but how? school improvement for all outcomes for today ... · accelerating learning to grade level...

Accelerating Learning to Grade Level & Beyond

School Improvement for All

Sharon V. Kramer & Sarah Schuhl

But How? Outcomes for Today…

§ Identify and collect data to determine areas offocus.

§ Analyze the use of assessments for targetedinstruction.

§ Utilize a learning cycle of core instruction andinterventions to accelerate student learning.

§ Determine the implications of master scheduleplanning on student learning.

1

2

3

4

Let’s Start by Understanding…

§ It is not about right or wrong.

§ It is not about good or bad.

§ It is not about fixing anything—there’s nothing to fix!

It’s about getting even better!

It’s about being the best that we can be for our students.

Isn’t that why we got into this profession?

How do Teams

Accelerate Student

Learning?Where Do You Start?

© Kramer & Schuhl 2020

It All Begins With Close Examination of Data

§ What does your data related to student learning tell you and your teams? What are your strengths? What are opportunities for improvement?

§ What data do you already have to use in preparation for 2020 -2021?

§ How will teams gather formative data for daily instruction?

1

How will data inform next steps?

School Improvement for All © 2017 Solution Tree Press • www.SolutionTree.com Visit go.SolutionTree.com/PLCbooks to download this free reproducible.

R E P R O D U C I B L E

page 3 of 3

Other information:

Student Learning Data

(Attach student learning data as needed.)

Indicator Current Year Previous Year

Percentage of students reading at grade level

Percentage proficient or advanced Percentage proficient or advanced

State test results for reading, English, and writing (by grade level or course)


State test results for mathematics (by grade level or course)


Gap-analysis state assessment results for reading, English, and writing by subgroups


Gap-analysis state assessment results for mathematics by subgroups


District, benchmark, and interim assessment results


Percentage of students failing courses for reading, English, and writing by course or grade level

Percentage of course or grade failures


Percentage of students failing courses for mathematics by course or grade level



High school graduation rate

Other achievement indicators (ACT, SAT, WorkKeys, course recovery, ACT Aspire, English learner assessments, and so on)

pp. 12 & 131



Figure 6.7: Re-engagement Protocol

1. Identify the assessed standard and student learning target.

2. Identify the students who demonstrated learning at levels of advanced, proficient, close to proficient, or far from proficient.

Advanced Proficient Close to Proficient Far From Proficient

3. Look at samples of student work. What did the advanced students show in their work that set them apart? Next, look at the proficient students and look at the trends in their work. Continue with each level and write down the trends in student work for each.


4. Determine a collective plan to target learning for each group of students. How will you re-engage each group in learning and who will be responsible for the learning? When will you re-evaluate groups to see if learning occurred?


http://bit.ly/Re-EngageProtocol

Use of Assessments

§ Which assessments do you use? What is the purpose for each? How is each used for instructional decisions?

§ How much instructional time is given to district or benchmark assessments? Are they obtrusive or unobtrusive tests?

§ What data do teams and schools already have that can be used to strengthen interventions at the start of the year?

§ How can teams gather formative assessment data as part of instruction?

2Use of Core Instruction in a Learning Cycle

§ What did students learn last year? What did they not learn yet?

§ How will teams embed prerequisite standards into grade-level or course-level units?

§ How will students experience grade-level learning every day?

§ How can daily routines grow student learning?

§ How do teams identify the essential grade-level standards as their focus for instruction?

3


Grade 3 ELA Example – Year Long Plan

(Manse Elementary School, Nye County, Nevada)

p. 66

Work of Teams: Unit by Unit

10 Day Cycle to Teach, Gather Data, and Respond

Monday Tuesday Wednesday Thursday Friday

§ How do teams allocate the days to spend on essential standards and other important to know standards?

§ How often to teams have common formative assessments?

§ What is the daily formative assessment process used during lessons to gather evidence of student learning?

§ What does the data show at least every 10 days?

Unit Planning 1 2 Start Unit

3 4

7 8 9 10 CFA Target 1

11Analyze Data

14Flex Day

15 16 17 18 CFA Target 3Analyze Data

21 22Flex Day

23 24 25

28 29 30 Unit Ends –Assess Targets 1 – 5

§ When does the unit start and end?

§ When is your common end-of-unit assessment?

§ When are your common mid-unit assessments (CFA)?

§ When will you analyze data?

§ Holidays? Flex days? Other?


Use of Intervention Time§ How focused and targeted are interventions?

§ How can interventions best close gaps?

§ How can students be moved into their most effective intervention? (Teachers share students.)

§ What is the goal for each intervention group? How effective is the intervention?

Use of Student Reflection

Starting the Year in 2020-2021 Master Schedule Considerations§ What are your collaborative teacher

teams? How is each formed around standards students must learn?

§ When do teams meet to determine essential standards, create common assessments, analyze data, and respond to student learning?

§ How will teams be guaranteed uninterrupted core instruction time?

§ When is time built into the schedule for interventions?

4


Charting the Course Ahead

“Successful and sustainable school improvement can never be done to or even for teachers. It can only be achieved by and with them.”

—Hargreaves & Fullan, Professional Capital: Transforming Teaching in Every School (2012), p. 45

Harness the Power Within

What do you celebrate?

How do you celebrate?

What behaviors do you reward?

Take Action

The challenge confronting a school or district that has engaged in the collective consideration of a topic is answering the question, “So what?”

