1. Data Wise Improvement Process
Step 6: Develop an Action Plan
Step 7: Plan to Assess Progress
Created by Prince George’s County Public Schools:
Ebony Cross Shields, Felice N. DeSouza, Donna Drakeford, Rotunda Floyd-Cooper, Tasheka Green,
Paula Harris, Rhonda Hawkins, Trina Hayes, David Rease, Jr., Anthony Sims, Jennifer Williams

2. Essential Question – A focus on the Core
How can administrators leverage culture, data, and performance with a lens on literacy to enhance instructional
leadership practices in order to impact
the instructional core?

3. By the end of the session participants will…
OBJECTIVE
By the end of the session participants will…
know what it means to act by developing an action plan, planning to assess progress, and acting and assessing

4. Data Wise Norms
Assume positive intentions Ground statements in evidence Stick to protocol and ensure all voices are heard
Be here now
Start and end on time
1.Take an inquiry stance 2. 3. 4.

5. Check-In
What experience have you had with the ACE Habits of Mind while engaging in the work of improvement?

6. Agenda
Step 6
Step 7
Step 8 7

7. Agenda 8

8. Steps 6&7: The Data Wise Bridge Steps

9. Step 6: Develop an Action Plan
focus area
Relates to instruction. □ Narrows scope of inquiry while remaining broad enough to be relevant to many/most staff members.
priority question
Arises from a collaborative process. □ Relates to instruction. □ Further narrows scope of inquiry. □ Is actionable. □ Is genuinely intriguing to staff.
learner-centered problem
Is directly related to Priority Question. □ Is based on multiple data sources. □ Is within our control.
□ Is a statement, not a question. □ Is specific and small.
problem of practice
Is directly related to Priority Question. □ Is based on multiple data sources. □ Is within our control.
Is a statement, not a question. □ Is specific and small.
action plan
□ States specifically what teachers will do to address the problem of practice. □ Contains one or more research-based, evidence –based, high-leverage instructional strategies. □ Assigns responsibility to specific people. □ Is time-bound.
plan to assess progress
Clarifies evidence that would show whether action plan is addressed the learner-centered problem.
Includes short-term, medium-term, and long-term data sources. □ Includes specific and measurable student learning goals.

10. Through-line focus area
□ Relates to instruction. □ Narrows scope of inquiry while remaining broad enough to be relevant to many/most staff members.
Insert Focus Area
priority question What are our students struggling with when
□ Arises from a collaborative process. □ Relates to instruction. □ completing open ended assignments/tasks?
Further narrows scope of inquiry. □ Is actionable. □ Is genuinely intriguing to staff.
learner-centered problem
□ Is directly related to Priority Question. □ Is based on multiple data sources. □ Is within our control. □ Is a statement, not a question. □ Is specific and small.
Our students struggle with understanding what the question is asking and applying knowledge when asked to complete multiple steps.
problem of practice
As teachers we are not balancing level 1 questions/tasks with higher level questions/tasks because we focus primarily on the skills required which means students don’t get a chance to struggle with higher order questions/tasks
□ Is directly related to Priority Question. □ Is based on multiple data sources. □ Is within our control. □ Is a statement, not a question. □ Is specific and small.
action plan
□ States specifically what teachers will do to address the problem of practice. □ Contains one or more research-based, evidence – based, high-leverage instructional strategies. □ Assigns responsibility to specific people. □ Is time-bound.
Insert a link to your action plan here
plan to assess progress
□ Clarifies evidence that would show whether action plan is addressed the learner-centered problem. □ Includes short-term, medium-term, and long-term data sources. □ Includes specific and measurable student learning goals.
Insert a link to your plan to assess progress here .

11. Step 6: Develop an Action Plan
Key Tasks
6.1 Decide on instructional strategies
6.2 Agree on what the plan will look like in classrooms
6.3 Put the plan in writing
Problem of Practice
Action Plan

12. Step 6: Develop an Action Plan
commitment (verbal and written) to a strategy for instructional improvement
increase the clarity and transparency of the
work
create a process through which team members can raise and address different understandings
translate what is learned through analyzing
a broad swath of data into concrete strategies for improving what is happening in classrooms

13. Step 6: Work of Developing an Action Plan

14. Feasibility (Low, Med, High)
Step 6: Our Evidence
Impact
High impact instructional strategies are those that, because of their intensity or the number, make the biggest difference in what children learn.
Problem of Practice
As teachers, we do not demonstrate sufficient content knowledge and lack proficiency in modeling thinking for students when attempting to respond to tasks.
Feasibility and Impact Template (reference p. 140 of Data Wise)
Strategy
Impact (Low, Med, High)
Feasibility (Low, Med, High)
Feasibility
Depends upon teachers’ existing skills and capacities as a resource for implementing an instructional strategy. Teachers access to support, time, PD materials also directly impacts feasibility of selecting a strategy for addressing the PoP

15. Step 6: Work of Developing an Action Plan
Leadership Work
Teacher Work
Brainstorm instructional strategies related to the PoP
Select one strategy (chart on 140)
Determine implementation indicators (chart on 142)
Put plan in writing
CHOICES

