Facilitators of School Improvement

Facilitators of School Improvement

Lisa Guzzardo AsaroLisa Rivard

January 2013

Michigan Continuous School ImprovementMichigan Continuous School ImprovementHow to Survive Data OverloadHow to Survive Data Overload

“Data are useless without a good analysis.”“Data are useless without a good analysis.”

SIX STEPSBegin with a QuestionThe Data SourceThe Big PictureTeam Dialogue Guide: Moving from Data to Classroom Instruction

Patterns in DataData Patterns for Students

•Discovery

•Take BackTAB TWO

Handout

Today’s Outcomes•Provide ASSIST and Requirement updates

•Engage in activities that connect you to Michigan’s continuous school improvement process

•Heighten awareness of how the Ladder of Inference influences data selection

•Receive a presentation from Troy School District

•Use a 3-phase, data dialogue protocol to analyze current school data

•Use the 5 Whys protocol

TAB TWELVE

Today’s Roadmap• Welcome• Connector: Data Overload• Updates and Changes• ASSIST• Components of a CNA• Ladder of Inference• Data Dialogue Protocol• 5 Whys: root cause• Troy School District Presentation• Tool for Learning Schools• Network and Planning

TAB TWELVE

Key Working Agreements A Facilitation Tool

• Respect all Points of View

• Be Present and Engaged

• Honor Time Agreements

• Get All Voices in the Room

These breathe life into our Core Values

Parking LotA Facilitation Tool

• Rest questions that do not benefit the whole group

• Place questions that do not pertain to content at this time

• Place questions that pertain, but participants do not want to ask at this time

LIVING BELIEF STATEMENT

“Networking is not an option, but a critical part

of how Facilitators of School Improvement learn and share their

learning.”

ADVANCED MIand MDE

UPDATES AND CHANGES

New MDE Website Houses Important URL

http://www.michiganccr.org

This website has been created to connect users with the resources available for helping all students

graduate career and college ready.

• Effective Instruction• Balanced Assessment• Accountability• Supporting Quality Educators• Infrastructure• P-20 Resources• Success Stories

http://www.michiganccr.org/

Handout

TAB TWELVE

Professional Learning Opportunities

• Assessing the Impact with Joellen KillionMarch 12-13, 2013 NCA Building

• Common Core: Leading the ChangeMarch 19, 2013 MISD Rm. 100 A-C

• MDE/AdvancED Spring SI ConferenceApril 17-18, 2013 Lansing Center

• MAISA Michigan ELA Model Curriculum Units

June 24-27, 2013 Teams Lansing Center• Kagan Structures for Cooperative Learning and Active Engagement

InstituteAugust 12-16, 2013 MISD

Smarter Balanced Assessment Consortium

• In October, higher education faculty and K-12 teachers teamed up at a 5-day workshop to draft initial Achievement Level Descriptors (ALD) for summative assessments.

• This will help students, teachers, and parents interpret student scores on the SBAs.

• The draft initial ALDs are available for public review and comment through January 15. The documents are located on the Smarter Balanced website:

http://www.smarterbalanced.org/achievement-level-descriptors-and-college-readiness/

• ELA and Math Claims: Summative AssessmentHandou

t

TAB TWELVE



Spring 2013 SBA Pilot Test • Smarter Balanced is gearing up to test drive the assessments.

• The Pilot Test will include several thousand items and performance tasks, giving the Consortium important information about how the items and tasks perform in a real-world setting.

• Participation in the Pilot Test is voluntary and all schools in Michigan are eligible. – Two types of schools:

• 1) scientifically-selected schools were notified 12.04.12 and

• 2) schools can volunteer by completing the volunteer registration form at http://www.surveymonkey.com/s/SmarterBlancedPilot To complete the survey, you will need your school’s National Center for Educational Statistics (NCES) number.

– Volunteer schools will be tested in mid-April to mid-May– Only one content area will be assessed/grade within a school– Schools should plan on 3 hours of testing

• Important to remember that the PURPOSE is a tryout of test items and the test interface, not an assessment of student learning. Students will not receive SCORES.

