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01/31/2017
1
FACILITATORSOFSCHOOLIMPROVEMENT
FEBRUARY2017
DEANESPENCER,ED.S. JENNIFERPARKER,ED.D.
MACOMBISD
OUTCOMESFORTODAY
• BuildourSchoolMindset
• Improvevaluableskillsforlocatingstudentlearninganddemographicdatapoints.
• Strengthenourunderstandingofthefourtypesofdataandseehowtheyimpactstudentachievementwithintheircomprehensiveneedsassessmentprocess.
• Attainacommonunderstandingoftheintersectionsoffourtypesofdata.
PARKINGLOT
• Restquestionsthatdonotbenefitthewholegroup
• Placequestionsthatdonotpertaintocontentatthistime
• Placequestionsthatpertain,butparticipantsdonotwanttoaskatthistime
ACTIONREQUIREDCHART
AnyrequestbyyouthatweneedtorespondtoshouldbeplacedontheActionRequiredChart
Onastickynoteprint:
• Yourrequest
• Yourcompletename
• School
• Emailaddress
KEYWORKINGAGREEMENTSAFACILITATIONTOOL
•RespectallPointsofView
•BePresentandEngaged
•HonorTimeAgreements
•RespectandHearAllvoicesintheRoom‐ YourVoiceisEquallyImportant
•ComewithaPositiveAttitudeTANGIBLESDEANESPENCER
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FSIMATERIALS
Participantfolder
• AnalysisofSurveyData
• PerceptualDataStrengthsandChallengesWorksheets
• QuestionstoGuidetheAnalysisofPerceptionsDataforContinuousImprovementPlanning
• CommunicationPlanforSurveyResults
PRINCIPALSRESOURCEPACKET
• EdYes!:Creating,Completing,AttachingandSubmitting
• PET:Creating,Completing,Attaching,andSubmitting
KEYDATESTOREMEMBER
PROGRAMEVALUATION
IMPLEMENTATIONWITHFIDELITY
MICHIGANCONTINUOUSSCHOOLIMPROVEMENTPROCESSCYCLE
STAGEFOUR‐ DOSTEP11‐ EVALUATEPLAN
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ACTIVITY
Thinkaboutthefollowingandthenhaveadialogueatyourtable:
RegardlessofyourroleintheSchoolImprovementProcess,whatprocesshaveyouusedtoevaluatetheimplementationandimpactofyourbuildingplans?
Whenimplementingastrategy/program,/initiativetoimpactstudentachievement,whatspecificevaluationquestionsandtypesofevidencehaveprovidedyouwithusefuldata?
Whatdatadoyouthinkwouldbehelpfulbuthavenotbeenabletocollect?Whatarethebarrierstocollectingthisadditionaldata?
PROGRAMEVALUATIONTOOL(PET)Timeline
October
January
February
May‐ June
PROGRAMEVALUATIONTOOL(PET)Timeline
October
January‐ April
May‐ June
REMEMBERTHISFROMOCTOBER?
AretheRIGHTPEOPLE…
DoingtheRIGHTTHINGS…
IntheRIGHTWAY…
AttheRIGHTTIME…
……forthebenefitofstudents?
thebenefitofstudents
PROGRAMEVALUATION
GuidingQuestions
•Whatwasthereadiness forimplementingthestrategy/program/initiative?
• Didparticipantshavetheknowledgeandskillstoimplementthestrategy/program/initiative?
•Wasthereopportunity forhighqualityimplementation?•Wasthestrategy/program/initiativeimplemented asintended?
•Whatwastheimpact ofthestrategy/program/initiativeonstudents?
QUALITYEVALUATIONCOMESFROMQUALITYPLANNING
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Leadership and Learning Center 2010
POSSIBLEMONITORINGDATASOURCES
AssessingtheFidelityProtocols
ClassroomObservations
StaffSurveys
WalkThroughData
FocusGroupInterviews
EXPLICITPLANNINGOFHOW,WHO,WHEREANDWHEN
23
MonitoringPlanExamples(OctoberHandout) Handout
IMPLEMENTATIONWITHFIDELITYInanIDEALstrategy/program/initiative:
Allpersonnelinvolvedintheprogramimplementthestrategieswithfidelityaccordingtotheresearch,carryingoutresponsibilitiesbytheirproposedtimelines.
