1. 1 Data Retreat Refresher Judy K. Sargent Director, CESA 7 School Improvement Services May 2008

2. 2 Main Points 1.The Full Cycle of School Improvement 2.Setting Up for Success 3.Data Collection 4.Team Readiness 5.Data Analysis Steps 6.Sequencing and Pacing 7.Primary Concerns 8.Aspiring Goals 9.Crafting the SIP Q & A and Discussion Throughout

3. 3 The Full Year Cycle of Improvement LT Steps 3-5 Data Retreat ® Workshop LT Steps 7 & 8 Commitment Retreat Measures, Monitoring & Roll-Out Steps 5 & 6 Clarifying Retreat From Issues to Objectives & Strategies LT = Student Assessment     = Mini-Data Retreat  LT Steps 1-2 Prep Work    = Monitoring Checkpoint  LT = Leadership Team Meeting LT Annual School Improvement Plan Improving Planning Cycle Reflection Retreat

4. 4 Setting Up for Success: Vision, Purpose & Process Vision Establish a vision of a data-driven, forward- thinking professional learning community that puts kids’ learning central to all work Purpose Clarify purpose to collectively uncover student performance patterns that inform professional practices by school staff; for the development of an annual school improvement plan Process Understand that the Data Retreat is the catalyst for a year long commitment to ongoing improvement work led by the school improvement leadership team

5. 5 Setting Up for Success: Leadership Reference to: Rick DuFour, Fall 1999 Journal of Staff Development Principal’s Leadership Responsibilities (DuFour) At the Data Retreat “Loose” on teachers’ strategies AND “tight” on vision and collective commitments Set the vision clearly with the Leadership Team (LT); ground rules Honor the strategies they suggest Create collaborative structures that focus on teaching and learning Inform the LT of their role all year and of other collaborative teams to support the goal Pose questions to keep the focus on issues of teaching and learning Guide the focus on student data observations Guide teachers’ explanations to “hypotheses of practice” Provide staff with training & parameters to make good decisions Have a clear agenda for success Use the Data Retreat guides for guiding questions and processes

6. 6 Setting Up for Success- Logistics Focus Reading, writing, math, behavior? Time One full day (8:00 to 3:00) per focus area; lunch on site Location NO INTERRUPTIONS; copier, internet Stuff Computer & LCD Projector; Power Point presentations to guide work Copies of data Flip charts & easel Supplies – highlighters in 4 colors; flip chart markers’ post-it notes; calculators Refreshments and lunch

7. 7 Data Collection STUDENT DATA  Local spring data in focus area  Examples: leveled reading data; attendance data; failure rates; common Algebra test results, etc.  State test reports from past 3 to 5 years STAFF DATA  Perceptions data All student data must be disaggregated by SUBGROUPS Organize data so that ALL team members can view it (binders, etc)

8. 8 Data Collection: Organize Data In paper form In “data binders” – so all members can view and get their hands on the data Organize by data source so data are easy to locate

9. 9 Team Readiness: Leadership Teams Necessary To drive all school improvement efforts Integral Embedded in the culture of the school as a Professional Learning Community Collaborative Shared leadership where teachers partner with the administrator to carry out school improvement efforts 1.Attend the Data Retreat 2.Shape the improvement plan direction and details 3.Meet monthly all year 4.Review progress data 5.Recommend adjustments based on data

10. 10 Team Readiness- Steps Prior to the Retreat Choose “stars” and “worker bees” Meet prior to the retreat AGENDA Full School Improvement Cycle Roles as Leadership Team Members Schedule for summer retreat AND work all year Ground Rules for Effective Teams Set focus area for retreat Identify data sources AND data collection process (who will do it and organize the data)

11. 11 Final Set Up Set Up Data Retreat room ahead of time Be fully prepared – all materials and equipment set up Show the commitment and seriousness of this process

12. 12 Data Analysis Steps Data Analysis Task Sequence 1. Data table 2. Graphic representation 3. Observations, discussion and documentation 4. Hypotheses 5. Classroom connections

13. 13 Task 1: Data Table Having a table Making a table Posting a table Using templates & posters GOAL – getting participants close to the numbers 345 2003-04 546050 2004-05 6555 2005-06 786854

14. 14 Task 2: Graphic Representation Graph the data OR Highlight patterns 345 2003-04 546050 2004-05 8255 2005-06 786854

15. 15 Task 3: Observe, Discuss, Document Observe data patterns Discuss what is observed Write data findings on the flip chart Observations

16. 16 Task 4: Pose Hypotheses of Practice What is it that we are doing that might contribute to these results?

