PEâ€”Day 1 WLM 2CPE Design your license plate found at your table

1

Campus Planning Event

Design your license plate found at your table.

WLM 2CPEComing Up Next…

The Beatles

Setup:

Table boxes stocked with post-its, markers, pens, and notecards

Table tents with landmarks on each table

Role Cards

Binders with agendas

License plate at each chair

Decorative posters for Texas Star High School around the room

Power cords taped down and electricity for each table

Presenter know what schools are present to be ready for shout out

Presenter:

BEFORE STARTING: Have a timer on the screen to alert participants of the start time. You can Google online timers.

One we commonly use is online-stopwatch. The stopwatch can be minimized to fit on the screen while still displaying

the opening slide on the screen at the same time.

http://www.online-stopwatch.com/full-screen-stopwatch/

As people are walking in they fill out the license plate and favorite things about Texas. Have them placed on the tables

on top of the materials.

Materials:

Tables should be stocked and set up with a Texas license plate at each space for participants

Activity:

Music is playing and participants file in and begin to fill out the license plate information

Facilitators:

Circulate and assist participants in finding their team’s table and instruct them on filling out the license plates

Notes

CPE—Day 1

2

“Baby won’t you drive my car?”

Share your license plateShare at your table

Campus shout out!

TCDSS Team Introductions

Data Team Introductions

Coming Up Next…

Baby wont you drive my car

Presenter:

Play video

Notes

CPE—Day 1

3

“Baby won’t you drive my car?”

Share your license plateShare at your table

Campus shout out!

TCDSS Team Introductions

Data Team Introductions

Coming Up Next…

Our Purpose

Presenter:

First share out your license plate with your table mates (2-3 min)

I’d like to hear your favorite thing about Texas. Anyone want to share? Have a few share out!

Now… we’re going to have each table create a shout out or cheer. Hand gestures or choreography are encouraged. Ok

– we will give you a couple of min. to come up with your cheer.

When you hear your campus name, you will give us your shout out… go through each school presenting

Introduce selves - TCDSS and Data Team Introductions

Acknowledge their presence – It’s hard to be off campus and leave your work behind but you are here to support your

campus and support the growth of the school. Let them know that it is going to be a great three days and that the team

is excited to share the CPE with them!

Materials:

Binder

Activity:

Listening

Facilitators:

Available and listening

Notes

CPE—Day 1

Train campus teams to conduct and lead a Campus Planning Event for your campus.

Provide a process (with sample activities) for conducting a Campus Planning Event.

Provide technical support and materials.

Give you options and ideas!

Our Purpose

4

Coming Up Next…

Training Norms/Expectations

Presenter:

(Go through the list on the slide)

Today’s CPE training will leave you with everything you need to go back to your campus and put on our own CPE. You

get everything you see!! You can walk back on to your campus and be able to do the whole thing – just insert your cam-

pus name and data!! We have also included many additional materials and ideas so you can customize the training

specifically for your campus needs.

We will be giving many examples and stories from actual schools that have done this event…as we all share, write down

the ideas, capture these and take them back with you. Point out the note taking guide that will help them track ideas as

they hear them.

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

Train campus teams to conduct and lead a Campus Planning Event for your campus.

Provide a process (with sample activities) for conducting a Campus Planning Event.

Provide technical support and materials.

Give you options and ideas!

Our PurposeTraining Norms/Expectations

Fully participate for the entire 2 days.

Use white cards for your questions.

Limit side table conversations.

Use “Hand in the air” strategy for silence.

Set aside and silence all electronics.

5

Coming Up Next…

Cell Phone Video

Presenter:

Go through the norms on the slide

Add these points: Be present and enjoy yourself…have fun!

You can ask questions as we go but you can also write them down and put them in the star box at the front of the room

Assure them they will have plenty of time to talk and share and ask questions

NOTE: As you finish the last bullet, segue with this statement to the cell phone clip….

Go ahead and silence electronics now because you wouldn’t want this to happen to you…….

Materials:

Binder

Activity:

Listening

Facilitators:


One person holds up question box when prompted

Notes

CPE—Day 1

Training Norms/Expectations

Fully participate for the entire 2 days.

Use white cards for your questions.

Limit side table conversations.

Use “Hand in the air” strategy for silence.

Set aside and silence all electronics.

6

“Administrivia”

Room/building logistics

Notebooks and table materials

Table tents

Identities

Coming Up Next…

“Administrivia”

Presenter:

Play video clip

Notes

CPE—Day 1

7

“Administrivia”

Room/building logistics

Notebooks and table materials

Table tents

Identities

What’s with all Texas stuff?

For today…you are faculty members of Texas

Star High School

GO TEXAS STARS!!!!!!

Coming Up Next…

What’s with all this Texas stuff?

Presenter:

Restrooms, other important locations at the facility should be pointed out.

Materials basket:

White cards/basket for questions

Review other materials available for them

Texas table tent on table and as we work together as groups, this will be your group name - “who do we have here??”

ooh and ahh…. And really play up the Texas names. Introduce the different locations and landmarks of Texas that are

present.

Explain tabs and organization of notebook – Team building (TB, CNA, etc)

Identities - We want to celebrate and recognize the variety of staff that makes our schools successful. Distribute the

staff roles around your table – all identities should be chosen.

NOTE: you may want to joke about “other duties as assigned”

Have each “role” raise their hand when you call out their identity…”let me see who are our Librarians in the house!!!”

Everyone claps and cheers.

Notes

CPE—Day 1

8

What’s with all Texas stuff?

For today…you are faculty members of Texas

Star High School

GO TEXAS STARS!!!!!!

Texas Accountability Intervention

Systems

Coming Up Next…

TAIS Star

Presenter:

So…what is it with all of this Texas Star High School stuff????

Explain that we are using a mock school so we can go through the process of the CPE, but we will be examining individ-

ual school data as groups so we can be best prepared when you present this to your campus.

Once you learn the process when you take it back to your campus you can do the process with your data, your individual

theme and your activities.

The mascot of Texas Star HS is SUPERSTAR because we are all superstars!

CLICK to start the music and animation on the slide.

Materials:

Binder

Activity:

Listening

Facilitators:

Available and Listening

Notes

CPE—Day 1

9


Systems


Systems

Coming Up Next…

TAIS Structure

Presenter:

Texas is chosen as a theme to keep our focus on systems of support. The Texas school support systems categorizes

schools into increasing levels of assistance and interventions through identified school needs. This support is cradled

with TEA, TCDSS, and your local ESC.

Along with your district commitments and support, the 7 critical success factors are the key components of successful

schools.

Notes

CPE—Day 1

10


Systems

Coming Up Next…

Agenda

Presenter:

By being here today you are articulating your commitment to create accelerated, sustainable and systemic transfor-

mation on your campus. Sustainable transformation is the result of district commitments, district systems, and campus

institutionalization of the critical success factors. (point out CSFs on this chart ) – The campus planning event offers

opportunity for continuous improvement at your campus through the critical success factors and the improvement pro-

cess….

Now lets take a look at what our next two days will look like!

Notes

CPE—Day 1

Agenda

Day 1: Data and Needs

Data Disaggregation

Working with CPE Tool

Comprehensive Needs

Assessment

Team Building

Plan

11

Coming Up Next…

90’s Theme

Presenter:

Let’s go over the agenda for the next two days.

Have participants get out the agenda. Have them hold it up in the air.

GO over the features of the agenda for Day 1.

POINT OUT: Color coding of activities to highlight that it will NOT be “sit ’n’ get” all day.

Show that materials needed and activity description is included.

Also, we have provided a sample campus agenda in their materials since our agenda is for the TOT. Although it will be

very similar, it will be slightly different because it is an actual CPE event and not a training.

Any questions?

Before advancing to next slide: You’ll notice our theme is Texas Stars today…remember to have fun with whatever

theme you choose. Like these people…..CLICK

Materials:

Agenda

Activity:

Hold up agenda and then Listening

Facilitators:

Available and Listening

Make sure participants have agendas

Help answer question if presenter needs assistance

CPE—Day 1

Notes

Agenda

Day 1: Data and Needs

Data Disaggregation

Working with CPE Tool

Comprehensive Needs

Assessment

Team Building

Plan

12

Coming Up Next…

Luau Theme

Presenter:

Picture of 90’s theme

Notes

CPE—Day 1

13

Coming Up Next…

Agenda

Presenter:

Picture of luau theme

Whatever theme you choose – just go for it and make it BIG and BOLD! Take advantage of the opportunity to have fun!

Notes

CPE—Day 1

Agenda

Day 2: Needs and Plan

Adult Learning Strategies

Campus Improvement Planning

Conducting a Campus Planning Event at your campus

14

Coming Up Next…

Golfing Video Clip

Presenter:

Tomorrow we will focus on identifying needs of the school, the campus improvement plan and how to conduct a CPE on

your campus.

We will continue the theme of Texas stars so please feel free to join me in dressing to compliment our theme tomorrow!

Before the next slide: We know it’s hard to be away for 2 days and I’m sure nothing like this is happening back at

your campus.

CLICK to video

Materials:

Agenda

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

Agenda

Day 2: Needs and Plan

Adult Learning Strategies

Campus Improvement Planning

Conducting a Campus Planning Event at your campus

15


Brief Overview

Coming Up Next…

Campus Planning Overview

Presenter:

Play video

Notes

CPE—Day 1

16


Brief OverviewComing Up Next…

School Improvement Process

Presenter:

Introduce the overview portion of the training.

This section will give you the big picture of the CPE.

Notes

CPE—Day 1

Data Analysis

Needs Assessment

PlanImplement

and Monitor


17

Data Analysis

Needs Assessment

PlanImplement

and Monitor


Coming Up Next…


Presenter:

Part of the Texas Accountability Intervention System is the improvement process. Each of these components are an

integral piece of the improvement process. As you can see the process is an ongoing cycle of analyzing data, looking at

campus needs, planning to meet the needs of the campus, and then implementing and monitoring those plans and

then once again, looking at the data for impact.

Notes

CPE—Day 1

Data Analysis

Needs Assessment

PlanImplement

and Monitor


18

Data Analysis

Needs Assessment

PlanImplement

and Monitor

School Improvement Process Data Analysis

Needs Assessment

PlanImplement

and Monitor


What does this

model mean to

you?

Where are your

campus areas of

strength in this

model?

How effective is

your campus in

each of the

individual

processes?

What is the

biggest challenge

of this model for

your campus?

Coming Up Next…


Presenter:

CPE I is nested in data analysis, needs assessment and planning within the school improvement process. In addition to

these three key components of school success, the CPE incorporates team building across this process. The team

building piece is an essential piece of the CPE and is commonly the factor that makes this training such a different and

successful experience for schools.

NOTE: the team building is built in – working with table groups, reflection together, etc. Team building on its own has a

purpose and is good, but we think the best team building happens while working on the work together. The conversa-

tions and problem solving that happen during the work create a stronger team.

