Data Day 2009-10

Data Day 2009-10

Waukee North Middle School

Logistics

• Restrooms

• Review of agenda and what we will learn today

• Holocaust Museum

WCSD Mission Statement

• Dedicated to optimizing individual learning and potential for success in a global community.

WE are a professional learning community.

• PLCs provide the means to the end• It’s not something we do 2 times a week

during planning period and then work in isolation for the rest of the week.

• It’s what we BELIEVE; what we’re passionate about

• Philosophy / Journey / EXPERIENCE

Our Commitment

• As a PLC, we commit to student learning with a collaborative culture focused on RESULTS.

• As a PLC, we operate under the assumption that the key to improved learning for students is continuous job-embedded learning for US.

3 Guiding Questions

• 1. What do we want our students to learn?

• 2. How will we know they have learned?

• 3. What are we going to do if they have or have not learned?

21st Century PLC

• The 6 C’s:– Content Analysis– Collaborate– Create – Communicate– Courage– Contribute

…So that students can do the 7th C:

• Compete in a global society

Hand in hand, we all learn.

• 2 kinds of schools: learning enriched and learning impoverished

• If we expect kids to learn at high levels, then WE must learn at high levels. These go hand in hand. You can’t have one without the other.

• Our fundamental purpose is LEARNING.

Continuum of PLC Work

• Charles Darwin: based on ability

• Pontius Pilate: If they take advantage of the opportunity…

• Chicago Cubs: We will create a warm, pleasant environment even if they don’t perform at a high level.

Henry Higgins

• We will do whatever it takes to ensure they achieve the agreed-upon standards.

• “My Fair Lady” - Henry takes a flower girl and, through passion and persistence, makes her presentable in high society

Group IQ

• Smarter together• No egos• Working smarter, not harder• “My kids bombed this concept. What are you

doing in your class to help kids learn this?”• Building leadership capacity among the staff

(leaders & experts among us)

Expectations for Curricular PLC Discussions

• 3 Guiding Questions• Framework for Meeting the Needs of All

Students• Data driven discussions (treasure hunt; trust)• Group goal / ITPDP• MAP & ITBS (know where your students are)• Curriculum (if activity doesn’t align, stop

doing it)• Share student work (agree on criteria)

Expectations, cont’d

• Common grading practices (by end of 09-10)• Common assessments• 21st Century Skills• SINA strategies• Differentiation• Professional readings

The bottom line for PLC discussions…

• Focus on RESULTS.

Learning by Doing

• By DuFour, DuFour, Eaker, & Many

• It is what it is!

• Presents the tools we need to be successful PLCs in order to increase student learning

Mission

• “Why do we exist?

Vision

• “What must we become in order to accomplish our fundamental purpose?”

Values

• “How must we behave to create the school that will achieve our purpose?”

Goals

• “How will we know if all of this is making a difference?”

• Intent vs. Action

Effective Communication

• Most important element is congruency between actions and words

• We communicate priorities by what we give attention to

• Celebrations communicate what we value as a community

• Guiding Norms (similar to insurance)• Leadership capacity among staff and

identified roles

Common Assessmentsand

Classroom Assessments

District Level Assessments

External Assessments

Classroom Assessments

Common Assessments

District Level Assessments

External Assessments

Summative vs. Formative

Frequency

Most Formative

Daily Weekly

More Formative

Unit

More Summative

Monthly Tri/semester

Most Summative

Annual

Highlights •On-going student and teacher assessment•Identifies degrees of

understanding

•Collaboratively developed and

curriculum imbedded•Identifies levels of

proficiency

•Identifies groups of students with similar

scores•Used for entrance and

exit criteria•Primarily a screening

assessment

•Determine percent of students proficient

Outcome •Differentiated instruction/flex grouping

•Diagnostic feedback•Systematic

instructional change•Differentiated

instruction/flex grouping

•Identifies need for program support

•Identifies program strengths and weaknesses

•Accountability Measure

Grade Level Examples

•Anecdotal Notes/Observations

•Learning Logs•Rubrics/Checklists•Performance Tasks

•Products/Sample Work

•Unit tests•District-Wide Assessments

•Progress Monitoring•Performance Tasks

•Rubrics

•MAP•DIBELS•CogAT

•ITBS•ITED

•I-ELDA

Adapted from Solution Tree, 2007. Adapted from Solution Tree, 2007. www.solutiontree.com

Increase the percentage of students proficient in reading in grades

4, 8, and 11

State ITBS Trajectory - Grade 5 Reading

0

20

40

60

80

100

120

01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14

% of Students Proficient

Trajectory Target Actual for Waukee

Behavior Goal

Increase the percentage of elementary

students who display respectful attitudes

and behaviors necessary for

productive citizenship.

Increase the percent of students proficient or above on the ITBS

reading comprehensiontest at grade 4

Increase the percent of students proficient or

above on the ITBS math total at grade 8

Increase the percent of students proficient or above on the ITBS

science test at grade 11

Waukee District Improvement Goals Increase Cross Section FAY % Proficient on ITBS/ITED

11.9 9.716.6 16.0

8.514.1

61.1

52.8

58.6 61.9

57.4

59.6

27.0

37.5

24.7 22.1

34.026.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

% of Students

% Not Proficient % Proficient % Advanced

% Advanced 27.0 37.5 24.7 22.1 34.0 26.3

% Proficient 61.1 52.8 58.6 61.9 57.4 59.6

% Not Proficient 11.9 9.7 16.6 16.0 8.5 14.1

07-08 G.4 Reading

08-09 G.4 Reading

07-08 G.8 Math

08-09 G.8 Math

07-08 G.11 Science

08-09 G.11 Science

Waukee District Improvement Goals Increase Cohort FAY % Proficient on ITBS/ITED

15.09.7 11.0

16.011.0 14.1

63.5

52.856.6

61.9

57.659.6

21.5

37.532.4

22.131.4

26.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

% of Students

% Not Proficient % Proficient % Advanced

% Advanced 21.5 37.5 32.4 22.1 31.4 26.3

% Proficient 63.5 52.8 56.6 61.9 57.6 59.6

% Not Proficient 15.0 9.7 11.0 16.0 11.0 14.1

07-08 G.3 Reading

08-09 G.4 Reading

07-08 G.7 Math

08-09 G.8 Math

07-08 G.10 Science

08-09 G.11 Science

Increase the percent of students proficient or above on the ITBS

reading comprehensiontest at grade 4

Increase the percent of students proficient or

above on the ITBS math total at grade 8

Increase the percent of students proficient or above on the ITBS

science test at grade 11

BARELY…

Plan what to do better or different

Report the plan in the APR

Get to work!

District Annual Improvement Goals 2009-10

• Increase the percentage of 6th grade students scoring proficient or above on the ITBS reading comprehension test.

• Increase the percentage of 8th grade students scoring proficient or above on the ITBS mathematics total.

• Increase the percentage of 9th grade students scoring proficient or above on the ITED science test.

2009-10 Academic Goal for WNMS

• Increase the percentage of sixth and seventh grade students meeting or exceeding their target growth in reading on MAP from fall 2009 to spring 2010.

2009-10 Behavior Goal for WNMS

• Improve all sixth and seventh grade caring behaviors as measured by PBS and survey data.

What will YOU do?

• PLC Team Goal

• Individual Teacher Professional Development Plan (ITPDP)

• Team goal can be the same as ITPDP

• Focus on RESULTS

Richard DuFour says…

• “Inherent to a PLC are a persistent disquiet with the status quo and a constant search for a better way to achieve goals and accomplish the purpose of the organization.”

• Continuous improvement!