Our Data Wise JourneyThomas Claggett Elementary School

2014-2015 School YearApril 2015 Submission – Update May 2015

Presentation Prepared by: Michelle Jefferson-Lambert, Assistant Principal

Leadership Team MembersJeanetta Rainey, Principal

Michelle Lambert, Assistant Principal

Otis Dupree, Instructional Lead Teacher / Data Manager

Sharon Topper, Reading Specialist

December 2014

Updated: May 2015

Our Data Wise JourneyAugust 2014 – June 2015

Presentation Prepared by: Michelle Jefferson-Lambert, Assistant principal

Here is our Journey through Data Wise

Thomas Claggett Elementary School is a model comprehensive; Title 1 designated school, located in District Heights, Maryland. The school also has infants and toddlers in its Deaf and Hard of Hearing program. In addition, we have other special education and Head Start students. All of our staff and faculty work together to service 251 students.

The staff is dedicated to providing a safe community for learners that utilizes teamwork, academic rigor, a strong work ethic and good customer service to provide a quality educational program to students to enable them to become life-long learners and good citizens.

Our mascot is an Eagle. Each wing symbolizes one of two focuses - academic excellence and strong character.

Intro.

Our challenge, similar to schools across the nation, has been figuring out how to use student performance data for instructional decision making that will help drive and improve classroom instruction to increase student learning. It has been a challenge to increase student achievement at TCES, and supporting a novice staff will be critical to our success.

As we continue to build instructional capacity as a staff, we noticed inconsistent practices with lesson preparation and implementation. To combat that challenge we have developed a consistent schedule for planning and we are incorporating the professional development from the the MSDE Literacy Partnership into our regular planning and monitoring of instruction.

We were also presented with an even greater challenge this year as TCES will sunset in its 44th year of service this June, as the school is slated to close. Maintaining a structured learning environment focused on student achievement while strategically planning for a smooth transition in closing with our students, staff, parents and community are paramount to us.

The system’s commitment to continuous improvement became a cornerstone for our mantra, that this year is "THE YEAR OF PERFORMANCE!" We would strive to increase literacy to move our students closer to becoming college and career ready using performance management and system accountability.

Intro.

Prepare: Step 1 Organize for Collaborative

Work 1.1 Adopting an improvement Process1.2 Building a system of teams1.3 Make Time for Collaborative Work1.4 Set Expectations for Effective

Meetings1.5 Set Norms for Collaborative Work1.6 Acknowledge Work Style

Preferences1.7 Create a Data Inventory1.8 Create an Inventory of Instructional

Initiatives

Step 1

The Data Wise Improvement Process Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning became the vehicle that would help us reach our destination.

And so our journey began…

1.1 Adopting an Improvement Process

Progress Timeline: Organize for Collaborative Work

AUGUST /SEPTEMBER •Introduced the Data Wise Process – ILTs Began Team Building•Established teams •Established time for Collaborative including setting expectations•Discussed the Importance of Meeting Norms•Discovered our Work Preferences •Created a Data Inventory and Inventory of Instructional Initiatives

OCTOBER•Assigned assistance from C&I to begin refining practice•In-Serviced staff on Planning for Collaborative Work•Used data review protocol to write SLOs•Refined Planning Schedules

NOVEMBER - Developing •Reset purpose of the leadership team after Professional Development with C&I Rep and survey •Re-established norms with Leadership Team•Re-established norms with staff for consistent use

DECEMBER - MAY •Revised data •Included 2 data days•Planned how they’d move students•Assessments to move students•Collaborative Planning•Teachers revised SLO & benchmark data – Collaborative Work •Completed Priority Question•Continued to refine practice in collaboration and assessment literacy

1.1

OUR PROCESS: “Adopting an Improvement Process”

Our Instructional Lead Teacher (ILT) introduced the staff to the Data Wise Improvement Process in August during teacher's pre-service days along with several other key initiatives. These initiatives would be refined in our practice throughout the year. Data Wise is an inquiry cycle that breaks the work into very specific steps grounded in data-based improvement cycles with a very strong emphasis on collaboration, analysis and instructional practice.

As a priority school we are also fortunate to have guidance and support from our OCSI Specialist Dr. Anthony Sims to assist our leadership team with understanding the Data Wise process.

The next slide shows our progress since August followed by evidence of practice.

1.1

Our goal in building a system of teams is to have a cohesive instructional guidance system, in which the curriculum, study materials, pedagogical strategies, and assessments are coordinated within and across grades with meaningful teacher input.

Prior to becoming more Data Wise, we had established team structures, however the process is helping us to focus on sustaining the fidelity of how our teams function.

As our school is closing, a strong system of teams is critical to our success. As the school year continues and we move closer to closing the impact on all our stakeholders becomes more evident. The SIG III grant provides us with resources to increase our partnership with parents, teachers, community and staff. A strong team structure allows us to work together and stay focused on our #1 priority, the students at Thomas Claggett Elementary.