TAB TWELVE

http://www.surveymonkey.com/s/SmarterBlancedPilot

Dynamic Learning Maps (DLM)

Special Education

• Created Common Core Essential Elements (CCEEs) in ELA and Math which are linked to the CCSS

• These provide alternate grade level content standards linked to the CCSS and are available for review

• Visit the MDE MI-Access website at www.michigan.gov/mi-access• Alternate assessments based on the CCEEs are being developed

by the DLM alternate assessment consortium and will be available for use in Michigan starting in the 2014-2015 school year

• See handout

Handout

http://www.michigan.gov/mi-access

MAISA Collaborative Project Update

• MAISA Units

• Phase III– ELA Curriculum Leadership Team (K-12 timeline)

– Math Curriculum Leadership Team

One Common Voice – One Plan Michigan Continuous School Improvement

Stages and Steps

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action

Plan

GatherGetting Ready

Collect School DataBuild School Profile

StudentAchievement

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

(MI-CSI)


Stages and Steps

• Getting Ready• Collect School Data • Build School Profile

I. Executive Summary IV. School Process Rubrics

• Analyze Data II. School Data Analysis IV. School Process Analysis

• Set Goals• III. Additional Requirements• V. Goals and Plan

• Set Measurable Objectives• Research Best Practice

• Develop Action Plan

• Implement Plan• Monitor Plan• Evaluate Plan

• VI. Evaluation Tool (2014)

Comprehensive Needs Assessment

School Improvement

Plan

Gather

Study

Plan

Do

Handout

TAB TWELVE

Handout

TAB TWELVE

MDE NCA

HandoutTAB

TWELVE

MDE Updates

• ASSIST Updates– Not all School Data Profiles (40/90 OR ISA/SA) have been fully

activated on AdvancED as an assigned task in the Overview Tab. (Was to be done by Break)

– Diagnostics can be started at anytime by logging into ASSIST and using the Diagnostics and Surveys Tab

– Title I Components and SIPs will be available on ASSIST with the 02.09.13 push (schools can activate a SIP by using the Goals and Plan Tab

– Demographic information can be updated by using the Profile Tab and clicking on the Demographic link (EEM trumps everything)

– The old SDP/A questions will be located in the Diagnostic Tab after the 02.09.13 push and will be called School Data Analysis

• Questions Handout

BLUE Report

RED ASSIST TAB

Schools Comprehensive Needs Assessment (CNA)

Component OneExecutive Summary (All Schools Yearly) Due 09.01.13

Component TwoSchool Data Analysis (Updates) Due 09.01.13 • Student Performance Diagnostic (5th year) 4 wks. prior to External Review Date • Stakeholder Feedback Diagnostic (5th year) prior to External Review Date

Component ThreeAdditional Requirements for Title I SW &TA, and Non-Title I Schools Due 09.01.13

Component FourSchool Process Rubrics:

Component FiveGoals and Plan (All Schools every 3 to 5 years) Due 09.01.13

Component SixStrategy Evaluation Tool (All schools 2nd year in Reading and Math)

MDE Rubrics 40/90

AdvancED MI ISA/SA

DUE

04.01.13

Handout

TAB TWELVE

District CNAComponent I: Due 04.15.13 OR

4 wks. Prior to an External Review

District Process Rubrics (DPR) OR District Interim Self Assessment (ISA)/District Self Assessment (SA)

Component II: Due 06.28.13District Improvement Plan (DIP)

ALERT: Districts may request submission of SIPS as early as 04.01.13, to complete their DIPs.

ASSIST Technical Guide is located at:Macombfsi.netASSIST TAB

ORhttp://www.advanc-ed.org/webfm_send/372

http://www.advanc-ed.org/webfm_send/372

Executive SummaryComponent I.

• Vision• Mission• Belief Statements• Strengths/Challenges (See Slide 11)

Challenges Matrix I Activities Connection to SPP

SPR 40/90 OR ISA/SAGetting Ready to

ImplementImplement Monitoring Fidelity of

Implementation and Impact

How will we address the targeted areas in your Process Data (SPP)?

What areas in your process data have been identified as challenge

areas during your comprehensive needs assessment process?

ISA/SA

MATRIX

From your ExecutiveSummary

Report

Handout

School Data AnalysisComponent II.

AdvancED Michigan

DiagnosticsStudent Performance DiagnosticStakeholder Feedback Diagnostic

(perception surveys)

External Review (ER) 5thYear

MDE

School Data Analysis

(Was the Data Profile)

Update Yearly

SPDA Type Questions HANDOUT

Additional RequirementsComponent III.

Content has been aligned, unduplicated, and flagged to meet multiple

requirements. Unique diagnostics are available for Title I SW, TA, and Non Title I schools (This could include

Priority and Focus Diagnostics and Reform and Redesign Plans).

