School in Action Chaparral High School—

Gadsden Independent Schools

• Helen Duran and David Ubinger, Math Teachers

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Student Analysis and Goal

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Student Math Data Sheet

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MA

P b

y R

IT

Testing Date Overall Performance

Level Operations & Algebraic

Thinking Real & Complex Number Systems Geometry Statistics & Probability

Previous

Fall 14

Winter 15

Spring 15

Math Spring MAP Performance Ranges by RIT

Grade Beginning Step

Nearing Proficiency Proficient Advanced

9th < 215 215-235 236-252 > 252

10th <215 215-237 238-255 >255

11th <215 215-239 240-255 >255

SBA Math Score Performance Level

SBA Performance Ranges

Grade Beginning Step

Nearing Proficiency Proficient Advanced

8th < 826 827-839 840-850 > 850

10th <1126 1127-1139 1140-1150 >1150

11th <1126 1127-1139 1140-1150 >1150

Attendance Absences Tardies Report Card

Q1

Q2

Q3

Q4

190

200

210

220

230

240

250

260

270

Previous Fall 14 Winter 14 Spring 15

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School in Action Columbia Elementary School—

Las Cruces Public Schools

• Tiffany Gomez, Principal

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90 DAY ACTION PLAN Actions to be Taken and Root Cause Performance

Challenges to be Addressed

District: LCPS School: Columbia Elementary Principal: Tiffany Gomez

PURPOSE: The 90 Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s turnaround initiative.

VISION FOR THE TURNAROUND INITATIVE: ARTICULATE IN A FEW SENTENCES WHAT YOU HOPE TO ACHIEVE DURING THE COMING YEARS Columbia Elementary will create systemic, sustainable change to produce a high-performing school urgently and rapidly. 85% of our students will be proficient at grade level standards, leading to a minimum of 85% graduation rate in LCPS.

LIST SCHOOL-WIDE GOALS IN THE FOLLOWING AREAS LIST SPECIFIC SCHOOL-YEAR GOALS (i.e. 8TH Grade Algebra, 2ND Grade L Arts, % Math Advanced, # AP Exam 4s, Graduation rate, etc.)

MATH BASELINE

PROFICIENCY 2012-2013

MATH PROFICIENCY

GOAL 2013-2014

LANG. ARTS BASELINE

PROFICIENCY 2012-2013

LANG. ARTS PROFICIENCY

GOAL 2013-2014

SCIENCE BASELINE

PROFICIENCY 2012-2013

SCIENCE PROFICIENCY

GOAL 2013-2014

SPED 4/5 BASELINE 2012-2013

SPED 4/5 GOAL

2013-2014

FIFTH GRADE READING BASELINE NMSBA

2012-2013

FIFTH GRADE READING NMSBA GOAL

2013-2014 35%

ACE Camp Challenge (11/11) Problem Solving Strategy IXL First in Math Toolbox Tuesday Stamina, Transfer, Motivation focus NMSBA Item Plot Analysis X facts LES

55%

35% Lexia Camp Challenge (11/11) Balanced Literacy BIG focus in data meetings ACE DRA- drilldown Proximal/Distal interventions Conceptual Refinement Toolbox Tuesday

55% 36.23% 55%

0% Gen ed CFAs- modified to rdg level Data analysis of sped every week Acceleration folders Different system for scheduling at beginning of year Feedback Conferences Toolbox Tuesday Jamie Sweeney Essential of Essential standards- study of item plot

55%

29.76% Lexia Camp Challenge Balanced Literacy Focus in data meetings ACE Distal vs. Proximal interventions DRA to drill down Instructional strategies in data meetings Stamina, Transfer, Motivation- especially in 5th

55%

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Longer cycles Goal Setting/Personal Best binders/graphs Instruction for All

NMSBA item Plot Analysis Longer cycles Goal Setting Personal Best binders/graphs Instruction for All Next Steps: Nancy Guzman’s Big Five, Literacy Framework. Literacy lesson plans, Daily Five.. Nancy- where to start??? LES

analysis for NMSBA Personal Best Graphs Goal Setting Instruction for All

Study NMSBA Item Plot Analysis Personal Best Graphs Goal Setting Instruction for All books Next Steps: Nancy Guzman’s Big Five, Literacy Framework. Literacy lesson plans. Daily Five…Nancy- where to start??

CORE PLAN: TO MOVE TOWARD THE ABOVE GOALS, THESE ARE THE TOP PRIORITIES THAT WILL BE ADDRESSED DURING THE NEXT 90 DAYS

SCHOOL PERFORMANCE

CHALLENGES

YEAR –END PERFORMANCE

GOAL

ROOT CAUSES OF PERFORMANCE

CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE

FOR ACTIONS RESPONSIBLE

PERSON

EVIDENCE OF PROGRESS

TOWARD YEAR-END GOAL

In each row, describe one critical challenge your school faces (what problem are you trying to solve?)

For each performance challenge, describe the long-term goal for performance (what specifically is possible and measureable?)

For each performance challenge, list your hypothesis of one or more root causes or list analyses that needs to be complete to determine root cause (why does this challenge exist?)

List one or more specific actions you will take to address the root causes and pursue the goal (how)

For each action, provide a timeline for completing the action (when)

For each action, list the person responsible for ensuring the action is complete (who)

Define what measureable evidence would indicate needed progress toward long-term goal by November (leading indicator)

UVA Recommends 3-4 Priorities – with a few primary actions with each priority; however, please adjust as needed based on your context. Initial actions/plan to be adjusted throughout the semester: implementing with deeper fidelity, halting unsuccessful tactics and introducing new actions as helpful

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SCHOOL PERFORMANCE

CHALLENGES

YEAR –END PERFORMANCE

GOAL

ROOT CAUSES OF PERFORMANCE

CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE FOR

ACTIONS RESPONSIBLE

PERSON

EVIDENCE OF POGRESS

TOWARD YEAR-END GOAL

Growth producing feedback to improve instructional practices was not provided, resulting in ineffective instruction.

Proficiency levels in Reading and Math will be no less than 50% on the state assessment in 2014.