Take a look at our evidence of practice.

1.2OUR PROCESS:

“Building a System of Teams”

Teams set up the flow of how information is communicated

and how  decisions are

made. JR

Building a System of Teams

1. Structure of Teams2. Changes on the Leadership Team3. Roles and Responsibilities 4. School Planning and Management Team (SPMT)5. Team Building Activities 6. Our Initial Teamwork7. Grade Level Teams Parent Outreach8. Team Communication Structure

1.2

Building a Strong System of TeamsEvidence 1: Our Team Structure

Jeanetta Rainey, Principal

sonMichelle Jeffer -Lambert Assistant Principal

ate Team Intermedi Justin Batchelor,

Team Leader Teresa McBayne Rachael Wallace

Donna West

Specialist Otis Dupree, Instructional Lead Teacher

Angela Dye , SPED Resource Arnor Galang, Media Specialist

Celitta Jackson, Professional School Counselor Jason Potts, Physical Education Teacher Jannell Randall, Vocal & General Music

Sharon Topper, Reading Specialist Michelle Ukoh, SPED Resource

Primary K- Team 1 Jessica Gann, Team Leader

Denese Anderson Traci Cummings Chrsitie Ekumah

Primary 2-3 Team Charise Plater, Team Leader

Nadine Dewitt Takia Toomer

Early Childhood Donna Cain, Team Leader

Melissa Alfano Gwynne Bricke

Amy Holley

Leadership Team

Jeanetta Rainey Michelle Lambert

Otis Dupree Sharon Topper

Our teams function as separate units to ensure differentiation of teaching and learning for staff and students. Additionally, each team plans and supports the organizational management of the school in a way that aids us in maintaining order and structure. Our leadership team was reduced from 7 members to 4 in November. See the next slide to see how this shift affected our journey.

1.2

Michelle Jaundoo, Reading Specialist

Angela Dye, Special education Coordinator

Celita Jackson, Counselor

Former members of the Leadership Team

Building a Strong System of TeamsEvidence 2: Changes on the Leadership Team1.2

In November, our leadership team reduced in number from 7 to 4. One member tendered her resignation for personal reasons and two others opted asked to be released from the team.

The survey taken by the members during the forming stage of our membership revealed that the two members felt their role was unimportant to the process, one being a counselor and the other a special education coordinator.

Their absence increased the number of planning meetings we have in that administrators must meet with them individually to ensure information is shared. (∆)

Complete buy-in will take time.

Build a Strong System of TeamsEvidence 3: Roles and Responsibilities

❑ Leadership TeamHonors collaborative work by creating time to meet, listening to input,

and providing support. Additionally, this team identifies data to analyze, creates data overview for staff, listens to input, and provides support

❑ Grade – Level TeamPlans collaboratively to ensure consistency in consistency in

instructional practice including analyzing student data. This team also meets to discuss and make decisions about students’ area of growth and to make recommendations for referrals, plans for events for students.

❑ Specialist TeamThe persons on this team are members of the SPMT and/or leadership

team.

1.2

Build a Strong System of TeamsEvidence 4: School Planning and Management Team

(SPMT)Leadership Team Members

Otis DupreeJeanetta Rainey

Michelle LambertSharon Topper

Specialist

Otis Dupree, Instructional Lead TeacherAngela Dye , SPED Resource

Arnor Galang, Media SpecialistCelitta Jackson, Professional School Counselor

Jason Potts, Physical Education TeacherJannell Randall, Vocal & General Music

Sharon Topper, Reading Specialist Michelle Ukoh, SPED Resource

 

Grade-Level Teams Members

K – 1: Jessica Gann2 – 3: Charese Plater

4 – 6: Justine Batchelor

All school activities are coordinated by the SPMT.The SPMT, is composed of the members of the instructional leadership team, grade-level team leaders, specialists, and students who assist in the decision making process for academic and school management. Our goal is also to include parents in the process, however this has been a challenge.

1.2

1.2Build a Strong System of Teams

Evidence: 5 Team Building Activities

MOVE with Grade Level Partners To discuss our data with Teammatesand Share out

“One of our first team collaborations was to discuss the school-wide spring 2013 data results. We began looking at the “Big Picture” and then teams analyzed individual student data as a first step to planning for instruction prior to the completion of September baseline data capturing. We would later discover how to create a data story and work through the process:

MJ Lambert

Build a Strong System of TeamsEvidence 6: Our Initial Team Work1.2

1.2

Build a Strong System of TeamsEvidence 7: Team Collaboration to Involve Parents in the

Instructional Program

One of our key school initiatives is to inform parents of the instructional program including assisting parents with understanding their student’s outcomes. This evidence illustrates how grade-level teams members are working collaboratively toward that goal. Parent involvement has increased by 50% since last school year as a result of these efforts. That data source impacts our success.

