Keystones to Opportunity DAY 2 WELCOME BACK! Keystones to Opportunity Data Retreat 2013

Day 2 AGENDA Welcome! How did we get to where we are? Aggregate implications Break Where do we want to be? Shared vision Lunch How are we going to get where we want to be? Problem solving cycle Flow charting Team Time Wrap Up

Day 2 OUTCOMES Determine implications for your Local Comprehensive Literacy Plan. Refine your shared vision. Apply the problem solving cycle and flow charting to areas of need.

INSTITUTE GROUND RULES This is a safe room. There is no rank in this room. We are here to focus on the future. What is said here, stays here. We are here to work on continuous improvement.

INSTITUTE GROUND RULES During today’s session, please respect others’ desires to listen. Please silence your cell phones and make calls outside of this room. Please be ready to work by the end of Ain’t No Mountain High Enough!

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KtO Data

Page 343

Pages 336-339

What We Saw in the Data: IMPLICATIONS Page 340 What We Saw in the Data: IMPLICATIONS

What We Saw in the Data: IMPLICATION COMMONALITIES Page 341 What We Saw in the Data: IMPLICATION COMMONALITIES Big Picture

What We Saw in the Data: AGGREGATED IMPLICATIONS Page 342 What We Saw in the Data: AGGREGATED IMPLICATIONS Big Picture

Review implications across data. MERGE STRENGTHS, CHALLENGES, AND IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN Review implications across data. Look for commonalities. Create an aggregated list of implications for your Local Comprehensive Literacy Plan 10 minutes

Pages 343-353

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PRECONDITIONS FOR SCHOOL IMPROVEMENT Instructional Coherence. A Shared Vision for School Improvement. Data-Informed Decision Making.

RANDOM ACTS OF IMPROVEMENT Page 117 RANDOM ACTS OF IMPROVEMENT Data analysis is only one piece of the puzzle in continuous school improvement. Without one critical piece of information, a target, our results might resemble “Random Acts of Improvement.”

FOCUSED ACTS OF IMPROVEMENT Page 117 FOCUSED ACTS OF IMPROVEMENT The vision of the school which is created from what we expect students to know and be able to do, values and beliefs of the staff, and the purpose and mission of the school, must be at the center of everything that the school does. When the vision is shared and clear, everything that is planned is planned to implement the vision. Everything implemented in the school must be about the vision. Everything is evaluated in terms of how it will get the school to its vision, and everything is improved to better implement the vision. This will lead to Focused Acts of Improvement.

HOW DOES A SCHOOL DO IT ALL? PA Core Standards Data Teams/PLC Response to Instruction & Intervention (RtII) College and Career Readiness Effective Use of Data to Improve Instruction

CREATING A VISION AND MISSION Comprehensive Data Analysis Best Practices Learning

What DO YOU BELIEVE impactS learning for Your students? Curriculum— What we teach. Instruction— How we teach the curriculum. Assessment— How we assess learning. Environment— How each person treats every other person.

CORE VALUES AND BELIEFS With staff: Independent thinking. Small groups on chart paper. Merge small groups to whole group. Result — Core Values and Beliefs.

DOWNLOAD FILE and in your PACKET What DO YOU BELIEVE impactS learning for Your students? Please jot down your personal thoughts about Curriculum, Instruction, Assessment, and Environment. DOWNLOAD FILE and in your PACKET

Please share your thinking with your tablemates. What DO YOU BELIEVE impactS learning for Your students? Please share your thinking with your tablemates.

Please share your thinking with your CARS What DO YOU BELIEVE impactS learning for Your students? Please share your thinking with your CARS

“Shared visions emerge from personal visions “Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment… If people don’t have their own vision, all they can do is ‘sign up’ for someone else’s. The result is compliance, never commitment.” Peter Senge, The Fifth Discipline

VISION Specific description of what it will be like when the mission is achieved. Transforms the mission from words into pictures. It is not a statement . . . Brings the mission to life.

MISSION An effective mission statement— Is a brief, clear, and compelling goal that serves to unify an organization’s efforts. Must stretch and challenge the organization, yet be achievable. Is tangible, value-driven, energizing, highly focused and moves the organization forward. Has a finish line for its achievement and is proactive.

Mission statements have three parts: Who we are. What we do. What results we want to achieve.

Comprehensive Literacy Plan Pennsylvania Comprehensive Literacy Plan

FACILITATION GUIDE Pages 359-371

Pages 364-370 EXAMPLE SHARED VISION The Mission of Marylin Avenue Elementary School is to enable ALL students to achieve their personal best, and to be respectful, thoughtful, and independent learners.

