palm springs unified instructional leadership team day 1 september 8, 2008

District and School Success Center

Palm Springs UnifiedInstructional Leadership Team

September 8, 2008

9 Essential Program Components

• Core Materials• Intervention &

Time• Teacher Training• Principal

Training• Data

• Coaching• Collaboration• Pacing• Fiscal Support

Data EL

Intervention

Student Achievement

HS Graduation

Corrective Action F

DAIT Instructional Leadership Team

• Day 1: Collaboration and Data Analysis

• Day 2: English Language Focus

• Day 3: Tier 1 Intervention

Professional Learning Community

Six Characteristics1. Shared Mission, Vision, and Values2. Collective Inquiry3. Collaborative Teams4. Action Orientation and

Experimentation5. Continuous Improvement6. Results Orientation

No Excuses University

• Culture of Universal Achievement

• Exceptional Systems

• School Wide University Focus

Professional Learning Communities/ Exceptional

Systems

Data Analysis

Curriculum

Alignment

ILT Articulatio

Principal

Team Leader

Member

Board, Superintendent, and District Administrators

Need for a Collaborative Culture

“Through a ten-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community.”

--Milbrey McLaughlin Stanford University

What is Collaboration?

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.

90% of the teachers of any particular school must demonstrate full implementation of any agreed upon strategy in order to produce significant results.

Doug Reeves (2006)

Essential Outcomes of a Collaborative Team

• Norms• Data Analysis

– Protocol– 1 SMART Goal around one standard– 3 SMART Goals (Reading, Writing, Math)– Determine best practices

• Essential Standards• Common Assessments• Pyramid of Interventions• Results

Key Standards

CST Blueprint

All Standards

Essential

Standards

Essential Standards

• Reading

• Writing

• Math

• 18-20 Standards total for the year• 6 per trimester• 3 per 6 week SMART goal rotation

Choosing Essential Standards

– It is an essential life skill– It is essential to be successful in the next grade– It is essential to be successful in school– It is identified as essential on blueprints– We struggled with this standard last year– Failure on this standard is one of the reasons why

we continue to perform lower on the CST strand – Entry level assessments identify this standard as

an area of need– Our team wants to invest collaborative time on

this standard

Monitor Essential Standards

• Collaboratively plan how you will monitor the standards throughout the year

• Introduce, Practice, Mastery• Student Efficacy • Align to pacing guide• SMART goal vs. Continue best

practices and monitor

Tier 1 Intervention

(Classroom)

Tier 2

Tier 3

The Data Team Process

• Identify an essential standard (SMART Goal standard)• Develop a pre/post team generated common

assessment-Approximately 5 questions• Organize student data• Identify target students• Identify strengths and obstacles on the pre-test by

examining student work• Set a SMART goal• Identify strategies and results indicators • Implement strategies and monitor• Give post assessment• Determine effectiveness of strategies

Data Binders• Suggested content:

– District & School Goals Grade Level SMART Goal record

– Schedule of Meetings– Team norms– Standards– Blueprints– Research-based strategies– Common Assessments – CST and/or CAHSEE

Released Items– ELD Standards

Frequency of Data Team Meetings

Varies: Every 4-6 Weeks + Alternative Meetings

Schools that realize the greatest shift to a data culture tend to schedule meetings at least twice per month

Alternative Team MeetingsThose meetings that will NOT involve the

study of new data1. Plan and adjust focus strategies2. Examine the rigor of SMART Goal

standards 3. Alignment of Curriculum to Standards4. Deepen Norms5. Create common assessments that come

between benchmarks6. Calibrate administration and scoring of

student assessment

Alternate Team Meeting # 1

•Select your essential standard

•Analyze the testing blueprints and released items

•Develop a grade level common assessment

Obstacles to Effective Collaboration

• Weak Norms• Interesting People• Poor Understanding of Group Dynamics• Individualized Culture• Balkanized Culture• Contrived Collegiality• Poor Monitoring• Ineffective Data Analysis Systems• Compartmentalization of Programs and Systems• Lack of Meeting Protocol• Coaching resisted