Parent Power Hour: Accessing SchoolMax

Build a Strong System of TeamsEvidence 8: Team Communication

Instructional Leadership Team

(Weekly )

Grade-Level Teams

(Bi - Weekly)

Administrative Team (Weekly)

School Planning & Management

Team(Monthly)

The chart shows how we intend for our communication to flow. However, making the complete transition to the new structure is an area of growth. We communicate in a variety of ways: Agendas, Emails, Pre-planning Agendas (SPMT via Google Docs), Surveys in addition to our team collaborations. Consistent meetings with the Leadership Team have been a challenge. We have need to make a more specific commitment to our established time.

Administrative Team (Weekly)

Grade-Level Teams

(Bi - Weekly)

Instructional Leadership Team

(Bi-Weekly)

School Planning &

Management Team

(Monthly)

Intended Flow

Actual Flow

1.2

Once we’d identified our teams, the staff collaborated on the finalization of the master schedule which includes planning and meeting times.

As Thomas Claggett has a small staff with only one or two members to a grade-level, it was challenging to decide on a schedule to ensure consistency.

The following slides will demonstrate our efforts and outcomes.

OUR PROCESS: “Making Time for Collaborative Work 1.3

1.3

Make Time for Collaborative Work”

1. Master Calendar2. Data Wise Collaborative Planning Agenda & Schedule3. Collaborative Planning Templates4. Intermediate Collaborative Planning (with MSDE)5. MSDE Evidence Walk and Feedback

1.3

Each month we make time for collaborative work by scheduling the meetings on our master calendar.

Make Time for Collaborative Work

Evidence 1: Master Calendar

1.3

Make Time for Collaborative WorkEvidence 2: Collaborative Planning Agenda & Schedule

TCES Collaborative Planning MEETING AGENDA

Date: 12/3/2014Time: 8:00 – 9:15 – K/1 Location: Media Center

Key Topic(s):

Focus for Small Group Instruction

Facilitator: M. Jefferson – LambertFor S. TopperTeacher: Primary Teacher

Meeting Objectives:

∙Collaborate on planning for reading – Reading, Writing, Listening and SpeakingTo prepare for this meeting, please:

∙Be ready to give your input regarding the meeting topics.Materials we will use at the meeting:∙Pen and paper, Computer, Completed Pre – Work (Data) , Student Work Samples, CIM – Curriculum Instructional MapSchedule [60 minutes]

Time Minutes Activity8:00 5 Welcome - Keep it S.A.N.E - Always have a Sign-In Sheet,

an Agenda, Notes (minutes) and, an Evaluation/Feedback (Plus/Delta) form.

8::05 – 8:20 15 Review prior week’s lesson (What skill, strategy was taught, what worked, what didn’t work, what needs to be reviewed/retaught).

(Present Pre-Work) 8:20 – 8:55 35 Focus for Whole Group Instruction - What are you going

to be teaching? Skill? CCSC? What type of assessment are you going to give? How are you going to differentiate the lesson so more/all are successful?∙Close Read Strategy

8:55 – 9:10

15 Focus for Small Group Instruction - Review/discuss student’s current reading levels, # of BGL, OGL, and AGL. Have many student’s moved forward? If not, why? What can you do/change to improve student’s reading levels/scores? ∙Using the Focus for Small Group Instruction Guided Reading InstructionPlanning on your own.

9:10 – 9:15 5 Plus / Deltas

Planning helps my team to focus on our subjects … and we have learned more about how to use summative and formative assessments and the differences. C. Plater – Grade 2

1.3

Reading / SS Collaborative Planner

 Teachers:/Course  

Grade: Week: Lesson(s): Page Number(s):REFER TO

CFPGCCSS 

 

PRIOR LEARNING  

 

DATES: _______ - _______

Monday

Tues Wed Thurs.

Fri

OBJECTIVE: Students will …in order to… 

         

ASSESSMENT:

         

Daily Message 

         

Text Title & Genre  

         

Vocabulary   

         

Real World Connection  

         

Essential Questions  

         

Graphic Organizer   

         

Warm up /Mini Lesson – Strategy the students will learn. Use Reading Handbook as a Reference.

         

Introduction: ("I do")          Modeling: ("I Do")          

Guided Practice 1: ("We do")

         Guided Practice 2: ("We

do")         

Independent Activity: ("You do")

         Small Group – Plan daily  

Math / Science Collaborative Planner  

Teachers:/Course  

Grade: Week:

Lesson(s): Page Number(s):

REFER TO

CFPG

CCSS:  

 

ASSESSMENT LIMIT: 

 

DATES: _______ - _______

Monday

Tuesday

Wednesday Thursday

Friday

OBJECTIVE: Students will …in order to… 

         

Mathematical Language & Vocabulary:

         

Prerequisite Mathematics Knowledge:What should students know and be able to do already?

