Accelerating Learning to Grade Level & Beyond
School Improvement for All
Sharon V. Kramer & Sarah Schuhl
But How? Outcomes for Today…
§ Identify and collect data to determine areas offocus.
§ Analyze the use of assessments for targetedinstruction.
§ Utilize a learning cycle of core instruction andinterventions to accelerate student learning.
§ Determine the implications of master scheduleplanning on student learning.
1
2
3
4
Let’s Start by Understanding…
§ It is not about right or wrong.
§ It is not about good or bad.
§ It is not about fixing anything—there’s nothing to fix!
It’s about getting even better!
It’s about being the best that we can be for our students.
Isn’t that why we got into this profession?
How do Teams
Accelerate Student
Learning?Where Do You Start?
© Kramer & Schuhl 2020
It All Begins With Close Examination of Data
§ What does your data related to student learning tell you and your teams? What are your strengths? What are opportunities for improvement?
§ What data do you already have to use in preparation for 2020 -2021?
§ How will teams gather formative data for daily instruction?
1
How will data inform next steps?
School Improvement for All © 2017 Solution Tree Press • www.SolutionTree.com Visit go.SolutionTree.com/PLCbooks to download this free reproducible.
R E P R O D U C I B L E
page 3 of 3
Other information:
Student Learning Data
(Attach student learning data as needed.)
Indicator Current Year Previous Year
Percentage of students reading at grade level
Percentage proficient or advanced Percentage proficient or advanced
State test results for reading, English, and writing (by grade level or course)
Percentage proficient or advanced Percentage proficient or advanced
State test results for mathematics (by grade level or course)
Percentage proficient or advanced Percentage proficient or advanced
Gap-analysis state assessment results for reading, English, and writing by subgroups
Percentage proficient or advanced Percentage proficient or advanced
Gap-analysis state assessment results for mathematics by subgroups
Percentage proficient or advanced Percentage proficient or advanced
District, benchmark, and interim assessment results
Percentage proficient or advanced Percentage proficient or advanced
Percentage of students failing courses for reading, English, and writing by course or grade level
Percentage of course or grade failures
Percentage of course or grade failures
Percentage of students failing courses for mathematics by course or grade level
Percentage of course or grade failures
Percentage of course or grade failures
High school graduation rate
Other achievement indicators (ACT, SAT, WorkKeys, course recovery, ACT Aspire, English learner assessments, and so on)
pp. 12 & 131
School Improvement for All © 2017 Solution Tree Press • www.SolutionTree.com Visit go.SolutionTree.com/PLCbooks to download this free reproducible.
R E P R O D U C I B L E
Figure 6.7: Re-engagement Protocol
1. Identify the assessed standard and student learning target.
2. Identify the students who demonstrated learning at levels of advanced, proficient, close to proficient, or far from proficient.
Advanced Proficient Close to Proficient Far From Proficient
3. Look at samples of student work. What did the advanced students show in their work that set them apart? Next, look at the proficient students and look at the trends in their work. Continue with each level and write down the trends in student work for each.
Advanced Proficient Close to Proficient Far From Proficient
4. Determine a collective plan to target learning for each group of students. How will you re-engage each group in learning and who will be responsible for the learning? When will you re-evaluate groups to see if learning occurred?
Advanced Proficient Close to Proficient Far From Proficient
http://bit.ly/Re-EngageProtocol
Use of Assessments
§ Which assessments do you use? What is the purpose for each? How is each used for instructional decisions?
§ How much instructional time is given to district or benchmark assessments? Are they obtrusive or unobtrusive tests?
§ What data do teams and schools already have that can be used to strengthen interventions at the start of the year?
§ How can teams gather formative assessment data as part of instruction?
2Use of Core Instruction in a Learning Cycle
§ What did students learn last year? What did they not learn yet?
§ How will teams embed prerequisite standards into grade-level or course-level units?
