1. Developed by The North Carolina Department of Public Instruction Dr. Sherry Broome, Regional Lead Self-Evaluation Training for Better School Improvement Day 2  Day 2

2. Review Why are we ALL here? What is CNA? How will CNA help? How can we foster change? Why do we need multiple measures ? Where do we find authoritative data?

3. Authoritative Data

4. Activity: Additional Key Data Sources Using the template provided, revise your Bernhardt Circles by adding/deleting data. List each under the appropriate category.

5. Today our focus is to… Deepen understanding of data and data sources Model the CNA process Identify a problem and generate possible data sources to address the problem Engage in process to identify root causes of the problem Discuss and outline a plan for implementing the CNA process in your department

6. Activity: Identifying Key Areas for Improvement In teams: Complete a self assessment using the CNA rubric. You must be able to justify your rating with data. You must be able to justify why a sub-dimension is not applicable to your department. Share and reflect on the problems you selected last night. Is your problem derived from a sub-dimension in which you identified your department as less than leading? Prioritize the problems.

7. Triangulation Direct Observation

8. “ When we focus only on student learning measures, we see school personnel using their time figuring out how to look better on the student learning measures. We want school personnel to use their time figuring out how to be better for all students.” Bernhardt,V. L., (1998,March). Invited Monograph No. 4.California Association for Supervision and Curriculum Development (CASCD).

9. Morning Break

10. So Much Data… So Little Time... What will it tell you? What do you need to know? How can it help you? Where is it found?

11. Starting Data Dialogue Are there any patterns/trends? Does anything stand out to you?

12. Tree Map Activity Write your problem at the top of the chart paper you have been given. Create a tree map using the Bernhardt categories as the headings. List the data sources your department may use to analyze this problem.

13. Low Academic Achievement Demographics Perceptions Department Process Enrollment Ethnicity Gender Dropout Rate Attendance Teacher Licensure TWC Survey Parent Surveys Student Surveys Observations EOG/EOC Scores Benchmark Data Formative Assessment Data Teacher Observations Student Learning School Schedule Professional Development Plan Supplemental Programs Budget Transportation

14. Demographics Perceptions Department Processes Student Learning STATE THE PROBLEM DATA SOURCES

15. Creating a Culture of Inquiry “Willingness to ask questions—and to look for the real answers—gets to the heart of how data can stimulate the... change process.” Ruth S. Johnson, “Using Data to Close the Achievement Gap: How to Measure Equity in Our Schools”, 2002

16. Gallery Walk Place your group’s poster on the wall. When you hear the signal, move clockwise to the next chart. As you move about the room, look for commonalities between departments. We will debrief after the gallery walk.

17. Summary of Gallery Walk Aha’s Similarities (Overarching themes) Differences Impact

18. “Data make the invisible visible... revealing strengths and weaknesses that are easily concealed.” Mike J. Schmoker

19. Determining the Root Cause The Four Why’s

20. State the Problem Why is it a problem? Why is it a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem? Why is this a problem?

21. Four Whys – example Don’t think it will help They aren’t comfortable Don’t feel welcome Parent’s concerns not addressed Parents don’t have a positive view of schools Invitation seen by school as their responsibility Limited meeting agenda Historic practice No strong links with local community leader That has been their experience Their experience of schools was being told See school as a part of the ‘establishment’ No alternative models Only educational professionals involved Only concerned with what happens age 5-11 Aimed at solving school’s problems Classroom issues seen as priority Left school without sense of achievement Parents have no link to what their children are learning Parents not experienced adult education or training They had poor teaching Think that school will tell not listen Impersonal invitations – from a stranger Friends/wider family not invited Usually asked to come to school when there is trouble Learning seen as separate from everyday life Agenda limited to educational issues Agenda is school’s, not children’s Negative experiences as children Parents don’t engage Don’t respond to communications from school

22. Four Whys – example Don’t think it will help They aren’t comfortable Don’t feel welcome Parent’s concerns not addressed Parents don’t have a positive view of schools Invitation seen by school as their responsibility Limited meeting agenda Historic practice No strong links with local community leader That has been their experience Their experience of schools was being told See school as a part of the ‘establishment’ No alternative models Only educational professionals involved Only concerned with what happens age 5-11 Aimed at solving school’s problems Classroom issues seen as priority Left school without sense of achievement Parents have no link to what their children are learning Parents not experienced adult education or training They had poor teaching Think that school will tell not listen Impersonal invitations – from a stranger Friends/wider family not invited Usually asked to come to school when there is trouble Learning seen as separate from everyday life Agenda limited to educational issues Agenda is school’s, not children’s Negative experiences as children Parents don’t engage Don’t respond to communications from school

24. Activity: Four Whys – process State the challenge identified on the left side of the paper. Complete the diagram by moving from left to right. Move from the problem/issue statement by asking the group the question “why?” Capture the responses – this can be done by using Post-Its. For each response, again ask the question “why?” Continue to record responses and move across to the right of the diagram. Try to go to four levels of “whys.”

25. Four Whys – example Don’t think it will help They aren’t comfortable Don’t feel welcome Parent’s concerns not addressed Parents don’t have a positive view of schools Invitation seen by school as their responsibility Limited meeting agenda Historic practice No strong links with local community leader That has been their experience Their experience of schools was being told See school as a part of the ‘establishment’ No alternative models Only educational professionals involved Only concerned with what happens age 5-11 Aimed at solving school’s problems Classroom issues seen as priority Left school without sense of achievement Parents have no link to what their children are learning Parents not experienced adult education or training They had poor teaching Think that school will tell not listen Impersonal invitations – from a stranger Friends/wider family not invited Usually asked to come to school when there is trouble Learning seen as separate from everyday life Agenda limited to educational issues Agenda is school’s, not children’s Negative experiences as children Parents don’t engage Don’t respond to communications from school

26. Where are we now?

27. Models of Excellence Understanding others Share the vision Personal Values and Passionate Conviction Monitor, evaluate and improve Build commitment and support Gather data and gain understanding Plan for delivery

28. Next Steps – The Process T Chart What do you do well? How do you know? Perception v measurable evidences Bernhardt Circles Identify multiple sources of data Triangulate data to identify/address problems CNA rubric self-evaluation Identify areas of strengths and weaknesses Identify/Prioritize areas of need The Four Whys Identify root causes Determine those over which you have control Identify focused actions Create the Plan – Day 3

29. Homework Go through the process with your staff Identify departmental areas of need based on your CNA ratings Continue collecting data which are focused on the 14 sub-dimensions to bring to the next training

30. Feedback on Today Even better if … What went well?