         

Real World Connection

         Essential Questions 

         

Key Points (Facts) 

         

Lesson Structure (5-Es)(Include formative assessments) 

         

Modifications(SPED)/

         

Flexible Group          Integration of other discipline

         

Exit Slip 

         

Reflection          

Make Time for Collaborative WorkEvidence 3: Collaborative Planning

Templates

Standard Templates (similar plans are used for specials classes.)

Teachers plan for and submit plans 1 week in advance. 1.3

Here is an area where fine-tuning is needed. We have the schedule, but we are challenged by having only one teacher at each intermediate grade level. We are exploring ways to improve this practice. S. Topper -

Intermittently, teachers have been provided an additional hour to plan.

MSDE Intermediate Planning: Focus – Close Reading

1.3

Make Time for Collaborative WorkEvidence 4:

MSDE READING EVIDENCE WALKDate: December 4, 2014Time: 8:50 am – 1:45 pm

Location: Media Center/ClassroomsTopic(s): Discuss purpose of and conduct evidence walk to observe and provide feedback on the lesson implementation of 1st read using close reading strategies in intermediate classes (Grades 3 – 5).

Attendees: A. Donlan, J Rainey, M. LambertFacilitator: S. Tooper Recorder: All Timekeeper: S. Topper

Meeting Primary Objective: To prepare for this meeting, we will:

∙Consider the objective of the first read lesson and use the text annotation checklist to capture elements of the lesson and prepare recommendations.Materials we will use at the meeting: Schedule [90 minutes]

Time Minutes Activity8:30

15

Statement of Purpose- Review expectations, schedule and make adjustments as needed

8:50 30 1st Walk- Takia Toomer – Grade 3; Room 22 – Grade 5, Room 18

9:20 30 2nd Walk - Donna West – Grade 3 - 4, Room 20

10:00 30 3rd Walk - J. Batchelor – 5, Room 18

10:30 60 Topper Lunch Duty (30) & Lunch (30)

11:30 30 4th Walk - J. Batchelor – 4/5, Room 18

12:30 60 Debriefing / PD- Discuss observations, Feedback and Next Steps

1:30 15 Recap & Plus / Deltas

1.3Make Time for Collaborative Work

Evidence 5: MSDE Evidence Walk Agenda and Teacher Feedback

How a team makes decisions, assigns work, and holds members accountable determines team success. Setting clear expectations for the work is the foundation.

We use many methods to accomplish this goal.

OUR PROCESS: Setting Expectations for Effective Meetings 1.4

Expectations for Effective Meetings

1. Team planning Summary Sheet

2. Agendas

3. Emails

1.4

Team Planning Meeting Summary SheetThis sheet is to be completed (typed) and emailed to Ms. Rainey 48 hours after the meeting is held.

Date: November 23, 2014 Grade Level: Kindergarten, 1st grade

AGENDA ITEMS DISCUSSIONSUMMARY

Briefly capture major discussion points on each agenda item

NEXT STEPSWhat specific tasks need to be completed

as a result of the planning discussion? Use bullets.

  Goals, desired outcomes  

Review Attendance and Truancy Checklist Procedures

Review Student Discipline/Academic Concerns

RTI Intervention

Dec.12-Power Hour

Dec.9-Science Hour

∙ Review Attendance and Truancy Checklist Procedures- We review attendance protocol what the steps are before having to contact the PPW. 1.) Keep a record of attendance 2.) Call home and write a letter 3.) then fill out truancy checklist

∙ Review Student Discipline/Academic Concerns- see below

∙ RTI Intervention- reviewed RTI binder to see strategies that can be used for students’ behaviors.

∙ Dec.12-Power Hour- Discussion was had about key points the writing workshop will have.

∙ Dec.9-Science Day- Wallace gave us STEM journal so that we can have an idea of what parents should know about the science fair.

Next steps/action plan Timeline and person responsible

Science Day- Teachers will think of easy science project for their class to complete.Power Hour- Teachers will think about what type of writing they want to discuss with parents.

All ideas will be collect and discussed at next team meeting- 12/8/14.

Supports and Resources Needed Power Hour- Clarification on what is being asked of us teachers

Our team meetings have a dual focus. The notes (evidence) show that we need to fine-tune the data focus to ensure we’re not only addressing attendance, but behavior data to address trends school-wide. O. Dupree

1.4 Set Expectations for Effective MeetingsEvidence 1:

1.4

Set Expectations for Effective MeetingsEvidence 2: Agendas

Teachers received expectations for meetings on the agendas and noted the SPMT and Collaborative Planning Meeting Agendas how to prepare for the meetings and the time we will spend on each discussion topic. Additionally, the first item reminds us of our norm to practice S.A.N.E.

Set Expectations for Effective MeetingsEvidence 3: Emails 1.4

Emails are also used to communicate meeting expectation in concert with the agenda. In this illustration, teachers were reminded to bring their laptops.