School Process Rubrics Component IV.

MDE NCA

TAB TWELVE

MI-CSI Framework

Michigan School Improvement FrameworkStrand I Strand II Strand III Strand IV Strand V

Teaching for Learning Leadership

Personnel &Professional

Learning

School and Community Relations

Data and Information

Management

Standards (12) and Benchmarks (26)1. Curriculum

• Aligned, Reviewed & Monitored

• Communicated

2. Instruction• Planning• Delivery

3. Assessment• Aligned to

Curriculum and Instruction

• Data Reporting and Use

1.Instructional Leadership

Educational Program

· Instructional Support

2.Shared Leadership

• School Culture and Climate

• Continuous Improvement

3.Operational Resource Management

• Resource Allocation

• Operational Management

1.Personnel Qualifications

•Requirements•Skills,

Knowledge, Dispositions

2.Professional Learning

• Collaboration• Content &

Pedagogy• Alignment

1.Parent/Family Involvement

• Communication• Engagement

2.Community Involvement

• Communication• Engagement

1.Data Management• Data

Generation, Identification & Collection

• Data Accessibility

• Data Support

2.Information Management

• Analysis & Interpretation

• Applications

AdvancED Michigan 5 StandardsStandard 3: Teaching and Assessing for Learning

Standard: The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

3.1The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

3.2 Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.

3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

3.5 Teachers participate in collaborative learning communities to improve instruction and student learning

3.6 Teachers implement the school’s instructional process in support of student learning

3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.

3.8 The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.

3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.

3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.

3.11 All staff members participate in a continuous program of professional learning.

3.12 The school provides and coordinates learning support services to meet the unique learning needs of students.

Goals & Plan Component V.

Component VI.

www.Macombfsi.net

Stage DoStep 11

http://www.macombfsi.net/

MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT

(Formative)

IS IT WORKING?

EVALUATE ADULT IMPLEMENTATION AND

IMPACT ON STUDENT ACHIEVEMENT

(Summative)

DID IT WORK?

ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED AS INTENDED WITH

FIDELITY?

ARE WE COLLECTING & USING STUDENT AND

ADULT DATA TO MODIFY & ADJUST

ONGOING IMPLEMENTATION?

WAS THE PROGRAM IMPLEMENTED AS

INTENDED?

DID WE IMPLEMENT THE PLAN/STRATEGIES

CORRECTLY & CONSISTENTLY?

DID WE GIVE IT ENOUGH TIME? RESOURCES?

IS WHAT WE ARE DOING WORKING?

ARE WE SHOWING EVIDENCE OF STUDENT

GROWTH?

WHAT INTERIM ADJUSTMENTS ARE

SUGGESTED BY IMPLEMENTATION

DATA?

HOW MIGHT THESE ADJUSTMENTS AFFECT THE INTEGRITY OF THE

RESULTS?

Implementation: Adult Focused Impact: Student Focused

MONITOR EVALUATE EVALUATEMONITOR

DID OUR STRATEGIES RESULT IN INCREASED

STUDENT ACHIEVEMENT?

WHAT UNINTENDED CONSEQUENCES (GOOD

AND BAD) HAVE OCCURRED?

SHOULD THE STRATEGY/ACTIVITY BE

CONTINUED? DISCONTINUED?

MODIFIED?


Stages and Steps

DoImplement Plan


PlanDevelop Action

Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data



(MI-CSI)

Stage One: GATHERStep 1: Getting Ready

GATHERGetting Ready


“In God we trust, everyone else brings DATA”

One Common Voice – One Plan Stage One Gather: Step 2 Collect School Data

What do you already know?What data do you need to know?

What additional information/data do you need to know?Where can the information/data be found?

Definitions

AchievementStudent

Outcome Data

How our students perform on local, state and federal

assessments (subgroups)

Demographic or

Contextual Data

Describes our students, staff, building, and community

Process Data

The policies, procedures, and systems we have

in place that define how we do

business

Perception Data

Opinions of

staff, parents, community and

students regarding our

school

What types of data are/are not readily available in your building?

