hidoe/acs wasc focus on learning self-study training phase iii · 2020. 11. 17. · chapter ii:...
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2018–2019 Schools
HIDOE/ACS WASC Focus on Learning Self-Study Training Phase III
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Focus on Learning
2 2018 ©ACS WASC
HIDOE/ACS WASC FOL Accreditation Cycle
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Focus on Learning
3 2018 ©ACS WASC
HIDOE/ACS WASC FOL Accreditation Cycle
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2018 ©ACS WASC 4
Outcomes of Self-Study Process
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20148©ACS WASC 5
Agenda
Chapter V: Action Plan
Chapters I-IV
Visit and Status
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HIDOE Strategic Plan 2017-2020 Three-Year Academic Plan
ACS WASC © 2018 6
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Task 5: Revise the Academic Plan. Establish an ongoing follow-up process to monitor implementation and accomplishment.
Product: Chapter V: Academic Plan
HIDOE/ACS WASC Tasks
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8
Review Findings with Stakeholders
Which of these ideas should become part of our three-
year Academic Plan?
ACS WASC ©2018-19
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Alignment: Findings, Strengths, Growth Areas, Action Plan
ACS WASC © 2018 9
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Action Plan
Criteria Strengths
Criteria Growth Areas Student
Learner Needs
Data
General Learner
Outcomes
Road to the Action Plan
ACSWASC © 2013 10
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Academic Plan Questions
2018 ©ACS WASC 11
What is the format of the Three-Year Academic Plan?
How does it address the goals and objectives of the Hawaii Department of
Education and Board of Education Strategic Plan 2017-2020 ?
How is the Academic Plan linked to the data about students?
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Academic Plan Format
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Where are we now? Prioritize school’s needs as identified in one or
more of the following needs assessments: -Comprehensive Needs Assessment (Title I
Schools) -ACS WASC Self-Study: Identified Growth Areas
2018 ©ACS WASC
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Academic Plan Format (cont.)
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Addressing Equity: Sub-Group Identification In order to address equity, list the targeted sub-
group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub-group(s) and their needs.
2018 ©ACS WASC
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Academic Plan Format (cont.)
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Organize: Identify your Academic Review Team Accountable Leads
• Name • Title • Responsibility (for implementation of the
school’s strategies and initiatives)
2018 ©ACS WASC
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Academic Plan Format (cont.)
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Goal 1 Student Success: • Objective 1: Empowered • Objective 2: Whole Child • Objective 3: Well Rounded • Objective 4: Prepared and Resilient
Goal 2 Staff Success: • Objective 1: Focused Professional Development • Objective 2: Timely Recruitment and Placement • Objective 3: Expanded Professional Pipeline
Goal 3 Successful Systems of Support • Objective 1: Innovation • Objective 2: Adequate and Expanded Resources • Objective 3: Efficient and Transparent Supports
2018 ©ACS WASC
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Academic Plan Format (cont.)
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For each goal (objectives): • Outcome: By the end of three years… • Rationale
2018 ©ACS WASC
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Academic Plan Format (cont.)
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For each goal (objectives): Planning Components • Desired Outcome • Enabling Activities • School Year(s) of Activity • ART accountable Lead(s) • Source of Funds • Evidence of Progress (relevant data used to
regularly assess and monitor progress)
2018 ©ACS WASC
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Sample of Planning Components
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• Desired Outcome: By 2017-2018, 54% of students will score proficient in ELA.
• Enabling Activity: Implement professional development and coaching to ensure teacher clarity within their standards-based instruction areas
• Lead: Curriculum Coordinator • Target Population: All Students • Funding: WSF
2018 ©ACS WASC
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Sample of Planning Components
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• Evidence of Progress: Monitored Quarterly: 100% of teachers will
participate in classroom observation protocols focusing on:
• visible learning targets • co-constructed rubrics/criteria • checklists • student goal setting • student reflections
20148©ACS WASC
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Academic Plan Questions
2018 ©ACS WASC 20
How does the Leadership Team determine the desired outcomes for each strategy and other components?
How does the Leadership Team ensure the Academic Plan is aligned
with the prioritized growth areas identified by the Schoolwide Focus
Groups?
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Action Plan
Criteria Strengths
Criteria Growth Areas Student
Learner Needs
Data
General Learner
Outcomes
Road to the Action Plan
21
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22 2014 ©ACS WASC
Let’s Practice
Examine the growth areas from all the focus groups. Group these growth areas into several strands or themes. Chart these.
