Presented By

KI Convention Center Green Bay

WASDA BUSINESS PARTNERS ATTENDING

Curriculum Associates

Forecast5 Analytics, Inc. Ion Software Group, Inc. Kraemer Brothers, LLC Performance Services Renaissance Learning

Viterbo University

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Welcome to the third annual Wisconsin Summit on Data Informed Leadership – jointly sponsored by WASDA and AWSA and in collaboration with DPI and the CSN-WISE Explore Team. We know your professional time is valuable and we have structured this Summit to provide high value to you and your colleagues. Educators are confronted every day with data of all sorts: data about student behavioral development, learning, response to intervention, teacher and principal effectiveness, and whole system productivity. Ongoing development in our capacity to collect, synthesize, analyze and integrate data into our regular practice will support our efforts to ensure continuous improvement in student learning and organizational effectiveness. This Summit is specifically designed to enhance competencies related to data use for improved instruction and student learning. You will be exposed to notable thought leaders providing insights intended to improve instructional effectiveness. You will hear from dozens of education leaders from districts across Wisconsin sharing their experiences with data sources, analytic processes, and organizational practices that have resulted in demonstrated increases in student learning. Importantly, you will have designated team learning time to work collaboratively with your district colleagues in evaluating your districts current capacity in the use of data for instructional improvement. Sessions will provide you with the insights to develop strategies for implementation of effective practices in your own district. We hope you find the Summit of value to you in your role. It has been designed to provide meaningful support to education leaders in whatever roles they serve in schools across Wisconsin. Sincerely,

Jon R Bales Executive Director WASDA

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Pre-conference Workshops Thursday, March 1: 8:00 a.m. Registration – Grand Foyer D 8:30 a.m. - Pre-Conference Workshops 11:30 a.m. 1. Root Cause Analysis: From Student Data to Practices – B1

Designed for school, district or teacher leadership teams, this hands-on session will provide participants with a replicable process to analyze likely root causes for student data problems. Teams will actively participate in and apply a process that connects their student data to possible causal factors in educator practice--often a missing link in informing effective school improvement efforts. During the structured, guided process, teams will collaborate through: • Building common understanding of the student data problem statement • Effective brainstorming about hypotheses of practices • Categorization of practices within an effective system • Determining the greatest “influencer” practices for leverage • Finalizing priority root cause hypotheses

For the greatest impact, participants should attend as leadership teams and follow effective team protocols. Teams will also need to document their work in online Google templates, which will be provided.

Outcomes from this session include: • Replicable step-by-step process • Teams’ identification of highest likely root causes for their schools’ student data findings • Recommended next steps in the process

Suggested lists or resources to bring: • School-wide data findings that demonstrate a critical need for student improvement • Technology with access to the internet (power strips and extension cords, as needed)

Facilitated by WISExplore Team Members Mary Ann Hudziak and Judy Sargent

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Pre-conference Workshops 8:30 a.m. - Pre-Conference Workshops 11:30 a.m. 2. Data Audit for Leadership Teams – Grand B

What are the critical areas for data inquiry in a school or district? Do we have access to the right data to help us optimally serve our students? Are we maximizing our use of state longitudinal data systems? In this active pre-conference session, school, district or teacher leadership teams will engage in a facilitated process to explore their most critical areas for data inquiry. Insight from this exploration will guide teams through an analysis of current data sources available to educators in their systems. Guided by a meaningful process of data inquiry, teams will reflect about their student and practices data sources in these dimensions: • Is this data that we need to help us improve student outcomes? • To what degree is it valid for our purpose? • To what degree can we get at the data easily? • Who can access the data? • To what degree do we understand the data? • To what degree is the data timely and useful to inform decisions? • To what degree do we know how to use the data?

Teams will also explore available state data sources and learn how they might leverage state data with their local data to better inform improvement actions.

Outcomes from this session include: • Determination of local data needs • Analysis of student and/or practices data sources • Development of skills in using state data sources • Action plan to improve their collection, access and use of data sources

Suggested lists or resources to bring: • student assessments currently being administered • surveys currently being administered • access codes to local and state data sources • laptop computers • LCD projectors

Facilitated by WISExplore Team Members Jim Lee and Lisa Arneson

11:30 a.m. Lunch on your own. (At the Hyatt or offsite)

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1:15 p.m. General Session – Grand Ballroom DE Welcome

Dr. Jon Bales, Executive Director, Wisconsin Association of School District Administrators Deputy State Superintendent, Mike Thompson 1:30 p.m. General Session – Grand Ballroom DE