What, if anything, are we prepared to do differently?




page 3 of 3

Other information:

Student Learning Data

(Attach student learning data as needed.)

Indicator Current Year Previous Year

Percentage of students reading at grade level


State test results for reading, English, and writing (by grade level or course)


State test results for mathematics (by grade level or course)


Gap-analysis state assessment results for reading, English, and writing by subgroups


Gap-analysis state assessment results for mathematics by subgroups


District, benchmark, and interim assessment results


Percentage of students failing courses for reading, English, and writing by course or grade level



Percentage of students failing courses for mathematics by course or grade level



High school graduation rate

Other achievement indicators (ACT, SAT, WorkKeys, course recovery, ACT Aspire, English learner assessments, and so on)


http://go.SolutionTree.com/PLCbooks



Figure 6.7: Re-engagement Protocol

1. Identify the assessed standard and student learning target.

2. Identify the students who demonstrated learning at levels of advanced, proficient, close toproficient, or far from proficient.


3. Look at samples of student work. What did the advanced students show in their work thatset them apart? Next, look at the proficient students and look at the trends in their work.Continue with each level and write down the trends in student work for each.


4. Determine a collective plan to target learning for each group of students. How will you re-engage each group in learning and who will be responsible for the learning? When will youre-evaluate groups to see if learning occurred?





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SummaryoftheWorkofCollaborativeTeamsinaPLCatWork

Onaunit-by-unitbasis,yourteamanswersthefourcriticalPLCatWorkquestionswithafocusonstudentlearning.Considerhowyourteamwillgatherandstoreyourworkforeachunittobeusedbyyourteamagainnextyear.

1. Whatdoweexpectourstudentstoknowandbeabletodo?• Lookattheproficiencymapforeachunit–whichstandardsareessentialand

importanttoknowandwhichstandardsarenicetoknow?

• Unwrapanyessentialstandard.Besuretodetermineastudentfriendly“Ican…”statementtouseonteamassessmentsandfordataanalysisandstudentreflection.Besuretodeterminewhatitmeansforastudenttobeproficientwiththestandard.» UsethelinkforthetemplateinGoolge:http://bit.ly/EssentialStandardPlan.

• Createaunitplan.UsethelinkforthetemplateinGoogle:» http://bit.ly/ELAPlan» http://bit.ly/MathPlan» http://bit.ly/SciencePlan» http://bit.ly/SocialStudiesPlan

Identify essential standards and important to know

standards for the unit. When does the unit start and end? Unwrap essential standards

to determine daily lesson objectives and student

learning targets. Determine proficiency for each.

Create CFAs needed during the unit to essential

standards and create the common end of unit

assessment. Place dates for each on a team calendar.

Determine the unit plan and create “I can…” statements for student reflection for the essential and important to

know standards.

Create a Team plan for Tier 2 interventions for

students around the essential standards from the unit.

Give the common end-of-unit assessment and analyze the data by student learning

target.

Teach

Give CFA

Analyze Data (protocol). Create re-

engagement plan.

Interventions and

Extensions

START

Unit Begins


• Useacalendartomapouttheunit(considertypingthisinagoogledoctobeusedinthefuture).Whatarethedailylearningobjectives?Whenwillyourteamgivecommonformativeassessments(toallorpartofanessentialstandard)?Whenwillyourteamgivetheend-of-unitcommonsummativeassessmentandwhichstandardswillitcover?

• SingletonTeachers:Identifyoneormoreteachersforyourteamasyouanalyzeacademicstudentlearning.Whatdostudentsneedtoknowandbeabletodoacrossyourteam?Createaproficiencyscaleorrubrictouseacrosstheteamwhenassessingtheskillinyoursubjectareaorgradelevel.

2. Howwillweknowifstudentslearnedit?

• Createtheteamcommonformativeassessmentstobeusedduringtheunitforessentialstandardsandteamcommonend-of-unitassessmentneededfortheunittoincludeessentialstandardsandimportanttoknowstandards.Includethe“Ican…”statementsontheassessments.

• Determineyourteamscoringagreements.Howmanypointsiseachquestionworth?Howmightstudentsearnpartialcredit?Whichrubricareyougoingtouse,ifneeded?

• Giveeachcommonassessmentintheunitasidentifiedonthecalendarandagreeonhowitwillbeadministered.

• Calibrateyourscoringofassessmentstomakesureyouwouldeachscoreastudentconsistently.

• Completeadataanalysisprotocoltoinclude(1)recordingthenumberorpercentageofstudentsproficientanddeterminingtrendsinstudentworkandatargetedplanforwhattododuringTier1orTier2instructionand(2)ananalysisofwhichinstructionalpracticesweremosteffective.» Analyze a CFA to a target: http://bit.ly/Re-EngageProtocol» Analyze an end-of-unit assessment to multiple targets: http://bit.ly/DataProtocol

3–4.Howwillwerespondifstudentsdonotordolearn?• YourteammightmakeatargetedplanforTier1toincludeamini-lesson,bell-

ringers,stationactivities,differentiation,etc.,asneeded,fromcommonformativeassessments.

• YourteammightmakeatargetedplanforTier2instructiontoanessentialstandardafterthecommonend-of-unitassessment.Determinetheplanasateamusingadataanalysisprotocol.

• Forextensions,considerusingsomenicetoknowstandardsthatyourteamwasnotabletoteachduringtheunitduetotimeordeterminehowtoextendstudentlearningontheessentialstandardotherstudentsarestillworkingtolearn.


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