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Let’s Check
To what extent will the strategies of your updated Academic Plan show direct alignment with the student learning needs? the General Learner Outcomes? identified growth areas? what is already identified in the Academic Plan?
Realistically will the enabling activities within each strategy of the Academic Plan impact student achievement?
2018 ©ACS WASC 23
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Once Action Plan areas are identified • How do staff members update the current Academic
Plan with meaningful and realistic steps? • How are teachers and other staff involved to gain
consensus and support of the action plan? • How do staff integrate other school projects, grants, and
plans? • How do staff ensure the plan will strengthen student
achievement?
2018 ©ACS WASC 24
Visualize what will be different for students…. One year from now? Two years
from now? Three years from now?
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25 2014 ©ACS WASC
How do school staff monitor implementation and accomplishment of the Academic Plan?
Why?
How?
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VC Schoolwide Critical Areas for Follow-Up
2018 ©ACS WASC 26
Support those areas already identified by the school in the Academic Plan
Strengthen those identified areas in the Academic Plan
Address additional areas identified by the Visiting Committee
Why
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Chapter V: Self-Check Questions
2018 ©ACS WASC 27
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2018 ©ACS WASC 28
Agenda
Chapter V: Action Plan
Chapters I-IV
Visit and Status
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The Self-Study
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So What? What currently exists?
How effective is it?
What? What is the ideal based upon…?
• Vision, Mission, General Learner Outcomes
• HIDOE/ACS WASC Criteria and Indicators
• Academic Standards
Now What? What and how will we modify?
What should be in the Academic Three Year Plan ?
Summary: Self-Study Process
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ACS WASC/HIDOE Self Study, 2018-19
ACS WASC ©2018 31
Chapter I Progress Report
Chapter II Student-
Community Profile
Chapter III
Self-Study Findings
Chapter IV Summary list
of Critical Student Learning
Needs
Chapter V Plan
Preface
Electronic Appendices
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Will the self-study be ready to be sent 6 weeks prior to visit?
Has the maximum time been allotted for home and focus group work—maximizing regular meeting time?
Timeline
ACSWASC © 2018 32
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Doing the work
ACS WASC © 2018 33
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Organization
34
Data Teams Grade-level clusters Groups (i.e., students, classified staff, parents)
2018©ACS WASC
Gather information based on indicators and prompts
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Share:
How have you organized your Focus Groups?
Scheduling Focus Group Work in terms of needed Home Group or departmental/data team gathering/discussions
Staggering the work ACS WASC © 2018 35
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Task 1: Analyze and reflect upon the school’s progress and the impact on student learning since the previous full self-study.
Product: Chapter I: Summary of Progress (new elementary schools, summary of work on State’s priority strategies)
HIDOE/ACS WASC Tasks
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Directions
37
HIDOE/ACS WASC FOL, pp. 31‒32
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Chapter I: Action Plan Progress Report for New Elementary Schools
• Brief Summary: Progress on the Academic Plan
and State Priority Strategies in recent years.
38 2018©ACS WASC
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Chapter I: Self-Check Questions
39 2018©ACS WASC
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Task 2 Chapter II
• Develop or Refine
Student/ Community Profile
• Clarify General Learner Outcomes
40
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Directions
41
HIDOE/ACS WASC FOL, pp. 33‒35
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Chapter II: Student/Community Profile
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School Information/Programs Data and Findings
General Learner Outcomes Appendices
2018©ACS WASC
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Chapter II: Data within Profile (pp. 37‒39)
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• Introduction (Na Hopena A’o) • Demographic • Performance
• General Learner Outcomes • Professional Development
• Perception Data • Resources and Management
2018©ACS WASC
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44
What data should we include in our profile? Where do we obtain
the data? HIDOE/ACS WASC FOL, pp. 37-39
2018©ACS WASC
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45
Findings from our data: What does the data tell us?
(Using SSIR, ARCH, LDS, Strive HI, etc.)
2018©ACS WASC
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46 ACS WASC ©2018
Sample Achievement Data Determine 2‒3 findings. Any questions raised?
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General Learner Outcomes
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Global Interdisciplinary
All students Assessable
2018©ACS WASC
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HIDOE students will be…
Self-Directed Learners
Community Contributors
Complex Thinkers Quality Producers Effective Communicators Effective and Ethical Users of Technology
HIDOE/ACS WASC FOL, 2017, p. 4
General Learner Outcomes (GLOs)
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Sample GLO Finding
During our self-study process we looked closely at student data on GLOs, student perceptions, and teacher expectations… After examination of our our data, we noticed that GLO #3 on Complex Thinker had the lowest number of students being rated usually or consistently and the highest rating of sometimes…we decided this would be one of our main areas of focus.