§ How will students experience grade-level learning every day?
§ How can daily routines grow student learning?
§ How do teams identify the essential grade-level standards as their focus for instruction?
3
© Kramer & Schuhl 2020
Grade 3 ELA Example – Year Long Plan
(Manse Elementary School, Nye County, Nevada)
p. 66
Work of Teams: Unit by Unit
10 Day Cycle to Teach, Gather Data, and Respond
Monday Tuesday Wednesday Thursday Friday
§ How do teams allocate the days to spend on essential standards and other important to know standards?
§ How often to teams have common formative assessments?
§ What is the daily formative assessment process used during lessons to gather evidence of student learning?
§ What does the data show at least every 10 days?
Unit Planning 1 2 Start Unit
3 4
7 8 9 10 CFA Target 1
11Analyze Data
14Flex Day
15 16 17 18 CFA Target 3Analyze Data
21 22Flex Day
23 24 25
28 29 30 Unit Ends –Assess Targets 1 – 5
§ When does the unit start and end?
§ When is your common end-of-unit assessment?
§ When are your common mid-unit assessments (CFA)?
§ When will you analyze data?
§ Holidays? Flex days? Other?
© Kramer & Schuhl 2020
Use of Intervention Time§ How focused and targeted are interventions?
§ How can interventions best close gaps?
§ How can students be moved into their most effective intervention? (Teachers share students.)
§ What is the goal for each intervention group? How effective is the intervention?
Use of Student Reflection
Starting the Year in 2020-2021 Master Schedule Considerations§ What are your collaborative teacher
teams? How is each formed around standards students must learn?
§ When do teams meet to determine essential standards, create common assessments, analyze data, and respond to student learning?
§ How will teams be guaranteed uninterrupted core instruction time?
§ When is time built into the schedule for interventions?
4
© Kramer & Schuhl 2020
Charting the Course Ahead
“Successful and sustainable school improvement can never be done to or even for teachers. It can only be achieved by and with them.”
—Hargreaves & Fullan, Professional Capital: Transforming Teaching in Every School (2012), p. 45
Harness the Power Within
What do you celebrate?
How do you celebrate?
What behaviors do you reward?
Take Action
The challenge confronting a school or district that has engaged in the collective consideration of a topic is answering the question, “So what?”
What, if anything, are we prepared to do differently?
© Kramer & Schuhl 2020
School Improvement for All © 2017 Solution Tree Press • www.SolutionTree.com Visit go.SolutionTree.com/PLCbooks to download this free reproducible.
R E P R O D U C I B L E
page 3 of 3
Other information:
Student Learning Data
(Attach student learning data as needed.)
Indicator Current Year Previous Year
Percentage of students reading at grade level
Percentage proficient or advanced Percentage proficient or advanced
State test results for reading, English, and writing (by grade level or course)
Percentage proficient or advanced Percentage proficient or advanced
State test results for mathematics (by grade level or course)
Percentage proficient or advanced Percentage proficient or advanced
Gap-analysis state assessment results for reading, English, and writing by subgroups
Percentage proficient or advanced Percentage proficient or advanced
Gap-analysis state assessment results for mathematics by subgroups
Percentage proficient or advanced Percentage proficient or advanced
District, benchmark, and interim assessment results
Percentage proficient or advanced Percentage proficient or advanced
Percentage of students failing courses for reading, English, and writing by course or grade level
Percentage of course or grade failures
Percentage of course or grade failures
Percentage of students failing courses for mathematics by course or grade level
Percentage of course or grade failures
Percentage of course or grade failures
High school graduation rate
Other achievement indicators (ACT, SAT, WorkKeys, course recovery, ACT Aspire, English learner assessments, and so on)
© Kramer & Schuhl 2020
School Improvement for All © 2017 Solution Tree Press • www.SolutionTree.com Visit go.SolutionTree.com/PLCbooks to download this free reproducible.