Canyouprovidespecificevidenceofaprocesstomonitorfidelityofstaffimplementationofthes/p/i?
Canyoudrawspecificconclusionsregardingfidelityofimplementationfromexamples?
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IMPLEMENTATIONWITHFIDELITYInanIDEALstrategy/program/initiative:
Theyuseclearlydefinedprotocolstocollectandreviewformativeimplementationdatatoidentifyunintendedconsequences.
Canyouprovidespecificexamplesofpositiveand/ornegativeunintendedconsequences?
Canyoudrawconclusionsfromyourexamples?
IMPLEMENTATIONWITHFIDELITYInanIDEALstrategy/program/initiative:
Programleadersconsideradjustmentsguidedbyimplementationdatawhilemaintainingtheintegrityofresults.
Canyouidentifymodificationsmadeorunderconsiderationtotheimplementation?
Whatmightbethepossibleimpactofmodificationsontheintegrityofimplementation?
RATEYOURIMPLEMENTATIONWITHFIDELITY
Wasthestrategy/program/initiativeimplementedasintended?• Allresearch‐basedelementshavebeenimplementedwithfidelityfollowingtheproposedtimelines.
• Criticalelementshavebeenimplemented,butworkonconsistencyanddepthremains.
• Theoveralldesignwasinplace,butvariationsinpracticewereevidentandmaybeadverselyaffectingresults.
• Partsoftheprogramwereworking,butothershaveyettobeimplemented.
PROGRAMEVALUATIONTEMPLATEANDCRITERIAIMPLEMENTATIONWITHFIDELITYHandout
2016‐2017PROGRAMEVALUATIONTOOL(PET)ATTACHINGANDSUBMITTING Handout
30
Fidelity of Implementation Current Reality (Statements & Rubric
Score)
Data
Program Evaluation Requires all THREE types of Activities
Implementation(Adult Action)
Data
Measurement(Student Achievement)
Data
Ready to Answer PET Question 5
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PETTOOLS
http://www.michigan.gov/mde/0,4615,7‐140‐6530_30334_51051‐328384‐‐,00.html
PROGRAMEVALUATIONTOOL(PET)Timeline
October
January
February
May‐ June
PROGRAMEVALUATIONTOOL(PET)Timeline
October
January‐ April
May‐ June
BUILDINGASCHOOLMINDSET• Dr.JenniferParker
CREATEARICHCLASSROOM
RICHCLASSROOMCLIMATEMINDSET:CONNECTIONSTOSCHOOLIMPROVEMENT
•Howdoesourrichclassroomclimateinfluenceourschoolimprovementplanningandreporting?
•Howisourmindset portrayedinourgoalsandplans?
•Howcanwebuildinconversations aboutclassroomclimatewithourownstaff?
Formoreideas,readChapter14‐18inthetext“PoorStudents,RichTeaching:MindsetforChange”byEricJensen.
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BUILDINGTHESCHOOLMINDSET
1. Relational(1‐7)
Chapters1‐7
2.Achievement (8‐13)
3.RichClassroomClimate(14‐18)
4.Engagement(19‐23)
Jensen,E.(2016).Poorstudents,richteaching– mindsetsforchange.Bloomington,IN:SolutionTreePress.
Handout
PARTIII– RICHCLASSROOMCLIMATEMINDSET
“Ifocusonwhatstudentsneedtosucceedandbuilditintothelearningandsocialenvironmenteveryday.”– p.111
Howdoyou:
*engagevoiceandvision?*setsafeclassroomnorms?
*fosteracademicoptimism
Jensen,E.(2016).Poorstudents,richteaching– mindsetsforchange.Bloomington,IN:SolutionTreePress.