20148©ACS WASC 49
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ACS WASC ©2018 50
Critiquing Chapter IV Activity: •Compare the profile to the Student/Community Profile Guide (FOL, pp. 37-39) •Are the appropriate data pieces included? Has the school commented upon all data?
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Chapter I: Product Student/Community Profile (Task 2)
Data and Findings: trends, irregular patterns, and/or anomalies
• Demographic data • General Learner Outcomes • Student PERFORMANCE data • Perception data including survey summaries, if any • Draft Summary of Implications, 2–3 Student
Learning Needs and Questions for use in Focus Groups
Appendices
51 2013©ACS-WASC
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Chapter II: Product Student/Community Profile (Task 2)
Procedure 3 (Page 34):
• What are the implications of the data with respect to student performance?
• Select 2‒3 major preliminary student learning needs
• List important questions that have been raised by the analysis of student performance, demographic, and perception data.
52 2018©ACS WASC
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Sample Implications
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• The ELL, SPED, Title I and Asian/Pacific Islander subgroups did not meet proficiency in reading and math.
• Even with the focus on the statewide benchmarks for standards, , there is a need to address problem-solving and critical thinking skills in reading and math.
2013©ACS-WASC
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Sample Student Learning Needs
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• Reading Comprehension Skills (academic texts, critical reading skills, and memory and retention skills)
• Math (problem-solving and operational skills) • Problem-solving and critical thinking
2013©ACS-WASC
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Sample Questions for All Stakeholders
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• How do all staff members address the issues of improving the reading, math and problem-solving and critical thinking skills within all courses and programs?
• How do all staff members address the greater use of multiple sources of data effectively to address the modification of the learning and teaching to improve students’ performance within different subgroups and grade levels?
2013©ACS-WASC
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Chapter II: Product Student/Community Profile (Task 2)
Procedure 4 (Page 34):
• Discuss procedures 1–3 on page 34 with all stakeholders
• Determine if there is agreement at this time on the identified major preliminary student learning needs and important questions raised (Procedure 3). Are there any additions? How do these align to the Hawaii State Strategic Plan?
• Finalize Profile (procedure #1)/Summary (procedure #3)
56 2018©ACS WASC
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Who are the students? How are the students doing?
What does the data tell us? Not tell us?
• What questions does the data raise?
57 2018©ACS WASC
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Chapter II: Self-Check Questions
58 2018©ACS WASC
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Task 3: Evaluate the quality of the school program in relation to the HIDOE/ACS WASC criteria with emphasis on the identified student learning needs; synthesize the information; determine strengths and growth needs.
Product: Chapter III: Summary of findings for criteria in each category and supporting evidence. Identified strengths and prioritized growth areas.
HIDOE/ACS WASC Tasks
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ACS WASC/HIDOE Criteria
ACS WASC © 2018 60
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Chapter III: Self-Study Findings
Criteria/Indicator Findings Supporting Evidence
ACS WASC © 2018 61
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ACS WASC © 2018 62
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Task 3: Program Analysis ─ Chapter III
ACS WASC © 2018 63
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Focus Groups • Review and discuss all 5 categories of criteria • Concentrate on assigned criteria and indicators • Use prompts
What data, information, and evidence are needed to determine what currently exists and its
effectiveness?
Task 3: Initial Procedures
64 2018©ACS WASC
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Task 3: Focus Groups
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What currently exists?
How effective is this? The So What Question?
What data, information, and evidence do we need?
2018©ACS WASC
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Focus Group Dialogue: Sample Questions
What do we know already, including the supporting evidence? What is already in the profile? What evidence is needed from the home groups?
What particular evidence is needed from the home groups related to the identified student learner needs, e.g., how can we all support the English learners? Writing?
ACS WASC © 2018 66
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C1. Instruction Criterion: Student Access to Learning
C1. Differentiated, high-quality instruction provides access, challenge, and support for all students to achieve the academic standards and the General Learner Outcomes.
2018©ACS WASC
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C1: Instruction: Student Access to Learning
Indicators and Prompts
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Differentiation of Instruction C1.1 Indicator: The school’s instructional staff members adapt
instruction to meet individual student needs by varying content, processes, products, and/or learning environment. This includes the use of inclusive practices and multi-tiered supports for students that need diverse instructional methods, including special education and English learners.