17. 17 Task 4: Pose Hypotheses of Practice, continued Hypotheses should: Be explanations that come from school and classroom factors. Be explanations about practices that can be altered. Hypotheses should NOT: Be regarding characteristics of individuals Be explanations about unalterable factors

18. 18 Task 5: Suggest Connections to Practice While looking at data and posing hypotheses – it’s natural for educators to think about solutions. At this step – allow only a few minutes to jot down any immediate thoughts of strategies that might improve the findings. CAUTION – don’t spend much time here – this is not the time to jump into the improvement plan. We are only acknowledging a few immediate ideas, if they arise. Connections

19. 19 Small Group Activity—Analyzing Proficiency Find your proficiency data On the flip chart at the top, note … Name of test Grade levels Subject Number of years Determine the % of (all or subgroup) students at proficient & above. Task 1-Make a data table on your flip chart. Task 2-Graph the data.

20. 20 Analyzing proficiency, continued Task 3-Observe, discuss & document data findings on the flip chart. Task 4-Pose hypotheses – note on the flip chart Task 5-Suggest strategies

21. 21 What You Have Observations of student performance Hypotheses Connections Go to GOALS Go to IMPROVEMENT STRATEGIES

22. 22 Other Student Data Analysis Local Assessment – can you follow the same 5 steps? 1. Data table 2. Graphic representation 3. Observations 4. Hypotheses 5. Classroom connections Behavior data Perceptions data

23. 23 Prioritize Primary Concerns Situation Appraisal – After all student data has been analyzed Teams review all observations recorded Teams use group process (voting or consensus) to determine their primary concerns for students (1 to 3 concerns)

24. 24 Primary Concerns What to watch for … Drifting away from data observations Not focusing on concerns for kids CRUCIAL STEP – Goes to GOALS Do not move on until the teams get this. Primary Concerns for Students 1, 2. 3.

25. 25 Pacing – Set the pace early! Keep teams on track through … Power point slides that show tasks Overhead or projector timer Keeping up with recorded findings on flip charts Post the steps or agenda and point to where you are in the process. Time Wasters No recorder at the flip chart If no data patterns, move on Off topic Not following agenda Time Wasters No recorder at the flip chart If no data patterns, move on Off topic Not following agenda

26. 26 About Recording Work Flip charts – post-it paper works best Encourages conversation Gets folks close to the data and findings Creates group ownership Use pre-made poster charts Computer recording – okay, but not IN PLACE OF posted work. Helpful for the team during follow-up work.

27. 27 Teach the Process Once teams learn the steps in the process – they can “fly” and analyze their own local data. Remind teams to document findings. Discuss – what local data would you expect to see at a retreat?

28. 28 Analyzing Professional Practices Lack of data May have arisen in discussions, hypotheses and connections Available tools in the Data Retreat ® materials Note Literacy Practices Surveys (Beginning on page 70.)

29. 29 Practice Surveys Using the Participant’s Workbook -- let’s go through the surveys. Take a few minutes to peruse the surveys in the workbooks. Discuss the use of tools like this at your table. Data Collection Survey – p. 22 Technological Data Systems – p. 32 Technological and Human Systems of Data Management – p. 33 Grade Book Inventory – p. 34 PK Literacy – p. 70 K-2 Literacy (25) – p. 73 K-2 Literacy (45) - p. 75 3-5 Literacy – p. 79 6-12 Literacy – p. 82 For Students: What I think about Reading – p. 90-92 What I think about Writing – p. 93-94

30. 30 More Practice Surveys Elementary Math (3-5) - p. 121 Secondary Math – p. 124 Student Surveys: What I think about Math and Science – p. 132-135 Observed Student Morale – p. 149 Respectful Learning Environment – p. 150 Systems of Support – p. 152 Behavior Policy and Procedures – p. 154 Analyzing Rigor and Relevance – p. 176 Instructional Strategies in Spec Ed – p. 194 Guiding Principles Belief Survey – p. 211 Curriculum Review – p. 225 Teacher Professional Development – p. 232 Parent Involvement – p. 234 Standards & Curriculum for ELLs – p. 251 Checking Our Beliefs and Values – p. 252

31. 31 Analyzing Interventions (RtI) Highly recommended reflection activity to analyze … Adequacy of universal options Interventions Screening assessments Adequacy of selected options Interventions Progress monitoring Adequacy of targeted options Interventions Progress monitoring

32. 32 Universal Instruction (includes differentiation) Special education services Selected Interventions Supports Universal Classroom (does not supplant) Targeted Interventions Small groups flexible Highly Focused on Skill in Need Taught by Expert Progress Monitoring at least monthly Progress Monitoring at least twice/month 1:1 Taught by Expert Intensely Focused on Skill in Need Supports Universal (does not supplant)

33. 33 Reviewing Improvement Goals Improvement goals are the bridge from data analysis to improvement planning. Data Analysis Improvement Planning GOALS

34. 34 ASPIRING GOALS A Assessable Measurable with a defined assessment process or tool S Specific Intensity of focus for students P Purposeful Stretches with a measurable acceleration of improvement I Inclusive Includes all students in the school R Reinforcing Reinforces and aligns with district strategic action plans I Involving Involves all staff as “doers” of the goal N Now States the target data as a current annual goal G Gaps Addresses equity in success

35. 35 Sample Aspiring Goal We, all teaching staff at Elm Creek Middle School will improve skills in analyzing expository text in all content areas of all 6 th, 7 th, and 8 th grade students so that 85% show proficient and advanced levels, while accelerating the performance of students with disabilities so that 67% show proficient or advanced levels on the 6 th, 7 th and 8 th grade reading benchmark spring assessments by May, 2009.

