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Food for Thought
How will we use technology help to increase student
achievement and minimize the achievement gap. How do we move our schools?March 2, 2012 104/21/23
Desired Outcomes
2
• An understanding of the Complex Area’s direction and expectations for Computer Coordinators.
• A deeper understanding of how to support Schools implement effective Instructional Data Teams: structure, norms, and function.
• Awareness of the relationship between the State to KMR Initiatives and the role technology will play in increasing student Achievement and closing the achievement gaps.
DT Overview & Direction 04/21/23
State Strategic GoalsI. Assure all students graduate college- and
career-ready through effective use of standards-based education.
II. Ensure and sustain a rich environment and culture for life-long learners.
III. Continuously improve the effectiveness, efficiency, and responsiveness of the educational system.
DT Overview & Direction 04/21/23 3
State Strategic GoalsI. College and career-ready graduates will have
to be effective users of technology.
II. Ensure and sustain a rich and productive environment for student to learn and for teacher to teach.
III. Continuously improve the effectiveness, efficiency, and responsiveness of the educational system -- provide systems of support that can provide instructional assessments and interventions.
DT Overview & Direction 04/21/23 4
The Tri-Level Check Process Loop
Board ofEducation
State
Complex Area
School
Close monitoring, feedback, and maximizing our efforts will help us to meet our goals.
Do Check Act
Q1October
Q2January
Q3April
Q4July
Working toward having ALL students become college, career and life
readinessDT Overview & Direction
04/21/23 5
All Students College and Career Ready
K-12 ConstructFormative InstructionData Teams
6
Continuous Improvement Leadership - Working together through Tri-Level “Plan-Do-Check-Act” (“PDCA”)
DO
ACT PLAN
CHECK
SSPSOP/CAP
Ac/Fin
Look at data & apply research based High yield strategies
Implement the plan, define timeline
Monitor/ Assess to inform instruction, and share results
Adjust and re-do the plan
DT Overview & Direction 04/21/23
What We Must Do…
Maximizeinternalcapacity
Eliminate the achievement
gap
Even if n < 40
IN-Formative data to drive instruction and decision-making (Guiding Principle 1).
Research-based instructional and
leadership practices
(Guiding Principle 2).
DT Overview & Direction 04/21/23 7
Initiatives: Fast and Furious…How It All Fits?
STATE
• Race to the Top• Common Core
State Standards• SBAC/HSA test• CO Growth
Monitor• Longitudinal
Data System• Data Team• Formative
Assessment• Charlotte
Danielson • PDCA
DISTRICT
• K-12 Construct• General Super-
vision & Support• Marzano
Observational Protocol
• Dashboard• Reeves
Instructional Data Teams
• High Yield Intervention strategies
SCHOOLS
• AcFIN• Data Team
Implementation Plan• Instructional Data
Teams• School Dash Board• Formative
assessment• Instructional
interventions targeting individual need.
Literacy For Learning - Race To The Top
Working toward having ALL students become college, career and life readiness
04/21/23 8
Initiatives: Which requires technology?
STATE
• Race to the Top• Common Core
State Standards• SBAC/HSA test• Growth Monitor• Longitudinal
Data System• Data Team• Formative
Assessment• Charlotte
Danielson • PDCA
DISTRICT
• K-12 Construct• General Super-
vision & Support• Marzano
Observational Protocol
• Dashboard• Reeves
Instructional Data Teams
• High Yield Intervention strategies
SCHOOLS
• AcFIN• Data Team
Implementation Plan• Instructional Data
Teams• School Dash Board• Formative
assessment• Instructional
interventions targeting individual need.
Literacy For Learning - Race To The Top
Working toward having ALL students become college, career and life readiness
04/21/23 9
KMR Direction FlowchartCollege, Career & Life ReadyCollege, Career & Life Ready
Increase Student Achievement
Increase Student Achievement
Minimize Achievement
Gap
Data Data
A = Achievement A = AttendanceB = BehaviorC = Course Marks
A = Achievement A = AttendanceB = BehaviorC = Course Marks
School /Leadership Data Team
School /Leadership Data Team
Acad. Fin. PlanAcad. Fin. Plan
Program InitiativesData teams
Program InitiativesData teams
INSTUCTIONAL Data Teams
INSTUCTIONAL Data Teams
Inform InstructionInform Instruction
St. Achievement Classroom Practice
St. Achievement Classroom Practice
LDS DashboardLDS Dashboard
ComplexComplex SchoolSchool
DO
ACT/ADJUST
PLAN
CHECK
DT Overview & Direction 04/21/23 10
System Infrastructure
Supportive Learning Environment
Student Achievement
State Goal
3
State Goal
2
State Goal
1•Research-based strategies•Formative Instruction•Data Teams
• Data coaches (Assessment Literacy System)
• Training to analyze and use data for improvement
• Leadership – promote, encourage, model, and evaluate
• Key staff in schools to be trained
• DOE Strategic Plan• Data For School Improvement (DSI)• Longitudinal Data System (LDS)• Highly Qualified Teachers in the
classrooms• Leadership development and
support
How Our Key Activities MakeINFormative Instruction Happen in
Every Classroom
DT Overview & Direction 04/21/23 11
Growth Model
100
90
80
70
60
50
40
30
20
10
0
50
25
0
PROFICIE NCY
G R O W T H04/21/23 12
• Learning
• Losing Ground
• Leading• Lucky
•High results, low understanding of
antecedents
* Replication of success unlikely
•High results, high understanding of
antecedents
* Replication of success likely
* Low results, high under-standing of
antecedents
* Replication of mistakes unlikely
*Low Results, low understanding of
antecedents
*Replication of failure likely
04/21/23 13
Quality Standards
A Vision of ExcellenceFramework for Teaching Effectiveness
KMR Version, Hawaii Department of Education Adaptation
04/21/23 14
Data – Three Levels
15
System Data• NAEP• HSA
Frequency•Yearly
Classroom Data•DSI•Formative Assessments
Frequency•Daily/ Weekly
School Data• LDS DIBELS ACCESS •eCSSS SQS
Frequency•Quarterly/Semester/Yearly
= System Data Teams
= School Data Teams
= Instructional Data TeamsDT Overview & Direction
04/21/23
16
Data Teams Flow Chart (Reeves)
The Leadership and Learning CenterDouglas Reeves
DT Overview & Direction
Instructional Data Teaming
04/21/23
Data Team Components
• A collaborative inquiry process• A focus on the use of consistent formative
and summative assessments• Strategically monitors the effectiveness of
instruction and strategy implementation adjusting instruction continual evaluation
Increase student LEARNING!
