Lawrence Public Schools Creating Schools with More & Better Learning Time

1. Lawrence Public SchoolsCreating Schools with More & Better Learning Time Session 3

2. Agenda

3. Objectives • Learn about other schools’ priorities and how these priorities will drive the 2013-14 school calendar and schedule • Build an understanding of how frequent data cyclesinform targeted teacher development and improve core instruction • Draft an outreach plan to communicate priorities and scheduling implications to key stakeholders in your efforts to build a new school day and year

4. Agenda

5. Sharing and Learning from Your Blueprint 1 Assign one person to present your school’s Blueprint (Talker) Talker 2 The remaining members of your team (Travelers) will decide which school to visit. Try to send at least one person to every school. 3 Each Traveler will go to one school to learn about the Blueprint from a different school’s Talker

6. ACTIVITY: Travelers and Talkers Talkers Walk through a summary of your school’s Blueprint(10 min) • Highlight priorities, key implications and major changes • Identify important questions and/or challenges • Travelers can use the note taker to track ideas and questions Travelers Ask clarifying questions (10 min) • Clarify the priorities and how the priorities inform time use • Focus on the big picture pgs. 4 & 5 in Packet Generate new ideas and problem-solve (10 min) Travelers • Use the Talker’s Blueprint problem-solve common challenges • Ask open-ended questions: “What if…” • Use note takers to track ideas you want to bring back to your team Talkers

7. Blueprint Sharing: Discuss & Take Note Take 10 minutes to discuss as a team: What similarities do you see between your school’s Blueprint priorities and those of other schools? What is something you learned from another school that might help your team?

8. Agenda

9. Need for Frequent Data Cycles Data Drives Decisions Impacting Students, Teachers, and the School Data Drives… • Assignment and grouping in differentiated support period(s) • Targeted support in core content classrooms Students Data Drives… • Professional development, coaching, and observations • Lesson planning and instructional delivery Teachers Data Drives… • School-wide priorities, including instructional priority School • School-wide goals in achievement and other areas

10. Frequent Data Cycles at High-Performing ELT Schools Commitment Assessment Action Analysis

11. Frequent Data Cycles: Commitment • Administrators continuously communicate the importance of data as a tool to improve instruction • Data is communicated to staff and stakeholders • Teachers are comfortable sharing and discussing data • Data drives decisions at the school and classroom level • Data is displayed to communicate student progress Commitment

12. Data Wall Display Samples

13. Frequent Data Cycles: Assessment Assessment Data Collection in Typical Six Week Cycle Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 M T W R F M T W R F M T W R F M T W R F M T W R F M T W R F Weekly Daily Quarterly Yearly • Friday assessments • Do nows • Exit tickets • ELA/Math Benchmarks • Standardized Test

14. Frequent Data Cycles: Analysis What:Which data will we use to assess student learning? When: When will teachers analyze data? (e.g. data days, grade level team meetings, etc.) Who: Which teachers and staff need time together to discuss data and in what groups? Who will prepare the data? How: What protocols can be used to help staff draw conclusions from the data? Analysis

15. Frequent Data Cycles: Action What: What will we do differently? (e.g. standards to be re-taught, changes to core instruction, interventions) When: When will we do it? (e.g. scheduled intervention periods, core classes, after school supports) Who: Which students need additional supports? Which teachers should provide support? How: How will we implement these changes? Action

16. Data Cycles at Aspire Port City and Your School • Read the profile on Aspire Port City Academy on pages 6-9. • 10 minutes 2. Use the guiding questions on page 10 to discuss data cycles at Aspire Port City 5 minutes 3. Compare and contrast the use of data at Aspire Port City to the use of data at your school , using the Venn diagram and guiding questions on page 10. 15 minutes Aspire Port City Your School

17. Data Cycles at Orchard Gardens K-8 School Step 1: Collect and Analyze Data Assessments every 6 weeks in ELA and Math The Achievement Network assessments and data cycle approach Assessment dates set the previous spring for the entire year Step 2: Plan with a Team Monthly data meeting during early release, the week following the assessment Teams meet by grade-level (K-8) and content area (6-8) for 100 min/week to ID student learning needs, set goals, create lessons Meeting dates set the previous spring for year Step 3: Implement Action Plan and Progress Monitor Students targeted for additional support during embedded intervention periods, school vacation weeks, before and after-school Teachers plan mini-assessments to monitor student progress toward their goals after ~3 weeks The cycle starts again every 6 weeks

18. Sample Data Cycle Calendar: Orchard Gardens ELA Core Instruction working on Cycle 2 skills Implement ELA Action Plan from 10/11 data meeting (re-teach, remediate) Implement ELA Action Plan from 10/11 data meeting (re-teach, remediate) Implement ELA Action Plan from 10/11 data meeting

19. Data Cycles Assessment Inventory Take the next 20 minutes to work with your team and complete a Data Cycles Assessment Inventory to chart out what your school is currently doing. Try to be exhaustive in your analysis. See Assessment Inventory, pgs. 11-14

20. Data Cycles Inform Targeted Teacher Development Commitment Analysis Assessment Action Data Cycles Targeted Teacher Dev Analysis

21. Frequent Data Cycles: Discuss & Take Note Take 10 minutes to complete the note taker as a team: What ideas from this sectiondo you want to remember as you build out your school redesign plan? What are the potential implications of these ideas on your design and implementation of a new school day and year?

22. Agenda

23. Building Support: Sharing What You’ve Learned • Use the next 25 minutes to: • Complete p. 15 of the Building Support Action Plan by refining your key messages • Our school ‘s priorities are… • Over the last several weeks we have learned… • Over the next several weeks we are beginning to make decisions on how our highest priorities will impact our schedule… • In the coming weeks, you can get involved by: Building Support Action Plan Pgs. 15 & 16 *Available in Word format at www.timeandlearning.org/Lawrence205

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