36. 36 A Assessable Measurable with a defined assessment process or tool … as measured by the 5 th grade 4 th quarter reading comprehension benchmark assessment. … on the kindergarten numbers exit checklist. … as assessed with the Elm Creek District writing process 8 th grade rubric for persuasive writing.

37. 37 S Specific Intensity of focus for students … in reading fluently fiction and nonfiction text in all content areas …... in drawing inferences from literal and informational text … … in word meaning on grade level targeted vocabulary in the content areas, so that … …in literal and analytical comprehension of technical and nonfiction text, …

38. 38 P Purposeful Stretches with a measurable acceleration of improvement TEACHERS: Teach like your hair is on fire! PRINCIPALS: Lead improvement like your hair is on fire! Accelerate, Stretch & Intensify! Lower and Slower

39. 39 Stretch, for example 2005-062006-072007-08 61% at proficient/advanced on MAPs 67% at proficient/advanced on MAPs 80% at proficient/advanced on MAPs 57% at grade level reading benchmark 60% at grade level reading benchmark 85% at grade level reading benchmark 81% meeting targeted growth on MAPs 76% meeting targeted growth on MAPs 95% meeting targeted growth on MAPs 72% proficient/advanced on WKCE 75% proficient/advanced on WKCE 95% show lexile growth

40. 40 I Inclusive Involves all students in the school … so that … 85% of all kindergarten students …; 89% of all 1st grade students; 91% of all 2nd grade students … 81% of all 6-8 grade students and 75% of all students with disabilities …

41. 41 R Reinforcing Reinforces and aligns with district strategic action plans Check that the student outcome in the goal is aligned with district strategic goals.

42. 42 I Involving Involves all staff as “doers” of the goal We, all staff of Willmar Middle School, will … We, all educators in Heritage Elementary school will collaborate to improve the … All teaching pupil services staff of Bayport High School will work as a professional learning community to …

43. 43 N Now States the target data as a current annual goal The due date is written for the goal to be measured and accomplished within the current school year. … by May, 2009. … on the spring, 2009 assessments.

44. 44 G Gaps Addresses equity in success If any gaps exists, they must be addressed in the goal. … at least 85% of all students meet targeted RIT growth, while the median RIT gap between students with disabilities and nondisabled students decreases by 10 RIT points … 99% of boys and girls with below grade level reading benchmark in grades k-4 reach grade level benchmark while boys and girls at grade level benchmark increase by 2 levels by … … 100% of boys in grades 9-12 increase their Lexile levels from fall to spring, and 90% of girls increase their lexile levels from fall to spring

45. 45 Categorizing Issues Universal Classroom Instruction to Engage All Learners Interventions & Enrichments Collaborative Culture of Improvement Student Success School Climate Assessment and Data Use Strategic Family and Community Partnerships Professional Learning

46. 46 Study Best Practices Universal Instruction Strategies for high engagement; differentiation; high rigor to achieve the goal for all students Interventions & Enrichments Strategies for effective interventions for struggling learners and effective enrichments for advanced learners Assessment & Data Use Strategies for periodic assessments and classroom formative assessments FOR learning; effective data management Collaborative Culture Strategies for frequent professional learning communities to do the work of improvement toward achieving the goal Student Success Climate Strategies that eliminate failure and provide success for every student; grading reform; positive school climate with support Family & Community Strategies to involve parents positively in their children's’ learning; to involve the community in school-wide efforts Professional Learning Strategies for relevant and effective professional development of all staff to support achievement of the goal

47. 47 Quest for Fidelity Team Task: How do we maintain fidelity to our purpose? Fidelity to … Desired Student Outcomes Stated in the Goal Desired Student Outcomes Stated in the Goal Tasks to be Completed Stated in the Improvement Plan Tasks to be Completed Stated in the Improvement Plan Periodic Measures of Student Progress Aligned to outcome measures Monitoring Checkpoints of Task Completion Aligned to tasks and objectives

48. 48 The Full Year Cycle of Improvement LT Steps 3-5 Data Retreat ® Workshop LT Steps 7 & 8 Commitment Retreat Measures, Monitoring & Roll-Out Steps 5 & 6 Clarifying Retreat From Issues to Objectives & Strategies LT = Student Assessment     = Mini-Data Retreat  LT Steps 1-2 Prep Work    = Monitoring Checkpoint  LT = Leadership Team Meeting LT Annual School Improvement Plan Improving Planning Cycle Reflection Retreat