C1.1 Prompt: How effectively do instructional staff members adapt instruction to meet individual student needs by varying content, processes, products, and/or the learning environment? To what extent is there use of inclusive and multi-tiered supports for students that need diverse instructional methods, including special education and English learners?
Findings Supporting Evidence 2018©ACS WASC
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C1. Instruction Criterion – Student Access to Learning Possible Areas to Examine and Analyze
•Classroom observations to determine the extent to which differentiation of instruction is occurring and its impact on student learning
•How instructional practices and other activities facilitate access and successful educational outcomes for students who are ELL, economically disadvantaged, underachieving, gifted and talented, at-risk, and in special education
HIDOE/ACS WASC FOL, 2017, p. 71
ACS WASC © 2018 69
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ACS WASC/HIDOE Template (example) www.acswasc.org
C2. Instruction Criterion – Rigorous and Relevant Instruction All teachers provide students with a variety of activities and assignments that are engaging (e.g., technology-enhanced and experiences beyond the textbook) and call for higher order thinking.
Current Knowledge C2.1. Indicator: Teachers are current in the instructional content
taught and research-based instructional methodology, including the integrated use of multimedia and technology.
C2.1. Prompt: Evaluate the extent to which teachers are current in the instructional content and effectively use multimedia and other technology in the delivery of the curriculum.
Findings Supporting Evidence
ACS WASC © 2018 70
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ACS WASC/HIDOE Template (example) cont. Summary, Strengths, and Growth Areas
Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met.
Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs from Task 2.
Summary (including comments about the student learning needs):
Prioritize the strengths and areas of growth for Category C.
Category C: Instruction: Areas of Strength Category C: Instruction: Areas of Growth Copy and paste the Areas of Strength and prioritized Areas of
Growth/Challenges into the matrix in Chapter IV.
ACS WASC © 2018 71
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Task 3: Home/Focus Groups―ACS WASC/HIDOE Criteria
What are the criteria concepts?
Indicators/Prompts
What evidence is needed for analysis?
Gathering and Analyzing Data/Information by Home and Focus Groups
ACS WASC © 2018 72
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73 ACS WASC ©2018
Activity: Category D: Instruction-Reviewing Sample Indicators in D1 or D2
• What does the indicator mean?
• Brainstorm types of evidence that might be used for this indicator?
Jigsaw Learning: Expert Group
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74 ACS WASC ©2018
Jigsaw: Cooperative Group
Share what your indicator means and what evidence your group considered Others might add on ideas and/or clarify meaning
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75 ACS WASC ©2018
Thank Group and Return to Table
Share new learnings or
insights
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76 ACS WASC ©2018
Sample Conversation Prompts…
• What patterns and trends do we find in our learnings from our practice of unpacking an indicator?
• What are the key findings that impact student learning?
• What are our reflections? • What might we consider designing for the
future?
• What do we do now?
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Includes analyzing:
What the students are doing and producing
Student interviews
Other interviews, observations, etc.
Observable Evidence
ACS WASC © 2018 77
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Student Work “The process of looking at
student work in a collaborative manner helps teachers take a closer look
at how they teach.” Blythe, Allen, and Powell, Looking Together at Student Work: A Companion Guide to Assessing Student Learning. New York, Teachers College Press, 2007.
Nature Quality
Frequency Growth over time
ACS WASC © 2018 78
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Student Work: Probing Questions
What did you notice as you examined this work?
What evidence do you see of students' research skills here? Of the application of math skills? Of critical thinking?
How can we support students to become reflective problem solvers?
What are the learning benefits of writing in math?
How was…different from…?
ACS WASC © 2018 79
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Student Work: Resources
Essential Schools: Looking Collaboratively at Student Work
www.essentialschools.org/ resources/60
Looking at Student Work
www.lasw.org/
ACS WASC © 2018 80
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Evidence: Examining Student Work
Examples of types of work (especially related to student learner needs):
• Typical work, such as writing or solving math problems • Projects, such as senior project • Research Paper • Same performance tasks
or assignments • Portfolios • Case studies
ACS WASC © 2018 81
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Individually… • review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss… • the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
Sample : Examining Student Work Individually…
• review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss…
• the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
ACS WASC © 2018 82
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ACS WASC © 2018 83
What’s our purpose in looking at this student work.
What was the task designed to assess? How effective is it?
What are patterns or trends across the samples?
What are the misunderstandings and understandings?
What are implications for instruction and curriculum?