Lighting The Path To Improvement: Hope Is Not Strategy & Accountability Is Not Commitment We all know improving schools and systems is hard. It is clear that high stakes accountability and the initiative swirl fail to lead to lasting improvement. We also know every teacher went into the profession wanting to make a difference. Each child enters kindergarten wanting to succeed. Leaders accept the challenge to lead because they believe they can impact both positive change and organization culture. How do we reshape our thinking about the work and

provide light to those on the journey? The model for improvement linked with the principles of quality has moved the School District of Menomonee Falls beyond “the chase.” The system is focused on building culture, problem solving effectively, and leveraging capacity for both the students and the staff. The performance results are clear. What is equally important is what we have learned about building individual capability, system capacity, and hope. We are building life chances for children and bridging new hope for our professionals. Presenter: Patricia Greco, Ph.D., Supt., Menomonee Falls

3:00 p.m. Break 3:15 p.m. Breakout Sessions featuring the following strands:

Utilizing Data Information Sources

Developing Data Literacy

Maximizing Collaboration

Leveraging Balanced Assessment

Coaching for Equity & Excellence

What is the most efficient use of coaches’ limited time? What professional development do coaches need? Where do coaches need support? How do you measure the effectiveness of coaching systems? Coaching is a key component when implementing any new practice/innovation or intervention in your district. Yet, throughout districts in Wisconsin the role of a coach has been understood in vastly different ways. This presentation will demonstrate how the statewide Coaching Competency Practice Profile (CCPP) and data from the supporting tools inform a comprehensive coaching system. Presenter: Robin Worth, Researcher, UW-Madison; Rachel Fregien, Project Coordinator, DPI; and Joseph Kanke, Statewide Systems Coordinator; CESA #2

1. The Wisconsin Coaching Competency Practice Profile: Informing a Comprehensive Coaching System – Grand A

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Student-Centered coaching is how New Berlin School District is putting student achievement and instructional practices at the center of our digital learning program. Participants will learn how digital learning coaches are moving school cultures beyond “the tools” and the logistics our systems uses to support high impact professional growth. Presenter: Caroline Haebig, Digital Learning Coordinator, New Berlin

If all pieces of data were analyzed about a particular student, we may have avoided the crime of murder years ago. Learn about one student's story from his perspective 18 years later as well as from the point of view of his former principal. What were the root causes of his lack of academic achievement? What could we have done differently? There are things that we can learn from his experience that could make a difference in the lives of many of our students at-risk and walking the same path today. Presenter: Amy Bindas, Director of Teaching & Learning, Clintonville

High Schools have more data now than they have ever had in the past. We cannot assume our high school teachers know how to use the data. We must spend time with our High School staff teaching them how to use the data. Participants will discuss available data at the high school level and be exposed to high school assessment data that is available and learn how to increase the data literacy of high school teachers. Participants will see how other districts create high school data walls and track their students to ensure they are moving to high achievement for all students. Presenters: Don Smith, Co-Director of Teaching & Learning; Winneconne; and Eric Larsen, Director of Assessment & Accountability, CESA #6

As you gather data on student achievement, where does engagement fit into the equation? Research shows that a student who is engaged in both their school work and school community experiences greater success both in and out of the classroom as well as upon graduation from high school. Therefore, understanding how a student spends their free time, their perception of the rigor and relevance of school work, how they utilize various support systems and the planning they have done for life after high school is a critical. A survey that gathers data on six key indicators of student engagement; connectedness, drive, citizenship/leadership, preparation, social and emotional aptitude and wellness is an important piece of understanding and supporting your students. Learn how Districts have used the School Perceptions Student Engagement Survey as a part of the RtI process. Presenters: Sue Peterson, Project Manager; and Jerry Kember, Project Manager, School Perceptions; and Timothy Joynt, Director of Curriculum & Instruction, Shorewood

What's in an 'A'? Middle school staff of the Hortonville Area School District will share their collaborative journey from traditional to standards-based grading to include: The process for shifting school and community culture surrounding grading and assessment, Presenters: Travis Lawrence, Principal; Heather Rosene, 8th Grade Teacher; Jessica Kernen, Spanish Teacher; Steve Gromola, Principal; April Lee, 8th Grade Teacher; Melissa Cordy, 6th Grade Teacher; Jackie Ellerman, 6th Grade Teacher; and Jackie Ulmen, 7th Grade Teacher; Hortonville

2. Student-Centered Coaching in a Digital World: Redefine Learning – Grand B

3. One Student at a Time: Preventing Tragedy Before It Happens – Grand C

4. High School Assessment Data Literacy – Grand F

6. Grading for Learning: A Middle School Journey - Grand H

5. Calculating Student Engagement Into Your RtI Equation – Grand G

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Many schools across Wisconsin and nationwide have implemented PLCs as a tool for improving staff collaboration and student outcomes. How is fidelity of PLC implementation measured and reported, and how are results used to inform coaching and other improvement strategies? This session will review practices being used under the State Personnel Development Grant (SPDG), which involves a small set of Wisconsin schools working to improve outcomes for students with disabilities through the implementation of high-functioning PLCs. Presenters: Debra Ahrens, Project Director, DPI; Bradley Carl, Assistant Scientist, UW-Madison; and Sara Stanley, Principal, Muskego-Norway

