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Data Analysis

Purpose. Data Analysis. Needs Assessment. Implement & Monitor. Improvement Plan. Set annual goals Identify a strategy Set quarterly goals Determine interventions. Making Connections. Annual Goal. Problem Statement. Root Cause. Strategy. ELLs have a 50% pass rate in reading.

christineharris
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Data Analysis

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  1. Purpose Data Analysis Needs Assessment Implement & Monitor Improvement Plan • Set annual goals • Identify a strategy • Set quarterly goals • Determine interventions

  2. Making Connections

  3. Annual Goal Problem Statement Root Cause Strategy

  4. ELLs have a 50% pass rate in reading ELL student group will have 60% pass rate on 2016 STAAR reading Annual Goal Problem Statement Root Cause Does the annual goal resolve the problem statement? YES Strategy

  5. S.M.A.R.T. Results-Based Attainable Time-Bound Measurable Specific

  6. ELL student group will have 60% pass rate on 2016 STAAR reading Can you find all of the SMART elements in this annual goal?

  7. SPECIFIC ELL student group will have 60% pass rate on 2016 STAAR reading ELL student group will have 60% pass rate on 2016 STAAR reading

  8. MEASURABLE ELL student group will have 60% pass rate on 2016 STAAR reading ELL student group will have 60% pass rate on 2016 STAAR reading

  9. ATTAINABLE 10% increase ELL student group will have 60% pass rate on 2016 STAAR reading ELL student group will have 60% pass rate on 2016 STAAR reading

  10. RESULTS-BASED ELL student group will have 60% pass rate on 2016 STAAR reading ELL student group will have 60% pass rate on 2016 STAAR reading

  11. TIME-BOUND ELL student group will have 60% pass rate on 2016 STAAR reading ELL student group will have 60% pass rate on 2016 STAAR reading

  12. ANNUAL GOAL PROBLEM STATEMENT

  13. PRACTICE

  14. Annual Goal Work Create an annual goal that is aligned to and resolves the problem statement you identified. Verify annual goal is a SMART goal. Write annual goal on your team’s poster.

  15. T I P S Ensure the annual goal is aligned to the PROBLEM STATEMENT Check to see the goal is written in a S.M.A.R.T way

  16. Data Analysis Needs Assessment Purpose Implement & Monitor Improvement Plan • Set annual goals • Identify a strategy • Set quarterly goals • Determine interventions

  17. Problem Statement Annual Goal Root Cause Strategy

  18. ELLs have a 50% pass rate in reading ELL student group will have 60% pass rate on 2016 STAAR reading Problem Statement Annual Goal Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Implement sheltered instruction campus-wide Root Cause Strategy

  19. Strategy to THIS! to this… HOW to get from this…

  20. IS broad and over-arching Strategy Processes Structures Systems Models

  21. IS NOT narrow and specific TRAINING

  22. Does the strategy directly address the root cause? Problem Statement Annual Goal YES Implement sheltered instruction campus-wide Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Root Cause Strategy

  23. Quality Check • Focuses on broad, over-arching approaches such as systems, structures, models, processes. • Customize to address identified root cause on your campus. • Ensure that you have the capacity and resources to implement strategy with fidelity.

  24. PRACTICE

  25. Strategy Work Discuss and consider the strategy your campus will implement to address root cause. Ensure it is a broad, over-arching method or approach. Write strategy on your team’s poster. Can enter annual goal and strategy into template.

  26. T I P S Strategies are aBROADway to close the gap and achieve the annual goal.

  27. Data Analysis Needs Assessment Purpose Improvement Plan Implement & Monitor • Set annual goals • Identify a strategy • Set quarterly goals • Determine interventions

  28. A Quarterly Goal IS a target for the implementation of the strategy IS NOT breakdown of annual goal

  29. Quarter 2 Goal= 10% Annual Goal = Increase Scores by 10% Quarter 4 Goal= 10% Quarter 3 Goal= 10%

  30. Q 2 Goal= 2.5% Q 1 Goal= 2.5% Q 3 Goal= 2.5% Q 4 Goal= 2.5%

  31. Q 2 Goal= 2.5% Q 1 Goal= 2.5% Q 3 Goal= 2.5% Q 4 Goal= 2.5%

  32. A Quarterly Goal IS a focus on stakeholder behaviors IS NOT equal to annual goal Problem Statement Increase performance of students served through special education by 8% Annual Goal Increase performance of students served through special education by 8%