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ACS WASC © 2018 84
Learning from student work
How often do students do this kind of work?
How does this work inform us about students’ abilities to be successful in reaching our General Learner Outcomes?
How will this work be evaluated?
What preceded this work? What will come next?
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ACS WASC © 2018 85
How well the student understands the topic of the assignment?
The student’s mastery of a learning standard?
The student’s competence in our critical learner need? Our own grading standards?
Our next steps: press on, reteach, circle back later….?
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Observations
Strategies Data-in-a-Day Roving teacher substitutes Teacher journals Shadowing students
Ground rules Capturing data
ACS WASC © 2018 86
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Learning Snapshot
What are the students doing ? ___ listening ____ calculating ___ working in a group ___ watching ____ taking notes ___ working alone ___ writing ____ completing worksheet ___ reading ____ using technology Which student learner needs were observed? ___ reading ____critical thinking ___ writing ____computing What General Learner Outcomes were observed?
___ Citizen ___ Life/Career ___ Leadership
ACS WASC © 2018 87
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How can your school implement staff observations as a regular practice?
What ground rules will ensure a “safe” environment and obtain staff buy-in?
What kind of “cue sheet” will the school develop?
How will the observation results be used in the FOL process?
Questions to answer about observing…
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Interviews and Surveys Interviews • Student to student • Family to family • Teacher to teacher
Surveys • Short • Focused • Understandable
ACS WASC © 2018 89
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1) Individually, generate a few sample student questions.
2) Find a partner and share these questions. 3) Debrief, for example
• Open-ended questions • Non-biased • Concrete • Simple language
Evidence:
Interviewing
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Share: One important point about evidence is…. Another important point to remember is ... Something that is still not clear to me is ...
91 ACS WASC ©2018
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Task 3: Program Analysis ― Chapter III
Schoolwide Focus Groups
Home Groups ACS WASC © 2018 92
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WRITING ANALYTICAL FINDINGS ACS WASC/HIDOE Focus on Learning
93
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• Assessment and Accountability
Sample Finding: Basis for Determination of Performance Levels Teachers at each grade level have worked hard to establish reasonable guidelines for all assessments to ensure that all students are graded on the same criteria. These, however, are not correlated among the grades. We have, however, not seen any substantial differences in students’ performance as they move to the next higher grade level. Little attention has been given to congruence among subject areas – thus we have observed that some students receive high grades in English/Language Arts and low grades in Social Studies. Fewer discrepancies are seen between Mathematics and Science grades. Fifth and sixth grade teachers have begun initial work in calibrating their grading systems. The overall plan is to continue this work throughout the other grades. Our self-study work revealed this weakness of which we were unaware.
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Individually… • review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss… • the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
Activity 1A Individually…
• Read the Focus Group narrative in response to the prompt.
As a group discuss…
• What did the school find in response to the prompt?
• “To what degree” did the school address the prompt?
• How “effective” was the school’s practices/strategies/programs for this prompt?
As a whole group debrief…
ACS WASC © 2018 95
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Individually… • review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss… • the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
Activity 1B Individually…
• Now read the second Focus Group narrative in response to the same prompt.
As a group discuss…
• What did the school find in response to the prompt?
• “To what degree” did the school address the prompt?
• How “effective” was the schools practices/strategies/programs for this prompt?
• How was this narrative sample different from the previous sample?
As a whole group debrief…
ACS WASC © 2018 96
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ACS WASC © 2018 97
What’s our purpose in looking at the two samples of a Focus Group narrative?
What are implications for how Focus Groups respond to the indicators/ prompts?
Discuss the other sample narratives provided.
Ask when drafting responses to the indicators and prompts: •Do the findings respond to what is being asked by the indicators/prompts? •Do the findings identify the degree and/or effectiveness of the school’s practices/ strategies/programs described for desired outcomes?
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Key Questions
• Is what we found effective? • Is it making a difference for students? • Are our findings supported by evidence?
EVALUATE! EVALUATE! EVALUATE!
ACS WASC © 2018 98
Critiquing Chapter III
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Criteria Findings
Supporting Evidence
How effective?
Chapter III: Self-Study Findings
ACS WASC ©2018
How do we know?
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Do the findings respond to what is being asked by the criteria guide question(s) and the supporting indicators/prompts?
What insight have been gained about which learning is being supported, especially related to the student learner needs?
ACS WASC © 2018 100
Critiquing Chapter III
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Are identified and prioritized growth needs aligned to the findings?
