pe—day 1 wlm 2cpe design your license plate found at your table
TRANSCRIPT
1
Campus Planning Event
Design your license plate found at your table.
WLM 2CPEComing Up Next…
The Beatles
Setup:
Table boxes stocked with post-its, markers, pens, and notecards
Table tents with landmarks on each table
Role Cards
Binders with agendas
License plate at each chair
Decorative posters for Texas Star High School around the room
Power cords taped down and electricity for each table
Presenter know what schools are present to be ready for shout out
Presenter:
BEFORE STARTING: Have a timer on the screen to alert participants of the start time. You can Google online timers.
One we commonly use is online-stopwatch. The stopwatch can be minimized to fit on the screen while still displaying
the opening slide on the screen at the same time.
http://www.online-stopwatch.com/full-screen-stopwatch/
As people are walking in they fill out the license plate and favorite things about Texas. Have them placed on the tables
on top of the materials.
Materials:
Tables should be stocked and set up with a Texas license plate at each space for participants
Activity:
Music is playing and participants file in and begin to fill out the license plate information
Facilitators:
Circulate and assist participants in finding their team’s table and instruct them on filling out the license plates
Notes
CPE—Day 1
2
“Baby won’t you drive my car?”
Share your license plateShare at your table
Campus shout out!
TCDSS Team Introductions
Data Team Introductions
Coming Up Next…
Baby wont you drive my car
Presenter:
Play video
Notes
CPE—Day 1
3
“Baby won’t you drive my car?”
Share your license plateShare at your table
Campus shout out!
TCDSS Team Introductions
Data Team Introductions
Coming Up Next…
Our Purpose
Presenter:
First share out your license plate with your table mates (2-3 min)
I’d like to hear your favorite thing about Texas. Anyone want to share? Have a few share out!
Now… we’re going to have each table create a shout out or cheer. Hand gestures or choreography are encouraged. Ok
– we will give you a couple of min. to come up with your cheer.
When you hear your campus name, you will give us your shout out… go through each school presenting
Introduce selves - TCDSS and Data Team Introductions
Acknowledge their presence – It’s hard to be off campus and leave your work behind but you are here to support your
campus and support the growth of the school. Let them know that it is going to be a great three days and that the team
is excited to share the CPE with them!
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
Train campus teams to conduct and lead a Campus Planning Event for your campus.
Provide a process (with sample activities) for conducting a Campus Planning Event.
Provide technical support and materials.
Give you options and ideas!
Our Purpose
4
Coming Up Next…
Training Norms/Expectations
Presenter:
(Go through the list on the slide)
Today’s CPE training will leave you with everything you need to go back to your campus and put on our own CPE. You
get everything you see!! You can walk back on to your campus and be able to do the whole thing – just insert your cam-
pus name and data!! We have also included many additional materials and ideas so you can customize the training
specifically for your campus needs.
We will be giving many examples and stories from actual schools that have done this event…as we all share, write down
the ideas, capture these and take them back with you. Point out the note taking guide that will help them track ideas as
they hear them.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
Train campus teams to conduct and lead a Campus Planning Event for your campus.
Provide a process (with sample activities) for conducting a Campus Planning Event.
Provide technical support and materials.
Give you options and ideas!
Our PurposeTraining Norms/Expectations
Fully participate for the entire 2 days.
Use white cards for your questions.
Limit side table conversations.
Use “Hand in the air” strategy for silence.
Set aside and silence all electronics.
5
Coming Up Next…
Cell Phone Video
Presenter:
Go through the norms on the slide
Add these points: Be present and enjoy yourself…have fun!
You can ask questions as we go but you can also write them down and put them in the star box at the front of the room
Assure them they will have plenty of time to talk and share and ask questions
NOTE: As you finish the last bullet, segue with this statement to the cell phone clip….
Go ahead and silence electronics now because you wouldn’t want this to happen to you…….
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
One person holds up question box when prompted
Notes
CPE—Day 1
Training Norms/Expectations
Fully participate for the entire 2 days.
Use white cards for your questions.
Limit side table conversations.
Use “Hand in the air” strategy for silence.
Set aside and silence all electronics.
6
“Administrivia”
Room/building logistics
Notebooks and table materials
Table tents
Identities
Coming Up Next…
“Administrivia”
Presenter:
Play video clip
Notes
CPE—Day 1
7
“Administrivia”
Room/building logistics
Notebooks and table materials
Table tents
Identities
What’s with all Texas stuff?
For today…you are faculty members of Texas
Star High School
GO TEXAS STARS!!!!!!
Coming Up Next…
What’s with all this Texas stuff?
Presenter:
Restrooms, other important locations at the facility should be pointed out.
Materials basket:
White cards/basket for questions
Review other materials available for them
Texas table tent on table and as we work together as groups, this will be your group name - “who do we have here??”
ooh and ahh…. And really play up the Texas names. Introduce the different locations and landmarks of Texas that are
present.
Explain tabs and organization of notebook – Team building (TB, CNA, etc)
Identities - We want to celebrate and recognize the variety of staff that makes our schools successful. Distribute the
staff roles around your table – all identities should be chosen.
NOTE: you may want to joke about “other duties as assigned”
Have each “role” raise their hand when you call out their identity…”let me see who are our Librarians in the house!!!”
Everyone claps and cheers.
Notes
CPE—Day 1
8
What’s with all Texas stuff?
For today…you are faculty members of Texas
Star High School
GO TEXAS STARS!!!!!!
Texas Accountability Intervention
Systems
Coming Up Next…
TAIS Star
Presenter:
So…what is it with all of this Texas Star High School stuff????
Explain that we are using a mock school so we can go through the process of the CPE, but we will be examining individ-
ual school data as groups so we can be best prepared when you present this to your campus.
Once you learn the process when you take it back to your campus you can do the process with your data, your individual
theme and your activities.
The mascot of Texas Star HS is SUPERSTAR because we are all superstars!
CLICK to start the music and animation on the slide.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and Listening
Notes
CPE—Day 1
9
Texas Accountability Intervention
Systems
Texas Accountability Intervention
Systems
Coming Up Next…
TAIS Structure
Presenter:
Texas is chosen as a theme to keep our focus on systems of support. The Texas school support systems categorizes
schools into increasing levels of assistance and interventions through identified school needs. This support is cradled
with TEA, TCDSS, and your local ESC.
Along with your district commitments and support, the 7 critical success factors are the key components of successful
schools.