Our district has had lots of great systems in place for sorting students in our RtI System, PBIS system, etc. but an equity training left us searching for something that allowed us to be more responsive with people and curricular resources in "real time," providing classroom teachers with the supports and PD needed to ensure maximum access to high quality universal instruction for all students. Participants will learn about an implemented system at the elementary level where the building principal, District Literacy Specialist, school psych, counselor, social worker and special ed teachers meet with each individual teacher on regular intervals to evaluate current classroom data as well as human/material resources at that teacher's disposal and adjust as necessary. This session will provide the questions discussed at these meetings that are focused around the equity efforts. Presenters: Lindsey Schubert, Principal; Teresa Fanta, District Reading Specialist/Curriculum Coach; and Aaron Engel, Supt., Gale-Ettrick-Trempealeau School District

Using survey data, student data, and focus groups, the School District of New Berlin, a Waukesha County suburban district, uses a continuous improvement process to update their Academic and Career planning goals, process and communication plan. Learn how the school district gathers relevant information and how they strengthened their data review process by asking questions directly aligned to the goals and by meeting with key stakeholders. This session will outline the design through implementation phases and provide practical action strategies that can be implemented within any school system. Successes and challenges will be discussed and opportunities for attendees to ask questions will be provided. Presenter: Kelli Kwiatkowski, Director of Secondary Teaching & Learning; and Kellie Sanders, Chief Academic Officer; New Berlin

Why have a structured process to follow when using data? Effective teams follow a focused process of data inquiry that leads to data-informed improvement actions. In this session, the WISExplore team will take participants through the steps of effective student data inquiry with templates to document their data story. Learn how to connect student data findings to likely root causes in practices. In this session, learn about the processes of inquiry into both student and practices data and how utilizing templates such as the Data Inquiry Journal tool for local and state data sources aid in efficient and effective inquiry. Bring your laptop and access passcodes to WISEdash for Districts and practice with the WISEdash Data Inquiry Journal. Presenters: WISExplore Team Members: Judy Sargent and Mary Ann Hudziak

7. Measuring and Reporting PLC Fidelity of Implementation: Tools for Continuous Improvement Riverview 1

8. Ensuring High Quality Universal Instruction: A "Real Time" Response to Student Needs Riverview 2

9. Implementing a Student-Driven Academic and Career Planning Process – Riverview 3

10. Data Inquiry Process – Ballroom A1 (lower level)

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Research tells us what activities, accomplishments, and behaviors are true indicators of College and Career Readiness. Students are being asked to learn differently than they have the past and need to demonstrate readiness in new ways. This session will focus on case studies from districts that are implementing the American Association of School Administrators (AASA) Redefining Ready! framework in a manner that reflects the needs of their constituents. We will explore the interdependencies between the Redefining Ready! movement and WI's Education for Employment legislation (PI.26), academic and career planning, and the indicators that will be added the state report cards in 2018-19. We will also highlight the knowledge, skills and dispositions that are important but are not adequately captured in state funding and accountability models. We will do a deep dive into the data design, extract, reporting, and analytics needed to inform continuous improvement. Lastly, we will provide an overview of the work of the Wisconsin Redefining Ready! Cohort which will begin meeting in January 2018 to develop best practices to support districts across the State. Presenters: Laura Schmidt, Strategic Advisor to the Supt., New Berlin; and Colleen Timm, Supt., Antigo 4:15 p.m. Team Time Reception – Grand Foyer D 5:30 p.m. Adjourn for the day Friday, March 2: 7:00 a.m. Continental Breakfast – Grand Foyer D 8:30 a.m. General Session – Grand Ballroom DE

Are We Focusing on Learning? How do existing systems and practices get in the way of everyone in a school truly focusing on learning? In this keynote session, Cassandra explores how current practices can undermine our core values. She provides educators with strategies and considerations for aligning systems in a way that better supports learning for all. Participants will also be challenged to identify the barriers that block learners from truly investing in their own learning and

you'll explore classroom data from the lens of learning vs. remembering. Presenter: Cassandra Erkens, PLC and Assessment Associate, Solution Tree

10:30 a.m. Break

11. Redefining College and Career Readiness in Wisconsin Schools – Ballroom A2 (lower level)

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10:45 a.m. Breakout Sessions featuring the following strands:

