Creating Learning

Creating Learning Communities for Improved Student Achievement:Data Conferencing is a Key to Success Creating Learning Karen Daugherty, Principal Nancy Gheysens, IST

Formula for Success Success Relationships Processes Results

Results Oriented Peter Senge (1996) “The rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results.”

RTMSD Strategic Plan Designed by: Steven Taylor Director of Secondary Education, RTMSD

Strategic Plan for RTMSD AYP for all students Strategic Plan RTMSD One year’s academic growth in one year for all students 100% Proficiency by 2014

Elements of a PLC Action orientation & experimentation Continuous improvement Results orientation Shared mission, vision and values Collective inquiry Collaborative teams

Rose Tree Elementary School’s Mission Rose Tree Elementary School is a safe, nurturing, student-centered community. A rigorous curriculum is provided in a supportive, respectful, and collaborative setting. We build strong foundational skills for academic, social, emotional and physical growth. We partner in education with families to celebrate diversity, foster life-long learning, and develop responsible, global citizens.

Continuous Improvement What is our fundamental purpose? What do we hope to achieve? What are our strategies for becoming better? What criteria will we use to assess our improvement efforts?

Action Orientation and Experimentation Structured Core Extension (C/E) time Assignment of support staff/paraprofessionals based on student data Assigned special area teachers for in-class support of interventions during portions of their day PSSA Writing and Math Prep for at-risk students Before and after school tutoring Scheduled progress monitoring Consultation with Helen Conahan-Dettrey, Director of the Institute for Teaching and Reading Arcadia University Inclusion Institute Student Support Team Data Conferences

Process for Data Conferences Scheduling/sign up Preparation by teacher, principal, and team members Conference—class roster, student data sheets, discussion, conference follow-up table Progress monitoring with accountability to principal

Data Conferences at RTE What data should we look at? How will we analyze the data? After we analyze it, what will our actions be? How will we know if we are successful? What will we do, if we are not successful?

Purpose of Data Conferences • Develop an effective and efficient plan for students in need • Guide and support teachers in determining instructional needs of students • Monitor the effectiveness of the assessment plan and the strategies implemented to improve student performance

The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 2 Design Plan Step 4 Monitor Step 3 Implement Plan www.frrc.org

PIM ResearchAssessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results, by Douglas B. Reeves, @2009 • Planning, Implementation and Monitoring process (PIM) has been applied to over 2000 schools representing 1.5 million students throughout North America • While this research is incomplete there is sufficient evidence to draw some conclusions

Monitoring (from the work of Douglas Reeves) • Frequency: The more frequently that plan goals are monitored, the more likely the goals will be achieved • Specificity: Monitoring that is most effective is specific, providing feedback to teachers and leaders in a manner that allows them to make mid-course corrections and improve professional practices • Measurability: The plans with the strongest relationship to student achievement gains had measurable goals. The first 2 elements of SMART goals—specificity and measurability—have a disproportionate influence on student achievement • Comprehensiveness: Effective monitoring is never just test scores. It includes looking at causes, processes, even the process of monitoring itself. (We must also think about the relationships between and among individuals and departments.)

Monitoring, Inquiry and PIM(Planning, Implementation and Monitoring Process) • The PIM research so far suggests that schools with the highest monitoring scores have more than five times the gains in student achievement than schools with the lowest monitoring scores. • The PIM research so far suggests that schools with the highest inquiry scores have more than three times the gains in student achievement when compared with schools with the lowest inquiry scores

Focus Academics Reading:PSSA, MAP, DIBELS, DRA, 100BC, KidBiz 3000, Project Read Phonology Unit Mastery Tests and End of Year Assessments, Progress Monitoring, Repeated Readings Math:PSSA, MAP, Tools for Success, Compass Learning, Unit Tests

Focus (continued) Behavior IEP, 504, FBA, BIP, Teacher Records, Office Records, Behavioral Specialist, Outside Agencies Social/Emotional IEP, 504, Guidance, Nurse, Office, Psychologist, Social Worker, Behavioral Specilaist,Outside Agencies

Discussion within Data Conferences Each student At-risk students 1. Specify area of need 2. Develop action plan 3. Determine what data to collect 4. Communication with parents and all necessary staff 5. Monitor action plan and implementation of strategies for effectiveness High achievers

Gathering the Data Use standard form that is reported out at the data conference

Creating an Action Plan

Implementing the Interventions • District level • School level • Grade level • Individual level

