1. Access Data Retreat files at—
Institute handouts are found on the PDE Striving Reader’s Community on SAS.

2. Keystones to Opportunity
WELCOME!
2013
Keystones to Opportunity
Data Retreat

3. LUNCH Day 1 AGENDA Welcome! Bernhardt’s Multiple Measures Model
Where Are We Now?
Demographics
Perceptions
Student Learning
School Processes
Wrap Up
LUNCH

4. Your Materials
Data Analysis for Continuous School Improvement -3rd Ed.
Folder with workshop materials
All print materials also posted on KtO (Striving Readers) Community on SAS
LEA Specific KtO Data Profile
Organized by Statutory Areas
Organized by Multiple Measures

5. One item you will have in your folder that’s simple but useful is a to-do-list .

6. 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.

7. INSTITUTE GROUND RULES Ain’t No Mountain High Enough!
During general sessions, 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!

8. Day 1 OUTCOMES
Deepen understanding of the Bernhardt Multiple Measure Model and connections to KtO.
Analyze your LEA’s data portfolio.
Determine implications for your Local Comprehensive Literacy Plan.

9. YOUR ICE CREAM PREFERENCES
Vanilla
Chocolate
Fruit Flavored
Frozen Yogurt
Sorbet / Sherbet
Like a candy bar

10. What would it take to ensure student learning increases at every grade level, in every subject area, and with every student group?

11. THINGS THAT NEED TO HAPPEN
Teachers and administrators must believe that all children can learn.
Schools must honestly review their data, especially classroom data.
One vision.
One plan to implement the vision.

12. THINGS THAT NEED TO HAPPEN
Curriculum, instructional strategies, and assessments must be clear and aligned to standards.
Staff need to collaborate and use student, classroom, and school level data related to standards implementation.

13. THINGS THAT NEED TO HAPPEN
Staff need professional development to work differently.
Schools need to rethink their current structures, and avoid add-ons.

14. WHAT IS THE HARDEST PART FROM YOUR PERSPECTIVE?
Beliefs that all children can learn.
Schools honestly reviewing their data.
One vision.
One plan to implement the vision.
Curriculum, instructional strategies, and assessments clear and aligned to standards.
Staff collaboration and use of data related to standards implementation.
Staff professional development to work differently.
Rethinking current structures to avoid add-ons.

15. THINGS WE KNOW ABOUT IMPROVING STUDENT LEARNING
Quality of classroom instruction is the single greatest predictor of student learning and achievement.
Principal leadership is second . . .
Robert J. Marzano

16. THINGS WE KNOW ABOUT DATA USE
For data to be used to impact classroom instruction, there must be structures in place, to —
Implement a shared schoolwide vision.
Help staffs review data and discuss improving processes.
Have regular, honest collaborations that cause learning.

17. LEARNING DEFINITION
Learning is the process through which experience causes permanent change in knowledge or behavior.
Steven Katz

18. THREE POWERFUL INSIGHTS ABOUT HOW PEOPLE LEARN
To develop competence (i.e., properly learn) in an area of inquiry, people must:
Learn new things (facts, ideas, etc.).
Understand those things in the context of a conceptual framework.
Organize their knowledge in ways that facilitate retrieval and application.

20. Text 14

26. Text 14

27. Text 21

28. Text 14

30. DATA-INFORMED DECISION MAKING
Reasons to Collect and Use Data —
Find out where you are
To understand how you got there
Plan
Evaluate
Predict

31. Text 17

32. KtO Data

33. DEMOGRAPHICS

34. DEMOGRAPHICS ARE IMPORTANT DATA
Describe the context of the school and school district.
Help us understand all other numbers.
Are used for disaggregating other types of data.
Describe our system and leadership.

35. DEMOGRAPHICS Enrollment Gender Ethnicity / Race Attendance (Absences)
Expulsions
Suspensions

36. DEMOGRAPHICS (Continued)
Language Proficiency
Indicators of Poverty
Special Needs/Exceptionality
IEP (Yes/No)
Drop-Out/Graduation Rates
Program Enrollment

37. STAFF DEMOGRAPHICS School and Teaching Assignment Qualifications
Years of Teaching/At this school
Gender, ethnicity
Additional Professional Development

38. WHAT STUDENT DEMOGRAPHIC DATA ELEMENTS CHANGE WHEN LEADERSHIP CHANGES?
Enrollment
Gender
Ethnicity/Race
Attendance (Absences)
Expulsions
Suspensions
Language Proficiency
Indicators of Poverty
Special Needs/ Exceptionality
IEP (Yes/No)
Drop-Out / Graduation Rates
Program Enrollment

39. Your Data: -LEA Data Portfolio: Demographics -District School Performance Profile District Fast Facts

40. DOWNLOAD FILE and in your PACKET
STUDY QUESTIONS
Demographic Data
DOWNLOAD FILE and in your PACKET
STUDY QUESTIONS — DEMOGRAPHIC DATA

41. FACILITATION GUIDE
Pages

42. WHAT ARE THE BENEFITS OF THIS APPROACH?
WITH YOUR STAFF
Answer Questions—
Strengths, Challenges, Implications, Other Demographic Data.
Independently
In Small Groups
Merge to Whole Group
WHAT ARE THE BENEFITS OF THIS APPROACH?

