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Utilizing Achievement Data in the Context of the School Leadership Team

Utilizing Achievement Data in the Context of the School Leadership Team. ASA Institute for Excellence June 7, 2006. Organizational Structure. Collaboration is key Support with Instructional Leadership (Coaches, Lead Teachers, etc.) Established forums & channels of communication.

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Utilizing Achievement Data in the Context of the School Leadership Team

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  1. Utilizing Achievement Data in the Context of the School Leadership Team ASA Institute for Excellence June 7, 2006

  2. Organizational Structure • Collaboration is key • Support with Instructional Leadership (Coaches, Lead Teachers, etc.) • Established forums & channels of communication

  3. School Improvement Plan & Goals based on CURRENT DATA Principal Mission Statement Grade or Dept Level Team Meetings Math Lead (Coach) Literacy Lead (Coach) School Leadership Team

  4. Flow of Information School Improvement Plan & Goals based on CURRENT DATA Principal Mission Statement School Leadership Team Math Lead Literacy Lead Grade or Dept Level Team Meetings

  5. Leadership Team Norms • Meet on a regular basis (weekly) • Agendas distributed in advance • In attendance should be those dealing with instructional leadership & supervision (not a SIT team or site council) • Include district level liaison • Spend time at each meeting on data, student achievement and action planning

  6. Data Sources • AIMS DPA/Terra Nova • Benchmark Assessments • DIBELS & other early literacy • Classroom level formative assessments • Others?

  7. What resources are needed? • AIMS Results by Strand/Concept • AIMS Classroom Reports • Benchmark Results by teacher (concept level) • Power Concepts

  8. Benchmark Results

  9. Using Leadership Teams to Monitor and Provide Support for Action Plans • Action plans are one way of breaking down a goal into more discrete, measurable tasks. • Provide a timeline and internal accountability for members of Leadership Team • Allows for a review of progress towards the goals

  10. Steps to Successful Action Planning • Analysis of achievement data • Triangulate data sources • Identification of a problem in instructional practice • Clarification of the scope of the plan. • Selection of a strategy or strategies to address the problem. (goal) • Identification of implementation indicators.(what it will look like in the classroom)

  11. Steps (cont.) 7. Identify how you will know if the plan is working. (Assessment) 8. What are the pitfalls?

  12. Data Analysis & Problem Identification • Look to identify problems supported by multiple sources of data. • Assuming your are able to solve the problem, will this help you accomplish a broader goal? • Reach a consensus about why students are having a specific learning problem. • Is there a common understanding of what constitutes effective instruction to address the problem?

  13. Identifying Target Areas

  14. A closer look…

  15. Examining the data… What questions do we have about third grade reading?

  16. Clarify the scope of the action plan Who is it for? • Start with a specific grade/content area. • Consider: Is there a sufficiently developed culture of collaboration & trust to allow teachers to be open and reflective about what they’re doing? • How much time is available?

  17. Select strategies to address the problem • Important: How will you come up with solutions? Remember that the teachers will be the ones implementing. • Use grade level meetings to brainstorm ideas • Focus on discrete strategies that directly address the problem. • Assess the strategies for impact and feasibility

  18. Impact and Feasibility Problem: Students score low in making inferences. Goal: Help students utilize information not explicitly stated in text.

  19. Identify the Implementation Indicators What do these strategies look like in the classroom? • Develop a careful description of what behaviors should be observable in classrooms. Students? Teachers? Classroom environment? • IC Maps

  20. Indicators for Inference Action Plan

  21. How will you assess the plan? Again, consider multiple sources. (Observations, walk-through, student work, BM tests, student interviews, etc.) • Who will be responsible? • When will it be assessed? • Schedule a time for the LT to revisit the plan. • Write it down!

  22. Identify Pitfalls Enough time? (Scope) Too broad? (Scope) Are teachers ready for this? (Culture of reflection and collaboration) Is it measurable? (Assessment) What does it look like? (Indicators)

  23. School Improvement Plan & Goals based on CURRENT DATA Principal Mission Statement School Leadership Team Math Lead Literacy Lead Grade or Dept Level Team Meetings

  24. Conclusions • You can’t do it all yourself! • Leadership Teams can provide structure for moving from data to data-driven.

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