Strategies for Measuring the Effectiveness of District & - - PowerPoint PPT Presentation

Michelle Robinette

Director of Curriculum, Red Creek CSD

Sarah Vakkas

Assistant Superintendent for Instruction, GST BOCES

Strategies for Measuring the Effectiveness of District & Regional Initiatives

Session Objectives

Participants will be able to:

• Identify strategies for setting district or regional goals that are

measurable

• Collect data regarding district or regional initiatives using

rubrics, surveys, peer observations and walkthroughs – Understand how to use Google Forms to create efficient data collection tools – Instructional Rounds Process

3

The Data Wise Process

The Data Wise Process

Step 3 Step 4 Step 5 Step 6

How much time is spent on data?

Summative District and State Assessments (aggregated, disaggregated, strand, item) Data about people, practices, perceptions (e.g., demographic, enrollment, survey, interview, observation data, curriculum maps) Benchmark Common Assessments (e.g., end-of-unit, common grade-level tests reported at item level) Formative Common Assessments (e.g., math problem of the week, writing samples, science journals, other student work) Formative Classroom Assessments for Learning (e.g., student self-assessments, descriptive feedback, selected response, written response, personal communications, performance assessments)

Annually 2-4 times a year Quarterly or end of unit 1-4 times a month Daily - Weekly

How much time is spent on data?

Example Flow of the Funnel:

Focus Area: ELA 3-8 (esp. Special Education subgroup) Priority Question: What factors are contributing to students performing below the region on the 3-8 ELA Assessments, but still showing success compared to the region on the HS English Regents? Learner-Centered Problem: Students are struggling to answer multiple choice questions correctly on 3-8 ELA

• Assessments. [Dig Deeper through Student Work Protocol]

Problem Of Practice: We have phased in use of the NYS 3- 8 ELA Modules which do not contain opportunities for students to practice multiple choice questions.

7

Looking at Student Work

Protocols for looking at student work are abundant. The important piece is to design tasks/questions that will help answer your Priority Question and dig into uncovering a Learner-Centered Problem.

Choosing Student Tasks

Locate tasks to give to students across a whole grade level that can be used to help look into the issues identified: – If MC is more of an issue, use MC questions (or if CR is more of an issue, use CR... match tasks to the concerns) – If you have concerns with particular standards at your grade level, choose tasks that address those standards – Don’t “teach” to the task prior to giving it, give it to students “cold” to see what they can and can’t do (gives us more authentic data when we look at the student work) – Don’t grade the tasks, don’t even look at the student work if you don’t want to, wait until we meet and bring the stack

• f papers with you

–

Problem of Practice

Some general considerations to think about:

• Is what we are considering observable? Consider having

teachers observe each other teaching lessons addressing the standards or skills in question to help identify potential problems

• f practice.
• What if they aren’t ready for this? See First Classroom Visits

and Observer as Learner handouts along with our template.

• What is there that, if done by everyone, could serve as an

umbrella for a number of teaching and learning strategies?

• What can have the most positive effect on what students do,

what teachers do and the quality of the work that students are producing?

10

Walkthroughs to Identify Problem

• f Practice or to Assess Progress

11

Technology Integration Co-Teaching Practices

Brainstorm Action Plan

Learner Centered Problem and/or Problem of Practice:

Students are struggling to answer multiple choice questions correctly on 3-8 ELA Assessments, especially SWDs. Students are not being exposed to MC questions and strategies or being given opportunities to grapple with MC.

Strategy/Task When

Use of Edmodo Snapshot by ELA teachers (focus on multiple choice by particular standards, either aligned with current teaching

• r based on individual student need for review/differentiation)

Beginning Fall 2015 Increase independent reading by students with opportunities to practice answering multiple choice questions based on text - pilot use of LightSail and myON apps LightSail - Fall 2015, myON - Spring 2016 Improve use of explicit instruction, differentiation strategies and co-teaching practices - provide ongoing, job-embedded PD Throughout 2015-16 School Year

Plan to Assess Progress

Data Source When Baseline Goal Short- term

Edmodo Snapshot (also LightSail and myON data as appropriate) Ongoing throughout the year Individualized Use data to individualize and/or group students

Medium

• term

RtI Screening Data from FASTbridge Walkthrough data on co-teaching strategies & tech integration Jan & May Quarterly summary Oct: CBM Reading grades 2-6 had 52% at benchmark, aReading grades 2- 8 had 49% at benchmark Sept/Oct: 63% of coteachers using 1Teach/1Assist, Of all teachers using technology, 52% were as a projector/display Jan 55%, May 60% at benchmark on each subtest 2nd Semester: Less than 50% of coteachers using 1Teach/1Assist, Of all teachers using technology, less than 30% as a projector/display

Long- term

Spring 2016 NYS ELA Assessment data by grade level and for SWD subgroup Summer 2016 2015: Average of 27% proficiency across grades 3-8 2016: Average of 40% or more proficient across grades 3-8

Intended vs. Learned

• 1. What ways do you measure what your intended

curriculum is vs. what is being taught in your classrooms?