Norms of High Performing Teams

• Willingness to consider matters from another’s perspective• Accurate understanding of spoken and unspoken feelings and

concerns of team members• Willingness to confront a team member who violates norms• Communicating positive regard, caring, and respect• Willingness and ability to evaluate the team’s own effectiveness• Seeking feedback about and evidence of team effectiveness from

internal and external sources• Maintaining a positive outlook and attitude• Proactive Problem-solving• Awareness of how the group contributes to the purpose and goals

of the larger organization

Emotional Intelligence in the Workplace, Goleman

Seven Norms of Collaboration

• Pausing• Paraphrasing• Probing for specificity• Putting ideas on the table• Paying attention to self and others• Presuming positive intentions• Pursuing a balance between advocacy and

inquiry

A Few Examples ofInteresting People

• Monopolizers• Challengers• The Victim• Complainers• Intimidators• Noah, the Prophet of

Doom• Agreeable Arthur• The Rescuer

• Controllers• Know it alls• The Slanderer• Saboteur• The Bully• Charmer• Manipulator• Demanding

Johari Window

Known by others

Unknown by others

Known by self

Unknown by self

Open/Free Area

Blind Area

Hidden area

Unknown area

Group Dynamics

• Forming

• Norming

• Storming

• Performing

Four Types of Team Cultures

dividualisticIndividualistic

Lone Ranger Teaching

Balkanized

Deep-rooted Cliques

Contrived Collegiality

Cotton Candy Co.

Collaborative

Use data to improve practice

based on Joyce & Showers

Knowledge

SkillsClassroom Applicatio

THEORY

DEMONSTRATION

PRACTICE

COACHING

TRAINING EFFECTIVENESSThe degree of proficiency attained in knowledge, skills, and application

TRAINING OUTCOMES

Very Low (VL) = 5% Low (L) = 10%

Middle (M) = 40% High = 80%

M/H L VL

H L/M VL

H H VL

Macro to Micro

• Examine CST Data

• Connect to Core Curriculum

• Connect to rigor of the standard

• Connect to Data Analysis Protocol

Leadership and Learning Matrix

Antecedents/Cause Data

LuckyHigh results, low understanding of antecedents

Replication of success unlikely

LeadingHigh results, high understanding of antecedents

Replication of success likely

LosingLow results, low understanding of antecedents

D’oh!

LearningLow results, high understanding of antecedents

Replication of mistakes unlikely

Reeves, 2003

Connect to Data

% of ____ students scoring at proficiency or higher in English Language Arts will increase from ___% to ___% by the end of 2008-2009 as measured by the CA Standards Test administered in April/May, 2009.

Our third grade team will accomplish this goal by targeting our SMART goals around Reading Comprehension and English learners.

Connect to Data

% of ____ students scoring at proficiency or higher in Mathematics will increase from ___% to ___% by the end of 2008-2009 as measured by the CA Standards Test administered in April/May, 2009.

Our third grade team will accomplish this goal by targeting our SMART Goals using the results from entry level assessments and focusing on English learners.

Number Sense 32

Standard Set 1.0 Students understand the place value of whole numbers:

1.1 Count, read, and write whole numbers to 10,000. 1/2**

1.2 Compare and order whole numbers to 10,000. 1

1.3* Identify the place value for each digit in numbers to 10,000. 3

1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand. 1/2**

1.5* Use expanded notation to represent numbers (e.g.,3,206 = 3,000 + 200 + 6). 3

Standard Set 2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:

2.1* Find the sum or difference of two whole numbers between 0 and 10,000. 4

2.2* Memorize to automaticity the multiplication table for numbers between 1 and 10. NA***

2.3* Use the inverse relationship of multiplication and division to compute and check results.

2.4* Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___).

2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit

number (135 5 = ___). 1

2.6 Understand the special properties of 0 and 1 in multiplication and division.

2.7 Determine the unit cost when given the total cost and number of units. 1

2.8 Solve problems that require two or more of the skills mentioned above. 1

3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., ½ of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than ¼).

3.2* Add and subtract simple fractions (e.g., determine that 1/8 + 3/8 is the same as ½). 2

3.3* Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.

1.Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is ½ of a dollar, 75 cents is ¾ of a dollar).