43. DEFINITIONS
STRENGTHS: Something positive that can be seen in the data. Often leverage for improving a challenge.
CHALLENGES: Data that imply something might need attention, a potential undesirable result, or something out of a school’s control. 43

44. EXAMPLE STRENGTHS The school is small.
Our teacher-student ratio is small.
Students are diverse.

45. EXAMPLE CHALLENGES Students are diverse.
The number and percentage of students living in poverty has doubled in the past 3 years.
We have a large percentage of students identified for special education services.

46. DEFINITIONS
IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN are placeholders until all the data are analyzed. Implications are thoughts to not forget to address in the school improvement plan. Implications most often result from CHALLENGES. 46

47. EXAMPLE CHALLENGES Students are diverse.
The number and percentage of students living in poverty has doubled in the past 3 years.
We have a large percentage of students identified for special education services.

48. EXAMPLE IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN
Do staff have the professional learning they need to best teach students who live in poverty, are at-risk, and diverse?
Staff needs to make sure all processes provide equal access to learning, regardless of background (i.e., homework, assignments that require money, same expectations.)

49. OTHER DEMOGRAPHICS
Please list other demographic data you would like to have in your data profile.
Make sure your data profile describes your uniqueness and provides the information you need to monitor your system.

50. LOOKING AT THE DATA Analyze the data.
Considering how to engage all staff in analyzing the data.
Inventorying what you have and need.
Cleaning up your data.

51. ROLES AND RESPONSIBILITIES
Inventory Chief
Study Question Aggregator
Process Facilitator
To Do Lister
Team Reporter

52. FACILITATION GUIDE
Page

53. DOWNLOAD FILE and in your PACKET

54. LETS SEE WHAT IT LOOKS LIKE
Pages

55. DOWNLOAD FILE and in your PACKET

56. ENJOY
YOUR LUNCH!
Please be ready to start again at 1:30 PM.

57. Perceptions

58. Text 17

59. PERCEPTIONS ARE IMPORTANT DATA
Help us understand what students, staff, and parents are perceiving about the learning environment.
We cannot act different from what we value, believe, perceive.

60. PERCEPTIONS INCLUDE Student, Staff, Parent, Alumni Questionnaires
Observations
Focus Groups
Interviews

61. a strange feeling like we’ve just been going in circles.”
“I’ve got it, too, Omar….
a strange feeling like we’ve just been going in circles.”

62. Questionnaires Developed by CEAC: Data Sources
Early Childhood Teachers
Early Childhood Directors
Teachers (Elementary, Middle, High School)
KtO Literacy Coach / Facilitator / Leader Survey
Principals

63. Content of Questionnaires
Demographics (experience, education)
KtO requirements: KtO Modules; local comprehensive literacy plan (knowledge of PA CS)
On-site Professional Development : follow-through with school personnel (peers, coaches, grade level teams)
School Processes, e.g., degree to which students talk about what they read, engage in free writing, read informational text, read silently in class, etc.
Perceptions of School Climate

64. Focus on School Climate
Positive school climate is closely related to student achievement
Defined as “internal social capital” – interactions and relationships that exist among members of a school (principal, teachers, specialized personnel, etc.)
Study by Leana & Pil, (2006)

65. Results Across Districts
Teachers
Statutory Level
Information Sharing N
(%)
Trust
Shared Vision
High School
1874
(48.0)
1878
(62.9)
1877
(43.5)
Middle School
1749
(60.5)
1751
(68.8)
1752
(53.2)
Elementary School
2918
2921
(73.8)
(64.5)
Early Childhood
166
(74.3)
(81.8)
(77.5)
Percent of all survey respondents who answered moderately or strongly agree

66. Results Across Districts
Literacy Coaches / Facilitators / Leaders
Statutory Level
Information Sharing N
(%)
Trust
Shared Vision
High School
103
(42.9)
104
(56.6)
(40.5)
Middle School
136
(47.8)
137
(64.7)
(48.5)
Elementary School
195
(49.9)
(68.5)
196
(56.7)
Early Childhood
N/A
Percent of all survey respondents who answered moderately or strongly agree

67. Results Across Districts
Principals and ECE Directors
Statutory Level
Information Sharing N
(%)
Trust
Shared Vision
High School 86
(56.2)
(78.7)
(59.5)
Middle School
137
(57.4)
(79.3)
(67.1)
Elementary School
154
(63.6)
(80.8)
(72.7)
Early Childhood 66
(78.1)
(79.4)
(81.8)
Percent of all survey respondents who answered moderately or strongly agree

68. Example of Items in School Climate Section
Information Sharing (6 items)
Teachers engage in open and honest communication with one another
Teachers share and accept constructive criticism
Teachers have no hidden agendas or issues
Trust (6 items)
Teachers have confidence in one another
There is no “team spirit” among teachers in this school
I can rely on the teachers in my school.
Shared Vision (6 items)
Teachers share the same vision for the school
Teachers view themselves as partners in charting the school direction
Everyone is in total agreement on the school vision.

