the same lesson again. Try it a different way! Class work and/or homework to review previous materials so that students would retain it better Your content builds on itself, presenting opportunities (and challenges) for review. Include re-teaching old material with similar skills together NOTE: Often works well w/ mini-lessons Imbed in your weekly assessment Collect these problems or a Do Now/Exit Slip (after cycle is over) Reassess the previous material on your weekly assessments (include modified “old” test questions) Assessment Description Name

Planning to Reteach, Review, & Reassess Mini-lesson (Reteach) Daily Practice (Review) Spiraled w/ New Material (Reteach) Do Now (Review or Reteach) Time in class re-teaching using the I do, we do, you do format NOTE: You cannot teach the same lesson again. Try it a different way! Class work and/or homework to review previous materials so that students would retain it better Your content builds on itself, presenting opportunities (and challenges) for review. Include re-teaching old material with similar skills together NOTE: Often works well w/ mini-lessons Have similar Do Nows for a week to review (and if needed re- teach as your review the answers) Imbed in your weekly assessment Collect these problems or a Do Now/Exit Slip (after cycle is over) Reassess the previous material on your weekly assessments (include modified “old” test questions) Assess by collecting the Do Now prior to reviewing it Assessment Description Name

Planning to Reteach, Review, & Reassess Mini-lesson (Reteach) Daily Practice (Review) Spiraled w/ New Material (Reteach) Do Now (Review or Reteach) In tutorials outside (or inside) of class (Reteach or Review) Time in class re-teaching using the I do, we do, you do format NOTE: You cannot teach the same lesson again. Try it a different way! Class work and/or homework to review previous materials so that students would retain it better Your content builds on itself, presenting opportunities (and challenges) for review. Include re-teaching old material with similar skills together NOTE: Often works well w/ mini-lessons Have similar Do Nows for a week to review (and if needed re- teach as your review the answers) Pulling small groups of students (either outside or in class time) to target specific groups to review or even reteach, often during independent practice NOTE: utilizing co-teachers is great for this Imbed in your weekly assessment Collect these problems or a Do Now/Exit Slip (after cycle is over) Reassess the previous material on your weekly assessments (include modified “old” test questions) Assess by collecting the Do Now prior to reviewing it You can re- assess by giving assessments to your selected groups Assessment Description Name

Handout B – Analyze! Handout B work time Look at your Kickboard data, Teacherease (if applicable), Unit Tests and Quizzes during this process Look at the example for clarity Talk it through with a partner if you hit a block 10:35-11:20

Handout C – Action Plan! The grand finale! Take your work from handout A & handout B to come up with a 6 week Action Plan for objective/SPI domination! Why 6 Weeks? – Back from Fall Break: Oct – Week 1 of Plan: Oct – Week 2: Oct 31-Nov 4 – Week 3: Nov 7-11 – Week 4: Nov – Week 5: Nov 28-2 (Nov 21 & 22 week of Thanksgiving) – Week 6: Dec 5-9 – Midterm Exams: Dec :20-11:50

Closing Thank you for your time and for being reflective practitioners! Please Submit Your Action Plan by 10/22 to your DCI and School Director. Example Student Reflection Sheets – Make the Data Meaningful for Your Students! Investment! 11:55-12:00

Closing: What do We Make? Video Clip! Taylor Mali – “What Teachers Make” The more strategic we are in our teaching the more dramatic the impact on the lives of our students. 11:55-12