Algebra and Functions 12

Standard Set 1.0 Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships:

1.1* Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

1.2 Solve problems involving numeric equations or inequalities. 1

1.Select appropriate operational and relational symbols to make an expression true (e.g., if 4 ___ 3 = 12, what operational symbol goes in the blank?).

1.4 Express simple unit conversions in symbolic form (e.g., _____inches = _____feet × 12). 1

1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 × 7 = 35, then what is 7 × 5? and if 5 × 7 × 3 = 105, then what is 7 × 3 × 5?).

Standard Set 2.0 Students represent simple functional relationships:

2.1* Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).

1. Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).

Measurement and Geometry 16

Standard Set 1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects:

1.Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

1.2* Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.

1.3* Find the perimeter of a polygon with integer sides. 3

1.Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

Standard Set 2.0 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems:

2.1* Identify, describe, and classify polygons (including pentagons, hexagons, and octagons). 2

2.2* Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).

2.3* Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).

1.Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.

1.Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).

2.6 Identify common solid objects that are the components needed to make a more complex solid object 2/3**

Statistics, Data Analysis, and Probability 5

Standard Set 1.0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions:

1.1Identify whether common events are certain, likely, unlikely, or improbable. 1

1.2* Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times. 2

1.3* Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot). 2

1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day). NA***

Mathematical Reasoning Embedded

Standard Set 1.0 Students make decisions about how to approach problems:

1.1Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Embedded

1.2 Determine when and how to break a problem into simpler parts. Embedded

Standard Set 2.0 Students use strategies, skills, and concepts in finding solutions:

2.1Use estimation to verify the reasonableness of calculated results.

Embedded

2.2 Apply strategies and results from simpler problems to more complex problems. Embedded

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Embedded

2.4Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. Embedded

Riverside County Achievement Team

An Example• Our team’s lowest area on CST was Algebra and

Functions• On our math pretest, our students struggled on

computation with whole numbers• Our first math topics are number sense

– Numeration– Adding whole numbers– Subtraction number sense– Subtracting whole numbers to solve problems– Multiplication meanings and facts

• On the CST Blueprint- 4 Questions on CST for 2.1 Find the sum or difference of two whole

numbers between 0 and 10,000.

Develop a Team Common Assessment

• Assessments from instructional programs

• Release test questions

• Inspect questions

• Validity, Reliability and Practicality

• Examine rigor from CST Released Items

5 questions per standard

Keep it simple!

21 9000 −3782 =

A 5218B 5328C 6782

D 12,782

22 Look at the number sentence below.67 + = 121

,Which number will make

the numbersentence true?

A 54B 56C 64D 68

Released Test Questions

23 Which number is 6 more than 1026?

A 1022B 1032C 1122D 1132

24 The town of Milburg has 5256 grown-ups

and 2987 children. How many people livein Milburg?

A 7133B 8133C 8243D 8343

25 502−273

A 229B 239C 371D 775

Release Test Questions

Administer Pre-test

• Ensure common administration procedures

• Agree upon cut scores– Proficient 5 correct– Almost got it: 4 correct– Far to go 2-3 correct– Missed the boat 0-1 correct

5-Step Data Analysis

• Step 1: Collect Data• Step 2: Analyze Strengths and

Obstacles• Step 3: Set SMART Goals• Step 4: Brainstorm Instructional

Strategies• Step 5: Identify Results

Indicators

Preparing for the Protocol

• Choose which teacher you will be for the day.

• Complete “Collect Data” and “Target Students” sections on your class only.

• Once your entire team has completed this task, tell the presenter you are ready to begin the protocol.

Prepare Individual Data

Teacher Names# Students

Taking Assessment

# of Students Scoring

Proficient

# of Students

Non-Proficient

Almost Got It(Basic)

Far to Go(Below Basic)

Missed the Boat

(Far Below)

1. Fibonacci 30 10 20 7 5 82. 3. 4.

Totals:

Almost Got It (Basic)

Far to Go (Below Basic)

Missed the Boat (Far Below Basic)

Clint ? Garth - Sonny -

Kenny G + Bob - Celine -

Vince + Mick - John ?