Notes

CPE—Day 1

19

Data Analysis

Needs Assessment

PlanImplement

and Monitor


Coming Up Next…

Expected Results & Outcomes

Presenter:

Presenter:

This is the school improvement process model. Take a couple of minutes to discuss this model with your group.

Share out

Notes

CPE—Day 1

Data Analysis

Needs Assessment

PlanImplement

and Monitor


What does this

model mean to

you?

Where are your

campus areas of

strength in this

model?

How effective is

your campus in

each of the

individual

processes?

What is the

biggest challenge

of this model for

your campus?

Expected Results and Outcomes

Improve student proficiency

Increase the number of campuses that make Adequate Yearly Progress (AYP)

Use data

– to inform decisions

– to create a system of continuous feedback and improvement

20


Requirements for Success

Four Key Components

– Data Disaggregation

– Campus Needs Assessment

– Campus Improvement Planning

– Team Building

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Coming Up Next…


Presenter:

Go over expected results and outcomes.

The schools that have done a CPE on their campus have seen dramatic improvements and some have even moved

to recognized.

NOTE: We routinely hear how the CPE has been the single most powerful campus event they have done. Many princi-

pals report that the CPE changed their campus culture and was the catalyst for improvement.

ASK: Has anyone in here done a CPE or SPA before that would like to share?

Materials:

Binder

Activity:

Listening

Facilitators:


If teams share out, run the microphone

Notes

CPE—Day 1

Expected Results and Outcomes

Improve student proficiency

Increase the number of campuses that make Adequate Yearly Progress (AYP)

Use data

– to inform decisions

– to create a system of continuous feedback and improvement

21



Four Key Components




– Team Building

Data Analysis

Needs Assessment

PlanImplement

and Monitor



Majority of Staff

Before 1st day of instruction

is preferred

Continue the CNA work

and data collection

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Coming Up Next…


Presenter:

Review the key points on the slide

Materials:

Binder

Activity:

Listening

Facilitators:



Notes

CPE—Day 1

22



Four Key Components




– Team Building

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Coming Up Next…

Campus Team

Presenter:

EMPHASIZE: Majority of staff piece is huge. The greater percentage you get, the more effective the event. Helps to take

personal responsibility as well as they are a part of the process instead of feeling like they are being told what to do.

Opening up to all staff is the power of this event!

Acknowledge the CNA work and the data collection that they have done leading up to the event.

NOTE: remind them that CNA is an ongoing PROCESS and not an EVENT

Materials:

Binder

Activity:

Listening

Facilitators:



Notes

CPE—Day 1



Majority of Staff

Before 1st day of instruction

is preferred

Continue the CNA work

and data collection

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Campus Team

Manage

Plan

Facilitate

23

Job-Embedded Professional

Development

Continued team building for the staff on the campus

Leadership development

Instructional strategies identified by the data disaggregation, needs assessment, and campus planning processes

Coming Up Next…

Job-Embedded PD

Presenter:

The purpose of the team here is not to have to put on the event by themselves. You are going to be the people that

manage, plan and facilitate the CPE event. You will tap into others talents and skills to organize the event.

POSSIBLE FIRST STEPS FOR THE TEAM:

Anticipatory ideas to get the campus excited about the CPE….. “the big event, save the date” etc….

Introducing the theme elements…..

Identifying additional team members to help plan the CPE

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

Campus Team

Manage

Plan

Facilitate

24

Job-Embedded Professional

Development

Continued team building for the staff on the campus

Leadership development

Instructional strategies identified by the data disaggregation, needs assessment, and campus planning processes

Technical Assistance

CPE Training for Campus Teams

Provide guidance in design of agendas for activities and

follow-up activities

Answer questions about CPE activities

Provide additional training and resources

Your local ESC or

Christine Kent

Texas Center for District and School Support

512-919-5493

[email protected]

Coming Up Next…


Presenter:

Just as the CNA is a process and not a one-time deal, the CPE should be ongoing after the initial CPE event. The

work can be continued through job-embedded PD.

Make connections with what's in the CPE – data, needs assessment

Use the data and conversations to help drive your professional development

And...the CPE can help build the leadership team and identify other potential campus leaders during the planning

process and implementation phase.

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

25


CPE Training for Campus Teams

Provide guidance in design of agendas for activities and

follow-up activities

Answer questions about CPE activities

Provide additional training and resources

Your local ESC or

Christine Kent

Texas Center for District and School Support

512-919-5493

[email protected]

TEA and CPE

Any questions about funding, compliance

should go to TEA.

Expenditures and Compliance

NCLB Office

512 463-9374

[email protected]

Coming Up Next…

TEA and CPE

Presenter:

TCDSS and your local service center will provide ongoing support and resources– you are not alone….

We’re only a phone call or email away!!!!

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

26

TEA and CPE

Any questions about funding, compliance

should go to TEA.

Expenditures and Compliance

NCLB Office

512 463-9374

[email protected]

Questions

Coming Up Next…

Questions

Presenter:

TCDSS is not a place to go for funding or compliance or other accountability issues. Those go straight to TEA.

TCDSS is a resource center for technical assistance and support.

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

27

Questions

Coming Up Next…

Visual Synectics

Presenter:

General questions? Anything so far?? We are about to get into the four areas in greater detail but want to check

in.

NOTE: When you are doing your CPE, you may need to work with your local service center or identify people at your cam-

pus who are experts with data to go through this section of the presentation.

Materials:

Agenda

Activity:

Listening

Facilitators:


Run the microphone if there are questions

Notes

CPE—Day 1

Data Analysis

Needs Assessment

PlanImplement

and Monitor


What does this

model mean to

you?

Where are your

campus areas of

strength in this

model?

How effective is

your campus in

each of the

individual

processes?

What is the

biggest challenge

of this model for

your campus?

28

Visual Synectics

“Working with data is like because .”

Coming Up Next…

Visual Synectics

Presenter:

General questions? Anything so far?? We are about to get into the four areas in greater detail but want to check

in.

NOTE: When you are doing your CPE, you may need to work with your local service center or identify people at your cam-

pus who are experts with data to go through this section of the presentation.

Materials:

Agenda

Activity:

Listening

Facilitators:


Run the microphone if there are questions

Notes

CPE—Day 1

Data Analysis

Needs Assessment

PlanImplement

and Monitor


What does this

model mean to

you?

Where are your

campus areas of

strength in this

model?

How effective is

your campus in

each of the

individual

processes?

What is the

biggest challenge

of this model for

your campus?

29

Visual Synectics

“Working with data is like because .”

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Coming Up Next…

Data Analysis

Presenter:

This activity also helps us think about data in a new way. Not everyone is a numbers person, so this will show you an

example of how to engage other learners in the conversations around data.

On your tables is an activity – visual cue cards in envelopes…… evenly distribute these pictures.

EXAMPLE: Give them an example of how to complete the phrase. Working with data is like [describe what you see in the

picture] because [then fill in with the connections].

EX: Working with data is like a box of chocolates because you never know what you’re going to get until you dig in.

Give them about 3-5 minutes to create some sentences with their pictures. Be prepared to share some of your crea-

tions.

After some time…Give a couple of minutes and share out….

Have them share out – this is another good example of how people learn differently. Some people just like to look at

the numbers other people need to look at the data in a different way – this activity connects to visual and imagination.

After everyone has shared, pull out Bernhardt graphic and discuss. DD1

Notes

CPE—Day 1

30

Data Analysis

Needs Assessment

PlanImplement

and Monitor

STAAR Overview

Coming Up Next…

STAAR Overview

Presenter:

In thinking about the school improvement process, the majority of our morning and part of our afternoon will focus on

data.

INTRODUCE: Now I’d like to hand it over to our data team so that we can begin looking at data disaggregation.

Notes

CPE—Day 1

31

STAAR Overview

Coming Up Next…

Performance Standards

Presenter:

We’re going to review the latest and greatest on STAAR Performance Standards and Accountability in 2013. So what

we’ll talk about is Performance Standards, State Accountability, AYP, and End of Course.

Notes

CPE—Day 1

DATA TEAM

Level IIIAdvanced Academic Performance

Accomplished Academic Performance*

Level IISatisfactory Academic Performance

Level IUnsatisfactory Academic Performance

Developing Academic Performance*

*For STAAR Alternate assessments

What are the STAAR 3-8 Performance Standards?

32

Level IIIAdvanced Academic

Performance

Level IISatisfactory Academic

Performance

Level IUnsatisfactory

Academic Performance

Prepared for Next Grade Level

Success in Next Grade/Course and Interventions

Critical Thinking and Applies Knowledge and Skills

Postsecondary Success – Algebra II and English III Performance

Well Prepared

High likelihood of success with little or no intervention

Demonstrates critical thinking and applies knowledge and skills in varied contexts –

familiar and unfamiliar

Well Prepared

Sufficiently Prepared

Reasonable likelihood of success, may need short-term, targeted

intervention

Generally demonstrates critical thinking and applies

knowledge and skills in familiar contexts


Inadequately Prepared

Unlikely to succeed, ongoing

intervention

Does not demonstrate a sufficient

understanding of knowledge and skills

Coming Up Next…

Levels

Presenter:

So for most of you, this will be a review. You know that there are 3 performance standards on STAAR. Level 1 is Unsat-

isfactory Academic Performance. Level II is that Satisfactory Academic Performance and Level 3 is that Advanced Aca-

demic Performance. It’s called Accomplished if we’re talking STAAR alternate. So when we talk about those 3 levels, we

talk about what do we look for when we distinguish or describe to define those three levels?

Notes

CPE—Day 1

DATA TEAM

Level IIIAdvanced Academic Performance

Accomplished Academic Performance*

Level IISatisfactory Academic Performance

Level IUnsatisfactory Academic Performance

Developing Academic Performance*

*For STAAR Alternate assessments

What are the STAAR 3-8 Performance Standards?

33

Coming Up Next…

Performance Standards 3-8th

Presenter:

Go through each column

TEA defines the levels as:

How prepared you are for the next grade level

Your success in the next grade/course level and if interventions are needed

Your critical thinking skills and how you apply knowledge and skills and

Post-secondary success in Algebra II and English III performance.

So what does that look like by grade level? You’ll notice the first descriptions that I’ve highlighted here for level III.

You’re well prepared for the next grade level. You have a high likelihood of success with little or no interventions. You

demonstrate critically thinking. You’re well prepared for postsecondary success.

