District Continuous Improvement Team

December 10, 2013

AGENDA

• Clarifying and Probing Questions• Roles and Responsibilities• Monitoring the Plan(s)• Instructional Rounds• 4 Types of Data

Norms

• Be present• Limit technology

to the work• Ask clarifying

questions• Honor time

Questions?

• Clarifying Questions?– Simple questions of facts– Get to nuts and bolts– For participants– Brief, factual

• Test for Clarifying Questions– Does the presenter have

to think about the question? (If yes, then it is a probing question)

• Probing Questions?– Think more deeply– If the question does not have

the presenter think more deeply then it is a clarifying question or a recommendation.

– Allow for multiple responses– Avoid yes/no– Try

• What do you predict?• Predict?• Fear?

Clarifying Question Practice

• Goal: Increase math skills for all students.

• What training will be required?• When will the training take place?• What resources will be needed?• Others?

Probing Question Practice

• Goal: To increase math skills.• Why is an interactive training best for math?• How will we know we are asking for quality

math work from students?• What is your hunch about the effects of a

stand alone training on math skills.

WHY DIFFERENTIATE BETWEEN CLARIFYING AND PROBING QUESTIONS?

Consider

ROLES AND RESPONSIBILITIES

Roles and Responsibilities (RR)

• Read over• What clarifying questions do you have?• What probing questions do you have?• In your group, generate both types after

reading the RR• Be ready to share out by group

MAKING MEANINGRead: Unmistakable Impact

MONITORING THE SCHOOL IMPROVEMENT PLANS

Taking a look at each school plan….

Protocol for Monitoring

• Each school team will share out on 1 goal/strategies/data/PD around the goal.

• Action steps/activities should be provided.• Listening/note taking on the following:– Strengths?– Challenges?– Discussion questions:

• Ask about data that has been collected? Should be collected?• Is there data that the team will collect?

Protocol for Monitoring, continued• How will we know when the strategy has increased student learning?• How do you know the action steps have been implemented with

fidelity? (Will be implemented with fidelity?)

• Each school group will meet with others.• Share feedback on plans. • What can you provide the school team that will help them

move forward? (Increase implementation level.)• Each school should leave with a list of strengths and things

to increase implementation. • Include what data sets should be collected.• Be ready to share out by school.

What do you already know?What data do you need to know?What additional information/data do you need to know?Where can the information/data be found?

Achievement/ Student

Outcome DataHow our students perform on local, state and federal

assessments (subgroups)

Demographic or Contextual

Data

Describes our students, staff, building, and community

Process Data

The policies, procedures, and systems we have

in place that define how we do

business

Perception Data

 Opinions of

staff, parents, community and

students regarding our

school 

Collect Data

Types of Data

Demographic Data: Describes our students, staff,district, and community

Achievement/Outcome Data: How our studentsperform academically on federal, state, and localAssessments

Process Data: Disciplinary Information, Policiesand Procedures, School Process Rubrics

Perception Data: Survey Data, Opinion

Demographic Examples• Enrollment• Subgroups of Students• Staff• Attendance (Student & Staff)• Mobility• Graduation & Dropout• Socio Economic Status• Education Status

National State LocalNAEP MEAP Local

AssessmentsACTDA

MME Common Assessments

ELPA Grades

Academic Data Examples

Perception Data Example(s):• Surveys of students, staff, parents,community• A belief - stronger than an impression, butless strong than positive knowledge• Helps us understand what students,parents, staff, and others think about thelearning environment (Bernhardt, 2002)

Process DataExamples:

• Teaching & Learning Data (lesson plans, student work)• Policies and Procedures (e.g. Grading, Homework,Attendance, Discipline)• Student and Staff Expectations (e.g. Academic andBehavior)• Parent Participation (Total & Subgroups)• Parent-Teacher Conferences• PTO/PTA• Volunteers• Days of Suspension (Total, by Grade, by Subgroups)• School Process Rubrics

What types of data do you need?Demographic Data Achievement/

Outcome DataProcess Data Perception

Data• Enrollment• Subgroups of students• Staff• Attendance (Students and

Staff)• Mobility• Graduation and Dropout• Conference attendance• Education status• Student subgroups• Parent involvement• Teaching staff• Course enrollment

patterns• Discipline referrals• Suspension rates• Alcohol‐tobacco‐drug

violations• Extracurricular

participation• Physical, mental, social

and health

• Local assessments: District Common Assessments, Classroom Assessments, Report Cards

• State assessments:MME, ACT, MEAP, MI-Access, MEAP Access, ELPA

• National assessments:ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT

• GPA• Dropout rates• College acceptance

• Policies and procedures (e.g. grading, homework, attendance, discipline)

• Academic and behavior expectations

• Parent participation: PT conferences, PTO/PTA, volunteers

• Suspension data• School Process Rubrics

(SPR 40 or SPR 90) or Interim SA/SA (NCA)

• Event occurred: Who, what, when, where, why, how

• What you did for whom: E.g. All 8th graders received violence prevention

• Survey data (student, parent, staff, community)

• Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)

Data Type Data Collected

How Often

By Whom Location How Data Is Used

Academic Outcome

Demographic

Process

Perception

Data Worksheet Activity

ClosingCircle, Square, Triangle

• Draw each shape on the paper provided–(Circle)- List something that is still going

around in your head–(Triangle)-List something that stood out in

your mind–(Square) –Something that “Squared” or

agreed with your thinking