Page 371 MARYLIN AVENUE’S SHARED VISION FLOWCHART Page 63

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AS A TEAM Review Sections 2-3 of your Local Comprehensive Literacy Plan. Add to your “To Do” List.

AS A TEAM How does this articulate your VISION and MISSION for Literacy? What actions would help to make this a SHARED vision by ALL? Who is all? What do we mean by shared? Add to your “To Do” List.

Table Comparing csi Continuums and kto Needs assessment

ENJOY YOUR LUNCH!

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Data Intersections Text 103 Intersections allow us to look closely at and gain a deeper understanding of the results we are getting in a school. We can learn more deeply about our data when we can combine two, three and four measures together.

Data Intersections Intersections Can Tell us --- For Example Two-Way Student Learning by Perceptions If student perceptions of the learning environment have an impact on their learning results. Do students with positive attitudes about school do better academically as measured by teacher-assigned grades? Three-Way Demographics by Student Learning by School Processes The impact of specific programs on different subgroups of students, as measured by subgroup learning results. Which program is making the biggest difference this year with respect to student achievement for at-risk students, and is there one group of students that is responding “better” to processes? Four-Way Demographics by Student Learning by Perceptions by School Processes What processes or programs have the greatest impact on different subgroups of students’ learning, according to student perceptions, and as measured by student learning results. Of the students with higher than desired absentee rates, which instructional processes did they prefer, and which ultimately helped them perform well?

"We cannot solve our problems with the same thinking we used when we created them." Albert Einstein

Pages 105-108 CONTRIBUTING CAUSES: Underlying cause or causes of positive or negative results.

PROBLEM SOLVING CYCLE EXAMPLE Page 106-108 PROBLEM SOLVING CYCLE EXAMPLE

Not enough students are proficient in Mathematics. IDENTIFY THE PROBLEM Not enough students are proficient in Mathematics.

THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses Page 106

THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses Page 106

THE PROBLEM-SOLVING CYCLE What questions do you need to answer to know more about the problem, and what data do you need to gather?

THE PROBLEM-SOLVING CYCLE Example Questions/Data Needed Page 107

THE PROBLEM-SOLVING CYCLE 1. Identify a problem/ undesirable result. 2. List 20 reasons this problem exists (from the perspective of your staff).

THE PROBLEM-SOLVING CYCLE 3. Determine what questions you need to answer with data. 4. What data do you need to gather to answer the questions?

THE PROBLEM-SOLVING CYCLE Please post on chart paper.

Check out what other teams did. GALLERY WALK Check out what other teams did.

PROBLEM SOLVING CYCLE FACILITATION GUIDE Pages 354-358 PROBLEM SOLVING CYCLE FACILITATION GUIDE

People come to learning with preconceptions based on existing understanding and practices. If these initial understandings are not explicitly engaged, the result will be outright resistance or superficial compliance (at best) and a perpetuation of the status quo. Therefore, existing understandings and practices have to get on the table! Steven Katz

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“How can anyone be sure that a particular set of new inputs will produce better outputs if we don’t at least study what happens inside?” Paul Black and Dylan Wiliam

Everything we do is a PROCESS.

FLOWCHARTING SCHOOL PROCESSES Assess what is really being implemented. Understand how we get our results. Determine the cause of a problem or challenge.

FLOWCHARTING SCHOOL PROCESSES Build common understandings of a whole process. Communicate process related information visually. Provide a way to monitor and update processes.

PROCESS FLOWCHARTS Process maps or flow charts are composed of a relatively standardized set of symbols.

DIAMONDS ARE FOR DECISIONS Individual student meets benchmark expectations. Yes No

RECTANGLES ARE FOR ACTION Student does need additional assistance—staff identifies skill deficit and matches intervention.

Page 371 MARYLIN AVENUE’S SHARED VISION FLOWCHART Page 63

Pages 88-89

Page 261

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FLOWCHART EXAMPLES Prevention System – Pages 88-89 Common Core State Standards – Page 90 Shared Vision– Page 260 High School Process– Page 261 Process of Using Data in PLCs– Page 262

PROCESS FLOWCHARTS Within your teams, please use the mapping symbols to map your vision on chart paper…

GALLERY WALK Please take a few minutes to go around and review what the other groups have done.

GALLERY WALK REFLECTIONS Please take two minutes to share your impressions of the Gallery Walk.

FLOWCHARTING SCHOOL PROCESSES Use one word or phrase to express how you feel about flowcharting school processes.

FACILITATION GUIDE Pages 258-262

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IN YOUR TEAMS TEAM TIME

IN YOUR TEAMS Reflect on everything you heard today and review sections 4-5 of your Local Comprehensive Literacy Plan. Determine your next steps.

THANK YOU for today. See you tomorrow…