(continue through Level II and Level I)

Notes

CPE—Day 1

DATA TEAM

Level IIIAdvanced Academic

Performance

Level IISatisfactory Academic

Performance

Level IUnsatisfactory

Academic Performance

Prepared for Next Grade Level

Success in Next Grade/Course and Interventions

Critical Thinking and Applies Knowledge and Skills

Postsecondary Success – Algebra II and English III Performance

Well Prepared

High likelihood of success with little or no intervention

Demonstrates critical thinking and applies knowledge and skills in varied contexts –

familiar and unfamiliar

Well Prepared


Reasonable likelihood of success, may need short-term, targeted

intervention

Generally demonstrates critical thinking and applies

knowledge and skills in familiar contexts


Inadequately Prepared

Unlikely to succeed, ongoing

intervention

Does not demonstrate a sufficient

understanding of knowledge and skills

3-8 Phase In Standards

34

Coming Up Next…

STAAR 3-8

Presenter:

Here are the 3-8 phase-in standards that TEA has just released. Note that the Spanish versions of Reading and Writing

have different standards when compared to the English versions. Also note that we are currently in year two of the

2012-13 phase-in. This fall, we will then move to 2014 standards.

Notes

CPE—Day 1

DATA TEAM

3-8 Phase In StandardsSTAAR 3-8

Level I Level II Level III

Passing Score

35

Coming Up Next…

Performance Standards

Presenter:

Review the performance levels again and CLICK to start the animations

Here’s a visual of the performance levels. So what TEA has done is set the passing score to be the floor of Level II. So

anything above Level II is passing. Anything below the passing score is not passing. So Level I would be not passing.

Notes

CPE—Day 1

DATA TEAM

STAAR 3-8


Passing Score

36

Coming Up Next…

Cumulative Scores

Presenter:

Review the table and then CLICK to activate the animations that highlight each phase-in level and content area

Let’s talk about the End-Of-Course (EOC) Phase-in standards. So 2012-13 phase-in standards are in the first color col-

umns, 2014-15 for the next, and the recommended standards for 2016 and Beyond in the last column. What you need

to know here is that when you begin content in 2012-13, you’re held to those phase-in standards for all 4 years of high

school. So if a student begins Algebra I this year in 2013, the student is held accountable to the 2012 – 2013 phase-in

standard for Algebra II and Geometry. Even if it takes the student till 2016 to pass.

Let’s walk through some examples.

Notes

CPE—Day 1

DATA TEAM

Cumulative Scores

• ≥ The number of EOCs X Passing Scale Score (Level II)

• A student must achieve a minimum score on an EOC assessment for the score to count toward his or her cumulative score

• Highest score on each EOC assessment within a content area will be used

37

Coming Up Next…

Passing vs. Minimum

Presenter:

Let’s talk cumulative scores. This is THE formula for success for our HS students. This needs to memorized. The num-

ber of EOC’s X the Passing Scale Scores (LEVEL II).

Highest score - it’s not the most recent test but it’s just the highest scoring test. We’ll look at some examples of that in

a bit but for now, lets talk about minimum vs. passing.

Notes

CPE—Day 1

DATA TEAM

Passing vs. Minimum


Minimum Score Passing Score

Cumulative Scores

• ≥ The number of EOCs X Passing Scale Score (Level II)

• A student must achieve a minimum score on an EOC assessment for the score to count toward his or her cumulative score

• Highest score on each EOC assessment within a content area will be used

38

Coming Up Next…

Cumulative Score EX

Presenter:

Review the graphic and then CLICK to activate the animations that highlight each level along with the Passing and Mini-

mum Score

Let’s talk about the difference between passing vs. minimum cause we’ve never had to talk about this before. We hear

the conversations and sometimes people use these interchangeably when they should not. When we talk about End-Of

-Course (EOC), TEA has set a minimum score that students would meet in order to not have to retest. It’s not passing

but students who meet the minimum are not required to retest. That is not the same as the passing score, which is set

at the floor of Level II.

Let’s run through an example.

Notes

CPE—Day 1

DATA TEAM

Passing vs. Minimum


Minimum Score Passing Score

3211

3654

3425

3500

Biology

Chemistry

Physics

Physics

Cumulative Score

Example 1

10579

Passing Score = 3500 Cumulative = 10500

39

Coming Up Next…

Cumulative Score EX

Presenter:

CLICK to display each subject test and corresponding score

Let’s run through two examples of how the cumulative score works. In this example:

Susie Q takes biology as a freshman and scores a 3654, just above Passing Score.

Susie Q takes Chemistry as a sophomore and scores a 3425.

Just above the Minimum score of 3348 for Chemistry, but below passing. She does not have to take the EOC again.

Susie Q takes Physics as a Junior and scores a 3211. Because the minimum score is 3348, Susie Q must retake the

EOC in Physics.

Susie Q retakes the Physics EOC the fall of her senior year, this time she scores a 3500. The LEA is required by law to

take the highest score on any given EOC for the Cumulative score. In this case the 3500 will be used in the calculation

Does Susie Q have a high enough cumulative score to graduate? YES!

Notes

CPE—Day 1

DATA TEAM

3211

3654

3425

3500

Biology

Chemistry

Physics

Physics

Cumulative Score

Example 1

10579

Passing Score = 3500 Cumulative = 10500

3375

3428

3581

3699Passing Score = 3500 Cumulative = 10500

Algebra I

Geometry

Algebra II

????

Cumulative Score

Example 2

10502

Geometry

10359

40

Coming Up Next…

EOC and Graduation

Presenter:

CLICK to display each subject test and corresponding score

Here is another example. Johnny takes Algebra I as a freshman and scores a 3428, slightly above the minimum score

of 3371. He does not have to retake the EOC for Algebra I.

Jonny takes Geometry as a sophomore and scores a 3581. Just slightly above the passing score of 3500.

He does not have to take the EOC again.

Jonny takes Algebra II as a Junior and scores a 3375 . Just above the Minimum score of 3350 but below passing. He

does not have to take the EOC again.

Does Johnny have a large enough cumulative score to graduate? NO But he is not required to retake any of the EOCs

because he met the minimum standard on each one. Johnny now has the choice of which EOC to retake in order to

bring his Cumulative score up enough to meet the graduation requirement.

Johnny chooses to retake.. Geometry. And this time he scores 3699! Putting his cumulative score at 10502. Johnny

has now meant the requirements necessary in Math content to graduate from HS! Could he have retested in Algebra I

or II, yes! But the idea here is that students can choose to retest for each test they choose.

Notes

CPE—Day 1

DATA TEAM

3375

3428

3581

3699Passing Score = 3500 Cumulative = 10500

Algebra I

Geometry

Algebra II

????

Cumulative Score

Example 2

10502

Geometry

10359

EOC and Graduation

• The number of EOCs a student must take to Graduate

• The Cumulative Score necessary in EACH Content

• Distinguished Academic Plan=Level III rating (In English III Reading & Writing AND Algebra II)

41

Coming Up Next…

2013 State Accountability

Presenter:

So what are the 3 key things to remember when talking EOCs and Graduation.

Read each bullet point.

Notes

CPE—Day 1

DATA TEAM

EOC and Graduation

• The number of EOCs a student must take to Graduate

• The Cumulative Score necessary in EACH Content

• Distinguished Academic Plan=Level III rating (In English III Reading & Writing AND Algebra II)


• State Accountability ratings will be assigned

August 8th, 2013 for districts and campuses

• Ratings based on a proposed index

framework

• Here’s what we know…

42

Coming Up Next…


Presenter:

Don’t forget that we will have state accountability ratings this year. Ratings will be assigned on August 8 th and will be

based on a index system that TEA is developing. Here is what we know about the index system.

Notes

CPE—Day 1

DATA TEAM


• State Accountability ratings will be assigned

August 8th, 2013 for districts and campuses

• Ratings based on a proposed index

framework

• Here’s what we know…


• Performance Index framework

– Four separate indexes

– Each measure within each index contributes points to

that specific index score.

– Score points/percentages for each of the four indexes

will be considered collectively to result in a single

campus or district rating.

– Resulting ratings reflect overall performance rather

than the weakest areas.

43

Coming Up Next…


Presenter:

Read each point.

The main point here is that each measure will contribute to a specific index score. This is different from the previous

system where every student group had to meet a certain cut point to achieve a rating.

Notes

CPE—Day 1

DATA TEAM


• Performance Index framework

– Four separate indexes

– Each measure within each index contributes points to

that specific index score.

– Score points/percentages for each of the four indexes

will be considered collectively to result in a single

campus or district rating.

– Resulting ratings reflect overall performance rather

than the weakest areas.


• Components

– Acceptable versus Unacceptable

– Distinction Designations – “Recognized or Exemplary”

– Distinction Designations for Top 25% Student Progress and

Closing Performance Gaps

– Distinction Designations for Academic Achievement (to be

developed by different appointed committee) – fine arts,

physical education, 21st Century Workforce, and second

language acquisition

44

Coming Up Next…

Accountability System

Presenter:

Read slide.

The other big idea is that the state accountability system will mirror the federal AYP system. We will no longer have 4

ratings (Unacceptable, Acceptable, Recognized, and Exemplary). Instead, we have ratings that are similar to AYP ratings

of met or did not met. Schools will receive either an Acceptable or Unacceptable rating and then can possibly receive a

Recognized or Exemplary designation for certain academic achievements.

Notes

CPE—Day 1

DATA TEAM


• Components

– Acceptable versus Unacceptable

– Distinction Designations – “Recognized or Exemplary”

– Distinction Designations for Top 25% Student Progress and

Closing Performance Gaps

– Distinction Designations for Academic Achievement (to be

developed by different appointed committee) – fine arts,

physical education, 21st Century Workforce, and second

language acquisition


Student Achievement

Index I

Student Progress

Index 2

Closing Performance

Gaps

Index 3

Postsecondary Readiness

Index 4

Who: The “All Student”

group only

What: Satisfactory

performance on Level II

Who: All 10 Student

Groups

What: Progress to Satisfactory or Advanced Level in

Reading and Math and Writing for EOC only

Who: Eco Dis and lowest two performing

groups from previous year

What: Credit for each percentage at

Satisfactory or Advanced (double)

Who: Eight student

groups

What: Combination of 1)

Advanced performance level and 2) Graduation

rates with Diploma Plans

45

Coming Up Next…

Performance Index

Presenter:

Each of the four proposed indexes are designed to focus on specific measures of student performance in order to pro-

vide a comprehensive overview of school performance based on multiple indicators of student success.

•Index 1 - Student Achievement: This index provides an overall summary of the school’s performance at the Level II (Satisfactory) performance

standard on the STAAR across all grade levels and subject areas tested.

•Index 2 - Student Progress: This index credits schools for demonstrating progress on the student growth measure that will be developed for the

STAAR assessments following the spring 2013 administration.

•Index 3 - Closing the Performance Gaps: This index focuses on the economically disadvantaged student group and the two lowest performing

race/ethnicity groups on the campus or district, recognizing performance gains that significantly close achievement gaps by the 2019-20

school year.

•Index 4 - Postsecondary Readiness: This index combines the following measures of postsecondary readiness: Level III (Advanced) performance

on STAAR, four-year and five-year high school graduation rates, and RHSP/AHSP program graduates.