Notes
CPE—Day 1
10
Texas Accountability Intervention
Systems
Coming Up Next…
Agenda
Presenter:
By being here today you are articulating your commitment to create accelerated, sustainable and systemic transfor-
mation on your campus. Sustainable transformation is the result of district commitments, district systems, and campus
institutionalization of the critical success factors. (point out CSFs on this chart ) – The campus planning event offers
opportunity for continuous improvement at your campus through the critical success factors and the improvement pro-
cess….
Now lets take a look at what our next two days will look like!
Notes
CPE—Day 1
Agenda
Day 1: Data and Needs
Data Disaggregation
Working with CPE Tool
Comprehensive Needs
Assessment
Team Building
Plan
11
Coming Up Next…
90’s Theme
Presenter:
Let’s go over the agenda for the next two days.
Have participants get out the agenda. Have them hold it up in the air.
GO over the features of the agenda for Day 1.
POINT OUT: Color coding of activities to highlight that it will NOT be “sit ’n’ get” all day.
Show that materials needed and activity description is included.
Also, we have provided a sample campus agenda in their materials since our agenda is for the TOT. Although it will be
very similar, it will be slightly different because it is an actual CPE event and not a training.
Any questions?
Before advancing to next slide: You’ll notice our theme is Texas Stars today…remember to have fun with whatever
theme you choose. Like these people…..CLICK
Materials:
Agenda
Activity:
Hold up agenda and then Listening
Facilitators:
Available and Listening
Make sure participants have agendas
Help answer question if presenter needs assistance
CPE—Day 1
Notes
Agenda
Day 1: Data and Needs
Data Disaggregation
Working with CPE Tool
Comprehensive Needs
Assessment
Team Building
Plan
12
Coming Up Next…
Luau Theme
Presenter:
Picture of 90’s theme
Notes
CPE—Day 1
13
Coming Up Next…
Agenda
Presenter:
Picture of luau theme
Whatever theme you choose – just go for it and make it BIG and BOLD! Take advantage of the opportunity to have fun!
Notes
CPE—Day 1
Agenda
Day 2: Needs and Plan
Adult Learning Strategies
Campus Improvement Planning
Conducting a Campus Planning Event at your campus
14
Coming Up Next…
Golfing Video Clip
Presenter:
Tomorrow we will focus on identifying needs of the school, the campus improvement plan and how to conduct a CPE on
your campus.
We will continue the theme of Texas stars so please feel free to join me in dressing to compliment our theme tomorrow!
Before the next slide: We know it’s hard to be away for 2 days and I’m sure nothing like this is happening back at
your campus.
CLICK to video
Materials:
Agenda
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
Agenda
Day 2: Needs and Plan
Adult Learning Strategies
Campus Improvement Planning
Conducting a Campus Planning Event at your campus
15
Campus Planning Event
Brief Overview
Coming Up Next…
Campus Planning Overview
Presenter:
Play video
Notes
CPE—Day 1
16
Campus Planning Event
Brief OverviewComing Up Next…
School Improvement Process
Presenter:
Introduce the overview portion of the training.
This section will give you the big picture of the CPE.
Notes
CPE—Day 1
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
17
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
Coming Up Next…
School Improvement Process
Presenter:
Part of the Texas Accountability Intervention System is the improvement process. Each of these components are an
integral piece of the improvement process. As you can see the process is an ongoing cycle of analyzing data, looking at
campus needs, planning to meet the needs of the campus, and then implementing and monitoring those plans and
then once again, looking at the data for impact.
Notes
CPE—Day 1
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
18
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
What does this
model mean to
you?
Where are your
campus areas of
strength in this
model?
How effective is
your campus in
each of the
individual
processes?
What is the
biggest challenge
of this model for
your campus?
Coming Up Next…
School Improvement Process
Presenter:
CPE I is nested in data analysis, needs assessment and planning within the school improvement process. In addition to
these three key components of school success, the CPE incorporates team building across this process. The team
building piece is an essential piece of the CPE and is commonly the factor that makes this training such a different and
successful experience for schools.
NOTE: the team building is built in – working with table groups, reflection together, etc. Team building on its own has a
purpose and is good, but we think the best team building happens while working on the work together. The conversa-
tions and problem solving that happen during the work create a stronger team.
Notes
CPE—Day 1
19
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
Coming Up Next…
Expected Results & Outcomes
Presenter:
Presenter:
This is the school improvement process model. Take a couple of minutes to discuss this model with your group.
Share out
Notes
CPE—Day 1
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
What does this
model mean to
you?
Where are your
campus areas of
strength in this
model?
How effective is
your campus in
each of the
individual
processes?
What is the
biggest challenge
of this model for
your campus?
Expected Results and Outcomes
Improve student proficiency
Increase the number of campuses that make Adequate Yearly Progress (AYP)
Use data
– to inform decisions
– to create a system of continuous feedback and improvement
20
Campus Planning Event
Requirements for Success
Four Key Components
– Data Disaggregation
– Campus Needs Assessment
– Campus Improvement Planning
– Team Building
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Coming Up Next…
Campus Planning Event
Presenter:
Go over expected results and outcomes.
The schools that have done a CPE on their campus have seen dramatic improvements and some have even moved
to recognized.
NOTE: We routinely hear how the CPE has been the single most powerful campus event they have done. Many princi-
pals report that the CPE changed their campus culture and was the catalyst for improvement.
ASK: Has anyone in here done a CPE or SPA before that would like to share?
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
If teams share out, run the microphone
Notes
CPE—Day 1
Expected Results and Outcomes
Improve student proficiency
Increase the number of campuses that make Adequate Yearly Progress (AYP)
Use data
– to inform decisions
– to create a system of continuous feedback and improvement
21
Campus Planning Event
Requirements for Success
Four Key Components
– Data Disaggregation
– Campus Needs Assessment
– Campus Improvement Planning
– Team Building
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Campus Planning Event
Requirements for Success
Majority of Staff
Before 1st day of instruction
is preferred
Continue the CNA work
and data collection
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Coming Up Next…
Campus Planning Event
Presenter:
Review the key points on the slide
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
If teams share out, run the microphone
Notes
CPE—Day 1
22
Campus Planning Event
Requirements for Success
Four Key Components
– Data Disaggregation
– Campus Needs Assessment
– Campus Improvement Planning
– Team Building
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Coming Up Next…
Campus Team
Presenter:
EMPHASIZE: Majority of staff piece is huge. The greater percentage you get, the more effective the event. Helps to take
personal responsibility as well as they are a part of the process instead of feeling like they are being told what to do.