Our culture is based on the mutual respect of all members. We use the PBIS standards to reinforce that expectation to students and staff. Establishing norms is consistent with our goal. Doing so also builds relationship guidelines to ensure team success and shape the culture of the team in positive ways. The teachers and staff at Thomas Claggett are a true testament to collaboration. At any chance during school hours, or even late into the evening, teachers are getting together to share ideas, and plan their next lessons. It was with this same sense of collaboration that we set our “norms” for collaborative work.

OUR PROCESS: “Set Norms for Collaborative Work” 1.5

Set Norms for Collaborative Work

1. Process Used to Determine Norms

▪ Leadership Team Norms VS Staff Norms

2. Our Shared Norms

1.5

1.5

Set Norms for Collaborative WorkEvidence 1: Process - Leadership and Staff Work to Establish

Universal Norm

The leadership team collaborated on developing norms, then engaged the staff in the process of brainstorming what standards are important to them while considering ACE. We compiled a list and drilled down to 5 norms.

Our norms discussion began on August 19th too. But we did not practice them as a school wide protocol until our leadership team

was cemented and practiced the Norm Setting protocol and later in December used it to re-establish our norms with the staff. MJ Lambert

Set Norms for Collaborative WorkEvidence 2: Our Shared Norms1.5

Be

Thomas Claggett has a very diverse staff based on years of service, maturity, skill level, culture, work habits and responsibilities. Each person brings a unique perspective that enhances our work environment in some way.

The next few slides demonstrates our initial efforts in determine everyone’s work style preferences. Additionally, Teachers reflect on how having this information has helped them to develop better working relationships and be more productive… or not.

OUR PROCESS: Establish Work Style Preferences

1.6

“Establishing Work Style Preferences”

1. Compass Point Activity to determine work style preferences

1.6

Acknowledge Work Style PreferencesEvidence: 1 Compass Points Activity

“Pay attention to details.”

“Take into account everyone’s feelings.”

“Look at the big picture.”

“Just get it done.”

1.6

Mr. Dupree ILT and Leadership Team Data Facilitator

Ms. Rainey, Principal

Mrs. LambertAssistant Principal

Ms. Topper Reading Specialist

Look at the work preferences of our Leadership Team. (Our entire staff completed the Compass points activity).

The data inventory is the summation of the data collected in our school. The data we share comes from many sources such as internal and external testing and from other student derived work. Teachers at Thomas Claggett display their data in a variety of ways within the classrooms. School-wide data is also charted and shared at staff meetings.

OUR PROCESS: Creating a Data Inventory1.7

Our process for Creating a Data Inventory

1. Data Inventory

2. Data Walls

3. Attendance

Data Room for Teachers

4. While we do review data with teachers in teams at data meetings, and individually, erecting an actual data wall is an area of growth.

1.7

Creating a Data Inventory

Data Source(I – Internal / E – External)Us

Content Area Date of Collection Students Assessed Accessibility Current Data Use More Efficient Use

KRA – I Early Literacy Skills August/September K Teacher, District Used to determine Kindergarten Readiness  Grade-level discussion and long term planning

SLO Pretest/ I / E Post-test

Math, Science, Reading Aug-Sept K-6 Teacher, School, District Student baseline data, teacher’s analysis and planning for student growth over time and students’ final outcomes / teacher evaluation

Use as baseline to help teachers plan more explicitly and use formative assessments to track progress over time

ESOL Writing Assessment -E

ESOL Sept., Dec.,  April 1 & 3 ESOL Teacher, School, District

Used to Determine writing proficiency for ESOL students

SRI – I /E Reading September, January & May 3-6 Teacher, School, District Used to determine reading levels of students / Grade 2 – Indicator of CCR

Assist students in selecting books at their Lexile and set goals

SMI - E Math September, December & May 2nd Grade School, District Used to determine a child’s proficiency math skills 

Placement and diagnosis of math difficulty

Reading Data Capture/ DRA / (Running Records) - I

Reading September, January & May K-2ndGrade Teacher, School, District Used to determine reading levels of students Grade-level analysis and long range planning

OLSAT - E   October & November 1st & 3rdGrade District, Teacher, Parents Used for TAG Identification Develop plan to increase student’s abstract thinking

Quarterly Benchmarks - E Reading & Math October, January & May 3rd-6thGrade Teacher, School, District Used to benchmark content skills/objectives Track data over time to ensure students learn necessary skills

FAST Exam - E Science October, January & May 3rd-6thGrade Teacher, School, District Used to benchmark content skills/objectives Plan for ongoing Instruction

ACCESS for ELLs - E ESOL January-February 1st & 3rdgrade School, District Used to determine if a child qualifies for ESOL services  

NAEP Exam - E Reading, Math & Science February 4th Grade District    

PARCC - X Reading & Math March-May 3rd-6th School, District, Parent Used to determine mastery of content skills/objectives  

MSA Science - E Science April 5th Grade School, District, Parent Used to determine mastery of content skills/objectives  

SAT 10 - E   January & May 2nd & 3rdGrade School, District, Parent Used for TAG Identification  

1.7

1.7Create a Data Inventory

Evidence 2: Displaying Attendance

The attendance data is displayed in the main foyer to encourage the students to strive to be on time. Grade-levels with the highest attendance are rewarded. Attendance data is also reviewed in team meetings to observe the impact of a student’s attendance on performance. (See Slide 28)

Our list of our instructional initiatives was derived from our Instructional Matrix that the School Planning and Management Team developed during our pre-planning sessions in August. The Matrix was designed to ensure continuity in the focus on literacy across the domains and integration of practices.