Notes

CPE—Day 1

DATA TEAM


Student Achievement

Index I

Student Progress

Index 2

Closing Performance

Gaps

Index 3

Postsecondary Readiness

Index 4

Who: The “All Student”

group only

What: Satisfactory

performance on Level II

Who: All 10 Student

Groups

What: Progress to Satisfactory or Advanced Level in

Reading and Math and Writing for EOC only

Who: Eco Dis and lowest two performing

groups from previous year

What: Credit for each percentage at

Satisfactory or Advanced (double)

Who: Eight student

groups

What: Combination of 1)

Advanced performance level and 2) Graduation

rates with Diploma Plans

Overview of Proposed Performance Index Framework

46

Coming Up Next…

2014 Performance Index

Presenter:

Here is a more detailed look at the framework of the indexes. The STAAR Level III (Advanced) standard cannot be used

to determine state accountability ratings in 2013. Also, the student progress measure will not be available in time for

use in the 2013 accountability ratings. As a result, the 2013 ratings will be based on a limited number of indicators in

the following performance indexes:

Index 1: Student Achievement (including grade 11 TAKS)

Index 3: Closing Performance Gaps (performance at the Level II (Satisfactory) standard only)

Index 4: Postsecondary Readiness (graduation rates and high school diploma graduates only).

Notes

CPE—Day 1

DATA TEAM

Overview of Proposed Performance Index Framework

Overview of Proposed 2014 Performance Index Framework (Sample Campus)

47

Coming Up Next…

Data Disaggregation

Presenter:

To summarize, the idea is that with a performance index each measure contributes points to an index score. Districts

and campuses are required to meet one accountability target—the total index score. With a Performance Index, the re-

sulting rating reflects overall performance for the campus or district rather than the weakest performance of one stu-

dent group/subject area (former system).

Notes

CPE—Day 1

DATA TEAM

Overview of Proposed 2014 Performance Index Framework (Sample Campus)

2012 Adequate Yearly Progress

Performance Standards were 87%

ELA/Reading and 83% Math

Grades 3-8 were evaluated using STAAR

Results

High School were evaluated on TAKS results

for grade 10 (and STAAR ALT)

AYP Graduation Rate were evaluated on ALL

student groups

Data Disaggregation

48

Coming Up Next…

Bernhardt’s Measures of Data

Presenter:

Notes

CPE—Day 1

DATA TEAM

Data Disaggregation

Bernhardt’s Multiple Measures of Data

Perception

Demographics

School

Processes

Student Learning

49

Coming Up Next…

Data Disaggregation

Presenter:

Here’s what we are going to talk about, what data to look at how to look at it. This is Bernhardt’s one piece that’s very

famous and it’s the multiple measures approach to data.

Review the visual.

Notice that the circles intersect with each other. So there could be data pieces that are in more than one measure. So

lets look at each one.

Notes

CPE—Day 1

DATA TEAM

Bernhardt’s Multiple Measures of Data

Perception

Demographics

School

Processes

Student Learning

Data Disaggregation

Descriptive data about the school community

Examples: Enrollment, Ethnicity, Gender, Economic Status

Data that define processes in our school and classrooms

Examples: Campus Programs, Interventions, Etc

Demographics

School Processes

50

Coming Up Next…

Data Disaggregation

Presenter:

Demographics. Explains how the school is made up. This also includes things that are not typically thought of which can

be attendance, discipline. That’s all considered Demographics.

School Processes. Most difficult data piece for our campuses cause you cant get this from the state. This isn’t a state

report that comes out. You really need to gather this yourself. This is really the program evaluation piece of the campus.

This is also the piece that is also not readily done on the campus level, which is evaluating if the programs that the

campus implemented. Sometimes programs are grandfathered, “we do them cause we’ve always done them”, but no

one ever bothers to see if the program is targeting the kids that should be targeting and whether or not it’s effective.

That’s the school process piece.

Notes

CPE—Day 1

DATA TEAM

Data Disaggregation

Descriptive data about the school community

Examples: Enrollment, Ethnicity, Gender, Economic Status

Data that define processes in our school and classrooms

Examples: Campus Programs, Interventions, Etc

Demographics

School Processes

Data Disaggregation

Data that describe the results of instruction/teaching

Examples: Test Scores, Benchmarks, Course Grades

Data that describe how people feel about the school

Examples: Surveys, Interviews, Observation

Student Learning

Perceptions

50

Coming Up Next…

Data Disaggregation

Presenter:

Student Learning. This is data that describes the results of the instruction. This is the data that is the most looked at

and which TEA releases the most of. So it’s benchmarks, test scores, course grades……are all examples.

Perceptions –Odd ball of the data family. Because if you are collecting perception data, you do it usually not annually

and not to the degree you analyze student learning.

Notes

CPE—Day 1

DATA TEAM

Data Disaggregation

Data that describe the results of instruction/teaching

Examples: Test Scores, Benchmarks, Course Grades

Data that describe how people feel about the school

Examples: Surveys, Interviews, Observation

Student Learning

Perceptions

Data Disaggregation

• Replace hunches and hypotheses with facts

• Assess needs to target services

• Provide information to eliminate ineffective practices

• Continuously improve all aspects of the learning organization

AKA: Why are we doing this?

51

Coming Up Next…

IPO Activity

Presenter:

If were here, then obviously, we’re here to improve student success. This is where you must start, we need to know the

baseline of all the stakeholders of all the groups (students, parents, teachers, administrators). We must establish that

baseline to know where to target to make any changes.

Notes

CPE—Day 1

DATA TEAM

Data Disaggregation

• Replace hunches and hypotheses with facts

• Assess needs to target services

• Provide information to eliminate ineffective practices

• Continuously improve all aspects of the learning organization

AKA: Why are we doing this?

IPO Activity

data that are “givens” - typically beyond

our immediate control

data that describe the actions learning

organizations plan for and implement

data that describe the results of

learning organization processes

Input

Process

Outcome

52

Coming Up Next…

IPO Activity

Presenter:

Activity should take 20 minutes. Have participants share our their results when completed.

So now we have our IPO activity. So what this activity is, if you’ve haven't seen this, is that you have colorful strips of

paper at your table and there are three headers INPUT PROCESS and OUTCOME. This slide describes what each of the

data elements are categorized as.

Read slide.

You have a series of data elements at your table, so what you will do as a TABLE GROUP, not individually, is that you

pick up an element and then decide whether that is a INPUT, PROCESS, or an OUTCOME data type.

So converse with others and see what you think about each element and categorize all the elements you can.

Notes

CPE—Day 1

DATA TEAM

IPO Activity

data that are “givens” - typically beyond

our immediate control

data that describe the actions learning

organizations plan for and implement

data that describe the results of

learning organization processes

Input

Process

Outcome

53

Coming Up Next…

15 Minute Break

Presenter:

Do not show this slide until the participants have shared out their answers.

Review the “suggested” answers to finish the activity.

Notes

CPE—Day 1

DATA TEAM

15 Minute Break

BRK 415

54

Coming Up Next…

Demographics

Presenter:

Notes

CPE—Day 1

DATA TEAM

15 Minute Break

BRK 415

Demographics

55

Coming Up Next…

Demographic Data Reports

Presenter:

So now we will talk about the multiple measures more carefully. We will start with Demographics.

Notes

CPE—Day 1

DATA TEAM

Demographics


• PEIMS Reports AM 2

– Enrollment & Student Data: PRF5D044,

PRF5C044

– Attendance Data: PRF7C001, PRF7C010,

PRF7C057

– Discipline Data: PRF7C061, PRF7C062

• Analyze longitudinally by gathering these

reports for a minimum of the last 3 years.

56

Coming Up Next…

District Demographic Data

Presenter:

Read Slide

So the idea here is that you really need to look at data for three years, so what we provided here is one years worth of

data from a PEIMS report.

Materials:

AM 2

Notes

CPE—Day 1

DATA TEAM

District Demographic Data(Source: PEIMS Report PRF0D044 Disaggregation of PEIMS Student Data)


• PEIMS Reports AM 2

– Enrollment & Student Data: PRF5D044,

PRF5C044

– Attendance Data: PRF7C001, PRF7C010,

PRF7C057

– Discipline Data: PRF7C061, PRF7C062

• Analyze longitudinally by gathering these

reports for a minimum of the last 3 years.

57

Coming Up Next…

Campus Demographic Data

Presenter:

Questions to ask in looking at demographic data:

Materials:

DD—10

1.What is happening to Total Enrollment (increasing or decreasing)? What is the rate of growth (positive or negative)?

2.What does the district look like compared to the State?

3.What is happening with respect to diversity of students by ethnicity?

4.What about students who are Economically Disadvantaged or At-Risk of Dropping out of School?

5.What about students with special needs (LEP, G/T, Special Education)?

6.What about Career and Technical Education?

Notes

CPE—Day 1

DATA TEAM

District Demographic Data(Source: PEIMS Report PRF0D044 Disaggregation of PEIMS Student Data)

Campus Demographic Data(Source: PEIMS Report PRF0C044 Disaggregation of PEIMS Student Data)

58

Coming Up Next…

Campus Attendance Data

Presenter:


Materials:

DD—11

1.What is happening to Total Enrollment (increasing or decreasing)? What is the rate of growth (positive or

negative)?

2.What does the district look like compared to the State?



5.What about students with special needs (LEP, G/T, Special Education)?

6.What about Career and Technical Education?

Notes

CPE—Day 1

DATA TEAM

Campus Demographic Data(Source: PEIMS Report PRF0C044 Disaggregation of PEIMS Student Data)

Campus Attendance DataSource: PEIMS Report PRF7C057, Attendance Rates Comparison, Attendance Rate Column

59

Coming Up Next…

Campus Suspension Data

Presenter:


Materials:

DD—12

1.What is happening to Attendance (increasing or decreasing)? What is the rate of growth (positive or negative)?



Notes

CPE—Day 1

DATA TEAM

Campus Attendance DataSource: PEIMS Report PRF7C057, Attendance Rates Comparison, Attendance Rate Column

Campus Suspension DataSource: PEIMS Report PRF7C061, Student Disciplinary Action Summary, Action Codes 05, 06, 07

60

Coming Up Next…

Student Learning

Presenter:

Questions to ask in looking at Discipline data:

Materials:

DD—13

1.What is happening based on the action codes (increasing or decreasing)?

Notes

CPE—Day 1

DATA TEAM

Campus Suspension DataSource: PEIMS Report PRF7C061, Student Disciplinary Action Summary, Action Codes 05, 06, 07

Student Learning

61

Coming Up Next…

Student Learning Data

Presenter:

Continuing our look at the multiple measures, we’ll now move into student learning.

Notes

CPE—Day 1

DATA TEAM

Student Learning

• AYP Reports for District and Campus

– http://ritter.tea.state.tx.us/ayp/2011/index.html

• AEIS Reports for District and Campus

– http://ritter.tea.state.tx.us/perfreport/aeis/index.html

• Test scores, Benchmarks, and Course

Grades are also important measures of

student learning, and should be analyzed

regularly.

Student Learning Data Reports

62

Coming Up Next…

Federal AYP Overview

Presenter:

Here are reports that TEA produces that we will cover and that you will need for your own CPE.

