BASA

1. Julie R. Smith, Ph.D. BASA Developing a deeper understanding of Deliberate Practice Broward Assessment for School Administrators

2. Broward County SchoolsDistrict Learning Intention/ Success Criteria • Briefly review the five elements that make up the Deliberate Practice process and know how it connects to your School Improvement Plan • Understand what a “Proficiently” created Deliberate Practice Plan looks like and implement the DP Development and implementation at a proficient or higher level • Begin the process to develop a “Proficient” Deliberate Practice Plan

3. Reflections With a table partner, briefly discuss the components of Deliberate Practice (DP) and share your learnings from your 2012-2013 DP plan.

4. DP Growth Target Template

5. Viviane Robinson’s Findings

6. Barometer of Influences on Achievement 0.40 0.30 0.50 0.20 0.60 0.10 0.70 0 0.80 Zone of desired effects Typical teacher Effects Developmental effects 0.90 Reverse effects 1.00 Hinge Point=0.40

7. Elements of Deliberate Practice • Focus Issue (Why worth pursing?) • Growth Target (What expect to know/do?) • Anticipated Gains (What hope to learn?) • Plan of Action (How accomplish?) • Progress Points (What to monitor?)

8. DP Development Rubric

9. Selecting Growth Targets

10. BASA Self-Assessment

11. Narrowing the Focus Self-assessment of all 45 Indicators Lowest scored indicators ALL Domains Lowest scored “weighted” Indicators Domains 1 & 2 Lowest scored Indicators Proficiency Area 4 1-2 High-leverage Leadership Indicators

12. Focus Issue Why is the target worth pursuing? The leader’s SMART Goal is drawn directly from the school’s School Improvement Plan…

13. Sample Focus Issue By June 2014, there will be an increase to 90% (394), of all 10th grade students that score a level 4.0 or higher on the Florida Writes Test.

14. Cut and Paste SIP Goal

15. Learning Activity Considering your School Improvement Plan and the data you have reviewed (Targeted area of low student performance and a related prioritized area of adult performance), capture a FOCUS ISSUE (SMART Goal) that is worthy of devoting your time, leadership knowledge, skills, and influence.

16. Growth Target Describe what you expect to know/do? The leader’s Growth Target is a product of Of your “Narrowing” process… 1-2 BASA Indicators briefly described or leader’s growth target

17. Deliberate Practice Focus and Growth Target Formula

18. Sample Growth Target Indicator 3.6 - Faculty Effectiveness: The leader monitors the effectiveness of classroom teachers and uses contemporary research and the district’s instructional evaluation system criteria and procedures to improve student achievement and faculty proficiency on the FEAPs. Indicator 4.2 - Feedback Practices: The leader monitors, evaluates proficiency, and secures and provides timely and actionable feedback to faculty…

19. Sample Focus Issue Growth Target

20. Your Prioritized BASA Indicators Should… • Result in improved teaching and leadership performance to positively impact student achievement • Require the help of a teacher or “coach” or securing additional professional development • Be designed to stretch you beyond your current abilities • Isolate remarkably specific aspects of your practice and focus your time and energy on just those things until they are improved

21. Learning Activity Your turn. Identify your 1-2 prioritized “Growth Targets” from your “narrowing” process. Write them out on your plan.

22. Anticipated Gains Describe what you hope to learn? Learning barrier Instructional practice Leadership practice

23. Sample Anticipated Gains Become keenly aware of the barriers to proficient student performance to elaborate with both their expository and persuasive writing Develop an awareness of the instructional practices that appear to most help students overcome those barriers as well as those that don’t have a positive relationship to improvements in student writing performance Determine whether or not the selected leadership strategy was having the desired impact or not

24. Anticipated Gains What You Hope To Learn from Your Efforts

25. Learning Activity Your turn. What do you hope to learn? Describe your Learning barrier, Instructional practice, and Leadership practice Share your thinking with a Shoulder Partner.