Utilizing Data Information Sources

Developing Data Literacy

Maximizing Collaboration

Leveraging Balanced Assessment

Coaching for Equity & Excellence

In the ideal classroom, all learners would be deeply invested in their learning, demonstrating motivation, persistence, passion, and high levels of intellectual risk taking and engagement along the way. Is that even realistic? Yes! But changes to the current assessment practices and systems must be made if learners are ever going to be able to self-regulate as they engage in the work of deep learning. This session explores the mental mindset and the practical strategies that educators must employ to support learners in getting to the good stuff. Presenter: Cassandra Erkens, PLC and Assessment Associate, Solution Tree

The pressure that 21st century educators are confronted with in efforts to improve student learning continues to grow. While pressure grows so do the initiatives, the disengagement, and levels of frustration from educators. In their book, Switch: How to Change Things When Change is Hard, Dan & Chip Heath detail how organizations can rely upon a few simple concepts to create real and transformative change. With these concepts in mind, instead of bombarding educators with one initiative after another efforts should be concentrated on narrowing the focus of our resources on research-based approaches that are proven to have a high-impact on student achievement. Engaging and empowering educators in processes that build systems for continuous improvement offer great promise for greater student and school success. Learn how building capacity for continuous system improvement and engaging teachers in a meaningful manner in the process can lead schools on a journey towards becoming a learning leader. Presenters: Ryan Nelson, Supt., and Nicole Steinmetz, Elementary Principal, Augusta

This session will focus on the development and implementation of school and district growth plans as well as the leadership competencies necessary for building contemporary learning environments through the growth planning process. Through the School District of Greenfield’s strategic planning process, our community tasked us with the outcome of providing contemporary learning environments for our students. This is realized when our children apply their knowledge and meet 21st Century expectations in order to become college, career, leadership and life ready. The School District of Greenfield’s 21st Century skills and dispositions, referred to as the G21, are as follows: creativity, collaboration, communication, critical thinking, self-directed learning, well-being and global competence. Through rich performance tasks and assessments, students demonstrate these abilities in a variety of ways and in multiple content areas throughout their K-12 experiences. Continuous growth plans at the building and district levels set outcomes that focus on student application of content knowledge in order to demonstrate their abilities within the G21. In addition to the desired outcomes, growth plans also include aligned and personalized professional learning plans to build teacher capacities in contemporary learning environments, targeted collaboration focused on student learning, job-embedded coaching and feedback to teachers and students, and gathering a vast array of qualitative, quantitative and reflective artifacts to demonstrate growth toward the identified outcomes. Presenters: Lisa Elliott, Supt.; Patrice Ball, Director of Curriculum, Assessment & Instruction 6-12; and Charity Meyer, Director of Curriculum, Assessment & Instruction K4-5; Greenfield

2. Motivating the Elephant, Directing the Rider, & Clearing the Path: Continuous System-Wide Improvement Through Staff Empowerment, Targeted Action, and Collective Accountability

Grand B

1. Getting to the Good Stuff: Resiliency and Investment – Grand A

3. Student Impacts: A Comprehensive View of Leading, Learning and Achievement – Grand C

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A common challenge for education leaders is being "early" in an improvement effort -- too soon to demonstrate much, if any, impact yet on student learning but feeling pressure to validly monitor and assess the degree to which progress is occurring. The purpose of this session is to shed light on this common problem of "the black box" in change leadership assessment and monitoring in ways that can make ongoing progress evident to all. You will leave the session with specific approaches for assessing and monitoring progress from professional learning to student impact with even your most complex local improvement effort. Presenter: Joe Schroeder, Associate Executive Director, AWSA

Districts across Wisconsin are making data-informed decisions; but at what cost to staff time? Many districts report spending more time focused on data collection and organization than time spent on interpretation. This session will look at the most effective, yet easily incorporated data analysis techniques for use in education at all staff levels. By the end of the session, participants will learn how to quickly move from large data-sets into comparable ratios, how to flag data for further review, and when to use each technique. We’ll also include material packets to take back to participants’ respective districts. Sample data-sets will be provided for practice. Presenters: Heather List, Project Manager, and Bob Boyd, Director of Technology & WISEdash Local Operations Board President; WISEdash Local

Participants will be exposed to lessons learned regarding the necessary cultural shifts that need to take place for our educational system to harness the power of learning over that of simply knowing. SBG provides a framework to specifically tease out what kids actually know. The immediate goal is to allow gaps in essential content to be filled with precision through differentiated assessment. Though there is a long term purpose, one that supersedes the individual curricular areas, we want more for our students than evidence “of” learning. We need our students to excel in understanding “how” to learn. Presenter: Ben Schmitt, Hortonville