Not enough job embedded, specific feedback has been provided to the staff regarding instruction. There has not been an effective system for support and accountability regarding tier 1 instruction. Rigor has not been clearly defined. (Defined together at beginning of year, frequently discussed at data meetings…. Still worried about this because of comp data between cfas and interim #1, discussing root causes for this discrepency in data meeting) Instructional time and PLC time has not been protected. (Has been

PD offered to staff on Schlechty (various articles, waiting to see if PDC brings in Schlechty trainers, Toolbox Tuesday, Instruction for All books, Data Discussions focus a lot on engagement) Engagement Strategies, to include lesson design and relationship building. Use of strategies will be supported and monitored. (next steps- lesson plan format- have great examples, will discuss with TLC at next meeting. Should we do the same format for all? Simple? Matrix?) NO WORKSHEET WEDNESDAY LAYING THE FOUNDATION DO-NOWS

August 2013 Beginning 8/19- 5/24 First meetings August 19 Rigor and Gomez and Gomez PD (Gomez and Gomez PD Provided 10/21. Rigor was discussed on August 12 and is just something that we defined together and discuss at every data meeting and

Suzette

Haywood

Michael Chaires

Tiffany Gomez

Michael Chaires

Suzette

Haywood

Columbia students will score 50% proficient on their October (not even close- performed poorly on interim 1- should I be nervous? I am!! See data….Digging into this at 10/29-30 data meetings- dug in 10/29= rich conversations & tears) and December interim assessments. 100% of staff will use Schlechty (various models) engagement strategies as evidenced through an observation tracker

Principal, IS and Asst. Principal will provide specific, constructive feedback from classroom walk throughs regarding Tier I instruction (Tier I instruction/interventions will be main focus/purpose of our “Toolbox Tuesdays”) AP, IS and Principal will meet with teachers individually biweekly to discuss walk throughs, data, PD and support needs (schedule has been created) (We have named these “Feedback Conferences.” They have been hugely successful thus far…. We discuss data, instruction, students, interventions, commitments, etc… See form)

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extremely protected)

Effectiveness of Tier I Instruction will be monitored and supported during ninety- minute data meetings.

feedback conference) provided in September, (October) 2013. August, 2013

indicating consistent use of strategies, (have been using the “Effective” indicators for domains 2 and 3 instead during walkthroughs- combined with Teacher behavior.. student behavior… wow… wonder…. Teacher commitment) (used during Classroom Walkthroughs).

PD and monitoring of RIGOR in Tier I instruction, to include Gomez and Gomez Dual Language Program Best Practices, will be provided by Principal, AP and IS (Monitoring during CWTs, FC, Data Meetings, comparable data between CFA averages and Interim #1- showed that our rigor is NOT high enough- will be addressed at next data meetings, staff meeting, feedback conferences) A survey will be given to staff to identify trainings that have been received and what follow up or support is still necessary. (Survey on blog. Not a great amount of participation in survey, will do it all together in data meeting in November. Also conducted a pd needed and tech wishes/wants survey)

Students at Columbia are disrupting the teaching/learning process frequently throughout the day, decreasing the quantity and quality of teaching and learning.

Students at Columbia will no longer disrupt the teaching/learning process throughout the day, as evidenced by no more than 2 (discipline) interruptions daily per classroom.

An ineffective discipline system has been in place at Columbia. Students and parents were not involved in the discipline process.

A clear, concise, effective and consistent Discipline system will be developed and implemented at Columbia Elementary.

1. Columbia Staff met during the summer to develop a new discipline plan.

2. The plan was sent to all Columbia Staff via email. Revisions, suggestions, concerns were asked for.

3. Columbia Staff (Discipline Team) met again and reviewed staff feedback

4. Changes were made and resent to all staff via email.

5. When plan was approved by staff, materials were sent to print

June, 2013- May 24, 2014 June, 2013 July, 2013 July, 2013 July, 2013

Tiffany Gomez

Interruptions in learning will occur less frequently, as measured by teacher surveys, (have done informal surveys via discussions at feedback conferences and data meetings) Columbia students scoring

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shop. 6. Plan will be discussed in detail

with all Columbia Staff on August 9.

7. Discipline plans will be shared with parents and students on registration (August 9 am).

8. Principal and AP will discuss plans with students during Back to School Assembly and with parents during Orientation Night (August 22).

COLUMBIA’S TOP FIVE

August 9, 2013 August 9, 2013 August 22, 2013 August 14- May 24, 2014 August 9, 22 and to continue throughout the school year. August 14-May 24, 2014 May, 2013 May, 2013

Tiffany Gomez

50% or higher proficient on interim assessments (no such luck on interim #1) and less than 2 discipline interruptions per day per teacher, (as evidenced by discipline reports) (This has been accomplished- no teacher has more than 2 write ups in one day….) TOP FIVE

Principal and Asst. Principal will provide support and monitoring of the system to the staff. (We meet with teachers to help them fill out discipline reports, reports are explained in detail to students, students and parents have to sign reports. Discussed with parents and students at Orientation- parents received copies and signed and returned that they had read) The new Discipline system will be clearly communicated to staff, parents and students at Columbia. It will be communicated verbally and in a written “discipline handbook” which will be given to staff, students and parents. Reminders and support will be frequent. (see above) Seven Habits and Leader in Me will be rolled out and implemented at Columbia. This will provide character education and positive reinforcement for positive behaviors.

1. All staff were given books “Leader in Me” “Seven Habits of

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Happy Kids” and “Seven Habits of Highly Effective Leaders” to read over the summer.

2. Ancillary staff met in May and again in June to develop our “rollout plan.” Habits will be presented to staff by ancillary team on August 7.

3. Leaders in Action luncheons will occur once a month for students “Caught Using the Habits.”

4. Staff will spend first five days of school (August 14-20) teaching Seven Habits and Leader in Me.

5. AP and Principal will talk about Leader in Me with students every morning on Space TV broadcasts (August 14-20)

6. AP and Principal will discuss Leader in Me, Seven Habits with parents on Orientation Night.

7. AP and Principal will monitor and support implementation of Leader in Me and Seven Habits throughout the year. (We discuss this constantly- on Space TV, in the hallways, with kids, during discipline meetings, etc. It’s been a huge success for Columbia- kids, parents, teachers use the language consistently. I feel it’s been instrumental in improving discipline/school culture- discuss fire drills). School Culture rubric by SAS

First one, August 30, 2013. To be held once a month through May, 2014 August `14-20, 2013 August 22, 2013 August 6- May 2014 Beginning August 14, throughout yr

Suzette Haywood

Students will be able to discuss the Seven Habits with adults in their classrooms, as evidenced by an observation tracker used during Classroom Walkthroughs. (Don’t have a seven habits tracker, but write it in our “Wow” section of CWT form and students track their Seven Habits data- as seen in their Personal Best folders) There will be less discipline issues at Columbia, as evidenced by no more than 2 discipline referrals per

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5.3.13

All classrooms will implement the Clip Up Chart. PD, monitoring and support will be provided. (mini- reminder/training was provided on Clip up chart in August. New charts have been ordered to replace homemade charts, principals support use of chart by wearing students’ clips and calling home when they clip past outstanding)

teacher per day. (so far, so good!) There will be 100% staff participation in implementation of the Seven Habits and the Leader in Me, as evidenced by student work in hallways and leadership boards in classroom, (also on observation tracker)

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5.3.13

Staff are not effectively using data to guide their instruction

Staff (General, Bilingual and SPED) at Columbia will align their instructional practice/strategies to data outcome (This is why we examine the pre-tests so closely- we use them to drive our next cycle’s instruction- see forms) Ninety- minute data meetings will be focused, clear, and consistent. Support and monitoring will be offered by Principal, AP, IS Students will perform at no less than 50% proficiency on their Discovery and NMSBA during 2014. (Goal of 85% by 2015/16) All students will perform at no less than 80% proficiency on the CFAs (but

The system for using data at Columbia has ineffective. The system for supporting and monitoring the data system at Columbia has been ineffective.