Opening up to all staff is the power of this event!
Acknowledge the CNA work and the data collection that they have done leading up to the event.
NOTE: remind them that CNA is an ongoing PROCESS and not an EVENT
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
If teams share out, run the microphone
Notes
CPE—Day 1
Campus Planning Event
Requirements for Success
Majority of Staff
Before 1st day of instruction
is preferred
Continue the CNA work
and data collection
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Campus Team
Manage
Plan
Facilitate
23
Job-Embedded Professional
Development
Continued team building for the staff on the campus
Leadership development
Instructional strategies identified by the data disaggregation, needs assessment, and campus planning processes
Coming Up Next…
Job-Embedded PD
Presenter:
The purpose of the team here is not to have to put on the event by themselves. You are going to be the people that
manage, plan and facilitate the CPE event. You will tap into others talents and skills to organize the event.
POSSIBLE FIRST STEPS FOR THE TEAM:
Anticipatory ideas to get the campus excited about the CPE….. “the big event, save the date” etc….
Introducing the theme elements…..
Identifying additional team members to help plan the CPE
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
Campus Team
Manage
Plan
Facilitate
24
Job-Embedded Professional
Development
Continued team building for the staff on the campus
Leadership development
Instructional strategies identified by the data disaggregation, needs assessment, and campus planning processes
Technical Assistance
CPE Training for Campus Teams
Provide guidance in design of agendas for activities and
follow-up activities
Answer questions about CPE activities
Provide additional training and resources
Your local ESC or
Christine Kent
Texas Center for District and School Support
512-919-5493
Coming Up Next…
Technical Assistance
Presenter:
Just as the CNA is a process and not a one-time deal, the CPE should be ongoing after the initial CPE event. The
work can be continued through job-embedded PD.
Make connections with what's in the CPE – data, needs assessment
Use the data and conversations to help drive your professional development
And...the CPE can help build the leadership team and identify other potential campus leaders during the planning
process and implementation phase.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
25
Technical Assistance
CPE Training for Campus Teams
Provide guidance in design of agendas for activities and
follow-up activities
Answer questions about CPE activities
Provide additional training and resources
Your local ESC or
Christine Kent
Texas Center for District and School Support
512-919-5493
TEA and CPE
Any questions about funding, compliance
should go to TEA.
Expenditures and Compliance
NCLB Office
512 463-9374
Coming Up Next…
TEA and CPE
Presenter:
TCDSS and your local service center will provide ongoing support and resources– you are not alone….
We’re only a phone call or email away!!!!
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
26
TEA and CPE
Any questions about funding, compliance
should go to TEA.
Expenditures and Compliance
NCLB Office
512 463-9374
Questions
Coming Up Next…
Questions
Presenter:
TCDSS is not a place to go for funding or compliance or other accountability issues. Those go straight to TEA.
TCDSS is a resource center for technical assistance and support.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
27
Questions
Coming Up Next…
Visual Synectics
Presenter:
General questions? Anything so far?? We are about to get into the four areas in greater detail but want to check
in.
NOTE: When you are doing your CPE, you may need to work with your local service center or identify people at your cam-
pus who are experts with data to go through this section of the presentation.
Materials:
Agenda
Activity:
Listening
Facilitators:
Available and listening
Run the microphone if there are questions
Notes
CPE—Day 1
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
What does this
model mean to
you?
Where are your
campus areas of
strength in this
model?
How effective is
your campus in
each of the
individual
processes?
What is the
biggest challenge
of this model for
your campus?
28
Visual Synectics
“Working with data is like because .”
Coming Up Next…
Visual Synectics
Presenter:
General questions? Anything so far?? We are about to get into the four areas in greater detail but want to check
in.
NOTE: When you are doing your CPE, you may need to work with your local service center or identify people at your cam-
pus who are experts with data to go through this section of the presentation.
Materials:
Agenda
Activity:
Listening
Facilitators:
Available and listening
Run the microphone if there are questions
Notes
CPE—Day 1
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
What does this
model mean to
you?
Where are your
campus areas of
strength in this
model?
How effective is
your campus in
each of the
individual
processes?
What is the
biggest challenge
of this model for
your campus?
29
Visual Synectics
“Working with data is like because .”
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Coming Up Next…
Data Analysis
Presenter:
This activity also helps us think about data in a new way. Not everyone is a numbers person, so this will show you an
example of how to engage other learners in the conversations around data.
On your tables is an activity – visual cue cards in envelopes…… evenly distribute these pictures.
EXAMPLE: Give them an example of how to complete the phrase. Working with data is like [describe what you see in the
picture] because [then fill in with the connections].
EX: Working with data is like a box of chocolates because you never know what you’re going to get until you dig in.
Give them about 3-5 minutes to create some sentences with their pictures. Be prepared to share some of your crea-
tions.
After some time…Give a couple of minutes and share out….
Have them share out – this is another good example of how people learn differently. Some people just like to look at
the numbers other people need to look at the data in a different way – this activity connects to visual and imagination.
After everyone has shared, pull out Bernhardt graphic and discuss. DD1
Notes
CPE—Day 1
30
Data Analysis
Needs Assessment
PlanImplement
and Monitor
STAAR Overview
Coming Up Next…
STAAR Overview
Presenter:
In thinking about the school improvement process, the majority of our morning and part of our afternoon will focus on
data.
INTRODUCE: Now I’d like to hand it over to our data team so that we can begin looking at data disaggregation.
Notes
CPE—Day 1
31
STAAR Overview
Coming Up Next…
Performance Standards
Presenter:
We’re going to review the latest and greatest on STAAR Performance Standards and Accountability in 2013. So what
we’ll talk about is Performance Standards, State Accountability, AYP, and End of Course.
Notes
CPE—Day 1
DATA TEAM
Level IIIAdvanced Academic Performance
Accomplished Academic Performance*
Level IISatisfactory Academic Performance
Level IUnsatisfactory Academic Performance
Developing Academic Performance*
*For STAAR Alternate assessments
What are the STAAR 3-8 Performance Standards?