26. Plan of Action How will you accomplish the target? Observable Measurable Formative language Frequently checked Application of BASA

27. Cause and Effect Examples

28. A Plan of Action Statement

29. Plan of Action If I Increase the percent of faculty implementing instruction in methods of elaboration with expository, narrative, persuasive and text-based writing at the “Proficient” and higher levels using a locally developed rubric

30. Plan of Action Theory of Action Statement

31. Samples of Measurable “IF” Statements Include… • IF I increase the number of targeted, sub-group writing assessments scored by the principal (me) monthly using the school’s collaboratively developed rubric…THEN… • IF we increase the number of Data Teams™ (PLCs) the building leader meets with monthly to review scored samples of “targeted” student work from key assignments…THEN… • IF we increase the number of (reading or writing or mathematics) best-practice strategies modeled during faculty meetings monthly that are “proficiently” incorporated into classroom instructional practice…THEN… • IF we increase the number of teachers using high yield instructional practices at the proficient level as defined by a rubric…THEN…

32. Sample Plan of Action Statement If I Increase the percent of faculty implementing differentiated writing instruction at the “Proficient” or higher level based on both direct observation and teacher self-assessment monthly using a locally developed rubric.

33. Learning Activity Your turn. Describe a measurable Plan of Action “IF” statement.

34. Progress Points Progress points that allow monitoring? Plan of Action (leader) Formative Assessment (student)

35. A Plan of Action Statement

36. Progress Points The percent of staff monthly implementing at the “Proficient” or higher level instruction in methods of elaboration with expository, narrative, persuasive and text-based writing Percent of students scoring at the “Proficient” or higher level on expository and persuasive writing assessment monthly scored using a locally developed rubric The percent of students scoring proficient or higher on a locally agreed upon writing rubric

37. Testing the Hypothesis

38. Cause and Effect Examples Then IF

39. Hypothesis Testing

40. Or… • IF we increase the percentage of faculty members whose self-reported levels of implementation on the (insert initiative) rubric is consistent with observed levels of implementation in the same area monthly, THEN student reading comprehension will increase • IF we increase the number of teachers who engage in peer observation, reflection, and application to improve personal practices monthly, THEN student writing achievement will increase

41. Samples of Measurable “THEN” Student Progress Points… • THEN I expect to see the percent of students scoring “Proficient” or higher on a monthly writing assessment increase using a locally developed rubric • THEN I expect to see an increase in the percent of students scoring at the “Proficient” or higher level on a monthly reading comprehension assessment using a school-developed rubric • THEN I expect to see an increase in the percent of students scoring at the “Proficient” or higher level on a monthly problem solving assessment using a locally developed rubric

42. Sample Progress Point Statements

43. Learning Activity Your turn. Rewrite your “IF” Action plan statement and describe a measurable “THEN” student progress point statement (which you add to the action plan statement). Share these two components of your DP with your table group.

44. Monitoring and Measuring Your Deliberate Practice Plan Collect cause data 1 2 3 4 5 Collect effect data Chart monthly Share data publicly Modify as needed

45. Hypothetical Comparison Adult to Student Achievement % faculty implementing differentiated writing instruction at the proficient or higher level % of students that are proficient or higher on a monthly writing assessment

46. Classroom Discussion 0.82 Effect Size Ranked 7th overall out of 150 influences on student achievement

47. Questioning 0.48 Effect Size Ranked 53rd overall out of 150 influences on student achievement

48. Visible Learning “…Questioning was the second most dominant teaching method (after teacher talk)…35-50 percent of teaching time posing questions…60 percent of which are recall.” (Hattie, 2009) .48 ES

49. Teachers Talk, Talk, and Talk… • Classrooms are dominated by teacher talk • Accounts for 70-80% of class time, on average • Follows a typical pattern: teacher initiation, student response, and teacher evaluation or IRE pattern • IRE pattern fosters lower-order cognitive learning • Less than 5% of class time devoted to group discussion • 5-10% of teacher talk triggers more conversation or dialogue engaging the student

50. Listen to Students’ Learning • Listening to students’ dialogue • Students and teachers joining together in addressing questions or issues of common concern • Considering and evaluating differing ways of addressing and learning • Exchanging and appreciating each other’s views