69. WITH YOUR STAFF Answer Questions—
Strengths, Challenges, Implications, Other Perceptions Data.
Independently
In Small Groups
Merge to Whole Group
NEED WHOLE GROUP DEBRIEF++relate back to how can we get great N count, participation.

70. FACILITATION GUIDE
Pages

71. Perceptions Data Inventory DOWNLOAD FILE and in your PACKET

72. CASE STUDY QUESTIONNAIRES: Students K-1: Pages 297 - 300
Students 2-5: Pages
Staff: Pages
Parents: Pages
STUDY QUESTIONS — DEMOGRAPHIC DATA

73. DOWNLOAD FILE and in your PACKET
STUDY QUESTIONS — DEMOGRAPHIC DATA
DOWNLOAD FILE and in your PACKET

74. FACILITATION GUIDE
Pages

76. Student Learning

77. Text 17

78. STUDENT LEARNING ARE IMPORTANT DATA
Know what students are learning.
Understand what we are teaching.
Determine which students need extra help.

79. STUDENT LEARNING DATA INCLUDE
Diagnostic Assessments (Universal Screeners)
Classroom Assessments
Formative Assessments (Progress Monitoring)
Summative Assessments (High Stakes Tests, End of Course)
Defined: Pages 54-57
Definitions in Bernhardt Model.

80. A Reminder About Stanines
Range of 1-9
Mean of 5
Not equal interval
Can compare scores to other standardized tests, compare students within a group, instructional planning, share information with parents. Stanines are not equal interval and that is sometimes confusing to educators who want to track progress.

82. KtO Data

83. DATA RETREAT OVERVIEW

84. Answer Questions— WITH YOUR STAFF
Strengths, Challenges, Implications, Other Student Learning Data.
Independently
In Small Groups
Merge to Whole Group

85. FACILITATION GUIDE
Pages

86. DOWNLOAD FILE and in your PACKET

87. CASE STUDY STUDENT LEARNING DATA
Pages
CASE STUDY STUDENT LEARNING DATA
Page 339
EXAMPLE RESULTS
STUDY QUESTIONS — DEMOGRAPHIC DATA

89. Text 17

90. School Processes

91. SCHOOL PROCESSES
Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they really want.
Sometimes we think that circumstances and statistics are beyond our control. Understanding our school processes can provide a window into how we do business and how those practices which reflect our norms, beliefs and values shape our results

92. SCHOOL PROCESSES ARE IMPORTANT DATA
Tell us about the way we work.
Tell us how we get the results we are getting.
Help us know if we have instructional coherence.
If we want to move all staff forward with continuous improvement, we need to get everyone on the same page with their understanding of how data work. Understanding individual staff perceptions and group perceptions of data and the way the school is set up and operates is the first step in moving everyone closer to the goal of continuous improvement.

93. Briefly define input, processes and outcomes
Briefly define input, processes and outcomes. Consider their linkages and relationships .
Input data gives the context and information we need to develop and implement our educational processes to get the outcomes we want for all students
Do I-P-O Activity. The directions are found in the I-P-O activity handout. Participants will be given 1 envelope per team and input, outcome and processes cards to sort and discuss. Let participants know you will give them the master to replicate this activity.

94. This is the answer key for the I-P-O activity
This is the answer key for the I-P-O activity. A key point is the discussions you had about how your school works and what processes need to work better.

95. DOWNLOAD FILE and in your PACKET
Page 215
There are some great school process examples in your handout packet as well as a school processes inventory an d facilitation guide. You will have a few minutes to try your hand at this and may want to return to this information when you have team time.
DOWNLOAD FILE and in your PACKET

96. SCHOOL PROCESSES DEFINITIONS
INSTRUCTIONAL: The techniques and strategies that teachers use in the learning environment.
ORGANIZATIONAL: Those structures the school puts in place to implement the vision.
Briefly share definitions which will be used in the inventory.

97. SCHOOL PROCESSES DEFINITIONS
ADMINISTRATIVE: Elements about schooling that we count, such as class sizes.
CONTINUOUS SCHOOL IMPROVEMENT: The structures and elements that help schools continuously improve their systems.
PROGRAMS: Programs are planned series of activities and processes, with specific goals.
Briefly share definitions.

98. Page 215

99. DOWNLOAD FILE and in your PACKET
Provide time for participants to brainstorm and let them know that in Day 2 and Day3 we will be sharing specific tools for analyzing and improving school processes.
DOWNLOAD FILE and in your PACKET

100. FACILITATION GUIDE Pages 214-217
You may want to tab this section of your text. It provides directions for facilitating the use of the school process inventory.

101. KtO Data

102. Answer Questions— WITH YOUR STAFF
Strengths, Challenges, Implications, Other School Processes Data.
Independently
In Small Groups
Merge to Whole Group

104. Page 14

105. IN YOUR TEAMS
Reflect on everything you heard today. Identify a team “aha” to share with the group.

106. THANK YOU for today. See you tomorrow…