32
Level IIIAdvanced Academic
Performance
Level IISatisfactory Academic
Performance
Level IUnsatisfactory
Academic Performance
Prepared for Next Grade Level
Success in Next Grade/Course and Interventions
Critical Thinking and Applies Knowledge and Skills
Postsecondary Success – Algebra II and English III Performance
Well Prepared
High likelihood of success with little or no intervention
Demonstrates critical thinking and applies knowledge and skills in varied contexts –
familiar and unfamiliar
Well Prepared
Sufficiently Prepared
Reasonable likelihood of success, may need short-term, targeted
intervention
Generally demonstrates critical thinking and applies
knowledge and skills in familiar contexts
Sufficiently Prepared
Inadequately Prepared
Unlikely to succeed, ongoing
intervention
Does not demonstrate a sufficient
understanding of knowledge and skills
Coming Up Next…
Levels
Presenter:
So for most of you, this will be a review. You know that there are 3 performance standards on STAAR. Level 1 is Unsat-
isfactory Academic Performance. Level II is that Satisfactory Academic Performance and Level 3 is that Advanced Aca-
demic Performance. It’s called Accomplished if we’re talking STAAR alternate. So when we talk about those 3 levels, we
talk about what do we look for when we distinguish or describe to define those three levels?
Notes
CPE—Day 1
DATA TEAM
Level IIIAdvanced Academic Performance
Accomplished Academic Performance*
Level IISatisfactory Academic Performance
Level IUnsatisfactory Academic Performance
Developing Academic Performance*
*For STAAR Alternate assessments
What are the STAAR 3-8 Performance Standards?
33
Coming Up Next…
Performance Standards 3-8th
Presenter:
Go through each column
TEA defines the levels as:
How prepared you are for the next grade level
Your success in the next grade/course level and if interventions are needed
Your critical thinking skills and how you apply knowledge and skills and
Post-secondary success in Algebra II and English III performance.
So what does that look like by grade level? You’ll notice the first descriptions that I’ve highlighted here for level III.
You’re well prepared for the next grade level. You have a high likelihood of success with little or no interventions. You
demonstrate critically thinking. You’re well prepared for postsecondary success.
(continue through Level II and Level I)
Notes
CPE—Day 1
DATA TEAM
Level IIIAdvanced Academic
Performance
Level IISatisfactory Academic
Performance
Level IUnsatisfactory
Academic Performance
Prepared for Next Grade Level
Success in Next Grade/Course and Interventions
Critical Thinking and Applies Knowledge and Skills
Postsecondary Success – Algebra II and English III Performance
Well Prepared
High likelihood of success with little or no intervention
Demonstrates critical thinking and applies knowledge and skills in varied contexts –
familiar and unfamiliar
Well Prepared
Sufficiently Prepared
Reasonable likelihood of success, may need short-term, targeted
intervention
Generally demonstrates critical thinking and applies
knowledge and skills in familiar contexts
Sufficiently Prepared
Inadequately Prepared
Unlikely to succeed, ongoing
intervention
Does not demonstrate a sufficient
understanding of knowledge and skills
3-8 Phase In Standards
34
Coming Up Next…
STAAR 3-8
Presenter:
Here are the 3-8 phase-in standards that TEA has just released. Note that the Spanish versions of Reading and Writing
have different standards when compared to the English versions. Also note that we are currently in year two of the
2012-13 phase-in. This fall, we will then move to 2014 standards.
Notes
CPE—Day 1
DATA TEAM
3-8 Phase In StandardsSTAAR 3-8
Level I Level II Level III
Passing Score
35
Coming Up Next…
Performance Standards
Presenter:
Review the performance levels again and CLICK to start the animations
Here’s a visual of the performance levels. So what TEA has done is set the passing score to be the floor of Level II. So
anything above Level II is passing. Anything below the passing score is not passing. So Level I would be not passing.
Notes
CPE—Day 1
DATA TEAM
STAAR 3-8
Level I Level II Level III
Passing Score
36
Coming Up Next…
Cumulative Scores
Presenter:
Review the table and then CLICK to activate the animations that highlight each phase-in level and content area
Let’s talk about the End-Of-Course (EOC) Phase-in standards. So 2012-13 phase-in standards are in the first color col-
umns, 2014-15 for the next, and the recommended standards for 2016 and Beyond in the last column. What you need
to know here is that when you begin content in 2012-13, you’re held to those phase-in standards for all 4 years of high
school. So if a student begins Algebra I this year in 2013, the student is held accountable to the 2012 – 2013 phase-in
standard for Algebra II and Geometry. Even if it takes the student till 2016 to pass.
Let’s walk through some examples.
Notes
CPE—Day 1
DATA TEAM
Cumulative Scores
• ≥ The number of EOCs X Passing Scale Score (Level II)
• A student must achieve a minimum score on an EOC assessment for the score to count toward his or her cumulative score
• Highest score on each EOC assessment within a content area will be used
37
Coming Up Next…
Passing vs. Minimum
Presenter:
Let’s talk cumulative scores. This is THE formula for success for our HS students. This needs to memorized. The num-
ber of EOC’s X the Passing Scale Scores (LEVEL II).
Highest score - it’s not the most recent test but it’s just the highest scoring test. We’ll look at some examples of that in
a bit but for now, lets talk about minimum vs. passing.
Notes
CPE—Day 1
DATA TEAM
Passing vs. Minimum
Level I Level II Level III
Minimum Score Passing Score
Cumulative Scores
• ≥ The number of EOCs X Passing Scale Score (Level II)
• A student must achieve a minimum score on an EOC assessment for the score to count toward his or her cumulative score
• Highest score on each EOC assessment within a content area will be used
38
Coming Up Next…
Cumulative Score EX
Presenter:
Review the graphic and then CLICK to activate the animations that highlight each level along with the Passing and Mini-
mum Score
Let’s talk about the difference between passing vs. minimum cause we’ve never had to talk about this before. We hear
the conversations and sometimes people use these interchangeably when they should not. When we talk about End-Of
-Course (EOC), TEA has set a minimum score that students would meet in order to not have to retest. It’s not passing
but students who meet the minimum are not required to retest. That is not the same as the passing score, which is set
at the floor of Level II.
Let’s run through an example.
Notes
CPE—Day 1
DATA TEAM
Passing vs. Minimum
Level I Level II Level III
Minimum Score Passing Score
3211
3654
3425
3500
Biology
Chemistry
Physics
Physics
Cumulative Score
Example 1
10579
Passing Score = 3500 Cumulative = 10500
39
Coming Up Next…
Cumulative Score EX
Presenter:
CLICK to display each subject test and corresponding score
Let’s run through two examples of how the cumulative score works. In this example:
Susie Q takes biology as a freshman and scores a 3654, just above Passing Score.