Columbia will establish a system for weekly data meetings, which will use analysis protocols to inform and alter instruction to continuously meet the needs of our students.

1. Beginning of year, use Fall Discovery/NMSBA data to target individual and whole group needs of students.

2. With suggestions/recommendations from Principal, AP, IS and grade level team, identify individual and whole group weaknesses and strengths and determine appropriate interventions and instruction (through intervention flipbooks, IS, Team, AP and Principal recommendations).

3. Using the data and team discussion, write an Instructional/Intervention Plan. (We’ve been writing commitments instead- and conceptual refinement plans based on data at data mtgs)Plan will list data and interventions for students- with notes and evidence of success of plan. (adding this to notes- feel that we need more evidence) Bottom of plan will have a “Commitment Statement” which will state teacher’s commitment until the next data meeting. Plan will be followed throughout the day and particularly during Conceptual Refinement time block

4. Plan will be emailed to team, AP,

August 6- May 24

August 19, 2013 (begin with NMSBA and spring

Discovery if Fall Discovery

scores aren’t in yet)

August 19, 2013

Beginning week of August

19, 2013

Tiffany Gomez

K-5 Grade Columbia students, (General, SPED, Bilingual) will perform at 50% proficiency or higher on their interim assessments.

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important that rigor on CFAs match rigor on Discovery/NMSBA- CFA average much higher than interim #1 averages- PD, Discussion at next data meeting 10/29-31)

Principal and IS 5. Principal, AP, IS will monitor and

support teachers during instruction and Conceptual Refinement, using the Intervention Plan that is inside door

6. Principal, AP, IS will schedule times to meet with teachers to give constructive, specific, meaningful feedback(feedback conferences every other week with every teacher. We review TAPs, commitments, data, students that they are most concerned about, instructional strategies – see form)

7. Standard data forms (based on CFAs and Discovery probes and interims will be developed. (We hung these up in data room and had teachers make revisions to them as they worked through the forms… now have forms that they entire staff developed together, kept in teacher’s Personal Best Binder)

8. Expectation that teachers will come to data meetings with form completely filled out

9. Principal, AP, IS and Team will review individual intervention plans, along with current data and discuss whether or not the interventions/instruction was effective. Teacher will discuss success and failures and commitment statement.

10. New intervention/instructional

August 19, 2013

August 4, 2013

Presented August 9, 2013

Beginning second data

meeting, August 26,

2013

August 26, 2013- through May 24, 2014

Michael Chaires

Suzette

Haywood

Tiffany Gomez

Suzette Haywood

Tiffany Gomez

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5.3.13

plans will be filled out based on new data and new Intervention Plans will be developed.

11. Cycle will continue (These meetings are what I was most nervous about, but I feel that this is an area that we have become very strong in)

1. One meeting every six weeks will be an Intervention meeting Teachers fill out Summary sheet following the Summary sheet Explanation.

2. Teachers make an Acceleration Folder for every Red and (possible Blue Student); also included in the Acceleration folder would be a SAT Intervention Cycle sheet for each student teacher is considering for SAT.

3. At the SAT/DATA meeting, we will go over the Summary Sheet. I figure looking at all the data on the Summary sheet will help to find the area of need or address the area of weakness in the child's education. Then we come up with interventions that target the need or weakness and document that conversation on thee SAT Intervention Cycle sheet for, SAT Cycle 1;

We can talk about the flowchart, however it is made with the thought that we began this process at the beginning of the year. (see forms)

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QUICK WIN PLAN In a few sentences, describe how your organization will achieve early and noticeable wins that build momentum by creating virtuous cycles that foster credibility (for the leader and the turnaround story) while disempowering naysayers. Early wins can include initial communication efforts, should be achieved within the first 30 school days and could be the initial steps towards addressing the top 3-4 school priorities listed above.

Columbia will achieve quick wins during the first 30 days by:

1. Holding a Turnaround Leadership Council “retreat” before school begins to solicit needs, thoughts, expectations for the upcoming school year 2. Establishing (with staff) a positive, school-wide behavior support system- Following through, following new system 3. Changing staff/parent perception of administration from “top-down” model to shared leadership model- (taking down tint on principal office, lobby

face-lift, listening to staff, parents, students, open door policy, giving staff alarm code and weekend access for first time at Columbia) 4. Fire Drills- more organized, quiet, safe than ever before (as per staff) 5. Revised forms- based on teacher input/feedback 6. Positive approach to data meetings- not judgmental, acknowledging struggle 7. Redoing SAT system 8. Feedback Conferences 9. Lunch, gifts, making staff feel valued 10. Mold fix, having rooms cleaned 11. Stay late, available (here all the time, email, text, calls)

List up to 4 specific actions or deliverables necessary to make the quick win plan happen.

1 2 3 4 Interviewing staff members to determine most “qualified” staff to participate on Turnaround Leadership Council. Inviting staff to actively participate in Turnaround Leadership Council, listening, valuing opinions and ideas. (We’ve already had a rapid reset on our TLC… switched a teacher that

Take down tint in principal office, paint lobby and office area to make more inviting and take away perception of “barrier” between office and staff. (One parent came in the second day of school and said, “Jo came home and the first thing she said was The new principal took down the tint and painted her office

Meeting with staff over the summer to develop a school wide positive behavior support system. Have plan ready, printed by first staff meeting before school starts. Clearly communicate plan to staff, students, parents. Model consistent implementation

Acknowledging staff as professionals by giving them extended access to the building, listening to their concerns and taking action. Met with Classy Classified to ensure that they feel a part of the team, see what support, pd they feel that they need.

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was not quite a leader yet to one that was an exceptional leader)

green! It’s sooo COOL!” Taking down the tint was one of our biggest quick wins)

of plan. (We’ve received very positive feedback on this from staff, parents and even students)

Signatures: Your signature indicates that the plan provides focus and urgency to move the turnaround initiative forward – and both district leaders and a school leadership team support the direction of the plan. Your signature also indicates a commitment to ambitiously pursuing these goals, addressing priority areas and monitoring progress, recognizing the plan and specific actions may need adjustment based on organizational learning and new data.

Principal Tiffany Gomez Date 8/4/13 ______________________________________________________ _______________________ District Shepherd Date

Rapid Resets:

Stretch Cycles- exit slips, quick checks

Literacy Framework- introduced 10/13

Tests in computer lab- not in rooms

Word Walls- prefix, suffix, root words- big in ccss

Forms from data meetings

Changing TAPs and PAPs to meet needs (based on data)

Daily Five for strong centers

Sped

SAT

BLT

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5.3.13

Outlook invite

SAS- data gatherers as well (see culture forms)

Duties- helped with discipline

Goal setting- based on interims, HALL OF FAME

Questions: Next Steps:

Lesson Plans- where to start? How many templates? Matrix?