DIFFERENTIATINGBETWEENCLASSCULTUREVS.CLASSCLIMATE
ClassCulture ClassClimate
Developsvaluesandcollectivebeliefsovertime
Developswithinsecondsorminutesindividually
Fostersstudentdecisionmaking Maycomeorgowithoutconsistency
Usespeerpressureandcamaraderietoinfluencemoreappropriateactions
Characterizesaninstantcollectiveemotionalfeeloftheclassroom
Jensen,E.(2016).Poorstudents,richteaching– mindsetsforchange.Bloomington,IN:SolutionTreePress.
p.110
CONNECTIONSTOKEYWORKINGAGREEMENTS
EngageVoiceandVision
FosterAcademicOptimism
SetSafeWorkspaceNorms
Jensen,E.(2016).Poorstudents,richteaching– mindsetsforchange.Bloomington,IN:SolutionTreePress.
p.114
MacombFSI
“FactorsforRichClassroomClimate”
YourOwnClassroom
CONNECTIONSTOBESTPRACTICE(CITW)CreatingtheEnvironmentforLearning• “Thebackdropforeverylesson….Whenteacherscreateanenvironmentforlearning,theymotivateandfocusstudentlearningbyhelpingstudentsknowwhatisexpectedofthem,providingstudentswithopportunitiesforregularfeedbackontheirprogress,andassuringstudentsthattheyarecapableoflearningchallengingcontentandskills…”(p.xv)
Dean,Hubbell,Pitler,Stone,(2012).ClassroomInstructionthatWorks,2nd ed.
CONNECTIONSTOCONTINUOUSIMPROVEMENT“THECLIMATEOFACADEMICOPTIMISM”
•Changetheroles
•Showtheevidence
•Changethegame
•Makemasterytheendgame
•Createasenseofownership(pp.134‐138)
Jensen,E.(2016).Poorstudents,richteaching– mindsetsforchange.Bloomington,IN:SolutionTreePress.
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ACTIVITY:ENGAGINGVOICEANDVISION
BUILDINGTHESCHOOLMINDSET
1.Relational 2.Achievement
3.RichClassroomClimate
4.Engagement
Fornext time…Chapters19‐23
Jensen,E.(2016).Poorstudents,richteaching– mindsetsforchange.Bloomington,IN:SolutionTreePress.
Handout
TAKEABREAKSEEYOUIN10MINUTES
MICHIGANCONTINUOUSSCHOOLIMPROVEMENTPROCESS
MICHIGANCONTINUOUSSCHOOLIMPROVEMENTPROCESSCYCLE
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AnnualEducationReportHowdidwedo?
SchoolImprovementPlanWheredowewanttogoandhowarewegoingtogetthere?
ComprehensiveNeedsAssessmentWherearewenow?
ComprehensiveNeedsAssessmentProcess
OutcomeData
ProcessData PerceptionData
DemographicData
IdentifyStrengthsandChallenges
ConductanInquirytoDetermineAppropriateStrategies
UnpackStrategiestoCreateanActionPlan
Monitor&Evaluate
Implementation(AdultBehaviors)
Monitor&EvaluateImpact(StudentGrowth)
Revisit,Review,RevisePLANasneeded
GATHER
STUDY
PLAN
DO
ASSIST
SchoolSystemReview
SchoolDataProfile
TitleIDiagnosticDataCollection
ProgramEvaluationBegins*
SchoolSystemReview
TitleIDiagnosticDataAnalysis
SchoolDataAnalysis
‐ DataPlanner
ResearchBestPractices*
GoalsandPlansActionPlan
ProgramEvaluationToolFinalized*
Revisit,Review,andRevisePLANasneeded*
STAGEONE‐ GATHERSTEP2 – COLLECTDATA
PERCEPTIONDATATHEROLEOFPERCEPTIONDATAINACOMPREHENSIVENEEDSASSESSMENTPROCESS
What are the areas of concern over which we have control?
SUMMARYQUESTIONS
At what level are our students achieving? How does this compare to where we want them to be?1
What factors influence student achievement?2What does this information tell us about our greatest area of need?3
4
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OfficeofEducationImprovement&Innovationwww.mi.gov/osi 55
WHAT
Demographic Data Achievement/Outcome Data
Process Data Perception Data
• Enrollment• Subgroups of students• Staff• Attendance (Students and
Staff)• Mobility• Graduation and Dropout• Conference attendance• Education status• Student subgroups• Parent involvement• Teaching staff• Course enrollment patterns• Discipline referrals• Suspension rates• Alcohol‐tobacco‐drug
violations• Extracurricular participation• Physical, mental, social and
health indicators
• Local assessments: District Common Assessments, Classroom Assessments, Report Cards
• State assessments:MME, SAT, M-STEP, MI-Access, WIDA
• National assessments:SAT, PSAT8/9, PSAT10 WorkKeys, NWEA, ITBS, CAT, MET, NAEP
• GPA• Dropout rates• College acceptance
• Policies and procedures (e.g. grading, homework, attendance, discipline)
• Academic and behavior expectations
• Parent participation: PT conferences, PTO/PTA, volunteers
• Suspension data• School Process Indicators
(SSR 26 Indicators) or (ISA/SA)
• Event occurred: Who, what, when, where, why, how
• What you did for whom: E.g. All 8th graders received violence prevention
• Survey data (student, parent, staff, community)
• Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)
WhatDataDoYOUCollect?