Susie Q takes Chemistry as a sophomore and scores a 3425.
Just above the Minimum score of 3348 for Chemistry, but below passing. She does not have to take the EOC again.
Susie Q takes Physics as a Junior and scores a 3211. Because the minimum score is 3348, Susie Q must retake the
EOC in Physics.
Susie Q retakes the Physics EOC the fall of her senior year, this time she scores a 3500. The LEA is required by law to
take the highest score on any given EOC for the Cumulative score. In this case the 3500 will be used in the calculation
Does Susie Q have a high enough cumulative score to graduate? YES!
Notes
CPE—Day 1
DATA TEAM
3211
3654
3425
3500
Biology
Chemistry
Physics
Physics
Cumulative Score
Example 1
10579
Passing Score = 3500 Cumulative = 10500
3375
3428
3581
3699Passing Score = 3500 Cumulative = 10500
Algebra I
Geometry
Algebra II
????
Cumulative Score
Example 2
10502
Geometry
10359
40
Coming Up Next…
EOC and Graduation
Presenter:
CLICK to display each subject test and corresponding score
Here is another example. Johnny takes Algebra I as a freshman and scores a 3428, slightly above the minimum score
of 3371. He does not have to retake the EOC for Algebra I.
Jonny takes Geometry as a sophomore and scores a 3581. Just slightly above the passing score of 3500.
He does not have to take the EOC again.
Jonny takes Algebra II as a Junior and scores a 3375 . Just above the Minimum score of 3350 but below passing. He
does not have to take the EOC again.
Does Johnny have a large enough cumulative score to graduate? NO But he is not required to retake any of the EOCs
because he met the minimum standard on each one. Johnny now has the choice of which EOC to retake in order to
bring his Cumulative score up enough to meet the graduation requirement.
Johnny chooses to retake.. Geometry. And this time he scores 3699! Putting his cumulative score at 10502. Johnny
has now meant the requirements necessary in Math content to graduate from HS! Could he have retested in Algebra I
or II, yes! But the idea here is that students can choose to retest for each test they choose.
Notes
CPE—Day 1
DATA TEAM
3375
3428
3581
3699Passing Score = 3500 Cumulative = 10500
Algebra I
Geometry
Algebra II
????
Cumulative Score
Example 2
10502
Geometry
10359
EOC and Graduation
• The number of EOCs a student must take to Graduate
• The Cumulative Score necessary in EACH Content
• Distinguished Academic Plan=Level III rating (In English III Reading & Writing AND Algebra II)
41
Coming Up Next…
2013 State Accountability
Presenter:
So what are the 3 key things to remember when talking EOCs and Graduation.
Read each bullet point.
Notes
CPE—Day 1
DATA TEAM
EOC and Graduation
• The number of EOCs a student must take to Graduate
• The Cumulative Score necessary in EACH Content
• Distinguished Academic Plan=Level III rating (In English III Reading & Writing AND Algebra II)
2013 State Accountability
• State Accountability ratings will be assigned
August 8th, 2013 for districts and campuses
• Ratings based on a proposed index
framework
• Here’s what we know…
42
Coming Up Next…
2013 State Accountability
Presenter:
Don’t forget that we will have state accountability ratings this year. Ratings will be assigned on August 8 th and will be
based on a index system that TEA is developing. Here is what we know about the index system.
Notes
CPE—Day 1
DATA TEAM
2013 State Accountability
• State Accountability ratings will be assigned
August 8th, 2013 for districts and campuses
• Ratings based on a proposed index
framework
• Here’s what we know…
2013 State Accountability
• Performance Index framework
– Four separate indexes
– Each measure within each index contributes points to
that specific index score.
– Score points/percentages for each of the four indexes
will be considered collectively to result in a single
campus or district rating.
– Resulting ratings reflect overall performance rather
than the weakest areas.
43
Coming Up Next…
2013 State Accountability
Presenter:
Read each point.
The main point here is that each measure will contribute to a specific index score. This is different from the previous
system where every student group had to meet a certain cut point to achieve a rating.
Notes
CPE—Day 1
DATA TEAM
2013 State Accountability
• Performance Index framework
– Four separate indexes
– Each measure within each index contributes points to
that specific index score.
– Score points/percentages for each of the four indexes
will be considered collectively to result in a single
campus or district rating.
– Resulting ratings reflect overall performance rather
than the weakest areas.
2013 State Accountability
• Components
– Acceptable versus Unacceptable
– Distinction Designations – “Recognized or Exemplary”
– Distinction Designations for Top 25% Student Progress and
Closing Performance Gaps
– Distinction Designations for Academic Achievement (to be
developed by different appointed committee) – fine arts,
physical education, 21st Century Workforce, and second
language acquisition
44
Coming Up Next…
Accountability System
Presenter:
Read slide.
The other big idea is that the state accountability system will mirror the federal AYP system. We will no longer have 4
ratings (Unacceptable, Acceptable, Recognized, and Exemplary). Instead, we have ratings that are similar to AYP ratings
of met or did not met. Schools will receive either an Acceptable or Unacceptable rating and then can possibly receive a
Recognized or Exemplary designation for certain academic achievements.
Notes
CPE—Day 1
DATA TEAM
2013 State Accountability
• Components
– Acceptable versus Unacceptable
– Distinction Designations – “Recognized or Exemplary”
– Distinction Designations for Top 25% Student Progress and
Closing Performance Gaps
– Distinction Designations for Academic Achievement (to be
developed by different appointed committee) – fine arts,
physical education, 21st Century Workforce, and second
language acquisition
Accountability System
Student Achievement
Index I
Student Progress
Index 2
Closing Performance
Gaps
Index 3
Postsecondary Readiness
Index 4
Who: The “All Student”
group only
What: Satisfactory
performance on Level II
Who: All 10 Student
Groups
What: Progress to Satisfactory or Advanced Level in
Reading and Math and Writing for EOC only
Who: Eco Dis and lowest two performing
groups from previous year
What: Credit for each percentage at
Satisfactory or Advanced (double)
Who: Eight student
groups
What: Combination of 1)
Advanced performance level and 2) Graduation
rates with Diploma Plans
45
Coming Up Next…
Performance Index
Presenter:
Each of the four proposed indexes are designed to focus on specific measures of student performance in order to pro-
vide a comprehensive overview of school performance based on multiple indicators of student success.