Training on Big Five, Literacy Framework- can I do this all at once? What’s a reasonable timeline?

(Read Aloud, Guided Reading, Leveling, Centers- daily five…. Etc) Training beginning on 11/16

Start with Words Their Way, Daily Five and Reading A-Z- order now (10/28)

This needs to happen asap. Can I do training in one day and then continue during data meetings?

Interims so low- why? What to do? CFA rigor too low? Great discussions during data meeting 10/29

Reasons discussed: Transfer from activity to test format, stamina, motivation, low rigor on cfas, lack of high expectations, kids not taking tests seriously.

What to do? Goal setting for interim 2, celebrate accomplishments to build motivation, rigor, rigor, rigor, look at nmsba and discovery questions together as a class all of the time, all cfas should be in nmsba/discovery format with one review and several constructed response… Stamina building and transfer is discussed weekly. Toolbox Tuesday will focus on these specific areas. Rich instructional feedback/strategies given at feedback conferences

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Integrate science, social studies into literacy? Science A-Z?

Looping- second to third, third to fourth?

Gomez and Gomez- teach math in English, test in Spanish (learn in dominant language), 90 minutes literacy, 60 minutes math- not enough…. Help!

Change intervention system- distal and proximal (Nancy Guzman presentation- small groups, push in help, etc)

Thoughts/Observations:

We’ve got the flywheel turning, need to keep it going, keep teachers inspired, value and honor them and their hard work

“Going to get messy before it gets better” Kitchen remodel analogy, marathon analogy

Teachers never saw probes, “Teaching blind” in their words

“Now have to kill 16 birds with one stone, not just two.”

Tears, hitting rock bottom, staying supportive, only one way to go- up!

Next Steps:

New Priority: Restructuring our literacy block (to include the info on Jan. 7)

Literacy framework, Five Big Ideas overview, guided reading/fluency/Daily Five focus- November 16

Toolbox Tuesday- Fluency, exit tickets

Data Meetings- Cool Tools, drilling down

ISS meeting (Interventions for Struggling Students)

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January 7- “Mini-Conference” Guided Reading, fluency charts for each grade level (go in Personal Best folders), processes for fluency checks, 120-200 minute literacy blocks- framework, lesson plans, drilling down (Cool Tools?), how to fill distal gap (rti?), progress monitoring and quick checks. Andrea- help!

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90-Day Plan Spring 2014/15 Purposeful planning Goal #1 What should my students know and be able to do?

• Staff will look at their unpacked standards. (Matrices) and group standards that work together, (use PARCC evidence tables and blue prints as a resource, with a plan for standards that are ongoing as well).

• Specific learning targets (essential standards) will be displayed on PDSA boards and discussed with students, with a focus on specific learning outcomes, 100% of the time.

• Learning Outcomes will be presented by a “Big Question” (Socratic learning)

• All lessons will begin with introducing or revisiting the daily learning targets. All lessons will end with a summary of learning targets and an exit ticket to check understanding.

How will my students and I know when they/we are successful? • CFA's and rubrics will be reviewed and revised during data meetings

prior to administration of CFA and instruction • Assessment checklist will be reexamined and revised by TLC to ensure

rigorous assessments aligned to PARCC rigor and format • Proficiency criteria will be established before the CFA to ensure alignment • CFA will be used as a roadmap for instruction. With test-in-hand,

instruction will be planned • The use of Exit tickets will increase and be put into plans prior to

instruction. Evidence of exit tickets will be brought to data meetings once a week.

• CFAs will be examined during Deep Dive meetings after major assessments to ensure alignment to format and rigor

• Goals will be set with students during bi-weekly feedback meetings. Evidence of feedback meeting times will be evidenced in Lesson plans and shared at data meetings.

• Skeleton of the lesson plans will be available the day after team planning meeting (3rd, 4th, 1st Wed. 5th, 2nd, Kinder Fri.) prior to the week or unit of Instruction.

Data to instruction #2 What learning experiences will facilitate their success?

• Toolbox Tuesdays will continue to spotlight teachers who are using effective and innovative instructional strategies

• “What worked” after each data study will be documented during data meetings and displayed somewhere in the data room for other teachers to see.

• Coaching form will be used frequently when IS’s or admin see a need in instruction or when a teacher requests assistance

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• Modeling of effective instructional strategies will be done frequently by IS's and level III teachers

• Staff meetings will focus solely on effective instruction and planning for effective instruction

• Learning walks will be done during data meetings • Vertical alignment during priority teams will focus on discussion about

effective instructional strategies “What has worked great in my classroom is…” to include Math Practices, Close Reading and Accountable Talks

• Teach Like a Champion Book study will consist of each grade level teaching one chapter of the book to staff. The chapters and strategies will be revisited during staff meetings.

• To facilitate best instruction, " No Worksheet semester" all worksheets need to be approved by team in data meetings.

• “CIFS” will be introduced during data meetings and used as a resource in purposeful planning during data and team meetings

• Socratic method will be modeled by Admin/I.S. Socratic method will be planned for and included in all instruction

Based on data, how do I refine the learning experiences of my students? • Continued use of lesson plan templates (with clearly defined essential

components) that allow for re-teaching, tweaking and refining based on student data (exit tickets, observations, CFA’s, classwork, etc.)

• Evidence of data driving lesson plans will be discussed during all feedback conferences

• Lesson plans will be fluid and flexible-and led by student data • Exit ticket data will be brought to each data meeting and changes to lesson

plans will be done during data meetings based on exit ticket data. • Lexia/I-Station data will be looked at frequently and RTI kids monitored

by interventionist. Help with RTI lesson plans will be given by I.S’s when a child is not making progress.

• IS’s (K & 1), AP (4 & 5) or Principal (2 & 3) will attend planning meetings to ensure that we are aware of needs and obstacles

Writing #3 • PARCC aligned writing samples, questions and rubrics will be

implemented with students. This will be monitored during CWT, Data meetings, one on one observation, discussed during feedback conference.

• Continued PD by IS's on PARCC aligned writing • PARCC rubrics created by Columbia last semester, will be used to score

student writing. K-5 will implement PARCC aligned writing rubrics, which were created by writing priority team last semester.

• IS's will continue to provide PD in the area of writing during our extra turnaround hours (extended staff meetings). They will also coach teachers and model writing lessons in the classroom.

• Student writing will continue to be brought to data meetings a minimum of once a month. They will be scored together to calibrate our scoring.