PERCEPTION
• Aview,judgment,orappraisalformedinthemindaboutaparticularmatter
• Abeliefstrongerthanimpressionandlessstrongthanpositiveknowledge
• Agenerallyheldview
• Aformalexpressionofjudgmentoradvice
• Ajudgmentoneholdstrue
SYNONYMS
• Opinion
• View
• Belief
• Conviction
• Persuasion
• Sentiment
GATHERPERCEPTIONS
Helpsustounderstand
• ValuesandBeliefs
• Sharedvision
• Organizationalcultureandclimate
• Strategiesthatwillhelpstudentslearn
• Teacherbehavior
• Whatisimportanttostudents
SURVEYPROCESS
1. DeterminePurpose
2. DetermineContent
3. DeveloptheInstrumentandPilot
4. Collectthedata
5. Analyzetheresults
6. Reportresults
7. Shareandreviewtheresults
8. Usetheresults
DETERMINEPURPOSE
• What doyoureallywanttoknow?• Where dootherdatatypesindicateaneed?
• Why areyouadministeringthesurvey?
• How doyouplanonusingtheinformation?
• Who isgoingtodotheworkofcollecting,analyzing,andreporting?
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DETERMINECONTENT
• Identifywhomyouwanttosurvey
• Checkforexistingtools
• IdentifySubgroupsfortheDisaggregationofDataUseconsistentgroupswithStudentLearning
DEVELOPSURVEY
Characteristicsofagoodsurvey
• Strongpurposesoparticipantswillwanttocompleteit
• Shortandtothepoint
• Questionsthateveryonecanunderstandinthesameway
• Questionsthatmovefromgeneral tospecific statements
• Responseoptionsthatmakesenseforthequestions
ITEMDESIGNCONSIDERATIONS
• Simpleisbest
• Phrasequestionspositively
• Askallquestionsinthesameway
• Keepitemsshort
• Donotuseeducationjargonandacronyms
• Usealogicalsequence• Generaltospecific
ITEMDESIGNCONSIDERATIONS
DeterminingScales• “Least”ofatyperesponseto“Most”ofatyperesponse
• StronglyDisagreetoStronglyAgree• Never toAlways
• Westernformatofreadinglefttoright
DESIGNCONSIDERATIONS
Open‐ended• Generallyattheendofthesurvey• Ifyoualreadyknowwhattheresponseswillbethenaskitinaselectedresponsequestion
• OftenappearinpairsFeedbacktopicWaystoimproveonfeedbacktopic
• “Comment”doesnotprovideenoughframing
SURVEYDESIGNCONSIDERATIONS
Friendlydesign• Onceaparticipantbeginsasurveytheytypicallyfinish
Askquestionsto• addresstheissuesthatarebasedonwhatyouwhattoknowandcannotbegatheredfromothersources
• thatyouwanttoaskovertimetoseegrowth
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SURVEYDESIGNCONSIDERATIONS
• Shouldbequickandeasytocomplete
• Statethepurposeofthesurvey
• Writeinstructionsthattelltherespondentswhatyouwouldlikethemtodo
• Thanktheparticipantsfortheirtime
• Nomorethan2Open‐endedquestions
• Donotusedemographicsthatwouldidentifyanindividualbecauseofsmallnumbers
COLLECTTHEDATA
ResponseRate
• StaffandStudents• Aimfor100%
• ParentsandCommunity• Difficulttoobtain100%
• PurposefulSampling
• SqueakyWheels
• MailingQuestionnaires
SETTINGUPADATACOLLECTIONPROCESS
①Communicatepurpose,procedures,andcontenttostakeholders
② Selectthebesttimetoadministerquestionnaires
③ Selecttheadministrationenvironment
④ Establishamanageableadministrationschedule
⑤ Provideanarrowwindowofadministrationforeachquestionnaire
SETTINGUPADATACOLLECTIONPROCESS
AdditionalConsiderations
Provideadditionallanguageaccess
Testthedatacollectiontoolspriortoadministration
Verifythedata
ANALYZINGPERCEPTIONDATA
AnalysisbyTotal• Identifygeneraltheme
AnalysisByDemographic• Isolatedifferencebysubgroups
• Gender
• Grade
• Ethnicity
• Achievementlevel
AnalysisByYear• Progressmonitoringofprogramsandprocesses
ANALYZINGPERCEPTIONDATA
• ComplexAnalysisvs SimpleStatistic• Descriptivestatistics
• AvoidRedundantAnalysis• Maynotneedtobebrokendownintoeverysubgroupifallsaythesamething.