•Index 1 - Student Achievement: This index provides an overall summary of the school’s performance at the Level II (Satisfactory) performance
standard on the STAAR across all grade levels and subject areas tested.
•Index 2 - Student Progress: This index credits schools for demonstrating progress on the student growth measure that will be developed for the
STAAR assessments following the spring 2013 administration.
•Index 3 - Closing the Performance Gaps: This index focuses on the economically disadvantaged student group and the two lowest performing
race/ethnicity groups on the campus or district, recognizing performance gains that significantly close achievement gaps by the 2019-20
school year.
•Index 4 - Postsecondary Readiness: This index combines the following measures of postsecondary readiness: Level III (Advanced) performance
on STAAR, four-year and five-year high school graduation rates, and RHSP/AHSP program graduates.
Notes
CPE—Day 1
DATA TEAM
Accountability System
Student Achievement
Index I
Student Progress
Index 2
Closing Performance
Gaps
Index 3
Postsecondary Readiness
Index 4
Who: The “All Student”
group only
What: Satisfactory
performance on Level II
Who: All 10 Student
Groups
What: Progress to Satisfactory or Advanced Level in
Reading and Math and Writing for EOC only
Who: Eco Dis and lowest two performing
groups from previous year
What: Credit for each percentage at
Satisfactory or Advanced (double)
Who: Eight student
groups
What: Combination of 1)
Advanced performance level and 2) Graduation
rates with Diploma Plans
Overview of Proposed Performance Index Framework
46
Coming Up Next…
2014 Performance Index
Presenter:
Here is a more detailed look at the framework of the indexes. The STAAR Level III (Advanced) standard cannot be used
to determine state accountability ratings in 2013. Also, the student progress measure will not be available in time for
use in the 2013 accountability ratings. As a result, the 2013 ratings will be based on a limited number of indicators in
the following performance indexes:
Index 1: Student Achievement (including grade 11 TAKS)
Index 3: Closing Performance Gaps (performance at the Level II (Satisfactory) standard only)
Index 4: Postsecondary Readiness (graduation rates and high school diploma graduates only).
Notes
CPE—Day 1
DATA TEAM
Overview of Proposed Performance Index Framework
Overview of Proposed 2014 Performance Index Framework (Sample Campus)
47
Coming Up Next…
Data Disaggregation
Presenter:
To summarize, the idea is that with a performance index each measure contributes points to an index score. Districts
and campuses are required to meet one accountability target—the total index score. With a Performance Index, the re-
sulting rating reflects overall performance for the campus or district rather than the weakest performance of one stu-
dent group/subject area (former system).
Notes
CPE—Day 1
DATA TEAM
Overview of Proposed 2014 Performance Index Framework (Sample Campus)
2012 Adequate Yearly Progress
Performance Standards were 87%
ELA/Reading and 83% Math
Grades 3-8 were evaluated using STAAR
Results
High School were evaluated on TAKS results
for grade 10 (and STAAR ALT)
AYP Graduation Rate were evaluated on ALL
student groups
Data Disaggregation
48
Coming Up Next…
Bernhardt’s Measures of Data
Presenter:
Notes
CPE—Day 1
DATA TEAM
Data Disaggregation
Bernhardt’s Multiple Measures of Data
Perception
Demographics
School
Processes
Student Learning
49
Coming Up Next…
Data Disaggregation
Presenter:
Here’s what we are going to talk about, what data to look at how to look at it. This is Bernhardt’s one piece that’s very
famous and it’s the multiple measures approach to data.
Review the visual.
Notice that the circles intersect with each other. So there could be data pieces that are in more than one measure. So
lets look at each one.
Notes
CPE—Day 1
DATA TEAM
Bernhardt’s Multiple Measures of Data
Perception
Demographics
School
Processes
Student Learning
Data Disaggregation
Descriptive data about the school community
Examples: Enrollment, Ethnicity, Gender, Economic Status
Data that define processes in our school and classrooms
Examples: Campus Programs, Interventions, Etc
Demographics
School Processes
50
Coming Up Next…
Data Disaggregation
Presenter:
Demographics. Explains how the school is made up. This also includes things that are not typically thought of which can
be attendance, discipline. That’s all considered Demographics.
School Processes. Most difficult data piece for our campuses cause you cant get this from the state. This isn’t a state
report that comes out. You really need to gather this yourself. This is really the program evaluation piece of the campus.
This is also the piece that is also not readily done on the campus level, which is evaluating if the programs that the
campus implemented. Sometimes programs are grandfathered, “we do them cause we’ve always done them”, but no
one ever bothers to see if the program is targeting the kids that should be targeting and whether or not it’s effective.
That’s the school process piece.
Notes
CPE—Day 1
DATA TEAM
Data Disaggregation
Descriptive data about the school community
Examples: Enrollment, Ethnicity, Gender, Economic Status
Data that define processes in our school and classrooms
Examples: Campus Programs, Interventions, Etc
Demographics
School Processes
Data Disaggregation
Data that describe the results of instruction/teaching
Examples: Test Scores, Benchmarks, Course Grades
Data that describe how people feel about the school
Examples: Surveys, Interviews, Observation
Student Learning
Perceptions
50
Coming Up Next…
Data Disaggregation
Presenter:
Student Learning. This is data that describes the results of the instruction. This is the data that is the most looked at
and which TEA releases the most of. So it’s benchmarks, test scores, course grades……are all examples.
Perceptions –Odd ball of the data family. Because if you are collecting perception data, you do it usually not annually
and not to the degree you analyze student learning.
Notes
CPE—Day 1
DATA TEAM
Data Disaggregation
Data that describe the results of instruction/teaching
Examples: Test Scores, Benchmarks, Course Grades
Data that describe how people feel about the school
Examples: Surveys, Interviews, Observation
Student Learning
Perceptions
Data Disaggregation
• Replace hunches and hypotheses with facts
• Assess needs to target services
• Provide information to eliminate ineffective practices
• Continuously improve all aspects of the learning organization
AKA: Why are we doing this?
51
Coming Up Next…
IPO Activity
Presenter:
If were here, then obviously, we’re here to improve student success. This is where you must start, we need to know the
baseline of all the stakeholders of all the groups (students, parents, teachers, administrators). We must establish that
baseline to know where to target to make any changes.
