Setting the Standard for Service 1 Welcome to Northeast Georgia RESA’S Regional Data Dig

Setting the Standard for Service 2 Purpose of the Regional Data Dig Standard A: The needs of systems and schools in the RESA service area are determined using an on-going data-based process that includes the use of both quantitative and qualitative data. –Element 1.1.A.1: The RESA analyzes state assessment data and other data (e.g. AYP reports, school and system report cards, SAT/ACT, NAEP) to identify student achievement levels and trends in systems and schools. –Element 1.1.A.2: The RESA analyzes state, system, and school data to identify factors affecting student achievement in areas such as curriculum, assessment, instruction, leadership, school culture, parent involvement, professional learning, and organization and planning, and current school improvement initiatives.

Setting the Standard for Service 3 Standard B: Services offered to systems and schools in the RESA service area are determined using both state- and locally-identified needs. –Element 1.1.B.1: The RESA prioritizes services to be offered to systems and schools based on the results of locally-administered needs assessments. –Element 1.1.B.2: The RESA develops a local action plan for delivering services to systems and schools based on the RESA Standards of Service; on the trends, causes, and factors identified in Standards A; and the needs identified in the locally-administered needs assessment. –Element 1.1.B.3: The RESA collaborates with the Department of Education and other support entities (e.g., GLRS, ETTC, GYSTC, SDFSC, colleges and universities) to plan and to coordinate services to address system and school needs. Standard C: A data-based decision making process is used to build capacity for improvement in systems and schools. –Element 1.1.C.1: The RESA provides assistance to systems and schools in analyzing state assessment data and other data (e.g. AYP reports, school and system report cards) to identify student achievement levels and trends.

Setting the Standard for Service 4 REGIONAL DATA DIG July 21, 2011 Agenda 8:30 – 9:20 General Session (Room A) Welcome, Purpose, Overview of the Day, and Use of Findings – Dr. Rhonda Hefner-Packer Data Types (Student Learning, Demographic, Perception, Process) – Beth McMickle Expected Products – Sallie Eckles Logistics and Introduction of Content Facilitators – Dr. Patti McWhorter 9:20 – 9:30Transition Time 9:30 – 12:00 Analyze Student Learning Data by Content Area Standardized Test Data Chart Findings Prioritize Findings 12:00 – 2:00Analyze Qualitative Data Demographic Data Perception Data Process Data 2:00 – 4:00Analyze Content Priorities Using Root Cause Analysis Adjournment upon Completion of Root Cause Analysis

Setting the Standard for Service 5 Analyze the Data using Bernhardt Framework Set Priorities Based on Analysis of Quantitative and Qualitative Data Clarify the Problem – Root Cause Analysis Identify SMART Goals Select High-Impact, Research-Based Strategies Implement the RESA Action Plan Assess Results using Guskey Framework Revise the RESA Action Plan

Collect Different Types of Data DemographicPerception Student Learning Process Enrollment Ethnicity Gender Poverty Attendance Graduation Rate Surveys Administrator Teacher Student GAPSS Observations CRCT EOCT Writing GHSGT GAPSS Artifacts Observations Commendations Recommendations System Comprehensive LEA Improvement Plan (CLIP) Setting the Standard for Service 6

7 Analyze Data Patterns  Achievement data are foundational lens  All other data sources are filtered through the achievement data lens  Goal is to uncover patterns and relationships among data  Key question: What are priorities emerging from the data analysis?

Setting the Standard for Service 8 Root Cause Analysis Cause/Effect

RESA Action Plan Template

Guskey Framework Level 1What evidence exists to determine participants’ reactions to professional learning? Level 2What evidence exists to determine if participants have acquired the intended knowledge and skills? Level 3What evidence exists to demonstrate organizational support for implementation of professional learning? Level 4What evidence exists to demonstrate that participants are using knowledge and skills form professional learning? Level 5What evidence exists that professional learning has made an impact on student learning outcomes? Setting the Standard for Service 12

Setting the Standard for Service 13 Norms Participate in a positive manner with a goal of consensusParticipate in a positive manner with a goal of consensus Honor timeHonor time Stay focused with results in mindStay focused with results in mind Listen respectfully with possibilityListen respectfully with possibility Maintain confidentiality and be trustworthyMaintain confidentiality and be trustworthy Give and be open to honest feedbackGive and be open to honest feedback Commit to actionCommit to action Inform others if you are struggling to meet your commitmentsInform others if you are struggling to meet your commitments

Setting the Standard for Service 14 Logistics Room Assignments Reading and ELA – Room A Science – Room B Mathematics – Room C Social Studies – Technology Lab Working Lunch: Box lunches may be picked up in Room A at 11:30. Room A at 11:30.