R E P R O D U C I B L E
Figure 6.7: Re-engagement Protocol
1. Identify the assessed standard and student learning target.
2. Identify the students who demonstrated learning at levels of advanced, proficient, close toproficient, or far from proficient.
Advanced Proficient Close to Proficient Far From Proficient
3. Look at samples of student work. What did the advanced students show in their work thatset them apart? Next, look at the proficient students and look at the trends in their work.Continue with each level and write down the trends in student work for each.
Advanced Proficient Close to Proficient Far From Proficient
4. Determine a collective plan to target learning for each group of students. How will you re-engage each group in learning and who will be responsible for the learning? When will youre-evaluate groups to see if learning occurred?
Advanced Proficient Close to Proficient Far From Proficient
© Kramer & Schuhl 2020
School Improvement for All © 2017 Solution Tree Press • www.SolutionTree.com Visit go.SolutionTree.com/PLCbooks to download this free reproducible.
R E P R O D U C I B L EF
igur
e 4
.5:
Profi
cien
cy M
ap C
heck
list
A p
rofic
ienc
y m
ap id
entifi
es w
hich
sta
ndar
ds s
tude
nts
shou
ld b
e pr
ofici
ent w
ith b
y th
e en
d of
the
iden
tified
uni
t dur
ing
the
scho
ol y
ear.
The
units
app
ear i
n th
e to
p ro
w o
f the
cha
rt,
allo
catin
g a
num
ber o
f day
s fo
r tea
chin
g th
e un
it an
d in
clud
ing
the
title
of t
he u
nit.
The
stan
dard
s’ d
omai
ns o
r str
ands
app
ear a
long
the
left
col
umn.
Tea
cher
s co
mpl
ete
the
char
t by
w
ritin
g in
the
stan
dard
s st
uden
ts w
ill d
emon
stra
te p
rofic
ienc
y w
ith b
y th
e en
d of
eac
h un
it. S
omet
imes
a s
tand
ard
may
nee
d to
app
ear i
n m
ore
than
one
uni
t. If
so, t
each
ers
shou
ld
clea
rly id
entif
y th
e pa
rts
of th
e st
anda
rd in
whi
ch s
tude
nts
are
to d
emon
stra
te p
rofic
ienc
y w
ith a
n as
teris
k.
Exam
ple:
Mul
tipl
icat
ion
and
Div
isio
n(T
wen
ty-F
ive
Day
s)En
ds O
ctob
er 1
1
Volu
me
of
Rect
angu
lar
Pris
ms
(Fif
teen
Day
s)En
ds N
ovem
ber
2
Dec
imal
s an
d Co
nver
sion
(Thi
rty-
Five
Day
s)En
ds J
anua
ry 5
Frac
tion
s: A
ddit
ion
and
Subt
ract
ion
(Tw
enty
-Fiv
e D
ays)
Ends
Feb
ruar
y 10
Frac
tion
s: D
ivis
ion
and
Mul
tipl
icat
ion
(Thi
rty-
Five
Day
s)En
ds A
pril
10
Gra
phin
g an
d G
eom
etry
(Fif
teen
Day
s)En
ds M
ay 1
Ope
ratio
ns
and
Alg
ebra
ic
Thin
king
(OA
)
*5.O
A.1
: Eva
luat
e ex
pres
sion
s w
ith
pare
nthe
sis
(who
le
num
bers
).
*5.O
A.2
: Writ
e an
d in
ter-
pret
exp
ress
ions
(who
le
num
bers
).
*5.O
A.1
: Eva
luat
e ex
pres
sion
s w
ith
pare
nthe
sis
(wit
h po
wer
s of
10)
.
*5.O
A.1
: Eva
luat
e ex
pres
sion
s w
ith
pare
nthe
sis
(wit
h fr
acti
ons)
.
5.O
A.3
: Und
erst
and
num
ber p
atte
rns.