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Instructional strategies for improving writing will be discussed, documented, and admin and IS’s will monitor implementation of strategies. Effectiveness will be discussed at data meetings and new strategies discussed and implemented. Cycle will continue. Writing will be a huge focus at data meetings

• Step Up to Writing will be used in all classrooms as a tool, not necessarily as a primary way of teaching writing.

• All classrooms will have PARCC aligned writing rubrics, that have been created and developed by grade level teams

• Students will all become familiar and comfortable using rubrics and will have them in their interactive journals

• Students will set writing goals. Goal reachers will be acknowledged and rewarded four times a year.

• A middle-of-year writing assessment will be decided on by grade level teams and administered in Feb. An aligned end-of-year assessment will be given in May 2015. Growth data will be collected and used to plan for next year.

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Item Analysis – Pretest & Posttest

Subject:_______________________ Standard: _____________ Cycle:__________

Question: 1 2 3 4 5 6 7 8 9 10

Totals:

Pretest / % / % / % / %

Posttest

/ % / % / % / %

Conceptual Refinement: Enrichment:

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Beginning Step 0 – 59%

Nearing Proficient 60 – 79% Proficient 80 – 99% Advanced

100%

Pretest

Posttest

Instructional Strategies

Do’s Who? What?

Conceptual Refinement: Enrichment:

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Instructional Strategies Do’s Who? What?

Conceptual Refinement Enrichment:

Strengths – areas in which the class as a whole did quite well Standards: Questions: Challenges – areas in which the class did fairly well but were not strong Standards: Questions: Critical Needs – areas in which the class did not perform well Standards: Questions:

Digging Deeper - Pretest

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Public Commitment

Personal Commitment

My Goal Reflection

Goal Met? Yes Not yet

Personal Commitment & Reflection Pretest/Posttest

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` Columbia Elementary--Feedback Form (Revised 1/15)

Teacher: Date: 2/17 Administrator/IS: TG Teacher Action Plan (TAP) Goal: Writing

1. Action Steps from last data meeting 2. Feedback from previous conference 3. What worked? (Action Steps from last feedback session) 4. What didn’t work? 5. Obstacles encountered 6. Support needed

Current CWT/Video 1. Wows! 2. Wonders 3. Did you get intended outcome? 4. Possible Root Causes 5. Opportunities for improvement? 6. Questions/Clarifications RIGOR/MANAGEMENT discussion

1. Growth producing feedback • Small Concise Action Step • How will you do this? • Specific Steps • By when?

2. Questions for us? Support needed

from us?

Previous Current (Video Reflection) Lesson Plan Reflection

Next Steps

Action Step: (Teacher Will:) Will ask JoAnn to help on the

carpet whenever possible, especially when working on exit tickets

Changing to making kids really earn positive rewards, not being a “softie.”

Being positive but firm, consequences are consequences

Discuss lesson plans- going to look at their plans NEXT Friday

No worksheets- only in centers

By (date) Support Needed From Facilitator: Support with changes

• Likes how the kids talk to each other and are comfortable with each other

• Asks if she’s helping them too much

• Asks a lot of questions, uses a lot of nonverbal cues

• Transitions were great • Dig in a little bit deeper • A lot happening in three

minutes- great • Likes Close reading now that

they are using big book from Scott Foresman

• Close Reading techniques working very well

Action Step: (Teacher Will:)

• Will try to not give as many verbal cues next time

• Will work on digging deeper and staying with one broad question for a long time instead of moving into a bunch of questions and not digging deep enough

• Still working on not being a softie- working on being touch and following Teach Like a Champion strategies

RTI: Does during bilingual centers Uses Lexia during daily five Will send home skill- builders Using Scott Foresman sight words Focuses on Lexia with Camp Columbia 28

Will talk about writing that

she’s worried about next time How to address needs of kids that aren’t reaching writing goals JoAnn getting better at helping with exit tickets Not finding “no worksheets” to be difficult

By (date) Support Needed From Facilitator:

• Coaching form for Step Up for Kinder from Suzette

29

School in Action Las Cruces High School—

Las Cruces Public Schools

• Michelle Ronga, Coach

30

TEXT MARKING STRATEGY: Fiction and Non-Fiction, Social Studies and Science

Number, Circle, Underline FICTION and NON-FICTION

(1) Number the paragraphs:

Start with the number one and continue numbering sequentially throughout, placing the number near the paragraph indention.

As with page numbers, paragraph numbers will act as a reference so you can easily refer to places in the text.

Fiction Examples of what to mark

Non-fiction Examples of what to mark

(2) Circle (in fiction): descriptive words and names of people, places, and things. Circle (in non-fiction): key terms, cited authors, and other essential words or numbers.

vivid language, concrete nouns, names of characters, names of places, vocabulary, word choice, diction

words/phrases that are repeated, defined by the author, used to explain or represent an idea, used in an original or unique way; a central concept or idea, relevant to one’s reading purpose

(3) Underline (in fiction) : descriptions, figurative language, or other information relevant to the reading purpose. Underline in (non-fiction) : author’s claims and other information relevant to the reading purpose.

analogies, literary devices, characterization, dialogue, imagery, context clues, descriptions

~ a claim may appear anywhere in the text; ~ a claim may not appear explicitly in the argument, so the reader must infer it from textual evidence; ~ there may be several claims throughout the author’s argument; ~ an author may signal his claim, letting you know his position

Adapted from AVID strategies

31

TEXT MARKING STRATEGY: Fiction and Non-Fiction, Social Studies and Science

Number, Circle, Underline

SOCIAL STUDIES and SCIENCE

(1) Number the paragraphs:

Start with the number one and continue numbering sequentially throughout, placing the number near the paragraph indention.

As with page numbers, paragraph numbers will act as a reference so you can easily refer to places in the text.

Social Studies – Examples of what to mark

Science – Examples of what to mark

(2) Circle key terms, cited authors, and other essential words or numbers.

key concepts, lesson or content vocabulary, words that signal relationships (e.g., “This led to…” or “As a result of…”), names of people, names of historical events, dates, numbers

key concepts, lesson- or content-based vocabulary, names of people, theories, and/or experiments, properties, elements, formulas, units of measure, variables, values, percentages

(3) Underline the author’s claims and other information relevant to the reading purpose.

central claims, evidence, details relating to a theology, philosophy, or ideology, facts about a person, place, thing, or idea, cause/effect relationships

concerns, claims, data, definitions, descriptions, evidence, examples, explanations, guiding language hypotheses, “if-then” statements, main ideas, methods, processes

Adapted from AVID strategies

32

Cornell Notes 1. Record 2. Reduce 3. Recite 4. Reflect 5. Review

3. Recite notes: cover up Notes column 4. Reflect: think about notes’ meaning 5. Review: 5-10 min daily

Subject: Cornell Notes Date: 8/13/14

Recall: Main Ideas (2. Reduce notes to main ideas)

Details (1. Record notes)

5 Steps

1. Record

2. Reduce

3. Recite

4. Reflect

5. Review

5 Steps in Cornell Notes (CN) 1. Record 2. Reduce 3. Recite 4. Reflect 5. Review

1. RECORD

• record notes in this section only • notes, words, phrases NOT sentences • use texting lang/shorthand/symbols • SLANT to maintain focus

Sit up straight Lean forward to a writing position & Listen Activate thinking Note import info Track the talker 2. REDUCE

• When? End of class. • Requires critical thinking • Details/notes >> Main Ideas • Main Ideas > > Summary (2-3 sentences)

3. RECITE

• Cover all sections except SUMMARY • Recall MAIN IDEAS and DETAILS . . .OUT LOUD!