After a year of studying, we developed a teacher development plan that: 1) balances the science of effective instruction with the art of teaching; 2) provides a common language K-12 for students, staff and parents; 3) respects educators as professionals - they set their goals; 4) is differentiated by role and level; and 5) embeds a common focus for all educators, framing our professional development for years to come. Curriculum teams analyzed John Hattie’s research, Educator Effectiveness components, AVID approaches, and personalized learning to discern common effective practices. With Hanover Research, MNS examined the relationship between our teachers’ effectiveness and their students’ academic growth. Six high-leverage practices were affirmed, and a comprehensive, vertically aligned PD plan was deployed. Join us for this session to learn about our journey to leverage teacher efficacy to meet every learner. Presenters: Dawn Marisch, Director of Teaching & Learning; Kristi Brooks, Director of Teaching & Learning; Kaari Olson, Director of Student Services; Kelly Thompson, Supt.; Jeff Peterson, Assistant Superintendent; Tony Spence, Chief Information Officer; and Courtney Arntzen, Principal; Muskego-Norway

4. Illuminating the Black Box: Assessing and Monitoring Impact – Grand F

7. Making Sense of It All: Aligning Practices to Achieve Proficiency and Beyond for Every Learner – Ballroom A1 (lower level)

5. The Most Effective, Easily Incorporated Data Analysis Techniques for Education at All Staff Levels – Grand G

6. Perpetually Learning - Differentiated Assessments & Standards Based Grading – Grand H

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Change, change, change! How is it possible to build a collaborative data system when things are continuously changing? Hear the 3 year story of our district and how we went from not using data to using it daily to empower students. This fast paced, interactive presentation will cover both the administrator and teacher point of views, provide resources and tools, and expand your professional network for future support. Presenter: Phill Klamm, Principal, Walworth Jt. District #1

This session will explore how three elementary building principals utilized a continuous improvement framework (SAIL) to create systemic change within their buildings. Through the creation and utilization of a theory of action, 100 day plan, and a data analysis process, each of our buildings has experienced significant growth in both student achievement data as well as instructional practices. Our building cultures have also been transformed as a result of the focused, improvement process that the SAIL framework promotes. Presenters: Rachel Hermann, Principal, and Jessica Wagner, Principal; Waukesha

The School District of New Berlin is using digital, literacy and numeracy coaching to provide teachers with resources and instructional strategies so they can be responsive to the needs of our students. The school district is using a variety of data sources to identify areas of need and monitor the progress our students make. This session will share these strategies and protocols we use to implement this work. Presenters: Royce Lindner, Director of Elementary Teaching & Learning, and Caroline Haebig, Coordinator of Digital Learning, New Berlin

In this session, educators from the WISEsupport team share their coaching and leadership experience of using the WISEdata portal and the snapshot tools in WISEdash. Using these tools analyze data to locate inaccuracies in reporting, clean up local data as well as opportunities for focus and improvement. “Being proactive not reactive” when it comes to finalizing your collection data will be stressed throughout the session. Presenters: WISEsupport Team Leads: Autumn Pease and Karen Krakow 11:45 a.m. Lunch – Grand Ballroom DE

8. Continuous Improvement, the Mindset for Building a Collaborative Data System – Riverview 2

9. Driving Systemic Change Through the SAIL Framework –Riverview 3

11. Understanding & Utilizing the DPI WISEdata Portal & WISEdash Snapshot Tools Ballroom A2 (lower level)

10. Connecting the Dots: Leveraging Literacy, Numeracy, and Digital Coaching for the Benefit of Students and Teachers – Riverview 1

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12:45 p.m. Breakout Sessions featuring the following strands

Utilizing Data Information Sources

Developing Data Literacy

Maximizing Collaboration

Leveraging Balanced Assessment

Coaching for Equity & Excellence

Too often teachers feel their hands are tied by pacing guides, curricula that must be implemented with fidelity, testing that never seems to end, and grades that must be recorded weekly. Letting go of such things would create inconsistencies and worse, inequity. The challenge is navigating classroom constructs with precision and flexibility. In this session, we'll explore what it takes to become instructionally agile. Participants deepen their understanding of constructs that guide classroom instruction and identify ways to generate instructionally sensitive data from classroom assessments. Presenter: Cassandra Erkens, PLC and Assessment Associate, Solution Tree

Engagement, feedback and assessment are cornerstones to good teaching practice. Presenters in this session will address how to bring a lens of equitable teaching practices to these educational foundations. Participants will leave with a blueprint to improve student engagement for all, a dozen tech tools that can make both assessment and feedback easier, and a rubric to evaluate summative assessments -- all with an eye on equity. Presenters: Jane McMahon, K-12 Instructional Coach; Gifted & Talented Coordinator; Maggie Schumacher, Literacy Coach; and Jackie Amant, Literacy Coach; Baraboo