OUR PROCESS: Inventory of Instructional

Initiatives1.8

1. Thomas Claggett Instructional Matrix

2. Our Instructional Initiatives Inventory

3. Writing Fundamentals

4. Journals

5. Technology and Software

Inventory of Instructional Initiatives

Some initiatives have not been implemented consistently – Mad minute math and D.E.A.R (at the same time as originally planned).

1.8

THOMAS CLAGGETT ES Instructional Matrix: Literacy SY – 2014 - 15

Content Areas Math Science Reading Social StudiesStandards Common Core Common Core Common Core Common CoreLesson Strategy

Explicit Instruction/ Inquiry Based Model / Flexible Groups

Explicit instruction/ 5E Model / Lab Groups

Explicit Instruction / DTA / Small Groups

Explicit instruction / DTA / Collaborative Groups

Essential Question(s) Consider the assessment and write a question that becomes the focus of the lesson. Students need to be able to answer the question or questions at the conclusion of the lesson.

Cognitive Demand Model

Costa Levels of Inquiry Costa Levels of Inquiry Costa Levels of Inquiry Costa Levels of Inquiry

Differenced Practices Book: “Differentiation in Action”

Teaching Elements (Differentiation of Delivery)

Mental Work: Building Fluency in Foundational Skills∙ Daily Math Drill ∙ Daily Science Drill on

The Scientific Method of Investigation

K – 2: Alphabet / Sounds / Word Study3 – 6: Strategy Mini LessonsD.E.A.R (All Classes)

∙ Content vocabulary∙ Strategy Mini

Lesson

Technology∙First in Math∙Smart Board ∙Chrome Books∙Computer Centers / Lab∙Number World

Technology∙United Streaming,∙Geographic Discovery∙Smart Board ∙Chrome Books∙Computer Lab

Technology∙Study Island∙Waterford (K/1)∙Smart Board∙Chrome Books∙Computer Center/ Lab

Technology∙United Streaming,∙Geographic Discovery∙Smart Board∙Chrome Books∙Computer Center / Lab

Note TakingCornell NotesJournalsGroup math/Lab Books

Note Taking∙Cornell Notes∙Journals∙Group Sci./Lab Books

Note TakingCornell NotesJournalsSmall Group Journals

Note Taking∙Cornell Notes∙Journals

Vocabulary∙High Frequency Words

Vocabulary∙Concept Words

Vocabulary∙High Frequency Words∙Content Vocabulary

Vocabulary∙Concept Words

Interdisciplinary Projects: These projects will occur once per quarter and include learning in all 4 domains. The reading and math specialists will provide topics and guidelines.Monthly Math Skill Focus ∙Monthly Math Days

Stem Related Project

Writing is fundamentals Weekly News Flash: Current Events Articles

Progress Monitoring & Assessment:

Data-Wise Process∙Rubrics∙Journal Checks∙Unit Assessments∙Chapter Assessments∙Math/Lab Book Check∙Common Assessments

Data-Wise Process∙Rubrics∙Journal Checks∙Unit Assessments∙Chapter Assessments∙Sci./Lab Book Checks∙Common Assessments

Data-Wise Process∙Rubrics∙Journal Checks∙Unit Assessments∙District AssessmentsCommon Assessments

Data-Wise Process∙Rubrics∙Journal Checks∙Unit Assessments∙Chapter Assessments∙Common Assessments

Instructional Initiatives

“This is our Instructional Matrix. It was developed by members of the School Planning and Management Team after reviewing our 2013 data during our Pre-Service meetings held in late August. This document serves as a framework for ensuring continuity in instruction with a focus on literacy. We use our progress data to monitor the effectiveness of the initiatives and plan for improvement during collaborative planning.”MJ Lambert

Create an Inventory of Instructional Initiatives

Evidence 1: Instructional Matrix: Literacy 1.8

Create an Inventory of Instructional Initiatives

Evidence 2: Instructional Initiatives GridName of Instructional Initiative:

Intended to be implemented by:

Fraction of Teachers who are implementing:

Among staff Implementing Extent of Implementation:

Evidence of Implementation:

Math/Science Drills All teachers 100% Most all Agendas, Lesson plans

Journals Reading & Science Some Most all Student artifacts

Instructional Software All teachers 100% Partially Classroom visits/Observations

Collaborative Planning All 100% Most all Agendas, lessons plans, staff feedback

Cornell Notes Intermediateteachers

Few Just beginning Don’t know

D.E.A.R. All teachers Some Partially Teachers’ Feedback

Writing is Fundamental Reading/writing teacher

Some Partially Classroom visits, observations, student work

Bringing Words to Life Reading teachers Some Partially Classroom visits, observations, student work

Infusion of Technologyinto Instruction

All teachers All Mostly Implemented Lesson plans, observations

Focus / Evidence Learning Walks(MSDE, Admin.)