• Istheanalysistellingyouanythingnew?
• Isithelpingyouseethedatainanewway?
• Woulditbebeneficialtofocusenergyintootherareasofoverlappingdata?
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INTERPRETINGRESULTS
Open‐EndedresultsrequireAggregationbeforeyoucanInterpret• Eliminateduplicates
• Adddescriptors
• Rankorder
Topic #
Topic Characteristic1 #
TopicCharacteristic 2 #
AGGREGATINGOPEN‐ENDEDRESPONSES
All Responses
I likethecaringteachersandthefriendlyschool
Ilikethatourschoolisnewandtheteachersarenice
Ihaveagoodteacherandfriendswhotreatmenice
Ilikethewayteachers makeuslearnthings
Ifeelsafeandtreatedwithrespect fromteachers
Ilikemy teacherandtheprincipal
Aggregated Responses
Theteachers(7)
Nice 2
Respect/fair 2
Caring 1
Good 1
Wayoflearning 1
Theschool(3)
Friendly 1
New 1
Nice 1
Eliminateduplicates,
adddescriptors,andRank
USINGRESULTS Handouts
FORCEFIELDANALYSIS• Startingwithaschoolgoalor“idealstate”
• Looksatsurveyresultsorbrainstormingideas
• DrivingForces• Resultsthatmovetheschooltowardchange
• RestrainingForces• Theresultskeepingtheschoolfromgettingtowhereitwantstobe
ALLSTUDENTSREADINGATGRADELEVEL
DrivingForces RestrainingForces
All teacherssupport Classsizesaretoolarge
Fitswithschoolpurpose Notenoughmoneyforprograms
Schoolboardsupports Readingspecialistneeded
Students liketheschool Familiesdonothelpwithhomework
Teacherswanttoimprove
Kidsarelivinginpoverty
Weneedstrongtoolstomeasure
Studentsdonotbehave
time
Whatcanyoudotostrengthenthedrivingforces?Whatcanyoudotoweakentherestrainingforces?Whatfactorsareoutofyourrealmofinfluence?
SHAREANDREVIEWRESULTS
• Committeereviewmeetings
• Fishbowl
• Gallerywalk
• Smallgroupswithprotocol
• Dataparty
• Reviewaspartofoveralldataprofile
• Forcefield analysis
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REPORTTHERESULTS
• Presentresultseffectively
• Timelyfashion
• Provideavenuesforuseoftheresults
• Purposeistogettheresultsintothehandsofthepeoplewhoneedthem
LUNCHBREAKSEEYOUAT12:15
DATAANALYSISSIMULATION
PERCEPTIONDATADeterminePurpose
• Whatdoyouwanttolearn?
• HowdoyouwanttousetheresultsinconjunctionwithyourSchoolImprovementPlans?
DetermineContent• Whatcontentdoyouwantfromwhom?
DeveloptheTool• Createaninstrument
• Pilotandreviseasnecessary
• Isthequestionnaireworkingthewayyouwantittowork?