• 2. What ways do you measure

what is being taught vs. what is being learned?

14

GST BOCES Regional Data Team

Analyze our data, report the findings and make recommendations for modifying, improving services, and creating innovative services throughout GST region.

• Utilizing the Data Wise process to support sustainability
• f our regional work.
• Regional Instructional rounds to highlight best strategies

within the region.

Example Flow of the Funnel:

Focus Area: ELA & Social Studies Priority Question: What factors are contributing to students performing below NYS average within ELA & SS assessments? (end of step 3) Learner-Centered Problem: Students continue to not show improvement in NYS ELA 3-8 and SS regents data. Our region is underperforming NYS averages for student growth in both of these areas. With the transition to CCLS and changes in curriculum there does not seem to be any noticeable patterns. (end of step 4) Problem Of Practice: Currently in ELA and SS there are not common practices or common language used within writing

• instruction. (step 5)

Brainstorm Action Plan Ideas

Learner Centered Problem and/or Problem of Practice:

Currently in ELA and SS there are not common practices or common language used within writing instruction. (step 5)

Strategy/Task When

Three districts volunteered and we have identified classrooms within each district that achieve high performance based on 3 years of data and on 3 different data points: Constructed Response Reports, Student Growth Data, APPR scores. Winter 2016 Complete Instructional Rounds in districts, Interview teachers afterwards to gather qualitative data, plan a day to process rounds. February/March March 29th Gather data on writing curriculum used across the region and within participating districts. April 2016 Gather research on best instructional practices, John Hattie Visible Learning. March 2016

Plan to Assess Progress

• Short-Term: Review AIS data reports on student progress and enrollment every

6 weeks. Baseline: Enrollment based on multiple data points from prior year and/or last data meeting. Goal: Students are accessing the AIS supports by being scheduled for the class and making % progress in their math course.

• Medium-Term: Increase course enrollment in regents math courses in 11th and

12th grade every semester. Baseline: Current student enrollment Goal: Increase of 10% in regents math courses Algebra, Geometry, Algebra 2, Precalculus

• Long-Term: Review national clearinghouse reports and local data on diploma

type for graduates and 9th-11th graduation plans annually. Baseline: School Counselors will meet with each 9th-12th grade student (10th/11th grade students w/ parents) to generate baseline on diploma type. Goal: TBD once baseline is established Data Source When Baseline Goal Short- term

Gather evidence of best instructional strategies from research and compare with I.R. findings of best practices in writing instruction. Spring 2016 Instructional Rounds data and researched themes. Report findings with districts and make recommendations for modifying, improving services, and creating innovative services throughout GST region. [Model Schools, SIP, District PD, etc.]

Medium

• term

Walkthrough data from district administrators

• n the Regional Data

Team Fall 2016 Instructional Rounds data, District walkthrough data prior to PD offerings Increased observation of instructional best practices within the districts that received PD offerings

Long- term

Instructional Rounds (Phase 2) Winter 2017 Instructional Rounds data from Spring 2016 Increased observation of instructional best practices within the districts that received PD offerings

Instructional Rounds

• 1. Lay the Foundation: Review Data
• 2. Assemble the Right Team:
• a. Instructional rounds for chosen districts
• b. New to process and some 2nd year
• c. Ensured safety
• i. Teacher Support - non-evaluative, systems thinking
• 3. Clarify Your Purpose and Strategy:
• a. Instructional rounds training

i. What makes good evidence: Observable vs. Inference

• ii. Lens was defined and T-chart used
• 4. Visit Classrooms
• a. Interviewed teachers afterwards

19

Ladder of Inference

• 20

A Focus on Learning

"The researchers then examined these schools to find what qualities they had in common. Of the five they found, two struck me as crucial: 1) If the students did not learn, the schools did not blame them, or their families, backgrounds, neighborhoods, attitudes, nervous systems, or

• whatever. They did not alibi. They took full responsibility for the results
• r non results of their work.

2) When something they were doing in the class did not work, they stopped doing it, and tried to do something else. They flunked unsuccessful methods, not the children."

21

John Holt, How Children Fail (1964)

1. Do we alibi in our school? Yes? Evidence...No? Evidence... 2. When something that we are doing in class is not working...what do we do? i. Do we stop? Evidence… ii. Do we try something else? Evidence…

DataWise Training Online through Harvard University:

https://www.edx.org/course/introduction-data-wise-collaborative-harvardx-gse3x

Contact Information

Michelle Robinette

Director of Curriculum Red Creek CSD mrobinette@rccsd.org

Sarah Vakkas

Assistant Superintendent for Instruction GST BOCES svakkas@gstboces.org