1. 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

2. 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

3. The Student Centered Learning Wiki

4. 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?

5. 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

6. 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.

7. 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

8. 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.

9. 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.

10. 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

11. 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.

12. 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

13. 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).

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