Read slide.

Bullet 3 is not in our tool or on the slides, but it’s still an indicator participants should review.

Notes

CPE—Day 1

DATA TEAM

• AYP Reports for District and Campus

– http://ritter.tea.state.tx.us/ayp/2011/index.html

• AEIS Reports for District and Campus

– http://ritter.tea.state.tx.us/perfreport/aeis/index.html

• Test scores, Benchmarks, and Course

Grades are also important measures of

student learning, and should be analyzed

regularly.

Student Learning Data ReportsFederal Accountability

Overview

Adequate Yearly

Progress

63

Coming Up Next…

2012 AYP

Presenter:

We are going to have a quick review of the Federal Accountability System because it’s the only system that we currently

have that isn’t waiting on Commissioner approval. This is a brief overview of how the system works and what is evaluat-

ed for AYP.

Notes

CPE—Day 1

DATA TEAM

Federal Accountability

Overview

Adequate Yearly

Progress

37

2012 AYP: Standards & Targets

Reading/English Language Arts – Performance: 87% Proficiency Rate– Participation: 95% Rate

Mathematics – Performance: 83% Proficiency Rate– Participation: 95% Rate

Other Indicator– Secondary Schools:

75% Graduation Rate (for every student group)

– Elementary/Middle/Junior High Schools:

90% Attendance Rate (All Students only)

64

Coming Up Next…

2012 AYP: Proficiency Rate

Presenter:

Read slide.

Notes

CPE—Day 1

DATA TEAM

37

2012 AYP: Standards & Targets

Reading/English Language Arts – Performance: 87% Proficiency Rate– Participation: 95% Rate

Mathematics – Performance: 83% Proficiency Rate– Participation: 95% Rate

Other Indicator– Secondary Schools:

75% Graduation Rate (for every student group)

– Elementary/Middle/Junior High Schools:

90% Attendance Rate (All Students only)

38


AYP Proficiency Rate:

Students who Met the Passing Standard(subject to the 1% and 2% caps)

Total Number of Students Tested

Performance Rate is compared to the 2012 AYP

Targets of:

87% in Reading/English Language Arts and

83% in Mathematics

65

Coming Up Next…

2012 AYP: Graduation Rate

Presenter:

In order to meet the AYP performance component of the Reading/ELA and Mathematics indicators, all districts and

campuses must meet the performance standard for percent proficient or the performance improvement/safe harbor

provision for all students and each student group meeting minimum size requirements.

The Reading/ELA and Mathematics performance measures are defined as the percent of students counted as profi-

cient for AYP. The measure is calculated as the number of students counted as proficient (students who met the pass-

ing standard subject to federal caps) divided by the performance count of total students tested, by subject. All calcula-

tions are rounded to the nearest whole percent.

Notes

CPE—Day 1

DATA TEAM

38


AYP Proficiency Rate:

Students who Met the Passing Standard(subject to the 1% and 2% caps)

Total Number of Students Tested

Performance Rate is compared to the 2012 AYP

Targets of:

87% in Reading/English Language Arts and

83% in Mathematics

Other Indicator

Secondary Schools: Graduation Rate

Beginning with 2012 AYP, student groups will be evaluated. The minimum size requirement is the same as in past years:

50 / 10.0% / 200.

The graduation rate calculations include five alternatives for districts and campuses to meet the required goal and targets pending USDE approval:

– 4-year longitudinal Annual Graduation Rate Goal of 90.0%.

– 5-year longitudinal Annual Graduation Rate Target of 80.0%.


66

Coming Up Next…


Presenter:

Read slide.

Beginning in 2012, districts and campuses are required to meet the Graduation Rate standard for each student group

for the additional Other Indicator. In addition to all students, the student groups for which AYP Graduation Rate

measures are calculated are African American, Hispanic, White, economically disadvantaged, special education, and

LEP students.

The Graduation Rate is defined as the graduates component of the longitudinal completion as a percent of all four com-

ponents (graduates, continuers, GED recipients, dropouts) of the class of 2011.

Notes

CPE—Day 1

DATA TEAM

Other Indicator

Secondary Schools: Graduation Rate

Beginning with 2012 AYP, student groups will be evaluated. The minimum size requirement is the same as in past years:

50 / 10.0% / 200.

The graduation rate calculations include five alternatives for districts and campuses to meet the required goal and targets pending USDE approval:

– 4-year longitudinal Annual Graduation Rate Goal of 90.0%.

– 5-year longitudinal Annual Graduation Rate Target of 80.0%.

2012 AYP: Graduation Rate 4-year Annual Graduation Rate Target of 75.0%

4-year Graduation Rate Alternatives:

o Safe Harbor Target

A 10.0 percent decrease in difference between the

prior year 4-year Graduation Rate and the 90.0

percent statewide goal

o Improvement Target

A 1.0 percent increase from the prior year 4-year

Graduation Rate

2012 AYP: Graduation Rate Alternatives

67

Coming Up Next…

Reading an AYP Report

Presenter:

Read slide.

For districts and campuses not meeting the four-year Graduation Rate goal, target, or safe harbor target, the AYP crite-

ria for Graduation Rate is met if there is a 1.0 percent improvement from the prior year on the four-year Graduation

Rate.

Notes

CPE—Day 1

DATA TEAM

4-year Annual Graduation Rate Target of 75.0%

4-year Graduation Rate Alternatives:

o Safe Harbor Target

A 10.0 percent decrease in difference between the

prior year 4-year Graduation Rate and the 90.0

percent statewide goal

o Improvement Target

A 1.0 percent increase from the prior year 4-year

Graduation Rate

2012 AYP: Graduation Rate AlternativesReading an AYP Report

68

Coming Up Next…


Presenter:

Now that we’ve reviewed the federal AYP requirements, I’ll review how to review your campus and district performance

by interpreting an AYP report.

At this point, you will review how to pull a AYP report from TEA’s webpage at: http://ritter.tea.state.tx.us/ayp/2012/

index.html

Materials:

DD—23

Notes

CPE—Day 1

DATA TEAM


69

Coming Up Next…


Presenter:

Review Met Standard, Number Tested, and Percent Met Standard for Reading/ELA.

Notes

CPE—Day 1

DATA TEAM

70

Coming Up Next…


Presenter:

Review Met Standard, Number Tested, and Percent Met Standard for Mathematics.

Notes

CPE—Day 1

DATA TEAM

71

Coming Up Next…


Presenter:

Review Number Participating, Total Students, and Participation Rate for Reading/ELA and Mathematics.

Notes

CPE—Day 1

DATA TEAM

72

Coming Up Next…


Presenter:

Review Graduation Rate, Graduates, and Number in Class.

Notes

CPE—Day 1

DATA TEAM

73

Coming Up Next…

Lunch

Presenter:

At the end of the AYP Data Table is a small explanatory table that shows AYP performance across all measures. Sym-

bols are displayed for each measure to indicate AYP results.

Notes

CPE—Day 1

DATA TEAM

Lunch

Data Analysis

Needs Assessment

PlanImplement

and Monitor

74

Lunch

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Coming Up Next…

Medicine Wheel

Presenter:

Explain and remind them that using Title 1 funds requires a working lunch. They can get their food and begin eating and

you will have an activity.

Place a timer on the screen so participants can see how much time they have before the lunch activity.

Facilitators:

Hang animal posters in the four corners of the room to prepare for working lunch activity (Deer, Buffalo, Bear, Eagle)

Review questions in the question box and be prepared to answer and share after lunch

Notes

CPE—Day 1

TB 2-6

75

Coming Up Next…

Eagle

Presenter:

The lunch activity is designed to identify working styles and personality styles so that teams can work together more

effectively. The medicine wheel is based on Native American tradition and is similar to True Colors.

How many of you have done True Colors…ask for a show of hands.

The great thing about the medicine wheel is, unlike True Colors, it is FREE!!!!

First we're going to look at the different animal characteristics. You have a handouts TB 2-6

As we go through the characteristics of each animal, place a check mark next to the trait if it sounds like you. Don’t pick

the ones you would LIKE to be but the way you actually are.

Questions?

Let’s get started with our first animal.

Materials:

Binder/TB 2-6

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

TB 2-6

76

Coming Up Next…

Eagle

Presenter:

Eagle!

You’ll notice the orange dot at the lower right hand side of your screen. This indicates the True Colors color that

would correspond to this animal.

So, let’s look at the characteristics of the Eagle.

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

77

Coming Up Next…

Deer

Presenter:

Go through the traits and remind them to check off the ones that apply. TB-3

ANTIDOTES TO ADD:

Risk taker: they will ask “Why not?” Let’s just try this and go for it!

Creative. : they love art and music and think differently about problems. Again...they will ask WHY NOT??? Instead of

thinking of boundaries or barriers.

Visual kinesthetic: they will tune out words. They need to see it and interact with things. They could be seen as seeming

to be a little ADHD at times.

Charming: they are funny and often very witty. They like to play and be a ham

Impulsive: they will get ideas quickly and want to act right away. They get very excited and have trouble pausing

Materials:

Binder/TB-3

Activity:

Listening and marking traits on their handout

Facilitators:


Notes

CPE—Day 1

78

Coming Up Next…

Deer

Presenter:

Now let’s talk about the deer...or the color blue from True Colors

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

79

Coming Up Next…

Bear

Presenter:

GO through the traits and remind them to check off the ones that apply. TB-3

ANTIDOTES TO ADD:

Concerned with Morale: they will ask “Why?” because they want to understand to be sure everyone’s ideas and needs

are met and considered for fairness.

Caretaker: these are the people that bring the snacks to your meetings. They think about all of the needs of the group.

We LOVE deer for this reason.

Mediator: IF someone has not been heard or is being quiet they will check-in with that person or makes sure everyone’s

opinions are heard.

Cooperation: conflict will shut down a deer. They don’t like it one bit.

Need to feel special: They are sensitive and in touch with emotions. They need to feel like people care about them and

their contributions to the group.

Materials:

Binder/TB-3

Activity:


Facilitators:


Notes

CPE—Day 1

80

Coming Up Next…

Bear

Presenter:

Now let’s talk about our Bear…or the color Green.

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

81

Coming Up Next…

Buffalo

Presenter:


ANTIDOTES TO ADD:

Intellectual: they are in their heads thinking thinking thinking all the time. The Bear asks “How?”

Can never know enough: They need to research and find out everything they can about something so that they can pro-

cess information. This drives Eagles CRAZY because they are wanting to just DO IT, and the bear is wanting to go slow

and study and think.

Calm cool collected: Can appear stand-offish, but it’s really just them in their mind processing. Deer can take Bears the

wrong way and get their feelings hurt when it’s really just different styles.

Need private time: May be really quiet in meetings, but they need alone time to think through and come to their own

conclusions any ideas about work. They do better if you give them the agenda ahead of time so they can think before

the meeting and contribute.

Perfectionists: Sometimes it’s hard to get a bear to move on because they want to be perfect. This also drives Eagles

crazy.

