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

3. 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

4. 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.

5. 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.

6. 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!

7. Text 14

8. Text 17

9. KtO Data

10. Page 343

11. Pages

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

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

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

15. 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

16. Pages

18. Text 14

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

21. 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.”

22. 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.

23. 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

24. CREATING A VISION AND MISSION
Comprehensive Data Analysis
Best Practices Learning

25. 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.

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

27. 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

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

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

30. “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

31. 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.

32. 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.

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

34. Comprehensive Literacy Plan
Pennsylvania
Comprehensive Literacy Plan

35. FACILITATION GUIDE
Pages

36. 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.

37. Page 371
MARYLIN AVENUE’S SHARED VISION FLOWCHART
Page 63

38. Page 160

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

40. 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.

42. Table Comparing csi Continuums and kto Needs assessment

43. ENJOY YOUR LUNCH!

44. Text 14

45. 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.

46. 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?

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

48. Pages
CONTRIBUTING CAUSES: Underlying cause or causes of positive or negative results.

49. PROBLEM SOLVING CYCLE EXAMPLE
Page
PROBLEM SOLVING CYCLE EXAMPLE

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

51. THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses
Page 106

52. THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses
Page 106

53. 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?

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

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

57. 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?

58. THE PROBLEM-SOLVING CYCLE Please post on chart paper.

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

60. PROBLEM SOLVING CYCLE FACILITATION GUIDE
Pages
PROBLEM SOLVING CYCLE FACILITATION GUIDE

61. 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

63. Text 17

64. Text 14

66. “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

67. Everything we do is a
PROCESS.

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

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

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

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

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

76. Page 371
MARYLIN AVENUE’S SHARED VISION FLOWCHART
Page 63

77. Pages 88-89

78. Page 261

79. Page 262

81. 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

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

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

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

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

86. FACILITATION GUIDE
Pages

88. Text 14

89. IN YOUR TEAMS
TEAM TIME

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

91. THANK YOU for today. See you tomorrow…