After establishing vertical alignment of the essential standards, educational leaders can guide educators to create continuums of learning. With congruent assessments, teachers will efficiently and effectively respond to student data to support each child in Tier 1 and Tier 2. In this session, you will learn a process of leading PLC teams to develop continuums of learning, collect valuable data through congruent assessments and respond to student data using PLC best practices for Tier 1 and Tier 2. Presenter: Peg Mischler, Teacher/Aspiring Administrator, Hortonville

Three years ago, building leaders saw a need to renew the Problem Solving Team process at Burleigh Elementary in order to more effectively meet the needs of all students. Starting with the “why” this school has realized the need to focus on data literacy with staff. PLC structures allowed for the development of regular cycles of assessment of student work that initially targeted Literacy and Numeracy but in time also included social-emotional and behavioral needs of students. A key component of this process involved the development of a 30-minute Intervention/Extension block at each grade level which allowed us to provide specific interventions for Tier II/III students outside of their regular Literacy and Numeracy classes. Participants will be learning how this model came together, the data that reflects its effectiveness and some practical suggestions for implementing various data processes and resources. Presenter: Christian Pleister, Principal, Elmbrook

2. Coaching With a Lens on Equity – Grand B

3. Linking Assessment Data & Continuums of Learning in PLCs – Grand H

1. Getting to Instructional Agility: Using Assessments AS Instruction – Grand A

4. A Collaborative Approach for Data-Based Decision-Making – Grand G

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This session hits on numerous aspects of professional development. The use of a golf simulation provides leaders the ability to think about how we deliver our professional development to ensure we are modeling best teaching practices during our professional development opportunities. Participants will participate in two "mock" classrooms and reflect on the use of the lesson target, gradual release of responsibility model (workshop), and success criteria (rubric). Participants will also gain an understanding of the impact rubrics have on peer and self-assessment for students along with the teacher's ability to strategy group and inform their instruction/planning. Along with the focus on success criteria through the use of a rubric and the gradual release of responsibility instructional framework, participants will see a new perspective on how we might be delivering professional development in order to also leverage and build upon the culture within our buildings. ***Note: Participants attending this session will be golfing and modifications can be provided for individuals. Golf clubs, golf balls, and needed items will be provided by the presenters. Presenters: Jill Oelslager, Middle School Principal, and Joel Graham, High School Assistant Principal, Burlington

During this session, participants will learn about how strengths-based feedback has helped educators use professional practice data to enhance growth. Participants will explore examples of strengths-based feedback and compare to current feedback practices. Additionally, participants will reflect on ways to shift the feedback they provide to be more reflective and actionable. Presenters: Jennifer Navarro, Coordinator of Professional Learning, and Keri Heusdens, Teacher Consultant for Professional Learning; Kenosha

The School District of New Berlin believes that learning is for all students. We also believe that learning extends beyond the classroom. Improvements to our academic and career planning process have enabled us to be inclusive and strategic with students with disabilities, including students with significant cognitive disabilities, to ready all students for post-secondary. Participants will learn about the intentional design of a College and Career Ready Event Series and transition improvements that have yielded greater employability skills and independence for students with disabilities in New Berlin. Presenters: Amanda Mazurkiewicz, Director of Student Services, and Kelli Kwiatkowski, Director of Secondary Teaching & Learning, New Berlin

Learn about Poynette Elementary’s journey to improve literacy instruction. Participants will explore how the Principal and Curriculum Specialists are working collaboratively to improve instructional practices and student achievement. Our system includes using data to inform all of our professional development and coaching practices, meetings, and the refinement of our literacy curriculum. Presenters: Jay Hausser, Elementary Principal; Katie Morrissey-Schmuck, Curriculum Specialist; and Anna Niemeyer, Curriculum Specialist; Poynette

6 Strengths-Based Feedback: Using Data to Reflect and Take Action – Grand F

7. We’re Choosin’ Inclusion: CCR Opportunities for All –Riverview 1

5. Golf Simulation - How to Utilize Success Criteria (Rubrics) Within the Gradual Release of Responsibility Instructional Framework to Inform Student's Learning and Inform Teacher's Instruction Through the Use of Explicit and Timely Feedback – Grand C

8. From Confusion to Collaboration: A Systematic Approach to Improving Literacy Instruction Riverview 3

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Balancing the needs of all students in a classroom is a difficult task. By working together to determine clear learning targets, create pre and post assessments with checkpoints during the unit, and sharing the knowledge of all of our teachers, we are creating Tier 1 classroom strategies to help all of our students grow in reaching grade level goals. Our classroom, special education, reading and EL teachers set regular meetings to review student data. Together they determine the strategies and supports necessary for each child. During instructional time each teacher works with students to meet their learning needs. This collaborative, comprehensive model to instruction provides the flexibility in support needed to maximize our time with students. In addition to sharing our journey we would like to have teams attending get started on their collaborative work by sharing our setbacks and successes along the way! Presenters: Shauna Bartel, Reading Specialist; Leah Wycklendt, 4th Grade Teacher; and Emily Wendlake, ELL Teacher; Greendale