All 100% 100% 100%

1.8

Create an Inventory of Instructional InitiativesEvidence 3: Initiatives Artifacts – WRITING

FUNDAMENTALS1.8

All teachers use Writing Fundamentals from K – 6. Here is an example of one teacher’s classroom - and a student’s published artifact.

1.8 Create an Inventory of Instructional InitiativesEvidence 4: Initiatives Artifacts – JOURNAL

WRITNG

This artifact shows evidence of daily journal writing. This helps students in developing reciprocity in reading and writing – a focus on literacy.

1.8 Create an Inventory of Instructional InitiativesEvidence 5: Initiatives Artifacts – TECHNOLOGY &

Software

Our students are engaged in instruction using technology daily. Classroom computers are used for centers. Software includes First in Math. Teachers use the Interwrite boards to enhance learning in an interactive way and to project images from internet sources. Students in grades 3 – 6 use Chrome books during daily instruction in all subject areas and during PARCC testing.

1.8Create an Inventory of Instructional InitiativesEvidence 6: Initiatives Artifacts – Collaborative

Planning

m

Collaborative Planning is an instructional initiative. Weekly lesson plans are evidence of practice. Daily small group and differentiated learning is specified in the plan.

Our Reflections

+ What worked well

Δ What to change next time

● Teachers dig deeper into the curriculum

● Teachers are developing plans weekly based on the planning

● Refining our Norms to be used at ALL meetings

● Focusing on consistent patterns of instruction based on our matrix

● Early team building

● Intermediate Planning: Address time challenge by completing pre-work

● Begin examining student work to determine patterns of instruction that may need adjusting

● Develop a protocol to keep and share evidence

● Develop method to revisit our practice on a consistent basis and assess our level of implementation

● Erect a Data Wall in the planning room

Step 1: Organizing for Collaborative Work

Based on ACE Habits of Mind (Action – Collaboration – Evidence

Step 1

Plus (+)

Multiple Teams established

Team developed the

instructional matrix / initiatives

Using Sane

Collaborative Planning

embedded into instructional

day

Good to know work style

preferences

Leadership team cemented

Deltas (∆)

Initiation was challenging due to

varied levels of understanding

Learning system in real time of

implementation

Time for some team for meeting was

impacted by number of staff

Limited follow up

Followed norms with fidelity

Implementing all the instructional

initiatives with fidelity

Having team driven agenda gave way

to prescribed agendas to do so many

requirements

Need to Revisit norms

Step 1: Organizing for Collaborative Work

April 2015

Updated Reflection

Setting the stage for success

Prepare: Step 2 Building Assessment Literacy

2.1 Review Tested Skills2.2 Study How the results are

ReportedLearn Principles of Responsible Data

Use

Step 2

Review Tested Skills

Reviewing testing skills is something we have always done at Thomas Claggett, and we began the process using the methods we’d known and were comfortable using. As a result we initially fell short of simplifying the data to ensure a foundation for meaningful discussion the – Data Wise – way. The artifacts will demonstrate that we were on a journey indeed to understand this strategy. A cycle of professional development and teacher feedback has benefitted our growth.

2.1

Review Tested skill

1.Transition to Creating a Data Overview

2.Building Assessment Literacy (Agenda) Professional c Development & Feedback (Survey)

3.Survey’s Continued

4.Follow PD: Using Formative Assessments

5.PD: Analyzing Student Work Samples

2.1

Yes, we have collected and reviewed piles of data with teachers, in small groups and individually.