Materials:

Binder/TB-3

Activity:


Facilitators:


CPE—Day 1

Notes

82

Coming Up Next…

Buffalo

Presenter:

Now let’s look at the Buffalo...or Gold for True Colors.

Materials:

Binder

Activity:

Listening

Facilitators:


Notes

CPE—Day 1

83

Coming Up Next…

Team Profile

Presenter:


ANTIDOTES TO ADD:

Predictable and Precise: They LOVE traditions and procedures. They will ask “What?” There is a way to do things ac-

cording to the Buffalo. The right way is usually the Buffalo way. Also, there is an agenda for meetings and it SHOULD

be followed.

So…Difficulty Delegating: Variations and loose directions make Buffalo nervous. They want to have more control over

the outcomes so that they can ensure it’s done the right way…which we have established is the Buffalo way. J

Task oriented: They make lists and check things off the list. They will get their work done. They’ve got it covered!!!! They

are very much about GET IT DONE!!! Thinking Bears are frustrating because they waste time to a Buffalo.

Like the status quo: Routines are comforting and predictable. Buffalo like that. Eagles soaring around with visionary

ideas make Buffalos crazy.

Deer can also be difficult for a Buffalo because the Deer can get groups off of the scheduled agenda or tasks be-

cause they may stop to check in on people make sure everyone is content.

But we love that we can depend on Buffalos. They are trustworthy.

Materials:

Binder/TB-3

Activity:


Facilitators:


CPE—Day 1

Notes

Team Profile

Team Member’s Name:

LeeTeam Member’s Name:

BF D BR E

TB 6

84

Coming Up Next…

Team Profile

Presenter:

Before we move on, count up the number you have for each animal and determine which animal is most like you and

which one is least like you. PAUSE

Now. Turn to TB-6

On this sheet, write your name like you see on the screen and put the animal that is most like you first and rank them

1,2,3,4 and fill out the chart.

Pause for (3 min) so they can complete the activity.

Now, using the colored dots or markers, fill in the profiles of each team member. (Give them 3-5 Min) Have the team

use ONE SHEET for the team profile so that it can be hung up by their table.

When they are done, have them hang the team profile sheet.

Debrief with your team. ASK THESE QUESTION:

What have you learned about working with other team members?

What compromise will need to take place on your part?

What needs to be clear in the group norms?

Notes

CPE—Day 1

Team Profile



BF D BR E

TB 15

Team Profile



BF D BR E

TB 6 Team Profile



BF D BR E

TB 6

85

Four Corners

Coming Up Next…

Four Corners

Materials:

Binder/TB-6

Tape

Activity:

Participants will determine which animal is most like them and which one is least and mark it on the Team Profile

sheet. Ranking the animals 1,2,3,4.

1 being most like them and 4 being least.

After individuals finish, the team chairs with each other their rankings and marks it on their sheet.

Facilitators:

Circulate and answer questions. Help with markers or colored dots.

Once teams have finished the team profile sheet, provide tape to hang them by their tables.

Notes

CPE—Day 1

Team Profile



BF D BR E

TB 15Team Profile



BF D BR E

TB 6

86

Four Corners

Coming Up Next…

Four Corners

Presenter:

Now we’re going to look a little deeper into working with each other now that you know the different personalities.

You can see the four animals have each been given a corner of the room. POINT AT THE POSTERS AROUND THE

ROOM

When I say GO, you’re going to get up and go stand in the corner of the room for the animal that is MOST like you.

GO!

Play music as they move.

Gather their attention using the hand signal.

I’d like for you to discuss the following questions with your group. Be prepared to share out!

CLICK to next slide.

Materials:

None

Activity:

Participants will go to the corner of the room designated for the animal that is MOST like them

Facilitators:

Float and listen to discussion

Be available for questions

Run the microphone during the share out if needed

CPE—Day 1

Notes

1. What are the strengths of your animal?

(4 strengths)

2. What are the limitations of your animal?

(4 limitations)

3. What animal might be the most challenging

to work with? Why?

4. What would you like your colleagues to

know about you so that you can work

together more effectively?

87

Questions?

Coming Up Next…

Questions

Presenter:

Give them about 5 min to discuss. Then remind them that they need to have discussed all of the topics and be ready to

share out.

Wait 2-3 more minutes.

Now let’s go around and hear from the different group. Walk to one of the groups and have them share what they

talked about for each question.

Go around the room until each group has had a chance to share.

NOTE: Have fun with this part since they will tend to tease each other about their limitations and what bothers them

about the other animals. Keep it light while being informative.

Materials:

None

Activity:

Participants will go to the corner of the room designated for the animal that is MOST like them

Facilitators:

Float and listen to discussions

Be available for questions

Run the microphone during the share out if needed

CPE—Day 1

Notes

1. What are the strengths of your animal?

(4 strengths)

2. What are the limitations of your animal?

(4 limitations)

3. What animal might be the most challenging

to work with? Why?

4. What would you like your colleagues to

know about you so that you can work

together more effectively?

88

Questions? CPE Tool

Coming Up Next…

CPE Tool

Materials:

White cards from the question box

Activity:

Listening asking follow up questions

Facilitators:

Help presenter answer questions submitted and any additional questions that arise during the Q and A

CPE—Day 1

Notes

89

CPE Tool

CPE Tool Data Entry

Using the CPE Tool

– Entering data

– Using reports and creating a visual tool

– Beginning to make observations

– Team Building Activity: Brainstorm and Pass

Coming Up Next…

CPE Tool Data Entry

Presenter:

CPE—Day 1

DATA TEAM

Notes

90

CPE Tool Data Entry

Using the CPE Tool

– Entering data

– Using reports and creating a visual tool

– Beginning to make observations

– Team Building Activity: Brainstorm and Pass

Perception

Coming Up Next…

Perception

Presenter:

Go over the tabs in the data tool worksheet.

•Reference and Instructions tab - and it’s an overview of Bernhardts work.

•Demographics tab - Textboxes houses participants observations. i.e. “enrollment is decreasing. Afr. Am is decreasing.”

•Teacher tab – no work done in the tab during the session. Can use back at their campus.

•Reading and Math tabs – Contains cells where participants can enter their AYP results. A red triangle means that there is a note attached to the

cell. Demo for participants that entering data can change the bars on the adjacent graph.

•Grad Rate tab – Graduation rate data that participants can enter from their AYP results.

CPE—Day 1

DATA TEAM

Notes

91

Perception

Perception Data

Do you believe that all

students can graduate

from high school?

Perception Data

Presenter:

Getting back to our look at the multiple measures, we’ll now move into perception.

CPE—Day 1

DATA TEAM

Notes

92

Perception Data

Do you believe that all

students can graduate

from high school?

Perception Data

Teachers and administrators on this campus expect our students to graduate from high school

81

100

Teachers

Students

Coming Up Next…

Perception Data

Presenter:

Ask the question and then have participants talk amongst yourselves.

Hopefully everyone says “yes”.

CPE—Day 1

DATA TEAM

Notes

93

Perception Data

Teachers and administrators on this campus expect our students to graduate from high school

81

100

Teachers

Students

Coming Up Next…

Perception Data

Presenter:

We’ve given this survey piece to a real school (this is a real result) we’ve never had all the teachers say yes. In this

case, we’ve had about 81% or so say yes while all the students we’ve asked say that yes 100% all students can gradu-

ate from HS. This example is fairly typical.

The administrators are always surprised by this because an administrator thinks that everyone of his faculty and staff

would be on the same page at 100%. But we rarely have 100% back as an answer.

This is very telling because this is where the teachers and the staff are actually at, where they don’t all feel like 100% of

kids can graduate because “we’re at the HS level and there are too many factors to deal with and I can only control

50% or so on”. This is really a good starting place for your CPE team or for an administrator who wants to improve grad-

uation rate or wants to improve instruction at school. You wouldn’t know this unless you’re starting with the perception

data piece.

CPE—Day 1

DATA TEAM

Notes

Perception Data

If we want to change behaviors (and we

probably do, assuming we want to bring

about change) we will, in all likelihood, have

to change perceptions

94

Perception Data

How do we gather perception data?– Interviews (face-to-face)

– Telephone Interviews (person-to-person)

– Paper Questionnaires (mailed or distributed)

– Electronic Questionnaires (web-based)• Survey Monkey (free version available)

• Google Forms (free)

• Zoomerang

– Focus Groups

Coming Up Next…

Perception Data

Presenter:

Simple truth.

CPE—Day 1

Notes

Perception Data

If we want to change behaviors (and we

probably do, assuming we want to bring

about change) we will, in all likelihood, have

to change perceptions

DATA TEAM

95

Perception Data

How do we gather perception data?– Interviews (face-to-face)

– Telephone Interviews (person-to-person)

– Paper Questionnaires (mailed or distributed)

– Electronic Questionnaires (web-based)• Survey Monkey (free version available)

• Google Forms (free)

• Zoomerang

– Focus Groups

Perception Reality

Perception Data

Coming Up Next…

Perception Data

Presenter:

Open up sample survey monkey questionnaire from surveymonkey.com

CPE—Day 1

DATA TEAM

Notes

96

Perception Reality

Perception Data

School Process

Coming Up Next…

School Process

Presenter:

Just remember, with dealing with these data, we may start with thinking that everything is nice and ros y, when in fact

with reality…

CPE—Day 1

Notes

DATA TEAM

97

School Process

School Process Data

School Processes are the only measure of the

four that we actually have control over.

• We can only control a portion of the student

learning results through the processes we

implement.

• If different results are desired, then we must

change our processes.

Data Analysis for Continuous School Improvement, Bernhardt, 2004

Coming Up Next…

School Process Data

Presenter:

Our last piece of the multiple measures is school process. As I said earlier, this part is really hard for schools to gath-

er, because this not a data report that is generated from TEA, but it is something that schools have the most control

over.

CPE—Day 1

DATA TEAM

Notes

98

School Process Data

School Processes are the only measure of the

four that we actually have control over.

• We can only control a portion of the student

learning results through the processes we

implement.

• If different results are desired, then we must

change our processes.

Data Analysis for Continuous School Improvement, Bernhardt, 2004

School Process Data

How do we evaluate our school processes?

• Refer to the other measures of data:

– Demographics – number of discipline referrals,

number of students by background in Special

Education or AP classes.

– Perceptions – questionnaires that survey

teacher, student, administrator, and parent

perceptions of processes.

– Student Learning – classroom assessments,

student grades, TAKS scores.

Coming Up Next…

School Process Data

Presenter:

Read Slide.

CPE—Day 1

DATA TEAM

Notes

99

School Process Data

How do we evaluate our school processes?

• Refer to the other measures of data:

– Demographics – number of discipline referrals,

number of students by background in Special

Education or AP classes.

– Perceptions – questionnaires that survey

teacher, student, administrator, and parent

perceptions of processes.

– Student Learning – classroom assessments,

student grades, TAKS scores.