Research from the National Implementation Research Network clearly indicates that specific practices for implementing innovations in schools significantly impact the likelihood of improving student outcomes. Systems alignment is one of the key factors in ensuring that students learn at high levels. In this session, participants will learn about the research behind the strategic alignment of schools and districts with respect to leadership teams, vision, non-negotiable practices, and data-driven goals and continuous improvement plans. Two Wisconsin superintendents will share specific examples from their districts, including practical advice and lessons learned for creating coherent and aligned systems, and how doing so has impacted their data and helped to close achievement gaps. Participants will have an opportunity to consider implications of this work for their own districts and schools. Presenters: Heidi Laabs, Leadership & Coaching Coordinator, WI RTI Center; Barbara Sramek, Supt., Marshall; and Judy Baseman, Supt., Appleton

This session will showcase Wisconsin’s dynamic student data warehouse, designed for new users or those who have only scratched the surface. Learn essential functions within WISEdash to filter, export, and drill-down into student data for maximum effectiveness. Through guided hands-on practice, learn how to navigate the dashboards and how to create and analyze student cohorts, as well as how to use the Data Inquiry Journal. Bring a laptop computer (tablets are not recommended) with access to your WISEdash for Districts secure portal. Presenters: WISExplore Team Members: Jim Lee and Lisa Arneson 1:45 p.m. Break

10. Lessons Learned: Leadership and Systems Alignment for Improving Student Outcomes and Closing Achievement Gaps – Ballroom A1 (lower level)

11. WISEdash Essentials – Ballroom A2 (lower level)

9. Using Classroom Assessment Data to Drive Instruction for All Learners – Riverview 2

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2:00 p.m. Breakout Sessions featuring the following strands

Utilizing Data Information Sources

Developing Data Literacy

Maximizing Collaboration

Leveraging Balanced Assessment

Coaching for Equity & Excellence

This session will focus on a primary level case study, though it can be transferred across grade levels, on improving literacy achievement. Information will be shared on how data is collected and analyzed in the area of literacy instruction. Structures of how that information is then translated in to professional learning opportunities will be shared. This includes the use of a literacy coach, professional learning workshops, coaching cycles, and PLCs. Waupun is a part of the Partnerships in Comprehensive Literacy network, providing a foundation for their work. Presenters: Rob Meyer III, Director of Teaching & Learning, and Tara Caul, Literacy Coach, Waupun

Hortonville Middle School began its journey as a Professional Learning Community six years ago. School administration and teacher leadership will share their collaborative framework to ensure that All Means All is not just a thing we say, but a thing we do each and every day. Presenters: April Lee, Teacher; Jackie Ellerman, Teacher; and Melissa Cordy, Teacher; Hortonville

Participants will see how districts use online resources to gather data on student community connections and use that data to strengthen collaborative relationships. We ask participants to share information about current practices. We will provide how stories on how others in the state build on student engagement. Topics include: "How do your students connect with the community?" How do you document / assess the quality of these connections?" "How do you leverage student connections to maximize the educational value of these activities?" The presentation includes discussion, Power Point, video, and online demonstrations. Presenters: Aaron Malczewski, Business Development Director, CESA #7, and Paul Vidas, President Nvolved, Inc.

With access to a multitude of different data sources and systems, it can be overwhelming. Muskego-Norway Schools has developed a system of alignment to maximize collaboration and student achievement. Implementing a PLC approach across each level of our system, from the district to school to student, has facilitated more meaningful discussions, inquiry and action. In this session, participants will gain insight into Muskego-Norway’s processes, protocols, and tools to identify leverage points and impact student outcomes across all levels. Presenters: Dawn Marisch, Director of Elementary Student Learning; Cathy John, Instructional Coach; Charlene Dupler, Instructional Coach; Tony Spence, Chief Information Officer, and Sara Stanley, Principal, Muskego-Norway

3. Leveraging Student Community Connections for Collaboration and Support – Grand B

2. All Means All at Hortonville Middle School – Grand H

1. A Journey in Increasing Student Literacy Achievement: Aligning Data to Professional Learning Opportunities - Grand A

4. Aligning DATA Practices: From District to Student Level – Grand F

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Join staff from Abraham Lincoln Elementary and learn how their school has become united in beginning to close the achievement gap. Hear their story, from the beginning, as they describe how their building leadership team is leading a Professional Learning Community initiative in an effort to improve school culture, engage in collaborative and reflective discussions about instructional practices and student learning, increase and align the rigor of each grade level’s learning-assessment cycle components, and involve students in setting academic goals and tracking their progress. Learn how grade level teams are collaboratively unwrapping the reading mastery standards as together they build learning-assessment cycles, use student assessment data to define SMART and SMARTER Goals, and vertically align instructional cycles kindergarten through fifth grade. Those attending the session will leave with implementation guidelines, planning templates and suggested topics for professional development. Presenters: Sara Latimer, Principal; Lisa Skeway, Reading Teacher; and Courtney Schuetz, Fourth Grade Teacher; Monroe