Michael + Liza ? Whitney -

Jennifer - Dolly + Wynonna -

Dean - Bette +

Kenny R + Lisa -

Brittany -

Target Students

Data Analysis Protocol

• Opening– Choose Roles

• Facilitator• Timekeeper• Recorder (Everyone do this please)• Process or Norms Monitor

– Review Norms

Indicators

Step #1: Collect the dataClassroom level data (not STAR)Everyone on team collects same data.Note: Do not record Target Students from

other classrooms.

Indicators

Collect Data for the Team

Teacher Names# Students

Taking Assessment

# of Students Scoring

Proficient

# of Students

Non-Proficient

Almost Got It(Basic)

Far to Go(Below Basic)

Missed the Boat

(Far Below)

1. Fibonacci 30 10 20 7 5 82. Polya 31 9 22 5 11 6 3. Newton 31 16 15 4 9 2 4. Descarte 30 14 16 5 4 75.

Totals: 122 49 73 21 29 23

Indicators

Step #2: Analyze Strengths and Weaknesses

Can be completed only by examining student work.

• What skills do proficient students have?• What skills do students have who are not yet

proficient?

• Why did students select the wrong answers? What mistakes are they making? What misconceptions do

they have?

Most Common Errors

Question # 1 and 2:• Did not regroup

properly• Placed smaller

number on top• Added

Question # 3:• Place value• Subtracted

Most Common Errors

Question # 4:• Did not regroup

properly• Subtracted top

number from bottom number

• Added

Question # 5:• Place value

Indicators

Step #3: SMART Goals

• Specific and strategic

• Measurable

• Attainable

• Results-oriented

• Time bound

New and/or Revised SMART Goal

Number of 3rd Grade students scoring at proficiency or higher in N.S. 2.1 Sum and Difference up to 10,000 will increase from 49 to 73 by the end of 4 weeks as measured by Teacher-created assessment given on November 2nd, 2008.

Indicators

Step #4: Brainstorm Instructional Strategies

Brainstorm effective strategies fromPrior practiceCore instructional materialsMath strategiesMarzano strategies

Select 2 strategiesDon’t forget subgroup focus All team members agree to implement

Recommendations from Classroom Instruction That Works

• Identifying similarities and differences• Summarizing and note taking• Reinforcing effort and providing recognition• Homework and practice• Representing knowledge• Learning groups• Setting objectives and providing feedback• Generating and testing hypotheses• Cues, questions, and advanced organizers

Strategy Effect Size Percential Gain

Identify Similarities and Differences

1.61 45

Summarizing and Note Taking 1.00 34

Reinforcing Effort and Proviging Recognition

.80 29

Homework and Practice .77 28

Nonlinguistic Representation .75 27

Cooperative Learning .73 27

Setting Objectives and Providing Feedback

.61 23

Generating and Testing Hypotheses

.61 23

Questions, Cues, and Advanced Organizers

.59 22

General Math Strategies

• Use of manipulatives

• Teach and post problem solving strategies

• Oral retell of problems

• Visual representations

• Student writing

• Math vocabulary

Classroom Success• What are some things you would see in effective

classrooms serving English learners in math?– High levels of student engagement– Visual representation of learning objectives and major

concepts– Interactive Learning Walls– Universal Access-Preteaching key ideas and

vocabulary– Explicit strategy and skill instruction– Oral language opportunities– Differentiated practice

Direct Instruction Model

Preteach

Teach Model HS

Practice

Guided

Practice

Independent

PracticeReteach

Indicators

Step #5: Identify Results Indicators

How do we know we have implemented the strategy? What will we see?

How do we know our strategy is working? How will we monitor?

Keeps us accountable to ourselves.

Keeps us accountable to our team.

Homework for Site Training• Identify one essential standard as a grade level• Examine the relevance and rigor of your

standard using the blueprints and the released items

• Collaboratively develop a grade level common assessment

• Administer the assessment• Prepare the Collect Data and Target Student

sections of the Data Analysis Worksheet

Site Training

• 2 Hours at Site • All Staff• Why and How of Data Analysis

– How? 75 min.– Why? 30 min.

• Prepare Common Assessment– 15 min.

• Leadership role

palm springs unified instructional leadership team day 1 september 8, 2008

essential outcomes

essential life skillit

prepost team

data team processidentify

effective school

smart goalidentify strategies

area of needour team

guidesmart goal

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