Special Education, GIEP, BIP IST, Targeted Accelerated Growth Strategies, Screenings: Sp/Lg, OT, PT, AGP, Moderate Guidance Involvement, Functional Behavioral Analysis, Reading Support, Progress Monitoring, Counseling, Strategic Use of Building Subs, Trained Parent Volunteers, Special Programs such as Tools for Success, Six Minute Solutions, Read Naturally, Structured CE Time, Before and After School Tutoring, Technology such as Kid Biz, Compass Learning, Behavior Charts, Contracts, Enrichment Opportunities GIEP/IEP Team Meeting Tier 3 Team Conferences with parents Tier 2 School TeamMeeting Tier 1 Rose Tree Elementary Pyramid of Intervention

Implementing the Interventions • Determine school level needs and implement appropriate interventions • Staff development and training of support personnel • Resource allocation (materials and personnel) • Budgeting for additional resources such as reading inventories, writing assessment, Tools for Success • Student support team with regularly scheduled meetings and follow-up

Implementing the Interventions • Determine grade level needs and implement appropriate intervention • Coaching assignments (District Literacy Coach, Reading Specialist, Grade level peers) • Content of grade level team meetings (monthly focus determined by School Improvement Team) • Principal-walkthroughs with constructive feedback

Walk-Through Feedback Form I saw and heard • A • B • C Elements of quality • Rigor • Engagement • Differentiation Questions and Suggestions • Rigor • Engagement • Differentiation Feedback from Teacher:

Implementing the Interventions • Determine individual student needs and implement appropriate intervention • Data conferences • Assignment of support staff • Allocation of resources

Implementing the Interventions • Support school faculty in the change process • Use data for purposes intended

Implementing the Plan • Assign faculty to assessment activities (MAP, DIBELS, DRA, etc.) • Train faculty in administration and interpretation • Schedule assessment timelines and locations • Set up procedures for teachers to request additional diagnostics (IST, screenings) • Incorporate data reviews into weekly and monthly activities (faculty meetings, grade level meetings) • Report results to all or selected faculty at established intervals – indicators of effectiveness

Monitor and Revise Plan as the Data Indicates • Determine plan to evaluate the effectiveness of the interventions and core program – what data will you use? Revisit current plan and identify areas of weakness, duplication, strength • Revise assessments and interventions to meet goals • Continue to support school faculty in the change process • Highlight successes with teachers, parents and students

Principal’s Data Summary

Data Conference Follow-Up Chart

Instructional Assistance Schedule

Formula for Success Success Relationships Processes Results

Pennsylvania AYP Standards

RTE Measure of Progress (MAP) Data: Students Who Scored Below the 34th PercentileSpring 2007-2009

Students Making MAP Target Growth2007-2009

RTE State Ranking 2006-2009 (schooldigger.com)

Barriers to Success Lack of monitoring by Principal Teacher attitudes and perceptions Resistance to accountability Resistance to deprivatization of practice Lack of use of Best Practices Lack of fidelity to curriculum and intervention Inadequate communication with all stakeholders

Barriers to Success • Lack of a sense of academic urgency • Poorly aligned curriculum and/or poorly aligned assessments • Lack of or ineffective data conferencing • Lack of high expectations for all students • Specialized instruction not aligned to core curriculum • Lack of investment in student achievement by all staff

Summary • Identify current and future school assessment and intervention plans • Establish, then implement a system to facilitate the effective use of data • Determine how to look at data and how the data can assist teams in making important school, grade level and individual student instructional decisions

Summary Remain focused on your mission and monitor continuously

Contact Information • Karen Daugherty, Principal Kdaugher@rtmsd.org • Nancy Gheysens, Instructional Support Teacher Ngheysen@rtmsd.org

Creating Learning

Creating Learning

Presentation Transcript

Creating Productive Learning Environments

Creating Portraits of Learning

CREATING LEARNING ENVIRONMENTS

Creating professional learning communities

Creating Professional Learning Communities

Creating a Learning Environment

Creating learning activities

Blended Learning Creating New Learning Experiences

Creating Significant Learning Experiences

Creating a learning economy

Creating Intentional Learning Pathways

Deconstruction: Creating Learning Targets

“Creating a Learning Culture”

Creating Animated Learning Modules

Creating learning opportunities: informal learning

Creating Collaborative Learning Environments

Creating a Learning School

Creating Learning Objects

Creating Learning Communities

Creating Learning Objectives

Creating Learning Environments

Creating active learning activities