Num
ber a
nd
Ope
ratio
ns in
Ba
se T
en (N
BT)
5.N
BT.5
: Mul
tiply
usin
g th
e st
anda
rd a
lgor
ithm
.
5.N
BT.6
: Div
ide
up to
4
digi
ts b
y 2
digi
ts a
nd
show
thin
king
.
5.N
BT.1
: Pla
ce v
alue
w
ith 1
0s.
5.N
BT.2
: Mul
tipl
y an
d di
vide
by
10.
5.N
BT.3
a: R
ead
and
wri
te d
ecim
als.
5.N
BT.3
b: C
ompa
re
deci
mal
s.
5.N
BT.4
: Rou
nd d
ecim
als.
5.N
BT.7
: Add
, sub
trac
t,
mul
tipl
y, a
nd d
ivid
e de
cim
als.
Profi
cien
cy M
ap C
heck
list
D
oes
ever
y st
anda
rd a
ppea
r one
tim
e w
hen
you
expe
ct p
rofic
ienc
y? If
par
t of a
sta
ndar
d ap
pear
s in
one
uni
t, ha
ve y
ou a
ccou
nted
for t
he re
st o
f the
sta
ndar
d an
d do
bot
h pa
rts
have
an
aste
risk?
H
ave
you
iden
tified
the
prio
rity
stan
dard
s fo
r eac
h un
it?
D
oes
ever
y un
it ha
ve a
nam
e an
d a
num
ber o
f day
s? D
oes
the
profi
cien
cy m
ap a
ccou
nt fo
r a to
tal o
f abo
ut 1
55 d
ays?
(The
se d
ays
incl
ude
asse
ssm
ents
.)
H
ow h
ave
you
built
hor
izon
tal c
oher
ence
into
the
profi
cien
cy m
ap?
For e
xam
ple,
hav
e yo
u w
oven
in p
revi
ous
conc
epts
from
the
year
or u
sed
them
to s
uppo
rt le
arni
ng in
a la
ter u
nit?
H
ow h
ave
you
built
ver
tical
coh
eren
ce in
to th
e pr
ofici
ency
map
? Fo
r exa
mpl
e, w
hat d
id s
tude
nts
lear
n la
st y
ear a
nd w
hen?
Whe
n w
ill th
ey u
se th
is le
arni
ng d
urin
g th
e ne
xt y
ear?
(L
ook
at th
e pr
ofici
ency
map
s fo
r the
gra
de le
vel a
bove
and
bel
ow, i
f pos
sible
.)
© Kramer & Schuhl 2020
School Improvement for All © 2017 Solution Tree Press • www.SolutionTree.com Visit go.SolutionTree.com/PLCbooks to download this free reproducible.
R E P R O D U C I B L E
Fig
ure
4.6
: Pr
ofici
ency
Map
Tem
plat
eG
rade
:
Scho
ol
Year
:
Uni
t 1
Nam
e:
Tota
l Day
s:En
d D
ate:
Uni
t 2
Nam
e:
Tota
l Day
s:En
d D
ate:
Uni
t 3
Nam
e:
Tota
l Day
s:En
d D
ate:
Uni
t 4
Nam
e:
Tota
l Day
s:En
d D
ate:
Uni
t 5
Nam
e:
Tota
l Day
s:En
d D
ate:
Uni
t 6
Nam
e:
Tota
l Day
s:En
d D
ate:
Uni
t 7
Nam
e:
Tota
l Day
s:En
d D
ate:
© Kramer & Schuhl 2020
SummaryoftheWorkofCollaborativeTeamsinaPLCatWork
Onaunit-by-unitbasis,yourteamanswersthefourcriticalPLCatWorkquestionswithafocusonstudentlearning.Considerhowyourteamwillgatherandstoreyourworkforeachunittobeusedbyyourteamagainnextyear.