40

Demographic Data Achievement/Outcome Data

Process Data Perception Data

•Enrollment•Subgroups of students•Staff•Attendance (Students and Staff)•Mobility•Graduation and Dropout•Conference Attendance•Education status•Student subgroups•Parent Involvement•Teaching Staff•Course enrollment patterns•Discipline referrals•Suspension rates•Alcohol‐tobacco‐drugs violations•Participation extra‐curriculars•Physical, mental, social and health

•Local assessments: District Common Assessments, Classroom Assessments, Report Cards•State assessments: MME, ACT, MEAP, MI-Access, MEAP Access, ELPA• Nationalassessments: ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT•GPA•Dropout rates•College acceptance

•Policies and procedures (e.g. grading, homework, attendance, discipline)•Academic and behavior expectations•Parent participation – PT conferences, PTO/PTA, volunteers•Suspension dataSchool Process Profile Rubrics(40 or 90) or SA/SAR (NCA)•Event occurred: who, what, when,where, why, how•What you did forwhom: Eg. All 8th gradersreceived violencePrevention

•Survey data (student, parent, staff, community)•Opinions•Clarified what others think•People act based on what they believe•How do they see you/us?

Tab Two Page 3-4

School Data Profile

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

ent o

f Par

ticip

ants

CollaborativeTeam Work

BuildingAssessment

Literacy

Create aCollectiveProblem

Statement

Digging intoStudent Data

Analyze Data Developing anAction Plan

Planning toAssessProgress

A Piece of Data Perceptions of Data Practices

August, 2012 (n=100)

Does Not Occur Happens Occasionally Happens Frequently

Data StatementsObservation Statements

Ladder of Inference

• We live in a world of self-generating beliefs that remain largely untested.

• We adopt these beliefs because they are based on our conclusions, which are inferred from what we observe, plus our past experience.

• Our ability to achieve the results we truly desire is eroded by our feelings that:– Our beliefs are the truth;– The truth is obvious;– Our beliefs are based on real data;– The data we select are the real data.

Ladder of Inference cont’d

• The ladder of inference explains how we generate assumptions, how we make observations and assessments, then act upon them.

• First, we select data that makes sense to us and we want to hear. Next, we add meaning to the data based on our experience and our frame of reference. Then we make an assumption about the original data, draw a conclusion, and act on or advocate a belief based on the filtered data.

Source: Schools that Learn: A Fifth Discipline

Handbook for Educators, Peter Senge

Each trip up the ladder affects what data we

select next time.

Ladder of Inference

• I take: actions (based on beliefs)• I adopt: beliefs (about the world)• I draw: conclusions• I make: assumptions (based on meaning added)• I add: meanings (cultural and personal)• I select: “Data” (from what I observe)

Observable “data” and experiences start here.

One Common Voice – One Plan

Michigan Continuous School ImprovementStages and Steps

DoImplement Plan


PlanDevelop Action Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data



Stage Two: StudyStep 4: Analyze Data

STUDYAnalyze Data

Set GoalsSet Measurable Objectives


Reminder of our Adaptive Schools WorkData-Driven Dialogue

Slides 51-71 are the work of Paul Robinson,

Utica’s District Improvement Facilitator

• Data have no meaning on its own. Meaning is a result of human interaction (socially mediated) with data.

• Knowledge, meaning and commitment result from dialogue (everything is on the table) around the story the data is telling.

Why Data-Driven Dialogue?

“Assessment illiteracy is surely a prescription for

professional suicide.”

James Popham, 2004

A data-driven dialogue is:•A conversation where members of a professional learning community examine a particular issue using dialogue.

•A way to reflect and learn about our practices, programs, our students, and our teaching.

•A way to facilitate collective meaning-making, connections, and shared understandings.

•A way to turn our insights into actions that promote and improve student and staff learning.

What is a data-driven dialogue?

55

“Dialogue can occur only when a group of people see each other as colleagues in mutual quest for deeper insight and

clarity.”

Peter Senge, The Fifth Discipline

Most Important Point (MIP) Activity

1. Get into groups of three.

2. Locate your book (Got Data? Now What?) and turn to pages 100-104.

3. Each person reads either the Dialogue, Discussion or Decision section and reports out the Most Important Point of the reading to other members of the group.

4. Be prepared to share your conversation with the whole group.

56

Data-Driven Dialogue(Dialogue Discussion Decision)

• Dialogue is a reflective learning process, seeking to understand (use opening tools) another’s viewpoint.

• Discussion is where participants attempt to reach decisions (use narrowing tools) through a variety of voting and consensus techniques.

Dialogue vs. Discussion?

Dialogue Discussion

thinking holistically thinking analytically

making connections making distinctions

surfacing and inquiring into assumptions

surfacing and inquiring into assumptions

developing shared meaning developing agreement or action

seeking understanding seeking decisions

Dialogue vs. Discussion

• Creates shared understanding and shared goals.