4. REFLECT = THINK, PONDER, WONDER

• make connections • mark notes: circle terms, underline evidence, ? to clarify

5. REVIEW

• 5-10 min daily – aloud • frequent short reviews = greater retention

Summary (2. Reduce Main Ideas to a 2-3 sentence summary of notes on this page.) The 5 steps of Cornell Notes are record, reduce, recite, reflect, and review. Using CN improves critical thinking and ownership of information. The power is in the frequent reviews.

33

Source: www.ocps.net/lc/west/hoc/academics/Pages/CornellNote.aspx

Cornell Notes

The Cornell method of note taking offers several advantages. It results in more organized notes. It allows you to quickly and identify key words and key concepts from a lecture. The notes can easily be used as a study guide for exam preparation. The arrangement of information is aesthetically pleasing and easy to scan, making it easy to locate particular pieces of information. The strategy may be adapted to a number of presentation formats. Directions for using the Cornell method are as follows.

1. Divide the paper o Use loose leaf notebook paper and write on one

side of the page only. o Divide the paper vertically by drawing a line from

top to bottom about 2" from the left side of the page.

2. Documentation o Write the following information at the top of each

page: student name, course, date, and page number, if applicable.

3. Record notes o During lecture, record the main ideas and

concepts on the right side of the page. This is the notes column.

o Rephrase the information in your own words before writing it down.

o Skip one line between ideas and several lines between topics.

o Avoid writing in complete sentences; use symbols and abbreviations instead.

4. Review and Clarify o As soon after class as possible, review the notes

in the right column and clarify any ambiguous information.

o Compare the information with the book and/or other students' notes.

o Then pull the main ideas, concepts, terms, places, dates, and people from the right column and record them in the left-hand recall column.

5. Summarize o Prepare a summary of the lecture material and

record it at the end of the notes. o The summary may be in sentences or short

phrases. It should include only the main ideas from the lecture.

6. Study o Use both sections of the notes to prepare for

quizzes and exams.

34

Source: www.ocps.net/lc/west/hoc/academics/Pages/CornellNote.aspx

TOPIC

Name

Date

----------------2 1/2”--- In this section:

Reduce ideas and facts to concise jottings and summaries as cues for Reciting, Reviewing, and Reflecting.

------------------------------6”------------

In this section:

Record the lecture as fully and as meaningfully as possible.

The format provides the perfect opportunity for following through with the 5 R's of note-taking. Here they are: 1. Record. During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly. 2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time. 3. Recite. Now cover the notes column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long-term memory. 4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting point for their own musings upon the subjects they are studying. Such musings aid them in making sense out of their courses and academic experiences by finding relationships among them. Reflective students continually label and index their experiences and ideas, put them into structures, outlines, summaries, and frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten. 5. Review. If you will spend 10 minutes every week or so in a quick review of these notes, you will retain most of what you have learned, and you will be able to use your knowledge currently to greater and greater effectiveness.

35

CEE Template Claim – Evidence – Explain

Claim (This is your A+B+C claim sentence):

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 1 (be sure to build it into the sentence): ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain 1 (So what? How does this evidence prove the claim?) 2-3 sentences: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 2 (be sure to build it into the sentence): ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain 2 (So what? How does this evidence prove the claim?) 2-3 sentences: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusions/Implications: ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

36

A+B+C = Claim Sentence

A B C

Identify the Text

Complete title Include type of text: article, poem, novel, etc. Author

Choose a Strong Verb

describes explains identifies presents suggests teaches recommends

Add a Big Finish

• The main idea? • The big idea? • The theme? • The moral? • The message?

37

www.free-printable-calendar.net

2014 AUGUST SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

1 2

3 4 5 TEACHERS 1ST DAY

School Site PD – Begins in Music Room 8:15

6 District PD – 8:00 at Various Sites

7 School Site PD – Begins at 8:15

8 Staff Work Day

9

10 PD Learn Week

11ADVISORY

STARTS DAY OFF STUDENTS’ 1ST DAY

ALL CLASSES

12

EVEN CLASSES

13 PD on Planning in D-46

ODD CLASSES

14 PD on Planning in D-46

EVEN CLASSES

15

ODD CLASSES

16

17 PD Learn Week

18

ODD CLASSES

19 9, JV, V VB vs Chapin

5, 6, 7 pm

EVEN CLASSES

20 Governance PD on Planning in D-46

ODD CLASSES

21 PD on Planning in D-46

EVEN CLASSES

22ADVISORY

V G Soc. vs Rio Rancho 5 V B Soc. @ Rio Rancho 4

ALL CLASSES

23 V G Soc. vs Cleveland 11 JV B/G Soc. vs OHS 11/1 V B Soc. @ Cleveland11 9 VB @ Alamo Jamboree

24 PD Learn Week

25

ODD CLASSES

26 9, JV, V VB vs Franklin

5, 6, 7 pm

EVEN CLASSES

27 PD on Planning in D-46

ODD CLASSES

28 PD on Planning in D-46 V FB vs Montwood 7 pm

EVEN CLASSES

29ADVISORY

V G/B Soc. Tour. TBD JV VB Tour. TBD

V VB @ West Tex Tour.

ALL CLASSES

30 V G/B Soc. Tour. TBD

JV VB Tour. TBD V VB @ West Tex Tour. V CC @ Del Valle 9 am 9, JV FB @ Mont. 9/11

31

38

School in Action Puesta Del Sol—Rio Rancho

Public Schools

• Bryan Garcia, Principal

39

Why Did We Get A “B+”?

Root Cause Analysis August 2014

Activity Time Description Group Configuration

Facilitator(s) Materials

Step 1 Data

8:00-9:15 1 hr 15 min

State of the School Address & Data Presentation

CTTs or Perspective Groups (11 groups) • K-5 CTTs • IAs • Ancillary-

Counselor, SLPs, OT, SW, Health Office

• EA (2 groups) • Interventionists

(Literacy, Math) Bilingual, Gifted

Bryan (Principal)

Step 2 Individual

Circle Map

9:15-9:30 15 min

Create individual Circle Map of what contributed to our success New Staff: What have you noticed since you’ve been at Puesta that may have contributed to our success.