Are identified strengths aligned to the findings? How might these strengthen the action plan?
How does the evidence support the findings?
ACS WASC © 2018 101
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Plan and re-plan the work of Home and Focus Groups
ACS WASC © 2018 102
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Schoolwide Focus Groups
What are their characteristics? What are their responsibilities?
ACS WASC © 2018 103
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Self-Check Questions
ACS WASC © 2018 104
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Task 4: Summarize the identified student learning needs based on profile and Focus Group analysis and findings.
Product: Chapter IV: Summary of identified student learning needs Tables of identified schoolwide strengths and growth areas/challenges
HIDOE/ACS WASC Tasks
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106
Review strengths and growth areas from the
five criteria
Use these to identify major themes or strands
that can help in confirming the critical student learning needs
Confirm identified/revised
critical student learning needs
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What are the critical elements that will enable your school to focus on the analysis of student
achievement?
ACS WASC © 2018 107
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W A S C
We
Are
Student
Centered
ACS WASC © 2018 108
Slide Number 1HIDOE/ACS WASC FOL Accreditation CycleHIDOE/ACS WASC FOL Accreditation CycleOutcomes of Self-Study ProcessAgenda��HIDOE Strategic Plan 2017-2020�Three-Year Academic PlanHIDOE/ACS WASC Tasks Review Findings with StakeholdersAlignment:�Findings, Strengths, Growth Areas, Action PlanSlide Number 10Academic Plan QuestionsAcademic Plan FormatAcademic Plan Format (cont.)Academic Plan Format (cont.)Academic Plan Format (cont.)Academic Plan Format (cont.)Academic Plan Format (cont.)Sample of Planning ComponentsSample of Planning ComponentsAcademic Plan QuestionsSlide Number 21Let’s PracticeLet’s CheckOnce Action Plan areas are identifiedSlide Number 25VC Schoolwide Critical Areas for Follow-UpChapter V: Self-Check QuestionsAgendaThe Self-StudySummary: Self-Study ProcessACS WASC/HIDOE Self Study, 2018-19TimelineDoing the workOrganizationSlide Number 35HIDOE/ACS WASC TasksSlide Number 37Chapter I: Action Plan Progress Report for New Elementary SchoolsChapter I: Self-Check QuestionsSlide Number 40Slide Number 41Chapter II: Student/Community ProfileChapter II: Data within Profile (pp. 37‒39)Slide Number 44Slide Number 45Slide Number 46General Learner OutcomesGeneral Learner Outcomes (GLOs)Sample GLO FindingSlide Number 50Chapter I: Product� Student/Community Profile (Task 2)Chapter II: Product� Student/Community Profile (Task 2)Sample ImplicationsSample Student Learning NeedsSample Questions for All StakeholdersChapter II: Product� Student/Community Profile (Task 2)Who are the students? �How are the students doing?Chapter II: Self-Check QuestionsHIDOE/ACS WASC TasksACS WASC/HIDOE CriteriaSlide Number 61Slide Number 62Task 3: Program Analysis ─ Chapter IIITask 3: Initial Procedures Task 3: Focus GroupsFocus Group Dialogue:�Sample QuestionsC1. Instruction Criterion: Student Access to LearningC1: Instruction: Student Access to Learning �Indicators and PromptsC1. Instruction Criterion – Student Access to Learning �Possible Areas to Examine and Analyze ACS WASC/HIDOE Template (example)�www.acswasc.orgACS WASC/HIDOE Template (example) cont.�Summary, Strengths, and Growth Areas �Task 3: Home/Focus Groups―ACS WASC/HIDOE CriteriaActivity: Category D: Instruction-Reviewing Sample Indicators in D1 or D2Jigsaw: Cooperative GroupThank Group and Return to TableSample Conversation Prompts… Observable EvidenceStudent WorkStudent Work:�Probing QuestionsStudent Work:�ResourcesEvidence:�Examining Student WorkSample : Examining Student WorkSlide Number 83Slide Number 84Slide Number 85ObservationsLearning SnapshotQuestions to answer about observing…Interviews and SurveysEvidence:�InterviewingSlide Number 91Task 3: Program Analysis ― Chapter IIIWriting analytical findings Slide Number 94Activity 1AActivity 1BSlide Number 97Slide Number 98Chapter III: Self-Study FindingsSlide Number 100Slide Number 101Slide Number 102Schoolwide Focus GroupsSelf-Check QuestionsHIDOE/ACS WASC TasksSlide Number 106Slide Number 107Slide Number 108
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