outcomes for today facilitators of build our … · guiding questions •what was the ... •how is...

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

01/31/2017

2

FSIMATERIALS

Participantfolder

• AnalysisofSurveyData

• PerceptualDataStrengthsandChallengesWorksheets

• QuestionstoGuidetheAnalysisofPerceptionsDataforContinuousImprovementPlanning

• CommunicationPlanforSurveyResults

PRINCIPALSRESOURCEPACKET

• EdYes!:Creating,Completing,AttachingandSubmitting

• PET:Creating,Completing,Attaching,andSubmitting

KEYDATESTOREMEMBER

PROGRAMEVALUATION

IMPLEMENTATIONWITHFIDELITY

MICHIGANCONTINUOUSSCHOOLIMPROVEMENTPROCESSCYCLE

STAGEFOUR‐ DOSTEP11‐ EVALUATEPLAN

01/31/2017

3

ACTIVITY

Thinkaboutthefollowingandthenhaveadialogueatyourtable:

RegardlessofyourroleintheSchoolImprovementProcess,whatprocesshaveyouusedtoevaluatetheimplementationandimpactofyourbuildingplans?

Whenimplementingastrategy/program,/initiativetoimpactstudentachievement,whatspecificevaluationquestionsandtypesofevidencehaveprovidedyouwithusefuldata?

Whatdatadoyouthinkwouldbehelpfulbuthavenotbeenabletocollect?Whatarethebarrierstocollectingthisadditionaldata?

PROGRAMEVALUATIONTOOL(PET)Timeline

October

January

February

May‐ June


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

01/31/2017

4

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?

01/31/2017

5


Theyuseclearlydefinedprotocolstocollectandreviewformativeimplementationdatatoidentifyunintendedconsequences.

Canyouprovidespecificexamplesofpositiveand/ornegativeunintendedconsequences?

Canyoudrawconclusionsfromyourexamples?


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

01/31/2017

6

PETTOOLS

http://www.michigan.gov/mde/0,4615,7‐140‐6530_30334_51051‐328384‐‐,00.html


October

January

February

May‐ June


October

January‐ April

May‐ June

BUILDINGASCHOOLMINDSET• Dr.JenniferParker

CREATEARICHCLASSROOM

RICHCLASSROOMCLIMATEMINDSET:CONNECTIONSTOSCHOOLIMPROVEMENT

•Howdoesourrichclassroomclimateinfluenceourschoolimprovementplanningandreporting?

•Howisourmindset portrayedinourgoalsandplans?

•Howcanwebuildinconversations aboutclassroomclimatewithourownstaff?

Formoreideas,readChapter14‐18inthetext“PoorStudents,RichTeaching:MindsetforChange”byEricJensen.

01/31/2017

7

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


DIFFERENTIATINGBETWEENCLASSCULTUREVS.CLASSCLIMATE

ClassCulture ClassClimate

Developsvaluesandcollectivebeliefsovertime

Developswithinsecondsorminutesindividually

Fostersstudentdecisionmaking Maycomeorgowithoutconsistency

Usespeerpressureandcamaraderietoinfluencemoreappropriateactions

Characterizesaninstantcollectiveemotionalfeeloftheclassroom


p.110

CONNECTIONSTOKEYWORKINGAGREEMENTS

EngageVoiceandVision

FosterAcademicOptimism

SetSafeWorkspaceNorms


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)


01/31/2017

8

ACTIVITY:ENGAGINGVOICEANDVISION

BUILDINGTHESCHOOLMINDSET

1.Relational 2.Achievement

3.RichClassroomClimate

4.Engagement

Fornext time…Chapters19‐23


Handout

TAKEABREAKSEEYOUIN10MINUTES

MICHIGANCONTINUOUSSCHOOLIMPROVEMENTPROCESS

MICHIGANCONTINUOUSSCHOOLIMPROVEMENTPROCESSCYCLE

01/31/2017

9

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

01/31/2017

10

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?

01/31/2017

11

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

01/31/2017

12

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?

01/31/2017

13

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

01/31/2017

14

REPORTTHERESULTS

• Presentresultseffectively

• Timelyfashion

• Provideavenuesforuseoftheresults

• Purposeistogettheresultsintothehandsofthepeoplewhoneedthem

LUNCHBREAKSEEYOUAT12:15

DATAANALYSISSIMULATION

PERCEPTIONDATADeterminePurpose

• Whatdoyouwanttolearn?

• HowdoyouwanttousetheresultsinconjunctionwithyourSchoolImprovementPlans?

DetermineContent• Whatcontentdoyouwantfromwhom?

DeveloptheTool• Createaninstrument

• Pilotandreviseasnecessary

• Isthequestionnaireworkingthewayyouwantittowork?

STAGETWO‐ STUDYSTEP4– ANALYZEDATA

UPDATEYOURDATAWORKSHEETWITHRESULTSASYOUGATHERTHEM~EDYES!,SURVEYS,DEMOGRAPHICDATA

01/31/2017

15

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

01/31/2017

16

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?

01/31/2017

17

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

01/31/2017

18

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

01/31/2017

19

01/31/2017

20

TheactionsthatBESTmeetthelearningneedsofALLstudentsarestartedfromhere “Examiningthe

intersectionsofthefourtypesofdataallowsforthepredictionofactions,processes,andprogramsthatbestmeetthelearningneedsofallstudents.”

VictoriaBernhardt

WHICHINTERSECTIONIMPACTSYOURACTIONS?Handouts

Eachsectionofoverlapbetweenthefourtypesofdataanswersaquestion.

Writetheletterassociatedtoeachquestionintheshadedsectionthatmatchestheoverlapregion.

WHICHQUESTIONSDOESYOURSCHOOLIMPROVEMENTTEAMNEEDTOANSWER?

Handouts

01/31/2017

21

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

01/31/2017

22

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]

[email protected]@jpmoore67

QuestionsandCommunicationalwayswelcome!

outcomes for today facilitators of build our … · guiding questions •what was the ... •how is...

Documents