CTTs or Perspective Groups

Jackie and/or Alice (Bi-lingual Program Co-Coordinators)

Blank Paper Poster Paper to model Circle Map

Break 9:30-9:45 15 min

Step 3 Circle of

Years

9:45-10:00 15 min

• Create a large circle around the room of how many years you’ve been at Puesta (also ask how many years in education)

• SLC Members step out of circle • Number off and create Mixed Perspective groups (12 groups-number

off by 12 if there are around 80 people) • SLC Members join groups • Each group (1-12) sits at the table with corresponding number

All Staff Diane (Instructional Coach)

Numbers for tables

Step 4 Refresher on

10:00-10:15

Refresher on 7 Levers from the 2013-14 Pre-Year Retreat Mixed Perspective Groups

Bryan

Report Card Year Grade

11-12 D etermined and

12-13 C ommitted to

13-14 14-15

B +

e

A Champion at PUESTA!

40

7 Levers 15 min Step 5

Tree Map (7 Levers) and Circle Map (personal reflection) alignment

10:15-10:45 30 min

• Group discussion on the information on the Individual Circle Maps • Put a check mark by things that others share that are on your Circle

Map • Add ideas that others share that are not already on your Circle Map

(circle these items) • Using the Tree Map (created from last year’s Mountain Climber

activity), mark the items that were on the individual Circle Maps • Add new items to the Tree Map

Mixed Perspective Groups

Diane SLC members

• Copies of Tree Maps with 7 Levers

• Highlighters • Numbers

for tables

Step 6 Eagle Vision Flight Plan

and 7 Levers Crosswalk

10:45-11:15 30 min

• Move into CTTs and Perspective Groups • Eagle Vision Flight Plan (EVFP) will be on big posters • CTTs and perspective groups will identify where the 7 Levers are

located in the EVFP • Write the Lever Number on the Poster

CTTs or Perspective Groups

Diane CTT Chairs

Posters of EVFP Markers (black, blue or purple)

Schedule for the remainder of the week 11:15-11:30

Step 7 Team Self-Assessment

and Identification

of Focus Areas

Friday Morning

Use Dots to identify how the team is doing on: the mission, the vision and collective commitments as well as each bulleted item and each item with a check mark (total of 23 items to rate)

• Green- performing • Yellow-progressing • Red-emerging

Identify which areas to focus on for the year

CTTs or Perspective Groups

Diane CTT Chairs

Dots-green, yellow, red Or markers

Step 8 Identify

Grade-level Instructional

Priorities

Friday Morning

• Using the RRPS Literacy Instructional Framework, define what how much time should be spent in each area for your particular grade

• Eureka Math Implementation Planning

CTTs Diane Copies of Literacy and Math Frameworks

Step 9 Revision of Flight Plan

SLC will Revise Flight Plan where needed and develop EPSS SLC Bryan EVFP posters from CTTs and Perspective Groups

41

42

PUESTA DEL SOL ELEMENTARY EAGLE VISION FLIGHT PLAN - 2014-2015

Updated 9/15/14

MISSION: “Our mission is to create a safe and positive learning environment in which we deliver

to our students the highest quality education through best practices, while nurturing the whole child in partnership

with our parents and community.”

“We are Determined & Committed to B+ A Champion!”

VISION: We envision Puesta to be an inclusive

school where we value: Positive learning environment Understanding of diversity Expectations for Success Teaching Responsibility in Association with our community. school, and home partnerships.

GOALS: Mathematics &

English Language Arts (Reading & Writing) Educational Plan for

Student Success (EPSS)

What is it we want our students to learn?

Priorities

CCSS Units of Study Implementation

Eureka Math Implementation

Lesson Planning/ Collaboration

Resources will be determined by grade

level CTTs & departments

How will we know if each student has learned

it? Priorities

Data Study/Analysis CTT Calibration of

Expectations Common Formative/

Summative Assessments

Resources will be

determined by grade level CTTs & departments

How will we respond when some students do

not learn it? Priorities

Differentiated Instruction

Small Group Instruction

IPSS Implementation SAT/RtI Process

Resources will be

determined by grade level CTTs & departments

How will we extend & enrich learning for students who have

demonstrated proficiency?

Priorities

Differentiated Instruction

Small Group Instruction

Inquiry-based Learning

Resources will be

determined by grade level CTTs & departments

COLLECTIVE COMMITMENTS (VALUES): 1) Commitments we must honor- Focus on student needs and things we can control. Be willing to learn new professional ideas and implement a variety of strategies. 2) Behaviors we can exhibit to make a personal contribution to success- Have a positive attitude, keep high standards, be consistent with rules (discipline matrix) & be willing to re-evaluate our teaching. 3) Commitments we are prepared to make to each other- Sharing ideas & knowledge in a non-judgmental/positive way, being open minded and trusting of others ideas, & being an active listener. 4) Commitments and assurances we are prepared to make to every student-Have high standards for every student, be advocates for students, empower students to be advocates for themselves, & be consistent with expectations, rules, and consequences. 5a) “Must-dos”- OUR students, OUR staff, OUR parents, enforce rules consistently (discipline matrix), affirm the positives/recognize success, & PLAN/TEACH LIKE EVERY SECOND COUNTS! 5b) “Taboos”- Negative competition between teachers, gossiping, & complaining without focus on solutions.

SOAR!

SOAR!

• Effective Classroom Management:

• Student Engagement through Community Building & Goal Setting

• Positive Behavior Supports (PBS)

14/15 SY Priorities • Literacy & Math

Frameworks • Vertical

Articulation • Inclusive

Practices • Bilingual

Education (Dual Language)

• Professional growth based on observation/ feedback aligned to NMTEACH Rubric & Danielson Framework

• Parent/Family Engagement (PASS)

43

PUESTA DEL SOL ELEMENTARY

EAGLE VISION FLIGHT PLAN - 2013-2014 Updated 9/16/13

MISSION: “Our mission is to create a safe and positive learning environment in which we deliver to

our students the highest quality education through best practices, while nurturing the whole child in partnership with our parents

and community.”

VISION: We envision Puesta to be an inclusive

school where we value: Positive learning environment Understanding of diversity Expectations for Success Teaching Responsibility in Association with our community. school, and home partnerships.

GOALS: Mathematics &

English Language Arts (Reading & Writing) Educational Plan for

Student Success (EPSS)

What is it we want our students to learn?