17DT Overview & Direction
04/21/23
Essential Components of the Data Team Process
• Contains structured, scheduled meetings that focus on the effectiveness of teaching and learning
• Engages in collaborative inquiry• Uses multiple sources of data effectively when
making decisions• Employs formative assessment to adjust
instruction• Implements researched-based instructional
strategies • Monitors the effectiveness of instruction and
student learning 18DT Overview & Direction
04/21/23
Why we do Data Teams?We know the implementation of Data Teams benefit STUDENTS
-Identifies exceeding/proficient/struggling students in order to plan for targeted instruction
TEACHERS-provides an effective process that creates a system of data analysis, planning for instruction, and monitor results
CHALLENGEChange instructional practices in the classroom to increase student achievement and minimize the achievement gaps for all students.
6 Step Process - Prerequisite04/21/23 19
Common Vision of Data TeamsImprove student learning for all students
Common Mission of Data TeamsTo create and sustain an environment that is characterized by shared objectives, a commitment of collaboration, and collective responsibility among all staff for each student that we serve.
DuFour, R. (2007) Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journalist 39 (1). 6 Step Process - Prerequisite
04/21/23 20
A School Instructional Data Teams are…
• Small grade-level or department teams that examine individual student work generated from Common Formative Assessments
• Collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning
6 Step Process - Prerequisite04/21/23 21
Data Team – Leadership / School• LDS
– A-A-B-C
22DT Overview & Direction
04/21/23
Instructional Data Team – Grade / Department
• DSI• Common Formative
Assessment• Student work
23DT Overview & Direction
04/21/23
DSI Performance Summary Report
24DT Overview & Direction
04/21/23
25DT Overview & Direction
04/21/23
26DT Overview & Direction
04/21/23
27DT Overview & Direction
04/21/23
Intelli-gences
Sensitive to language, meanings, and the relationship of words
Vocabulary activities, grammar, poetry, essays and plays
Keen observer, able to think in three dimensions, likes to use metaphors
Graphs, charts, color codes, guided imagery, pictures, posters, mind maps
Abstract thinking, counting, organizing; prefers logical structures
Critical thinking activities, breaking words into smaller parts and reassembling them
Good body control and fine motor skills; often active and animated
Needs "hands-on" learning opportunities, like games, skits, and plays
Sensitive to rhythm, pitch, intonation, and can remember tunes and rhythms easily
Likes poems, plays, jazz chants, rap music, songs, and musically guided imagery
Sensitive to others’ moods, feelings, and motivations; outgoing and interactive
Likes to talk with people, enjoys discussion groups, good at verbal problem solving
Has a sense of self, able to understand and access one’s own feelings
Likes poetry, meditation, guided imagery, journal writing, story telling
Sensitive to nature and environment; knows the names of rocks, flowers, birds; loves to be
outdoors
Likes to work in the garden, read plants and animals, study habits of fish or birds, read nature magazines, go hiking, walk
outside
What’s your learning style? Put your name and school on a Post It, place it on the chart.
04/21/23 28
10% of what you read
20% of what you hear
30% of what you see
50% of what we SEE and HEAR
70% of what we SAY
90% of what we SAY & DO
After 2 weeks, we tend to remember
I see and I forgetI hear and I rememberI do and I understand --- Confucius
04/21/23 29
30
Data Teams Flow Chart (Reeves)
The Leadership and Learning CenterDouglas Reeves
DT Overview & Direction
Instructional Data Teaming
04/21/23
31The Leadership and Learning CenterDouglas Reeves
Data Team 6 Step Process
6 Step Process - Video Step 604/21/23
04/21/23 32
Structures to promote sharing, common templates, monitoring , and reporting
minutes, agendas, results, etc.
1) Lotus notes Library2) Google Docs3) Edmodo4)School Websites5)Other 04/21/23 33
Shared online resources
http://standardstoolkit.k12.hi.us/index.html
Webinars, Powerpoints, files, resources and tools
04/21/23 34
PD360PDE3Webinars
04/21/23 35
•Online HSA•SBAC•Data for School Improvement•Accelerated Reader•North Western Assessment•Etc.
04/21/23 36
04/21/23 37
KMR Instructional Data Team Implementation Plan
04/21/23 38
A Technology Coordinators will……
04/21/23 39
6 Step Process - Data Teams04/21/23 40
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