16. Step 6: Develop an Action Plan
Key Task 6.1: Decide on Instructional Strategies
Do team members believe the selected strategy will lead students to become more independent and successful?
Will the strategy increase students’ confidence and make them more willing to try the strategy and end goal?
Will the strategy make students cognitively
responsible in comparison to just following process steps?
Can the strategy be used to support student learning from class to class and year to year, allowing the strategy to become second nature?
What are the unintended negative consequences (if any)?
Feasibility and Impact Template (reference p. 140 of Data Wise)
Strategy
Impact (Low, Med, High)
Feasibility
(Low,
Med, High)

17. Step 6: Work of Developing an Action Plan
Leadership Work
Teacher Work
Brainstorm instructional strategies related to the PoP
Select one strategy (chart on 140)
Determine implementation indicators (chart on 142)
Put plan in writing
CHOICES

18. Step 6: Develop an Action Plan
Key task 6.2 Agree on what the plan will look like in classrooms Develop a shared understanding of what effective instruction looks like by establishing implementation indicators:
CAUTION:
It is not enough to select an instructional strategy by name ONLY! It is too easy for people to attach a different meaning to commonly used names or words. A successful team develops a shared understanding of what effective instruction looks like by establishing implementation indicators. W
Teachers Students Classrooms Student Work
Descriptors of :
~What teachers will be doing
~What students will be doing
~What the classroom environment will look like when the instructional strategy is in place
IMPLEMENTATION INDICATORS
( reference p. 142 of Data Wise)
hen implementing [insert instructional strategy], we will see the following in classrooms:

19. Step 6: Work of Developing an Action Plan
Leadership Work
Teacher Work
Brainstorm instructional strategies related to the PoP
Select one strategy (chart on DW p.140)
Determine implementation indicators (chart on DW p. 142)
Put plan in writing
CHOICES

20. Step 6: Developing an Action Plan
Learner-Centered Problem: [insert learner-centered problem} Problem of Practice: [insert problem of practice here] Instructional Strategy: [insert instructional strategy here]
Task
Who
When

21. Sample Action Plan

22. Step 6: Develop an Action Plan
Does your action plan:
State specifically what teachers will do to address the problem of practice.
Contains one or more research-based, evidence–based, high- leverage instructional strategies.
Assigns responsibility to specific people.
Is time-bound.
ACTION PLAN
Learner-Centered Problem: [insert learner-centered problem} Problem of Practice: [insert problem of practice here] Instructional Strategy: [insert instructional strategy here]
Task Who
When

23. Step 6: Work of Developing an Action Plan
Leadership Work
Teacher Work
Brainstorm instructional strategies related to the PoP
Select one strategy (chart on 140)
Determine implementation indicators (chart on 142)
Put plan in writing
CHOICES

24. Step 6: Common Challenges
Not connecting the action plan to the problem of practice
Use the funnel graphic organizer to ensure you maintain a through line
Biting off too much
Pick one or two strategies and work to implement them well
Determining an instructional strategy
Teachers need support in selecting a strategy “if they knew the strategy, they would be doing it”

25. Steps 6&7: The Data Wise Bridge Steps

26. Agenda
Step 6
Step 7
Step 8 27

27. Step 7: Plan to Assess Progress
Key Tasks
7.1 Choose assessments to measure progress
7.2 Set student learning goals
Plan to Assess Progress
Step 7 Video

28. Step 7: Planning to Assess Progress (Teacher & Student Focused)
IMPLEMENTATION INDICATORS
( reference p. 142 of Data Wise)
When implementing [insert instructional strategy], we will see the following in classrooms:
Teachers
Planning to assess progress should be considered in two ways (monitoring of teacher implementation & student
Students
progress)
Classrooms
Sample Plan to
Sample
Student Work
Action Plan
Assess Progress

29. Plan to Assess Progress
What are you hoping to see happen?
How are you going to know if it happens?
What data can you consider in the short, medium, and long term?
What specific and measurable student learning goals should be included?
What evidence will inform whether the plan is having the
intended impact on teaching and learning?
PLAN TO ASSESS PROGRESS
Timeframe
Data Source
When
Goal
Short-term
Medium-term
Long-term

30. Step 7: Common Challenges
Feeling limited by existing data source
It is okay to create your own assessments to get realtime feedback about how things are going
Getting hung up splitting hairs about exact percentages when setting student learning goals
Focus instead on getting clear about what good work looks like
Skipping this step because you run out of time
Pace yourself throughout the year… better to do a whole, tight cycle completely than a partial cycle that is more ambitious

31. Agenda
Step 6
Step 7
Step 8 32

32. Step 8: Act and Assess Key Tasks 8.1 Implement the action plan
8.2 Assess implementation
8.3 Assess student learning
8.4 Adjust the action plan
Source
8.5 Celebrate success
Assessment & Adjustment

33. STEP 8: Common Challenges
Skipping this step because you run out of time
Again, shoot for a tight, complete cycle
Getting frustrated when things don’t play out the way you wanted them to
Expect to need to adjust… that’s normal
Getting obsessed with improvement
Document your work and take time to honor how far you’ve come

34. Check Share Out Leadership Work Teacher Work
Brainstorm instructional strategies related to the PoP
Select one strategy (chart on 140)
Determine implementation indicators (chart on 142)
Put plan in writing
CHOICES

35. Data Wise Improvement Process
Supporting teams of educators in using
data to improve learning
and teaching

36. Plus /Delta Protocol
What changes are needed to help me to better learn/interact with today’s meeting objectives?
What helped me to learn/interact with today’s meeting objectives?