School Process Data

Coming Up Next…

School Process Data

Presenter:

So here are some options on how to evaluate our school process data, we can refer to other data measures and use

them, kind of like the intersection of Bernhardts bubbles. Some elements intersect with others.

So for example we can use demographics as a way to evaluate our school processes like the number of discipline refer-

rals. We could evaluate our discipline system if there is one in the school.

The perception piece, some of those items will cover school process data.

Student learning would be class assessments, grades, TAKS scores. That could also be some of the after school tutori-

als that we are doing on our campus.

CPE—Day 1

DATA TEAM

Notes

100

School Process Data15 Minute Break

BRK 4 15

Coming Up Next…

15 Minute Break

Presenter:

So aside from using those other data pieces, the big piece here is program evaluation. And that’s looking at our exist-

ing programs, or those grandfathered programs like the Saturday tutorials and making sure that it’s still targeting

those students that need assistance and that it is getting the desired results.

CPE—Day 1

DATA TEAM

Notes

101

Coming Up Next…

Beyonce

Presenter:

Announce 15 minute break…

CLICK to video

CPE—Day 1

Notes

15 Minute Break

BRK 415

102

Coming Up Next…


Presenter:

Play video

CPE—Day 1

Notes

Data Analysis

Needs Assessment

PlanImplement

and Monitor


103

Coming Up Next…

CNA

Presenter:

Part of the Texas Accountability Intervention System is the improvement process. Each of these components are an

integral piece of the improvement process. At this time, we will look at the comprehensive needs assessment.

CPE—Day 1

Notes

Data Analysis

Needs Assessment

PlanImplement

and Monitor


Comprehensive Needs Assessment

104



What is a Comprehensive Needs Assessment (CNA)?

– A systematic, structured effort to develop an accurate and thorough understanding of the needs of a school community

– A process by which a campus identifies strengths and weaknesses– and specifies priorities

– An integral part of the planning process (the CNA provides the database from which the campus develops its vision of the future)

(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October 1998)

Coming Up Next…

CNA

Presenter:

You’ve already been doing a lot of work towards the Comprehensive Needs Assessment (CNA). But a CNA is a process

NOT an event or singular activity. It continues over time and is ongoing.

The needs assessment is taking the data to the deepest part. We tend to skip this step and make assumptions. Most

educators are really good at identifying problems, but we often jump to solutions BEFORE we really understand all of

the root causes of a problem.

EX: Our Math scores are low…..jump to…let’s increase math tutors and support.

But maybe the problem was around vocabulary and reading directions or word problems. Maybe we really need to

focus on reading and academic vocabulary. If you jump too quickly, you can miss the real cause of a problem and

then waste your time solving the wrong thing.

So at this point we want to dialogue and reflect on the data to see what it is really telling us. So let’s talk about what a

real comprehensive needs assessment includes…..

Materials:

Binder

Activity:

Listening

Facilitators:


CPE—Day 1

Notes

105


What is a Comprehensive Needs Assessment (CNA)?

– A systematic, structured effort to develop an accurate and thorough understanding of the needs of a school community

– A process by which a campus identifies strengths and weaknesses– and specifies priorities

– An integral part of the planning process (the CNA provides the database from which the campus develops its vision of the future)

(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October 1998)


What does a CNA produce?

– Conducting a comprehensive needs assessment

means getting the full “breadth of information for

depth of understanding”

– A CNA provides a focus for school staff to work to

improve student achievement

(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October

1998)

Coming Up Next…

CNA

Presenter:

Apologize for the wordiness of the slide, but explain that this is so the team knows what to cover here. They may want to

adjust the look of the presentation when working on their own CPE. We did not want to use only a few words and imag-

es and have the key points be lost.

Go through the slide and emphasize the bolded points.

Emphasize that it looks at strengths and weaknesses.

EX: There was a school with very low math scores, but excellent science scores. Focused on their strengths and

realized the science class was almost all lab and hands-on learning. So, they applied what they learned to the Math

classes (more manipulatives and active learning) and their scores increased.

Materials:

Binder

Activity:

Listening

Facilitators:


CPE—Day 1

Notes

106


What does a CNA produce?

– Conducting a comprehensive needs assessment

means getting the full “breadth of information for

depth of understanding”

– A CNA provides a focus for school staff to work to

improve student achievement

(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October

1998)


Why conduct a CNA?

– Data have no meaning• Data measures are simply numbers on a page

• Individuals and groups construct meaning from data by

organizing, analyzing and interpreting data

– Understanding should precede planning• In looking at data, individuals and groups frequently rush to

conclusions

• They tend to assign causality and determine solutions without a

clear understanding of the “problem”

(Data-Driven Dialogue: A Faciliator’s Guide to Collaborative Inquiry, 2003, Wellman and Lipton, p. xi)

Coming Up Next…

CNA

Presenter:

Emphasize that it helps you provide a real focus based on data AND a deeper understanding of the underlying issues.

It goes beyond surface assumptions.

Materials:

Binder

Activity:

Listening

Facilitators:


CPE—Day 1

Notes

107


Why conduct a CNA?

– Data have no meaning• Data measures are simply numbers on a page

• Individuals and groups construct meaning from data by

organizing, analyzing and interpreting data

– Understanding should precede planning• In looking at data, individuals and groups frequently rush to

conclusions

• They tend to assign causality and determine solutions without a

clear understanding of the “problem”

(Data-Driven Dialogue: A Faciliator’s Guide to Collaborative Inquiry, 2003, Wellman and Lipton, p. xi)


Keys to an effective CNA:

– Sufficient time

– Sufficient data

– Sufficient study . . . DIALOGUE

It is a process that requires time,

reflection and discussion

Coming Up Next…

CNA

Presenter:

Not just because it is required…but why is it required. Why go through this long and ongoing process?

Data has no meaning. If I ask you the importance of the number 83, what would you say?

Well last year that had A LOT of meaning for Math. Does it this year? No…we’re now going for 92. Numbers alone

have no meaning.

It’s people, conversations, beliefs, assumptions and other factors that create meaning. The CNA helps you decipher

the meaning of the numbers.

Because…we know that we have to truly understand the meaning BEFORE we plan. Otherwise you’re just guessing

and throwing random darts at a problem and hoping they stick.

Materials:

Binder

Activity:

Listening

Facilitators:


CPE—Day 1

Notes

108


Keys to an effective CNA:

– Sufficient time

– Sufficient data

– Sufficient study . . . DIALOGUE

It is a process that requires time,

reflection and discussion

The Process of a Comprehensive

Needs Assessment

Clarifying the Vision

Create a School Profile

Determine Data Collection Methods

Collecting Data and Summarizing Evidence

Analyze Program Needs and Set Goals

Coming Up Next…

Process of CNA

Presenter:

It takes time….and a process:

ACTIVITY IDEA: One activity you can do with staff is to identify a problem, Have them list 20 possible reasons for

the problem. The first 10-12 are often outside reasons (things out of people’s control) such as..the parents aren’t

involved, the students aren’t motivated...etc.

When you get to the last 13-20, people start to identify things that they might be doing to contribute. Well, I tend to

go over homework material at the end of class when they are not as alert and I rush through it OR the expected

behavior in the cafeteria has never clearly been communicated or modeled to students.

Materials:

Binder

Activity:

Listening

Facilitators:


CPE—Day 1

Notes

109

The Process of a Comprehensive

Needs Assessment


Create a School Profile

Determine Data Collection Methods

Collecting Data and Summarizing Evidence

Analyze Program Needs and Set Goals


Mission statement-start with questions

– “After we implement the new program, how will

our school be different and improved for

students?”

– “How will we know we’ve been successful?”

Setting a goal rather than an agenda

– What do we want to accomplish?

– NOT …..“How are we getting there?”

Coming Up Next…


Presenter:

So this is the piece of the event that you have begun, but now you can go back and dig even deeper with more peo-

ple involved in the dialogue

All of the work that goes into the needs assessment will avoid so many frustrations. As you apply for money, grants,

etc, and you can tie it into your needs assessment you can always justify your needs.

A good CNA will also help to keep focus on the campus. These are the steps and I am going into detail about them

but you can always reference the Dept. of Ed website or the resources in your binder in the CNA tab. I would en-

courage you to go to this and see the information here. There is also an article in your CNA tab in your binder.

Materials:

Binder

Activity:

Listening

Facilitators:


CPE—Day 1

Notes

110


Mission statement-start with questions

– “After we implement the new program, how will

our school be different and improved for

students?”

– “How will we know we’ve been successful?”

Setting a goal rather than an agenda

– What do we want to accomplish?

– NOT …..“How are we getting there?”

Coming Up Next…

Scrat Video

Presenter:

What’s the difference in a mission and a vision? Ask for people to share out.

Possible responses:

Mission is the purpose of the work, why we do the work

Vision: how we want to be, what we think is possible

What you want your campus to be……. Part of that is having a clear mission and purpose. People need to know

WHY THEY ARE WORKING SO HARD.

ASK: Who knows their campus mission statement? (There will most likely not be anyone who knows it.) If no one

knows it, how is this unifying and creating clear common goals?

The mission statement should be aligned with your vision. You have to know where you are trying to go if you want

to get there. This next slide is a good example of a clear mission and purpose. As work gets difficult if our mission

is not clear we may lose track and not work as hard……

CLICK: to Scrat clip:

NOTE: It has a long quiet intro (about 5 sec.), so you can click a little before and talk through the opening to set up the

clip

Materials:

Binder

Activity:

Listening, sharing out ideas about mission and vision

Facilitators:

Available and listening, run the microphone

CPE—Day 1

111

Creating a School Profile

Establish focus areas for questions– Student Achievement

– Curriculum and Instruction

– Professional Development

– Family and Community Involvement

– School Context and Organization

Create a descriptive picture of the school– Base the profile on data

– Use charts and table format

– Present it in an easily understood manner

Coming Up Next…


Presenter:

AFTER THE VIDEO– he was so clear on his mission and purpose that even when obstacles were in the way he was

able to keep his vision because he knew what he wanted.

You need your teachers, staff, and parents to be THAT CLEAR so that obstacles do not prevent you from moving

forward. Everyone needs to understand what you’re working towards.

CPE—Day 1

Notes

112


Establish focus areas for questions– Student Achievement

– Curriculum and Instruction

– Professional Development

– Family and Community Involvement

– School Context and Organization

Create a descriptive picture of the school– Base the profile on data

– Use charts and table format

– Present it in an easily understood manner

Coming Up Next…


Presenter:

Focus areas are what keeps you on track to achieve your vision and to meet your goals and fulfill your mission.

Your needs assessment will help you identify what the focus areas need to be.

The focus areas then help you create a description of the work. What are you targeting this year based on your

needs assessment and mission?

