1. District Continuous Improvement Team December 10, 2013

2. AGENDA Clarifying and Probing Questions Roles and Responsibilities Monitoring the Plan(s) Instructional Rounds 4 Types of Data

3. Be present Limit technology to the work Ask clarifying questions Honor time

4. Questions? Clarifying Questions? – Simple questions of facts – Get to nuts and bolts – For participants – Brief, factual Test for Clarifying Questions – Does the presenter have to think about the question? (If yes, then it is a probing question) Probing Questions? – Think more deeply – If the question does not have the presenter think more deeply then it is a clarifying question or a recommendation. – Allow for multiple responses – Avoid yes/no – Try What do you predict? Predict? Fear?

5. Clarifying Question Practice Goal: Increase math skills for all students. What training will be required? When will the training take place? What resources will be needed? Others?

6. Probing Question Practice Goal: To increase math skills. Why is an interactive training best for math? How will we know we are asking for quality math work from students? What is your hunch about the effects of a stand alone training on math skills.

7. WHY DIFFERENTIATE BETWEEN CLARIFYING AND PROBING QUESTIONS? Consider

8. ROLES AND RESPONSIBILITIES

9. Roles and Responsibilities (RR) Read over What clarifying questions do you have? What probing questions do you have? In your group, generate both types after reading the RR Be ready to share out by group

10. MAKING MEANING Read: Unmistakable Impact

12. MONITORING THE SCHOOL IMPROVEMENT PLANS Taking a look at each school plan….

13. Protocol for Monitoring Each school team will share out on 1 goal/strategies/data/PD around the goal. Action steps/activities should be provided. Listening/note taking on the following: – Strengths? – Challenges? – Discussion questions: Ask about data that has been collected? Should be collected? Is there data that the team will collect?

14. Protocol for Monitoring, continued How will we know when the strategy has increased student learning? How do you know the action steps have been implemented with fidelity? (Will be implemented with fidelity?) Each school group will meet with others. Share feedback on plans. What can you provide the school team that will help them move forward? (Increase implementation level.) Each school should leave with a list of strengths and things to increase implementation. Include what data sets should be collected. Be ready to share out by school.

15. What do you already know? What data do you need to know? What additional information/data do you need to know? Where can the information/data be found? Achievement/ Student Outcome Data How our students perform on local, state and federal assessments (subgroups) Demographic or Contextual Data Describes our students, staff, building, and community Process Data The policies, procedures, and systems we have in place that define how we do business Perception Data Opinions of staff, parents, community and students regarding our school Collect Data

16. Types of Data Demographic Data: Describes our students, staff, district, and community Achievement/Outcome Data: How our students perform academically on federal, state, and local Assessments Process Data: Disciplinary Information, Policies and Procedures, School Process Rubrics Perception Data: Survey Data, Opinion

17. Demographic Examples Enrollment Subgroups of Students Staff Attendance (Student & Staff) Mobility Graduation & Dropout Socio Economic Status Education Status

18. NationalStateLocal NAEPMEAPLocal Assessments ACT DA MMECommon Assessments ELPAGrades Academic Data Examples

19. Perception Data Example(s): Surveys of students, staff, parents, community A belief - stronger than an impression, but less strong than positive knowledge Helps us understand what students, parents, staff, and others think about the learning environment (Bernhardt, 2002)

20. Process Data Examples: Teaching & Learning Data (lesson plans, student work) Policies and Procedures (e.g. Grading, Homework, Attendance, Discipline) Student and Staff Expectations (e.g. Academic and Behavior) Parent Participation (Total & Subgroups) Parent-Teacher Conferences PTO/PTA Volunteers Days of Suspension (Total, by Grade, by Subgroups) School Process Rubrics

21. What types of data do you need? Demographic DataAchievement/ Outcome Data Process DataPerception Data Enrollment Subgroups of students Staff Attendance (Students and Staff) Mobility Graduation and Dropout Conference attendance Education status Student subgroups Parent involvement Teaching staff Course enrollment patterns Discipline referrals Suspension rates Alcohol ‐ tobacco ‐ drug violations Extracurricular participation Physical, mental, social and health Local assessments: District Common Assessments, Classroom Assessments, Report Cards State assessments: MME, ACT, MEAP, MI- Access, MEAP Access, ELPA National assessments: ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT GPA Dropout rates College acceptance Policies and procedures (e.g. grading, homework, attendance, discipline) Academic and behavior expectations Parent participation: PT conferences, PTO/PTA, volunteers Suspension data School Process Rubrics (SPR 40 or SPR 90) or Interim SA/SA (NCA) Event occurred: Who, what, when, where, why, how What you did for whom: E.g. All 8th graders received violence prevention Survey data (student, parent, staff, community) Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)

22. Data Type Data Collected How Often By WhomLocation How Data Is Used Academic Outcome Demographic Process Perception Data Worksheet Activity

23. Closing Circle, Square, Triangle Draw each shape on the paper provided – (Circle)- List something that is still going around in your head – (Triangle)-List something that stood out in your mind – (Square) –Something that “Squared” or agreed with your thinking