Priorities

CCSS Scope & Sequence

CCSS Units of Study Development

Unit Lesson Plan Collaboration Resources will be

determined by grade level CTTs & departments

How will we know if each student has learned

it? Priorities

Data Study/Analysis CTT Calibration of

Expectations Common Formative/

Summative Assessments

Resources will be

determined by grade level CTTs & departments

How will we respond when some students do

not learn it? Priorities

Differentiated Instruction

Small Group Instruction

IPSS Implementation SAT/RtI Process

Resources will be determined by grade level

CTTs & departments

How will we extend & enrich learning for students who have

demonstrated proficiency? Priorities

Differentiated Instruction

Small Group Instruction

Inquiry-based Learning

Resources will be determined by grade level

CTTs & departments

COLLECTIVE COMMITMENTS (VALUES): 1) Commitments we must honor- Focus on student needs and things we can control. Be willing to learn new professional ideas and implement a variety of strategies. 2) Behaviors we can exhibit to make a personal contribution to success- Have a positive attitude, keep high standards, be consistent with rules (discipline matrix) & be willing to re-evaluate our teaching. 3) Commitments we are prepared to make to each other- Sharing ideas & knowledge in a non-judgmental/positive way, being open minded and trusting of others ideas, & being an active listener. 4) Commitments and assurances we are prepared to make to every student-Have high standards for every student, be advocates for students, empower students to be advocates for themselves, & be consistent with expectations, rules, and consequences. 5a) “Must-dos”- OUR students, OUR staff, OUR parents, enforce rules consistently (discipline matrix), affirm the positives/recognize success, & PLAN/TEACH LIKE EVERY SECOND COUNTS! 5b) “Taboos”- Negative competition between teachers, gossiping, & complaining without focus on solutions.

SOAR!

SOAR!

• Literacy & Math Framework

• Effective Classroom Management: Student Engagement through Community Building & Goal Setting

• Inclusive Practices

• Bilingual Education (Dual Language)

• Vertical Articulation

• Positive Behavior Supports &

• Parent Engagement Opportunities (PASS)

44

Puesta del Sol Elementary Data Study Process

Phase 1

Establish Purpose, Data Orientation and Coding

• Complete “Hopes and Fears”

document and discuss • Establish purpose of data study

session • NWEA Growth/RIT Correlation

Chart Orientation • Dot/Label & color coding

orientation • Code dots using legend

o Each grade-level member is assigned a different color

Phase 2 Data Analysis

• Transfer data to individual teacher correlation chart

• Plot dot labels on grade-level correlation chart

• Grade-level CTT discussion-reflections & implications

• Data Sources: NWEA Reports Site, DIBELS, DDC & RRPS RADA

Phase 3 Identification of Students for

Focus/Need Study

• Based on class specific NWEA Correlation Chart, DIBELS, and/or text reading level, classroom teachers will identify students who:

o Are in the lowest quartile on the chart

o Have shown regression or low growth based on NWEA, DIBLES, reading text level or classroom performance

Phase 4 Focus/Need Study Development

Based on data analysis along with knowledge of data use and instructional best practices, teachers will develop action plans for students in need of focused study. The action plan will include:

• Justification (based on data for selection)

• Documentation of current efforts • Formulation of next steps

Phase 5 Instructional Tools Development

Identify and become familiar with various tools, resources and best practices to provide effective instruction. Tools may include:

• NWEA Website Tools/Resources o Achievement Status and

Growth Report o Class Breakdown Report o Class Report o Grade Report o Student Goal Setting

Worksheet o Learning Continuum o RIT to Resource

• DIBELS and IDEL “Now What” Tools

• Running Records (DRA and EDL) • Rio Rancho CCSS ELA/Math

Continuums

Phase 6 Sharing of Best Practices and Identifying Support Needed

• Share Best Practices for Data Use

o Grade Level RIT Band Analysis to guide focus group development

o Use of Data Binders/Folders • Share Best Practices for Instruction

o Literacy, Math, Writing Focus o Whole Group and

Differentiated/Small Group Instruction

o Eureka Math, RRPS-CCSS-ELA Units of study, RRPS Literacy and Math Frameworks, Thinking Maps, Fountas and Pinnell Phonics, Tony Stead, etc

• Identify Support Needed o What, Who and When

45

Winter 15 Math

4th Grade

Dot Legend: Student Initials; Teacher; NWEA Fall 2014 RIT; [Growth Target]; Winter RIT; Percentage Toward Growth Target NWEA RIT Bands (Total: 142 Students)

<181 (1) 181-190 (10) 191-200 (36) 201-210 (46) 211-220 (38) 221+ (11)

Percentiles 36% (195) 43% (202) 50% (209) 57% (215) 65% (222)

Perc

enta

ge T

owar

ds N

WE

A G

row

th T

arge

t

150+

101-149

80-100

60-79

30-59

0-29

Regression

46

Winter 15 Reading 4th Grade

Dot Legend: Student Initials; Teacher; Fall RIT; [RIT Goal Growth]; Current RIT; % of Growth, SBA Scale Score; [SBA Proficiency Level] NWEA RIT Bands (Total Students: 142)

<180 (8) 181-190 (25) 191-200 (31) 201-210 (36) 211-220 (30) 221-230+ (12)

Percentiles> 36% (188) 43% (195) 50% (203) 57% (210) 65% (217)

Perc

enta

ge T

owar

ds N

WE

A G

row

th T

arge

t

150+

101-149

80-100

60-79

30-59

0-29

Regression

47

Based on the information from your data study: 1st Grade Content Area:_________________________ Teacher_________________________________________ Please list the students who fall in your lowest quartile

Student’s Name Fall NWEA

RIT Score

Winter NWEA

RIT Score

% of growth

(NWEA)

BOY DIBELS

Composite (G,Y,R)

MOY DIBELS

Composite (G,Y,R)

Text Level

Current Support (IPSS, SAT, IEP)

Interventions Next Steps (Specific Goals)

Regression or Low Growth Concerns Only list students here who are NOT already listed above, but have shown regression or below 60% growth based on their NWEA Growth Score

List any students you have not already listed above that are not making growth on DIBELS Name:

Name:

Name:

Student’s Name

Fall NWEA

RIT Score

Winter NWEA

RIT Score

% of growth

(NWEA)

BOY DIBELS

Composite (G,Y,R)

MOY DIBELS

Composite (G,Y,R)

Text Level

Current Support (IPSS, SAT, IEP)

Next Steps (Specific Goals)

48

School in Action Rio Grande High School—

Albuquerque Public Schools

• Amanda DeBell, Principal

49

Looking at the Data, Data from RIA form A and from Form B- in the boxes below Create a line graph of improvement over time for your classes. On the report you see a pie chart. Re-examine the data by recreating the results in a different format. While you do this, think about how you can get more information about student’s overall performance. Is this an accurate picture knowing what you know about your students? How can they grow? What needs to happen with your fellow teachers in order to demonstrate growth between now and the end of the semester?

50

Looking at the Data, Data from RIA form A and from Form B- in the boxes below use the boxes to “react” to the following questions….

How can we look at this data with no blame and work toward student growth over time?

How can you begin to use this data in order to support your planning and instruction?

What else do you need to know?

What do you see when you look at your students data in language arts and or math?

Create a SMART goal for RIA C in order to dig deeper. Discuss how you can work toward that goal.

What questions do you have?

51