Build Readiness Collect & Analyze Data Set Goals Based On Data Investigate Research Based Practices Make Action Plan Implement & Monitor Evaluate Effectiveness

Build Readiness

Collect &

Analyze Data

Set Goals Based

On Data

Investigate Research Based PracticesMake Action Plan

Implement & Monitor

Evaluate Effectiveness

& Sustain Efforts

Sustainable

School

Improvement

Cycle*

Graphic Developed by ODE and NWREL

Something To Ponder

In the real world of the classroom, it’s CRITICAL MASS that matters.

DEEP implementation of a FEW things beats superficial implementation of many things.

Doug Reeves, April 27, 2007

The Leadership and Learning The Leadership and Learning MatrixMatrix

LuckyHigh results, low under-standing of antecedents.

Replication of success unlikely.

LeadingHigh results, high under-standing of antecedents.

Replication of success

likely.

LosingLow results, low under-standing of antecedents.

Doh!

LearningLow results, high under-standing of antecedents.

Replication of mistakes unlikely.

Eff

ects

/ R

esul

ts D

ata

– S

tude

nts

Antecedents / Cause Data - Adults

What’s Needed To Be A Learning or a Leading What’s Needed To Be A Learning or a Leading Organization? Organization?

Lucky1. No Accountability Plan

2. Not Using Data to Make Resource & Instructional Decisions, and to Revise/Renew/Modify all SMART Goals

3. No Guaranteed and Viable Curriculum

Leading1. An Accountability Plan

2. Uses Data to Make Resource & Instructional Decisions, and to Revise/Renew/Modify all SMART Goals

3. Identifies Guaranteed and Viable Curriculum

Losing1. No Accountability Plan

2. Not Using Data to Make Resource & Instructional Decisions, and to Revise/Renew/Modify all SMART Goals

3. No Guaranteed and Viable Curriculum

Learning1. An Accountability Plan

2. Uses Data to Make Resource & Instructional Decisions, and to Revise/Renew/Modify all SMART Goals

3. Identifies Guaranteed and Viable Curriculum

What’s Needed to be A Lucky or a Losing Organization?

Build ReadinessBuild Readiness

Collect & Collect &

Analyze DataAnalyze Data

Set Goals BasedSet Goals Based

On DataOn Data

Investigate Research Investigate Research Based PracticesBased Practices

Make Action PlanMake Action Plan

Implement & Implement & MonitorMonitor

Evaluate EffectivenessEvaluate Effectiveness

& Sustain Efforts& Sustain Efforts

Sustainable

School

Improvement

Cycle


Build ReadinessBuild ReadinessWhat Works In Schools - What Works In Schools - Robert MarzanoRobert Marzano

Factors That Impact Student Achievement

Description of Factors From What Works in Schools

School Guaranteed & Viable Curriculum Ensuring teachers address specific content, in specific course, at specific grade levels, and that the content can be taught in the

time available

Challenging Goals & Effective Feedback

Setting academic goals for individual students and the school, monitoring progress toward those goals, and providing timely

feedback on progress

Safe & Orderly Environment Protecting students from physical or psychological harm and maintaining order so learning can take place

Parent & Community Involvement Engaging parents in day-to-day activities of the school, decision making, and regular communication

Collegiality & Professionalism Developing teachers’ subject-matter knowledge, pedagogical knowledge, and belief in their ability to effect change

Teacher Classroom Curriculum Design Effectively sequencing and pacing learning experiences that are under the classroom teacher’s control

Effective Instructional Strategies Ensuring teachers’ awareness of, and ability to apply, research-based strategies at appropriate times to maximize student

learning

Classroom Management Establishing and enforcing rules and procedures, carrying out disciplinary actions, and maintaining effective teacher-student

relationships

Student Learned Intelligence & Background Knowledge

Students’ prior, learned knowledge of facts, generalizations, and principles about a specific domain

Motivation Students’ efficacy, self-worth, emotions, and deeply seated needs and aspirations

Home Environment Parents’ communication about school, supervision, and expectations, and parenting style

Build Readiness

• School Improvement Project– Making Standards Work Training With Staff

• Power Standards Identified to Focus Instruction• Big Ideas and Essential Questions Developed To

Guide Lesson Planning• Performance Assessments, Engaging Scenarios

and Scoring Guides to Assess Student Performance in Relation to Power Standards

– Data-Driven Decision Making/Data Teams• DDDM for Administrators to Develop Building

Goals and Improvement Plans• DT for teachers to set grade level and classroom

Goals and Improvement Plans


Collect & Collect &



On DataOn Data






Sustainable

School

Improvement

Cycle


Collect and Analyze DataCollect and Analyze Data

Collect and Analyze Data• School Improvement Project

– Data Driven Decision Making (Administrators)• Collect Cause & Effect Data

– Cause (adult) data: professional practices, curriculum availability, leadership decisions, etc.