Notes
CPE—Day 1
DATA TEAM
Data Disaggregation
• Replace hunches and hypotheses with facts
• Assess needs to target services
• Provide information to eliminate ineffective practices
• Continuously improve all aspects of the learning organization
AKA: Why are we doing this?
IPO Activity
data that are “givens” - typically beyond
our immediate control
data that describe the actions learning
organizations plan for and implement
data that describe the results of
learning organization processes
Input
Process
Outcome
52
Coming Up Next…
IPO Activity
Presenter:
Activity should take 20 minutes. Have participants share our their results when completed.
So now we have our IPO activity. So what this activity is, if you’ve haven't seen this, is that you have colorful strips of
paper at your table and there are three headers INPUT PROCESS and OUTCOME. This slide describes what each of the
data elements are categorized as.
Read slide.
You have a series of data elements at your table, so what you will do as a TABLE GROUP, not individually, is that you
pick up an element and then decide whether that is a INPUT, PROCESS, or an OUTCOME data type.
So converse with others and see what you think about each element and categorize all the elements you can.
Notes
CPE—Day 1
DATA TEAM
IPO Activity
data that are “givens” - typically beyond
our immediate control
data that describe the actions learning
organizations plan for and implement
data that describe the results of
learning organization processes
Input
Process
Outcome
53
Coming Up Next…
15 Minute Break
Presenter:
Do not show this slide until the participants have shared out their answers.
Review the “suggested” answers to finish the activity.
Notes
CPE—Day 1
DATA TEAM
15 Minute Break
BRK 415
54
Coming Up Next…
Demographics
Presenter:
Notes
CPE—Day 1
DATA TEAM
15 Minute Break
BRK 415
Demographics
55
Coming Up Next…
Demographic Data Reports
Presenter:
So now we will talk about the multiple measures more carefully. We will start with Demographics.
Notes
CPE—Day 1
DATA TEAM
Demographics
Demographic Data Reports
• PEIMS Reports AM 2
– Enrollment & Student Data: PRF5D044,
PRF5C044
– Attendance Data: PRF7C001, PRF7C010,
PRF7C057
– Discipline Data: PRF7C061, PRF7C062
• Analyze longitudinally by gathering these
reports for a minimum of the last 3 years.
56
Coming Up Next…
District Demographic Data
Presenter:
Read Slide
So the idea here is that you really need to look at data for three years, so what we provided here is one years worth of
data from a PEIMS report.
Materials:
AM 2
Notes
CPE—Day 1
DATA TEAM
District Demographic Data(Source: PEIMS Report PRF0D044 Disaggregation of PEIMS Student Data)
Demographic Data Reports
• PEIMS Reports AM 2
– Enrollment & Student Data: PRF5D044,
PRF5C044
– Attendance Data: PRF7C001, PRF7C010,
PRF7C057
– Discipline Data: PRF7C061, PRF7C062
• Analyze longitudinally by gathering these
reports for a minimum of the last 3 years.
57
Coming Up Next…
Campus Demographic Data
Presenter:
Questions to ask in looking at demographic data:
Materials:
DD—10
1.What is happening to Total Enrollment (increasing or decreasing)? What is the rate of growth (positive or negative)?
2.What does the district look like compared to the State?
3.What is happening with respect to diversity of students by ethnicity?
4.What about students who are Economically Disadvantaged or At-Risk of Dropping out of School?
5.What about students with special needs (LEP, G/T, Special Education)?
6.What about Career and Technical Education?
Notes
CPE—Day 1
DATA TEAM
District Demographic Data(Source: PEIMS Report PRF0D044 Disaggregation of PEIMS Student Data)
Campus Demographic Data(Source: PEIMS Report PRF0C044 Disaggregation of PEIMS Student Data)
58
Coming Up Next…
Campus Attendance Data
Presenter:
Questions to ask in looking at demographic data:
Materials:
DD—11
1.What is happening to Total Enrollment (increasing or decreasing)? What is the rate of growth (positive or
negative)?
2.What does the district look like compared to the State?
3.What is happening with respect to diversity of students by ethnicity?
4.What about students who are Economically Disadvantaged or At-Risk of Dropping out of School?
5.What about students with special needs (LEP, G/T, Special Education)?
6.What about Career and Technical Education?
Notes
CPE—Day 1
DATA TEAM
Campus Demographic Data(Source: PEIMS Report PRF0C044 Disaggregation of PEIMS Student Data)
Campus Attendance DataSource: PEIMS Report PRF7C057, Attendance Rates Comparison, Attendance Rate Column
59
Coming Up Next…
Campus Suspension Data
Presenter:
Questions to ask in looking at demographic data:
Materials:
DD—12
1.What is happening to Attendance (increasing or decreasing)? What is the rate of growth (positive or negative)?
2.What is happening with respect to diversity of students by ethnicity?
3.What about students who are Economically Disadvantaged or At-Risk of Dropping out of School?
Notes
CPE—Day 1
DATA TEAM
Campus Attendance DataSource: PEIMS Report PRF7C057, Attendance Rates Comparison, Attendance Rate Column
Campus Suspension DataSource: PEIMS Report PRF7C061, Student Disciplinary Action Summary, Action Codes 05, 06, 07
60
Coming Up Next…
Student Learning
Presenter:
Questions to ask in looking at Discipline data:
Materials:
DD—13
1.What is happening based on the action codes (increasing or decreasing)?
Notes
CPE—Day 1
DATA TEAM
Campus Suspension DataSource: PEIMS Report PRF7C061, Student Disciplinary Action Summary, Action Codes 05, 06, 07
Student Learning
61
Coming Up Next…
Student Learning Data
Presenter:
Continuing our look at the multiple measures, we’ll now move into student learning.
Notes
CPE—Day 1
DATA TEAM
Student Learning
• AYP Reports for District and Campus
– http://ritter.tea.state.tx.us/ayp/2011/index.html
• AEIS Reports for District and Campus
– http://ritter.tea.state.tx.us/perfreport/aeis/index.html
• Test scores, Benchmarks, and Course
Grades are also important measures of
student learning, and should be analyzed
regularly.
Student Learning Data Reports
62
Coming Up Next…
Federal AYP Overview
Presenter:
Here are reports that TEA produces that we will cover and that you will need for your own CPE.
Read slide.
Bullet 3 is not in our tool or on the slides, but it’s still an indicator participants should review.