STAGETWO‐ STUDYSTEP4– ANALYZEDATA
UPDATEYOURDATAWORKSHEETWITHRESULTSASYOUGATHERTHEM~EDYES!,SURVEYS,DEMOGRAPHICDATA
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DATAACCESSANDINQUIRY
BECOMINGADATAFRIENDLYSCHOOL
Threemostimportantstepsinbecomingadata‐friendlyschoolare:
1)sellingteachersonthevalueofdatasothattheycanteachersmarter,notharder
2)creatingaculture ofcontinualdatacollection,analysis,andapplication
3)emphasizingthatusingdatatoimprovetheteachingprocessisasignofprofessionalism,notanacquiescencetofailure
(Source:Jensen,E.(2009).Teachingwithpovertyinmind,p.74)
RECORDINGYOURDATA
LOCATEYOUR‘DATAPLANNER’AND‘DATAWORKSHEET‘PACKET
87
Handouts
DIGGINGDEEPERWITHACHIEVEMENTDATA
• OfficeofEducationImprovement&Innovationwww.mi.gov/osi
DIGGINGDEEPER:ACHIEVEMENTDATA
DIVINGDEEPERWITHDEMOGRAPHICDATA
• OfficeofEducationImprovement&Innovationwww.mi.gov/osi
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DIVINGDEEPER:DEMOGRAPHICDATADATAREVIEW
92
TRENDS,PATTERNS,CONCERNS
BEYONDTHEBASICSASKINGTHE5WHY’S
Handouts
EdYES!REPORTCOMPLETEANDATTACHTHEEDYES!
STAGETWO‐STUDYSTEP4‐ANALYZEDATA(4DATAPOINTS)
95
STUDYAnalyzeDataSetGoals
SetMeasurableObjectives
StudyResearchWHAT 10/10/2014
OfficeofEducationImprovement&Innovationwww.mi.gov/osi 96
Demographic Data Achievement/Outcome Data
Process Data Perception Data
• Enrollment• Subgroups of students• Staff• Attendance (Students
and Staff)• Mobility• Graduation and Dropout• Conference attendance• Education status• Student subgroups• Parent involvement• Teaching staff• Course enrollment
patterns• Discipline referrals• Suspension rates• Alcohol‐tobacco‐drug
violations• Extracurricular
participation• Physical, mental, social
and health
• Local assessments: District Common Assessments, Classroom Assessments, Report Cards
• State assessments:MME, SAT M-STEP, MI-Access, ELPA
• National assessments:SAT, PSAT8/9, PSAT10 WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT
• GPA• Dropout rates• College acceptance
• Policies and procedures (e.g. grading, homework, attendance, discipline)
• Academic and behavior expectations
• Parent participation: PT conferences, PTO/PTA, volunteers
• Suspension data• School Process Indicators
(SSR 26 Indicators) or (ISA/SA)
• Event occurred: Who, what, when, where, why, how
• What you did for whom: E.g. All 8th graders received violence prevention
• Survey data (student, parent, staff, community)
• Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)
WhatDataDoYOUCollect?
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97
Handout
Afteryouhaverevisited,reviewedandrevisedyourrating,criteriaandevidenceforeachStrand….youcanclick“Complete”.
COMPLETE,ATTACH,ANDSUBMITYOURDIAGNOSTIC
CLICK
98
Handout
FromthePortfoliopagea“Completed”diagnosticisreadytobesubmitted.Clickonthe“Submit”button.
COMPLETE,ATTACH,ANDSUBMITYOURDIAGNOSTIC
CLICK
99
Handout
FromthedocumentpageyoucancreateagraphoftheSchoolSystemReviewtoidentifyareasofstrengthsandchallenges.
ANALYZINGYOURREPORT
CLICK
100
Handout
SchoolSystemReviewONLY:ToanalyzethecompletedsubmissionyoucanprintapdffromthePortfoliopageorthedocumentpage.ThelastpageofthepdfwillcontainaReportSummary.Thesummarywillindicatetheindividualratingforeachstandard.
ANALYZINGYOURREPORT
CLICK
EdYES!DUEDATE:MARCH17,2017
101
•26QualityIndicators
MDEAccredited
• InterimSelf‐Assessment•Self‐AssessmentAdvancEDMichigan
AdvancED ISA MDE SSR
One or the Other…. NOT BOTH
RevisitReview
Recalibrate
RevisitReview
Recalibrate
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MDE:SCHOOLSYSTEMSREVIEW(SSR)AdvancED:INTERIMSELFASSESSMENT (ISA)
• ExaminethecompletedEdYES!ReportinASSIST:IdentifyyourchallengeareasIdentifyyourstrengths
• AsaSchoolImprovementTeam:
• Talkabouthowyouwillengagestaffinactionstoaddressyourchallenges.