– Effect (student) data: test data, attendance, student safety, etc.• Analyze data to see what is needed within the

building/district• Prioritize needs

– Data Teams (Staff)• Collect Cause & Effect Data

– Cause (adult) data: professional practices, curriculum availability, leadership decisions, etc.

– Effect (student) data: test data, attendance, student safety, etc• Analyze data to see what is specifically needed by their

students• Prioritize Needs

Why Collect & Analyze Data?

“Until you have data as a backup, you’re just another person with an opinion.”

Dr. Perry Gluckman


Collect & Collect &



On DataOn Data






Sustainable

School

Improvement

Cycle


Set Goals Based On Data

• School Improvement Project– Data-Driven Decision Making

• Set SMART* Goals – *Strategic, Measurable, Achievable, Relevant, Timely

– Data Teams• Set SMART* Goals

– *Strategic, Measurable, Achievable, Relevant, Timely

– Goal template:_________% of ___________ (grade level or group) students will be proficient or above in ___________ (content area) as measured by ____________(measurement tool/assessment) by_______(window of assessment process or specific date). Currently reality:__________________(the current, actual % of students who are proficient).


Collect & Collect &



On DataOn Data






Sustainable

School

Improvement

Cycle


Investigate Research-based Practices• School Improvement Project

– Data-Driven Decision Making• Create a menu of research-based strategies• Identify indicators that will measure the impact of

the use of strategies

– Data Teams• Create a menu of research-based strategies• Identify indicators that will measure the impact of

the use of strategies


Collect & Collect &



On DataOn Data






Sustainable

School

Improvement

Cycle


Make An Action Plan• School Improvement Project

– Data-Driven Decision Making• Strategies are classroom actions that lead to the attainment of

the goal• Strategies need to be:

– Action-Oriented– Measurable/Accountable– Specific– What the teacher, principal, parents will do– What training is needed and indicators of its implementation

– Data Teams• Strategies are classroom actions that lead to the attainment of

the goal• Strategies need to be:

– Action-Oriented– Measurable/Accountable– Specific– What the teachers/team will do– What training is needed and indicators of its implementation


Collect & Collect &



On DataOn Data






Sustainable

School

Improvement

Cycle


Implement and Monitor

• School Improvement Project– Data-Driven Decision Making

• Explicit steps for monitoring SMART goals• Key people identified and types of data to be collected and analyzed• Includes process for reporting

– To building leadership from Data Teams– From the building to the Superintendent and Building Parents

(School Leadership)– To the Board and Community (Superintendent)

• Outlines a process for midcourse correction and reporting

– Data Teams• Explicit steps for monitoring SMART goals• Key people identified and types of data to be collected and analyzed• Includes process for reporting

– To building leadership from Data Teams• Outlines a process for midcourse correction and reporting


Collect & Collect &



On DataOn Data






Sustainable

School

Improvement

Cycle


Evaluate Effectiveness & Sustain Efforts• School Improvement Project

– Data-Driven Decision Making• Planned results compared with achieved outcomes• Report made by building leadership to staff, parents and

superintendent about what was learned and what will continue to apply to the next improvement plan

• Report made by superintendent to staff, parents, board and community about what were results, what was learned and what will continue to apply to the next improvement plan

– Data Teams• Planned results compared with achieved outcomes• Report made to building leadership about what was learned

and what will continue to apply to the next improvement plan• Report used building leadership to inform staff, parents and

superintendent about what was learned and what will continue to apply to the next improvement plan

Documents

Build Readiness Collect & Analyze Data Set Goals Based On Data Investigate Research Based Practices Make Action Plan Implement & Monitor Evaluate Effectiveness