Let’s look at a graphic to help explain this. CLICK

Materials:

Binder

Activity:

Listening

Facilitators:


CPE—Day 1

Notes


Vision

Focus Area

Specific Activities

Focus Area

Specific Activities

Focus Area

Specific Activities

Mission/Purpose

113


Vision

Focus Area

Specific Activities

Focus Area

Specific Activities

Focus Area

Specific Activities

Mission/Purpose

Determining Data Collection

Methods

Sample data collecting activities

– Classroom walk-through

– Review staffing patterns and class size

– PTA attendance records/parental involvement

– Gender differences in academics

– Academic achievement by teacher

– Role of CTE in students achievement

– What else….?

Coming Up Next…

Data Collection Methods

Presenter:

OK so you have a big vision/ mission but this is the articulation of that. What is the evidence of the mission… what

does it look like/ sound like…..

For example, if we are graduating students that are college ready what are we doing to make sure this happens.

(Parent community nights focusing on college readiness, meeting with the counselor to fill out FAFSA, college prep

classes, etc. _ These are just samples… what are we doing specifically to meet your mission….

So once you are clear on what your mission is, then you can develop FOCUS AREAS to make sure you meet your

goals and stay on target.

Once you have focus areas, you can identify specific activities that will help have success and meet your goals.

Questions?

NOTE: If there are a lot of questions…Refer them to the article in their binder, it explains this step really well and gives

several examples.

Materials:

Binder/ CNA—3

Activity:

Listening

Facilitators:


CPE—Day 1

Notes

114

Determining Data Collection

Methods

Sample data collecting activities

– Classroom walk-through

– Review staffing patterns and class size

– PTA attendance records/parental involvement

– Gender differences in academics

– Academic achievement by teacher

– Role of CTE in students achievement

– What else….?

Collecting Data and Summarizing

Evidence

Ensure data collection is organized for easy

summarization

Collect only the data you need

“Cleaning the data”

– Count

– Collate

– Summarize

Create user friendly data reports

Share the data with all stakeholders involved

Coming Up Next…

Collecting Data

Presenter:

Emphasize the need to collect MULTIPLE SOURCES of data. The data team mentioned 4 types of data to collect. Be

sure you are going beyond just demographics and student learning data so that you are getting the whole picture.

ASK: What other pieces of data do you collect and could not live without?? OR have given you a new insight into

your campus? (Idea exchange)

Materials:

Binder

Activity:

Listening, sharing out ideas

Facilitators:

Available and listening, run the microphone if needed

CPE—Day 1

Notes

115

Collecting Data and Summarizing

Evidence

Ensure data collection is organized for easy

summarization

Collect only the data you need

“Cleaning the data”

– Count

– Collate

– Summarize

Create user friendly data reports

Share the data with all stakeholders involved

Coming Up Next…

Analyzing Needs

Presenter:

One of the keys to getting buy-in and understanding of your needs assessment is to make sure you share every-

thing you collect.

Make sure the data is accessible, AND presented in a way that everyone can understand.( i.e. graphs, pie charts or

summary tables.)

This is where you can tap into the talents of people on your campus that are experts with data and they can sum-

marize, This is what we mean when we say “cleaning the data” you do not want to overwhelm people, so you need

to share the results in a way that summarizes and conveys the key points.

And, work with visual people to come up with the best way to share the results and findings so that everyone under-

stands.

Materials:

Binder

Activity:


Facilitators:


CPE—Day 1

Notes

Analyzing Program Needs and

Setting Goals

Ask open ended questions…

– What priorities do the data reveal?

– What are our strengths?

– What evidence supports our assumptions or

observations?

– What connections do we see?

– What additional questions need to be asked?

116

Analyzing Program Needs and

Setting Goals

Ask open ended questions…

– What priorities do the data reveal?

– What are our strengths?

– What evidence supports our assumptions or

observations?

– What connections do we see?

– What additional questions need to be asked?

Coming Up Next…

CNA

Presenter:

Start with “what?” questions when you are still trying to identify needs.

What evidence supports our “assumptions”?

What connections do you see?

These are not one time questions; you may ask these every time you take a look at the data.

You can move to “HOW?” questions when you begin to plan you action steps and activities.

Materials:

Binder

Activity:


Facilitators:


CPE—Day 1

Notes


Questions NOT to ask during a CNA:

– What do we do to . . . ?

– How can we solve . . . ?

– What steps should we take to . . .?

A CNA is problem finding….

… NOT problem solving!

117


Questions NOT to ask during a CNA:

– What do we do to . . . ?

– How can we solve . . . ?

– What steps should we take to . . .?

A CNA is problem finding….

… NOT problem solving!

Coming Up Next…

Brownie Clip

Presenter:

Be careful that you don’t jump to problem solving.

CNA is problem FINDING not problem SOLVING

You don’t want to jump to conclusions too quickly….. Like in this clip

CLICK: don’t judge too quickly: eating a brownie clip

Materials:

Binder

Activity:


Facilitators:

Listening and available, run the microphone if needed

CPE—Day 1

Notes

118

What next?

Continue the CNA process…– Collect data needed for the CNA

– Utilize tools (Region 20)

– Begin to identify strengths and areas of need

– What data are we not collecting that we should be collecting?

– What is our plan for surveys and perception data?

– Start entering historical data into the CPE Tool

Coming Up Next…

What’s Next?

Presenter:

Play video clip

CPE—Day 1

Notes

119

What next?

Continue the CNA process…– Collect data needed for the CNA

– Utilize tools (Region 20)

– Begin to identify strengths and areas of need

– What data are we not collecting that we should be collecting?

– What is our plan for surveys and perception data?

– Start entering historical data into the CPE Tool


Team Building Activity: First Turn/Last Turn

(CNA 2 to CNA 10)

Coming Up Next…

CNA

Presenter:

Collect MORE data for the CNA

Is there more data that you are NOT collecting that you need to be collecting?

Identify who will be the “data cleaner” for your campus.

Materials:

CNA tab in binder

Activity:


Facilitators:


CPE—Day 1

Notes

120

Coming Up Next…

First Turn Last Turn

Presenter:

This is a great protocol to ensure that EVERYONE is heard. Sometimes there are people who always dominate the con-

versation. This will make sure that all voices are at the table…IF YOU FOLLOW THE PROTOCOL.

Let’s go through the steps, then we’ll get started.

Materials:

Binder / CNA-2-10

Activity:


Facilitators:


CPE—Day 1

Notes


Team Building Activity: First Turn/Last Turn

(CNA 2 to CNA 10)


Step 1: Read the article SILENTLY and highlight key phrases

Step 2: Start with Food Service then go clockwise:

Food Service share one of the things they highlighted- no explanation

Step 3: Each person at the table makes one comment about the statement- no

discussion

Step 4: Once it comes back to the food service, they explain WHY they chose that

statement.

Step 5: Repeat with next person

(CNA 2-10)

121

Coming Up Next…

Dialogue

Presenter:

Let’s go through the steps, then we’ll get started.

STEP 1: Read the article and highlight the things that stand out to you or interest you….. SILENTLY

STEP 2: Start with the Food Service;

Everyone share a quote then go around the team, agree/ disagree and share thoughts. At the end, the quote picker can

tell why they chose that quote.

NOTE: Model this protocol for the participants. As the presenter explains the directions, have the rest of the team act

out the process.

Go through the remaining steps while team models.

Ask if there are any questions and emphasize STICKING TO THE PROTOCOL!!!!!!! Nicely of course.

DEBRIEF: many times as leaders we give our opinion before others can discuss so we sway the discussion. This gives

everyone a voice as well as giving them open dialogue to share their opinion without being swayed.

ASK: How else is this a helpful way to cover content?

NOTE and possible responses: This activity is good for structuring reading and discussing controversial documents.

Also to help prevent certain individuals from always dominating the discussion.

Materials:

Binder / CNA-2-10

Activity:


Facilitators:


CPE—Day 1

Dialogue (CNA 1)

Data

– What do you have?

– What do you need?

Review CNA 1 questions

Optional Article “Data-Driven Dialogue” – DD 23-28


Step 1: Read the article SILENTLY and highlight key phrases

Step 2: Start with Food Service then go clockwise:

Food Service share one of the things they highlighted- no explanation

Step 3: Each person at the table makes one comment about the statement- no

discussion

Step 4: Once it comes back to the food service, they explain WHY they chose that

statement.

Step 5: Repeat with next person

(CNA 2-10)

122

Dialogue (CNA 1)

Data

– What do you have?

– What do you need?

Review CNA 1 questions

Optional Article “Data-Driven Dialogue” – DD 23-28

CPE Tool

How it functions.

Questions

Coming Up Next…

CPE Tool

Presenter:

CPE—Day 1

Notes

123

CPE Tool

How it functions.

Questions

BRN BRK

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Coming Up Next…

Brain Break

Presenter:

CPE—Day 1

Notes

124

BRN BRK

Data Analysis

Needs Assessment

PlanImplement

and Monitor

Coming Up Next…

Shared Cultural Experiences

Presenter:

CPE—Day 1

Notes


Theme 1

TB 8

125


Theme 2

Coming Up Next…


Presenter:

We’re going to play a team Building game called Shared Cultural Experiences.

You will need to TB 8

They way it works is that I will play a short clip of a TV theme song. On your answer sheet, record the team’s response.

Any questions?

READY!!!!!!

I will only play the song once, so listen carefully. Let’s begin!

#1 Bewitched

Materials:

Article/TB-8

Activity:

Listening and recording team answers on answer sheet

Facilitators:


CPE—Day 1

Notes


Theme 1

TB 8

126


Theme 2


Theme 3

Coming Up Next…


Presenter:

#2 Dallas

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

127


Theme 3

Theme 4


Coming Up Next…


Presenter:

#3 Hawaii Five O

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

128

Theme 4


Theme 5


Presenter:

#4 I Love Lucy

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

Coming Up Next…


129

Theme 5


Theme 6


Presenter:

#5 Dukes of Hazzard

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

Coming Up Next…


130

Theme 6

Shared Cultural ExperiencesTheme 7


Presenter:

#6 Bonanza

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

Coming Up Next…


131

Theme 7

Shared Cultural ExperiencesTheme 8


Presenter:

#7 Hill Street Blues

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

Coming Up Next…


132

Theme 8


Theme 9


Presenter:

#8 Taxi

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

Coming Up Next…


133

Theme 9

Shared Cultural ExperiencesShared Cultural Experiences

Theme 10

Presenter:

#9 Magnum PI

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

Coming Up Next…


134


Theme 10

Wrap-up and Questions

CYA TMR

Presenter:

#10 What’s Happening

ANSWERS:

1. Bewitched

2. Dallas

3. Hawaii Five-O

4. I Love Lucy

5. Dukes of Hazzard

6. Bonanza

7. Hill Street Blues

8. Taxi

9. Magnum PI

10. What’s Happening

Materials:

Article/TB-8

Activity:


Facilitators:


CPE—Day 1

Notes

Coming Up Next…


135


CYA TMR

Presenter:

Questions?

See you tomorrow!

CPE—Day 1

Notes

Documents

PEâ€”Day 1 WLM 2CPE Design your license plate found at your table