1. Whatdoweexpectourstudentstoknowandbeabletodo?• Lookattheproficiencymapforeachunit–whichstandardsareessentialand
importanttoknowandwhichstandardsarenicetoknow?
• Unwrapanyessentialstandard.Besuretodetermineastudentfriendly“Ican…”statementtouseonteamassessmentsandfordataanalysisandstudentreflection.Besuretodeterminewhatitmeansforastudenttobeproficientwiththestandard.» UsethelinkforthetemplateinGoolge:http://bit.ly/EssentialStandardPlan.
• Createaunitplan.UsethelinkforthetemplateinGoogle:» http://bit.ly/ELAPlan» http://bit.ly/MathPlan» http://bit.ly/SciencePlan» http://bit.ly/SocialStudiesPlan
Identify essential standards and important to know
standards for the unit. When does the unit start and end? Unwrap essential standards
to determine daily lesson objectives and student
learning targets. Determine proficiency for each.
Create CFAs needed during the unit to essential
standards and create the common end of unit
assessment. Place dates for each on a team calendar.
Determine the unit plan and create “I can…” statements for student reflection for the essential and important to
know standards.
Create a Team plan for Tier 2 interventions for
students around the essential standards from the unit.
Give the common end-of-unit assessment and analyze the data by student learning
target.
Teach
Give CFA
Analyze Data (protocol). Create re-
engagement plan.
Interventions and
Extensions
START
Unit Begins
© Kramer & Schuhl 2020
• Useacalendartomapouttheunit(considertypingthisinagoogledoctobeusedinthefuture).Whatarethedailylearningobjectives?Whenwillyourteamgivecommonformativeassessments(toallorpartofanessentialstandard)?Whenwillyourteamgivetheend-of-unitcommonsummativeassessmentandwhichstandardswillitcover?
• SingletonTeachers:Identifyoneormoreteachersforyourteamasyouanalyzeacademicstudentlearning.Whatdostudentsneedtoknowandbeabletodoacrossyourteam?Createaproficiencyscaleorrubrictouseacrosstheteamwhenassessingtheskillinyoursubjectareaorgradelevel.
2. Howwillweknowifstudentslearnedit?
• Createtheteamcommonformativeassessmentstobeusedduringtheunitforessentialstandardsandteamcommonend-of-unitassessmentneededfortheunittoincludeessentialstandardsandimportanttoknowstandards.Includethe“Ican…”statementsontheassessments.
• Determineyourteamscoringagreements.Howmanypointsiseachquestionworth?Howmightstudentsearnpartialcredit?Whichrubricareyougoingtouse,ifneeded?
• Giveeachcommonassessmentintheunitasidentifiedonthecalendarandagreeonhowitwillbeadministered.
• Calibrateyourscoringofassessmentstomakesureyouwouldeachscoreastudentconsistently.
• Completeadataanalysisprotocoltoinclude(1)recordingthenumberorpercentageofstudentsproficientanddeterminingtrendsinstudentworkandatargetedplanforwhattododuringTier1orTier2instructionand(2)ananalysisofwhichinstructionalpracticesweremosteffective.» Analyze a CFA to a target: http://bit.ly/Re-EngageProtocol» Analyze an end-of-unit assessment to multiple targets: http://bit.ly/DataProtocol
3–4.Howwillwerespondifstudentsdonotordolearn?• YourteammightmakeatargetedplanforTier1toincludeamini-lesson,bell-
ringers,stationactivities,differentiation,etc.,asneeded,fromcommonformativeassessments.
• YourteammightmakeatargetedplanforTier2instructiontoanessentialstandardafterthecommonend-of-unitassessment.Determinetheplanasateamusingadataanalysisprotocol.
• Forextensions,considerusingsomenicetoknowstandardsthatyourteamwasnotabletoteachduringtheunitduetotimeordeterminehowtoextendstudentlearningontheessentialstandardotherstudentsarestillworkingtolearn.
© Kramer & Schuhl 2020