The School District of New Berlin will highlight the alignment of a three year strategic plan, district action plans, and school action plans based on multiple data sources. This session will highlight the intentional creation of these plans but most importantly the professional learning that was designed to assure that all teachers understood the connections across multiple levels. Participants will walk away with practical strategies to implement a common structure in their own districts or schools. Presenters: Kellie Sanders, Chief Academic Officer; Kelli Kwiatkowski, Director of Secondary Teaching & Learning; and Royce Lindner, Director of Elementary Teaching & Learning; New Berlin

For this presentation, principals from a rural school and an urban school in Wisconsin will present their experience of conducting an assessment of distributed instructional leadership and using the resulting action-oriented data to support school improvement planning. By engaging in this process, the principals were able to engage their staff in collaborative conversations around their schools’ improvement needs. The principals will discuss how this needs-assessment and the resulting data informed their school improvement planning processes. For this work, the principals used the Comprehensive Assessment of Leadership for Learning (CALL), which was developed and validated at UW-Madison. This work was part of the Title I Leadership for Learning Project at the Wisconsin Department of Public Instruction. Attendees will learn how to leverage practice-based data for school improvement and professional growth as well as have the opportunity to explore online data sets themselves. Presenters: Mark Blitz, Project Director, CALL, WCEPS; Jessica Quindel, Principal, Milwaukee; and Missy Herek, Principal, Hillsboro

7. Using Action-Based Data to Support School Improvement Planning – Riverview 2

6. Making Connections: Creating Shared Understanding of District Strategic Plans, District Action Plans, and School Action Plans – Riverview 1

5. One School’s Story: Unwrapping a Professional Learning Community to Close the Achievement Gap – Grand C

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Classroom teachers at the elementary (K-4) schools utilize a PDSA model so students are knowledgeable of learning targets, strategies, data, and action steps towards meeting classroom and individual learning goals. Students set goals for their learning in age and developmentally appropriate ways, with a variety of data tools to progress monitor. Through short cycles of learning, students can maintain focus on the end of year learning goals and make connections to current learning. Students utilize personalized data folders to monitor this data, and successfully speak to their classroom and personal data. Presenters: Christine Hebbring, 2nd Grade Teacher; Jackie Wiedmeyer, Reading Specialist; and Jessica Kroening, 1st Grade Teacher; West Bend

Data Driven Interventions How do you use student data to personalize the intervention block? Third grade teachers from Tonawanda Elementary School in the Elmbrook School District will share how to efficiently and effectively use data to create personalized extended learning plans for each student, which is implemented daily during the thirty minute intervention block within an inclusive environment. Presenters: Molly Hopp, Third Grade Teacher; David Schimpf, Third Grade Teacher; and Jean Anderson, Third Grade Teacher; Elmbrook

Although virtually everyone is “using data” to make decisions, a fewer number are currently situating their data within cycles of inquiry so that local improvement efforts are focused on meeting the right problems for the school -- ones most likely to render both immediate and long-term impact on student learning. This session will share approaches for using data in deeper ways for diagnosing and delivering on the greatest needs of your classroom, school, and/or district. In addition, this session will show how you can connect cycles of inquiry with what the field knows about phases of the change process. You will leave the session with better means for assessing the current state of your own school / district and for identifying next steps of local leadership action. Presenter: Joe Schroeder, Associate Executive Director, AWSA

How do you conduct an effective inquiry into student engagement? To what degree are students engaged in your school? … engaged in your classroom? … engaged in their own learning? These three layers of inquiry are critical lenses that connect to student achievement and positive learning environments. In this session, learn how to use a combination of state and local data sources to answer these questions and more. As a result of this session, participants will be provided a template to document effective student engagement inquiry that can be used in local improvement work. Presenters: WISExplore Team Members: Mary Ann Hudziak and Jim Lee 3:00 p.m. Summit Adjourns

9. Student Data Driven Interventions – Grand G

10. Situating Your Data Within Cycles of Inquiry, Linking These Cycles to Phases of Change Ballroom A1 (lower level)

11. Student Engagement Inquiry – Ballroom A2 (lower level)

8. Utilizing Classroom Learning Systems to Engage and Empower Students in Their Own Learning – Riverview 3

KI CONVENTION CENTER – WEST

KI CONVENTION CENTER – EAST