We are now initiating the DATA OVERVIEW

process

Multiple Data Sources To increase the proficiency of all staff in analyzing comparative data sets to get a more true picture of individual student, and school performance.-Attendance-Behavior-Benchmark (MUST)-Unit Assessments-DRA-SRI-Writing Assessments -Progress Reports

2.1 Review Skills TestedEvidence 1: Transition to Creating a Data Overview

2.1

Review Skills TestedEvidence: 2 Building Assessment Literacy:

Professional Development & Teacher Feedback

Professional Development Agenda Date: December 10, 2014Time: 12:30 pm – 2:45 pm

Location: Media CenterKey Topic(s):

Literacy Across the Curriculum

Facilitators: M. Jefferson – Lambert – RELAO. Dupree – MATH

Meeting Objectives:

∙Literacy and Mathematics: Identifying ways in which the Standards for Mathematical Practice support literacy and developing strategies for close reading in mathematics

∙Formative Assessment in the R/ELA Classroom: Be Core Ready: Close Reading and How to Do It So It Really Matters (revisiting topic with consultant Pam Allen)

∙Review Lock Down ProceduresTo prepare for this meeting, please:

∙Read Article: Close Reading by Fisher Fry / Chapter 1: Data Wise (Email to teachers 12/8/2014)

2.1 Review Skills TestedEvidence 3: Surveys

Continued

LEARN: Staff received an in-service by the PAR (Peer Assistance Review) staff on Domain 3d – Assessments and Instruction: Focus on Formative Assessments.

This chart shows teachers feedback on the dialogue about its connection, and using meaningful assessments.

Review Skills TestedEvidence 4: Follow PD – Using Formative

Assessments

2.1

Learn, Report

and Use Data

Teachers received a list of the Standards that were assessed on the MUST Exam, received a tutorial on the scoring process and developed a plan to score and review the data with the students.

2.2 Study How Results Are ReportedEvidence 5: PD Analyzing Student Work

Samples

Study How Results Are ReportedEvidence 2: Data Walls

September April

2.2

+ What Worked Well

Δ What to Change Next Time

● Using surveys to acquire, report and use data results in multiple ways

● Providing opportunities for teachers to gain better understanding about assessment literacy

● Initiating the process of building assessment literacy

● Practice the protocol of reviewing data provided by the ILT and develop a data overview to present to teams

● Develop a plan for collaboration on targeted skills across grade levels based on data to make better use of time and tailor the instructional focus

● Begin looking for trends in behavior data to develop initiatives … this can be done SPMT and refined in grade-level meetings

Our Reflections

Step 2: Building Assessment Literacy

Step 2

Prepare: Step 3 Create a Data Overview

3.1 Choose a Focus Area3.2 Analyze Data, Find a Story3.3 Display the Data3.4 Allow Staff Members to Make

Sense of the Data

3.0

Create a Data Overview

We designed a data overview to increase teacher discussion and input at the onset of data analysis. We confess having taken a detour from the prescribed Data Wise protocol.

The next few slides will illustrate how we achieved the goal, but in a manner that merges our old way of doing things – analyzing data with the new process. Our reflections highlight our next steps to fine-tune our practice in this area.

3.1

3.1

Rationale and Supporting Data

61% of K-6 students performed below grade level in October on the DRAs

and SRIOur priority question arose from a collaborative process with the teachers and the Leadership Team.

Our focus area relates to instruction and narrows the scope of inquiry while remaining broad enough so that all staff members participating in the data overview saw themselves playing a role in it.

Choose a Focus Area

Analyze Data, find the Story 3.2

● The priority question was shared with teachers.

● Teachers then paired and questioned the data they’d been presented.

● Teachers discussed concerns and asked questions about the students’ performance. Examples of questions:

Protocol: Pair/Share

● Why do the students lose the mastery of the skills from quarter to quarter?

● How do we get students to justify their answers by revisiting the text?

● What do students need to do to show mastery on standards?

Example Questions

See Data Charts on the Next Page

Staff members questioned data to identify a Priority Question.

3.2 Analyze Data, find the Story

3.3

SRI: Oct. – Jan. MSA Scores

Display the Data

3.3 Display the Data

During Data Utilization, the teachers were presented with many

data displays that showed how our students performed.

MATH Scholastic Reading Inventory - (SRI)

XXXXXXXXXX Proficiency Level

Staff members questioned data and drew conclusions as to what may have affected the data. This process was used to drill down to a priority question.

3.4 Allow Staff Members to Make Sense of the data and Identify a Priority Question

OUR PRIORITY QUESTION3.4

What strategies do our students need to use to answer text dependent or multi-step questions in reading and/or math?

+ What Worked Well

Δ What to Change Next Time

● After analyzing the data we were able to celebrate our growth across the board.

● The focus area of literacy was given by the district and reflected and was easy t adopt based on our data.

● Staff collaborated and brainstormed a number of student behaviors and teacher practices that may be preventing the students from responding to text dependent questions successfully… the priority question.

● The difference in the learning needs in reading and math of primary vs.. intermediate students is vast. This truth made it a challenge to establish a single focus – priority question.

● The Leadership Team developed the priority question. We will use the pair / protocol next time to ensure teacher development of the question.

● While we applaud ourselves for collaborating and using data responsibly.. (as we have in the past) we realize that developing a priority question the Data Wise way is an area of growth.

Based on ACE Habits of Mind (Action – Collaboration – Evidence)

Our Reflections

Step 3: Create a Data Overview

Step 3

Our Journey Continues...

…... Through the Datawise Process

while using the SIG III Grant.