• Discusshowyoucanuseidentifiedstrengthstoimproveyourchallengeareas.
103
MDE:SCHOOLSYSTEMSREVIEW(SSR)ADVANCED:INTERIMSELFASSESSMENT(ISA)
TASKS:1)CompleteeithertheSchoolSystemsReview,InterimSelfAssessment orSelfAssessment.
2)UseyourcompletedEdYes!reportTorecordyourstrengthsandchallengesinyourdataWorksheet.
3)Determineimpactsandactionsassociatedwitheach.
104
MDEMEMORANDUMACCOUNTABILITYANDACCREDITATIONSCHOOL/DISTRICTREPORTINGREQUIREMENTS
Handout
SCHOOLPROCESS PER
CEPTIONS
STUDENTLEARNING
DEMOGRAPHICS
MULTIPLEMEASURESOFDATA
FROMTHEWORKOFVICTORIABERNHARDT
DOYOUKNOWMEWELLENOUGHTOTEACHME?
Whatdoyoualreadyknow?Whatdatadoyouneedtoknow?
Whatadditionalinformation/datadoyouneedtoknow?Wherecantheinformation/databefound?
Demographic‐ContextualData
Describesourstudents,staff,building,andcommunity
Achievement/Student
OutcomeDataHowourstudentsperformonlocal,stateandfederalassessments(subgroups)
ProcessData
Thepolicies,procedures,andsystemswehaveinplacethat
definehowwedobusiness
PerceptionData
Opinionsofstudents,staff,parentsandcommunityregardingour
school.
SCHOOLPROCESS PER
CEPTIONS
STUDENTLEARNING
DEMOGRAPHICS
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TheactionsthatBESTmeetthelearningneedsofALLstudentsarestartedfromhere “Examiningthe
intersectionsofthefourtypesofdataallowsforthepredictionofactions,processes,andprogramsthatbestmeetthelearningneedsofallstudents.”
VictoriaBernhardt
WHICHINTERSECTIONIMPACTSYOURACTIONS?Handouts
Eachsectionofoverlapbetweenthefourtypesofdataanswersaquestion.
Writetheletterassociatedtoeachquestionintheshadedsectionthatmatchestheoverlapregion.
WHICHQUESTIONSDOESYOURSCHOOLIMPROVEMENTTEAMNEEDTOANSWER?
Handouts
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COMPREHENSIVENEEDSASSESSMENTPROCESS
Includesananalysisofthefourtypesofdata:
demographic,
process,
outcome,and
perception.
Requirestheidentificationofstrengths andchallenges.
WHYANALYZEANDSUMMARIZEYOURDATA?
synthesizetheresultsofyourdatacollection
andtodrivetheconstructionofyourschool’simprovementplan.
INTENTOFANANALYSISDATABasedonthechallengesidentified,whichofthesehighneedareaswillbeincorporatedintotheSchoolImprovementPlan’sGoalsMeasureableObjectivesStrategiesActivities
fortheupcomingyear?
COLLECTANDCOMPAREYOURDATAUSEYOUR‘DATAPLANNER’ANDYOUR‘DATAWORKSHEET’TO
COLLECTDATATOINFORMYOURPLAN
124
Handout
MACOMBFSI WEBSITEwww.macombfsi.net MISCHOOLDATA UPDATES
• AnnualEducationReports
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FINALANNOUNCEMENTS
• Openlab
• EduPaths
• Otherprofessionallearning
TITLEIANDESSA
ASSISTANDSPOTLIGHT
http://www.michigan.gov/mde/0,4615,7‐140‐22709_70117‐280911‐‐,00.html
TEAMWORKTIME• EDYES!REPORT
• Finalize,AttachandRecordresultsinyourDataWorksheet
• Makeaplantoinvolveschoolstakeholdersinaplantoimproveyourchallengeareas
• ProgramEvaluationTool• Complete“GettingReady”Questions(#1‐ #3)
• Begin“ImplementationwithFidelity”(#4)
• GatherandRecordDatatobeginyourComprehensiveNeedsAssessmentProcess
[email protected]@jpmoore67
QuestionsandCommunicationalwayswelcome!