  33. A Quarterly Goal ISfocused on results IS NOT focused on process

  34. A Quarterly Goal IS Specific S Sense of urgency SMART Point for celebration

  35. Strategy- Host a Dinner for a Group of Friends Q1 Q3 Q4 Q2

  36. Strategy Implementation = Stakeholder Behaviors

  37. Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide

  38. Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide 2 4 8 6 5 16 10 3 15 13 8 7 12 8 9 14 17 10 11 2 1 1 17 17

  39. Stakeholder Brainstorm Find the blank stakeholder behavior brainstorm resource For each stakeholder, brainstorm all the needed actions/behaviors needed to implement strategy. Then, regardless of stakeholder, order the actions in the order they need to be done.

  40. Grouped Stakeholder BehaviorQuarter Goals and Interventions Q1 Q2 Q3 Q4

  41. Admin and ICs attend training JUNE/ JULY • ICs provide follow-up training • Design training plan and calendar with assistance from BE/ESL dept. • Teachers will understand linguistic instructional strategies and how to incorporate into lessons. • Design walkthrough protocol Q3 Feb Mar • BE/ESL dept. delivers training to staff • Teachers will incorporate linguistic instructional strategies into lessons. • Teachers will learn how to incorporate all four language domains into lessons. Q1 Aug Sept Oct • Students’ academic vocabulary increases. • Teachers will incorporate language objectives into lesson plans. • Intervention groups based on assessment results • Teachers will incorporate all four language domains into lessons. • The language proficiency levels of ELLs will increase. • Admin and ICs will conduct walkthroughs with BE/ESL dept Q4 April May June • Evaluate strategy implementation. • Staff survey • Data review • Identify training needs for 16-17 • BE/ESL department will provide feedback to admin team Q2 Nov Dec Jan • Admin and ICs provide feedback to teachers • ICs provide coaching and support

  42. Admin and ICs attend training JUNE/ JULY • ICs provide follow-up training • Design training plan and calendar with assistance from BE/ESL dept. • Teachers will understand linguistic instructional strategies and how to incorporate into lessons. By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains. • Design walkthrough protocol Q3 Feb Mar • BE/ESL dept. delivers training to staff • Teachers will incorporate linguistic instructional strategies into lessons. • Teachers will learn how to incorporate all four language domains into lessons. Q1 Aug Sept Oct • Students’ academic vocabulary increases. • Teachers will incorporate language objectives into lesson plans. • Intervention groups based on assessment results • Teachers will incorporate all four language domains into lessons. • The language proficiency levels of ELLs will increase. • Admin and ICs will conduct walkthroughs with BE/ESL dept Q4 April May June • Evaluate strategy implementation. • Staff survey • Data review • Identify training needs for 16-17 • BE/ESL department will provide feedback to admin team Q2 Nov Dec Jan • Admin and ICs provide feedback to teachers • ICs provide coaching and support

  43. Process-focused A Quarterly Goal Is Focused on Results • 100% of teachers received training in sheltered instruction. Results-focused • By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains. • By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans. Results-focused with student impact

  44. Admin and ICs attend training By the end of March, 80% of teachers are incorporating vocabulary strategies into lessons to improve students’ academic vocabulary. JUNE/ JULY • ICs provide follow-up training • Design training plan and calendar with assistance from BE/ESL dept. • Teachers will understand linguistic instructional strategies and how to incorporate into lessons. Q3 Feb Mar By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains. • Design walkthrough protocol • BE/ESL dept. delivers training to staff • Teachers will incorporate linguistic instructional strategies into lessons. • Teachers will learn how to incorporate all four language domains into lessons. Q1 Aug Sept Oct • Students’ academic vocabulary increases. • Teachers will incorporate language objectives into lesson plans. • Intervention groups based on assessment results • Teachers will incorporate all four language domains into lessons. • The language proficiency levels of ELLs will increase. • Admin and ICs will conduct walkthroughs with BE/ESL dept Q4 April May June • Evaluate strategy implementation. • Staff survey • Data review • Identify training needs for 16-17 • BE/ESL department will provide feedback to admin team By the end of the 1st semester, students are working in at least two language domains in 80% of classes observed. Q2 Nov Dec Jan • Admin and ICs provide feedback to teachers • ICs provide coaching and support

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