• Creates ownership.

• Leads to collaborative planning

• Leads to collaborative problem-solving

• Leads to collective action plans

Why dialogue…

– Careful and active listening – Being open to new ideas – Focusing on the goal of developing a shared

understanding– Depersonalize yourself from the data– Data becomes a “thing” – tells a story– Role of decision making is clear before the

dialogue– Practice

Requires…

To collaborate – A process through which parties who see different aspects of a problem (lens) can constructively explore their differences and search

for solutions that go beyond their own limited vision of what is possible.

Barbara Gray

62

A framework that establishes a learning forum for group exploration

of data.

Collaborative Learning Cycle


Phase I – Activating & Engaging

Phase 2 – Exploring & Discovering

Phase 3 – Organizing Integrating

The Collaborative Learning Cycle



• Assumptions about learners and learning• Surface predictions and assumptions (note on separate sheets of

chart paper) to the data to be explored• Predictions are accompanied with assumptions• Person who lists a prediction should also share the underlying

assumption• Surface perspectives (lens) and create readiness for looking at data• Seek to understand, not persuade• Share what the data might look like• No right or wrong statements• No debate in this phase• Everyone offers their thoughts – equity focus• Data free

• Members share what they think they will see in the data and make predictions.

• Share underlying assumptions associated with those predictions.

• Explore predictions and assumptions and develop an awareness of them so those feelings and beliefs do not interfere.

Activating and Engaging

Predictions Assumptions

• I know . . .• Something you expect to

see in the data• Experienced-based

conjectures regarding what group members expect might appear in the data

• Because . . .• Something that you think

but that will not show up in the data

• Remain tacit and unquestioned

Use the following questions:

• What are our underlying feelings about data?

• What are some predictions we are making?

• With what assumptions are we entering?

• What are some questions we are asking?

• What are some possibilities for learning that this experience presents to us?

Activating and Engaging

Identifying Predicting or Assumption Statements

1. The boys will outperform girls by at least 10% points in Mathematics.

2. Boys brains are wired differently than girls when it comes to Mathematics.

3. All of the Fall 2011 scores will drop due to the new state cut scores.

4. Economically Disadvantaged early elementary students struggle with Reading because they are not developmentally ready to read.

5. The students in the 5th grade will gain one year’s academic growth in Mathematics from Fall 2011 to Fall 2012.

6. The graduating class of 2014 will display scores less than the state. That group of students never scores well on tests.

Data Driven Dialogue

3 MAIN Phases:

1. Generating Predictions– Surfacing perspectives, beliefs,

assumptions

2. Analyzing the Data (Observations)– Analyzing data for patterns,

trends, surprises

3. Organizing and Integrating: Inferences– Generating hypotheses,

explaining, drawing conclusions

KEY

Writing your personal

reflections, prior to

sharing with team.

Model making PREDICTIONSusing these sentence stems

I assume . . .I predict . . .I wonder . . .Some possibilities for learning that this data may present . . .

Office Referrals Fall 2012(n = 200 in each grade)

INFRACTIONS GRADE

9 10 11 12 Sum

Absenteeism

Physical Altercation

Smoking

Use of Profanity

Drugs/Alcohol

Theft

Major Disruptions/Outbursts

Throwing Objects in Cafeteria

Destroying School Property

Sexual Assault

Bullying Students

Assaulting a Teacher

Sum

School Teams

20 Minutes

A framework that establishes a learning forum for group exploration

of data.




Phase 2 – Exploring & Discovering

Phase 3 – Organizing Integrating

The Collaborative Learning Cycle


Phase II – Exploring & Discovering• Purposeful uncertainty• Avoiding jumping to premature conclusion and closure• Intellectual Hang Time• Push to explore multiple storylines• Distinguishing, sorting, analyzing, comparing, and contrasting• Publicly charted• Balanced exploration of the data• Place chairs in a semicircle around a central data display• Two to three minutes of orientation to the data displays before talking• Chart observations in a language that is concise and specific• Neutral language – these data or this chart• It is not the time to explain• Go slow, honor the flow of dialogue.

Phase II – Exploring & Discovering(Intellectual Hang Time)

because

Phase II – Exploring & Discovering

Exploring & Discovering Activity I

1. Get into groups of four or below.

2. Take 2-3 minutes (in silence) to examine the posted data artifacts on the wall and taking note of what you notice about the artifacts.

3. Using the Rough and Refined Observation Handout, record your observations in the Rough Observation column. (List anything you observe.) Each observation should communicate a single idea clearly and concisely and should be observable.

4. Once finished, be prepared to share with your group.


Analyzing the DataObservations

1. If you catch yourself using . . .

Because . . . Therefore . . . It seems . . . However . . .

Model making Quantifiable OBSERVATIONS

using these sentence stems

I observe that . . .Some patterns/trends that I

notice are . . .I can count . . .I’m surprised that I see . . .

• What important points seem to “pop out”?

• What patterns, categories or trends are emerging?

• What seems to be surprising or unexpected?

• What are some ways we have not yet explained these data? (The data in front of you.)

Potential Exploring & Discovering Questions


INFRACTIONS GRADE

9 10 11 12 Sum

Absenteeism 7 1 0 0 8

Physical Altercation 31 14 2 2 49

Smoking 12 7 9 14 42

Use of Profanity 17 12 14 13 56

Drugs/Alcohol 10 8 12 9 39

Theft 4 1 0 0 5

Major Disruptions/Outbursts 15 6 0 0 21

Throwing Objects in Cafeteria 2 0 0 0 2

Destroying School Property 6 1 0 0 7

Sexual Assault 1 0 0 1 2

Bullying Students 36 20 10 7 73

Insubordination 45 22 9 6 82

Sum 186 92 56 52 400

School Teams

30 Minutes


Organizing and IntegratingCausation

Phase Three

Sentence Stems

I believe that the data suggests . . . because, Additional data that would help me verify/confirm

my explanation is . . . I think the following are appropriate

suggestions/solutions/responses that address the needs implied by the data . . .

Additional data that would help guide implementation of the suggestions/solutions/responses and determine if they are working . . .

Model making

Organizing and Integrating Statements (Causation) using these sentence stems

I believe that the data suggests . . . because,

Additional data that would help me verify/confirm my explanation is . . .

I think the following are appropriate suggestions/solutions/responses that address the needs implied by the data . . .

Additional data that would help guide implementation of the suggestions/solutions/responses and determine if they are working . . .


INFRACTIONS GRADE

9 10 11 12 Sum

Absenteeism 7 1 0 0 8

Physical Altercation 31 14 2 2 49

Smoking 12 7 9 14 42

Use of Profanity 17 12 14 13 56

Drugs/Alcohol 10 8 12 9 39

Theft 4 1 0 0 5

Major Disruptions/Outbursts 15 6 0 0 21

Throwing Objects in Cafeteria 2 0 0 0 2

Destroying School Property 6 1 0 0 7

Sexual Assault 1 0 0 1 2

Bullying Students 36 20 10 7 73

Insubordination 45 22 9 6 82

Sum 186 92 56 52 400

School Teams

20 Minutes

Troy School District

Student Achievement through Purposeful Planning and Action

PresentersDr. Rich Machesky, Asst. Superintendent Secondary Education

Dr. Lara Dixon, Principal Troy Athens

Mark Dziatczak, Principal Troy High School

Probing for Root Cause

Select a concern from the causation or theories generated in Math or Reading

that if focused upon by the school, it will leverage student achievement.

Stage Two StudyStudyStep Four: Analyze DataStep Four: Analyze Data

School Summary Report The Five “Why’s” Consider impact/control

Low DEGREE OF CONTROL High

Low

IM

PA

CT

H

igh

5 Why’s Example

• 4th grade math achievement on the MEAP is below the state average.

WHY?

Create an exhaustive list.

Next, select the one statement; that if addressed, will leverage student achievement.

5 Why’s Example

• Statement: The data indicates that our 4th grade students do poorly on story problems.– (62% of our students score at level 3 and 4 on story

problems).

• Turn this statement into the NEXT question:

Why are our 4th graders scoring poorly on story problems?

Handout

Tool for Learning Schools

• Evaluate high expectations

• Storyboard

• Thinking Lens

• Four-step reflection process

• Success analysis protocol

Next Steps Time• Network with colleagues

• Place handouts in binder

• Plan what to bring back to share with SI team

• Visit the Smarter Balance Consortium websitewww.smarterbalanced.org

• Visit the Career and College Readiness website www.michiganccr.org

http://www.smarterbalanced.org/

http://www.michiganccr.org/

Documents

Facilitators of School Improvement