Notes
CPE—Day 1
DATA TEAM
• AYP Reports for District and Campus
– http://ritter.tea.state.tx.us/ayp/2011/index.html
• AEIS Reports for District and Campus
– http://ritter.tea.state.tx.us/perfreport/aeis/index.html
• Test scores, Benchmarks, and Course
Grades are also important measures of
student learning, and should be analyzed
regularly.
Student Learning Data ReportsFederal Accountability
Overview
Adequate Yearly
Progress
63
Coming Up Next…
2012 AYP
Presenter:
We are going to have a quick review of the Federal Accountability System because it’s the only system that we currently
have that isn’t waiting on Commissioner approval. This is a brief overview of how the system works and what is evaluat-
ed for AYP.
Notes
CPE—Day 1
DATA TEAM
Federal Accountability
Overview
Adequate Yearly
Progress
37
2012 AYP: Standards & Targets
Reading/English Language Arts – Performance: 87% Proficiency Rate– Participation: 95% Rate
Mathematics – Performance: 83% Proficiency Rate– Participation: 95% Rate
Other Indicator– Secondary Schools:
75% Graduation Rate (for every student group)
– Elementary/Middle/Junior High Schools:
90% Attendance Rate (All Students only)
64
Coming Up Next…
2012 AYP: Proficiency Rate
Presenter:
Read slide.
Notes
CPE—Day 1
DATA TEAM
37
2012 AYP: Standards & Targets
Reading/English Language Arts – Performance: 87% Proficiency Rate– Participation: 95% Rate
Mathematics – Performance: 83% Proficiency Rate– Participation: 95% Rate
Other Indicator– Secondary Schools:
75% Graduation Rate (for every student group)
– Elementary/Middle/Junior High Schools:
90% Attendance Rate (All Students only)
38
2012 AYP: Proficiency Rate
AYP Proficiency Rate:
Students who Met the Passing Standard(subject to the 1% and 2% caps)
Total Number of Students Tested
Performance Rate is compared to the 2012 AYP
Targets of:
87% in Reading/English Language Arts and
83% in Mathematics
65
Coming Up Next…
2012 AYP: Graduation Rate
Presenter:
In order to meet the AYP performance component of the Reading/ELA and Mathematics indicators, all districts and
campuses must meet the performance standard for percent proficient or the performance improvement/safe harbor
provision for all students and each student group meeting minimum size requirements.
The Reading/ELA and Mathematics performance measures are defined as the percent of students counted as profi-
cient for AYP. The measure is calculated as the number of students counted as proficient (students who met the pass-
ing standard subject to federal caps) divided by the performance count of total students tested, by subject. All calcula-
tions are rounded to the nearest whole percent.
Notes
CPE—Day 1
DATA TEAM
38
2012 AYP: Proficiency Rate
AYP Proficiency Rate:
Students who Met the Passing Standard(subject to the 1% and 2% caps)
Total Number of Students Tested
Performance Rate is compared to the 2012 AYP
Targets of:
87% in Reading/English Language Arts and
83% in Mathematics
Other Indicator
Secondary Schools: Graduation Rate
Beginning with 2012 AYP, student groups will be evaluated. The minimum size requirement is the same as in past years:
50 / 10.0% / 200.
The graduation rate calculations include five alternatives for districts and campuses to meet the required goal and targets pending USDE approval:
– 4-year longitudinal Annual Graduation Rate Goal of 90.0%.
– 5-year longitudinal Annual Graduation Rate Target of 80.0%.
2012 AYP: Graduation Rate
66
Coming Up Next…
2012 AYP: Graduation Rate
Presenter:
Read slide.
Beginning in 2012, districts and campuses are required to meet the Graduation Rate standard for each student group
for the additional Other Indicator. In addition to all students, the student groups for which AYP Graduation Rate
measures are calculated are African American, Hispanic, White, economically disadvantaged, special education, and
LEP students.
The Graduation Rate is defined as the graduates component of the longitudinal completion as a percent of all four com-
ponents (graduates, continuers, GED recipients, dropouts) of the class of 2011.
Notes
CPE—Day 1
DATA TEAM
Other Indicator
Secondary Schools: Graduation Rate
Beginning with 2012 AYP, student groups will be evaluated. The minimum size requirement is the same as in past years:
50 / 10.0% / 200.
The graduation rate calculations include five alternatives for districts and campuses to meet the required goal and targets pending USDE approval:
– 4-year longitudinal Annual Graduation Rate Goal of 90.0%.
– 5-year longitudinal Annual Graduation Rate Target of 80.0%.
2012 AYP: Graduation Rate 4-year Annual Graduation Rate Target of 75.0%
4-year Graduation Rate Alternatives:
o Safe Harbor Target
A 10.0 percent decrease in difference between the
prior year 4-year Graduation Rate and the 90.0
percent statewide goal
o Improvement Target
A 1.0 percent increase from the prior year 4-year
Graduation Rate
2012 AYP: Graduation Rate Alternatives
67
Coming Up Next…
Reading an AYP Report
Presenter:
Read slide.
For districts and campuses not meeting the four-year Graduation Rate goal, target, or safe harbor target, the AYP crite-
ria for Graduation Rate is met if there is a 1.0 percent improvement from the prior year on the four-year Graduation
Rate.
Notes
CPE—Day 1
DATA TEAM
4-year Annual Graduation Rate Target of 75.0%
4-year Graduation Rate Alternatives:
o Safe Harbor Target
A 10.0 percent decrease in difference between the
prior year 4-year Graduation Rate and the 90.0
percent statewide goal
o Improvement Target
A 1.0 percent increase from the prior year 4-year
Graduation Rate
2012 AYP: Graduation Rate AlternativesReading an AYP Report
68
Coming Up Next…
Reading an AYP Report
Presenter:
Now that we’ve reviewed the federal AYP requirements, I’ll review how to review your campus and district performance
by interpreting an AYP report.
At this point, you will review how to pull a AYP report from TEA’s webpage at: http://ritter.tea.state.tx.us/ayp/2012/
index.html
Materials:
DD—23
Notes
CPE—Day 1
DATA TEAM
Reading an AYP Report
69
Coming Up Next…
Reading an AYP Report
Presenter:
Review Met Standard, Number Tested, and Percent Met Standard for Reading/ELA.
Notes
CPE—Day 1
DATA TEAM
70
Coming Up Next…
Reading an AYP Report
Presenter:
Review Met Standard, Number Tested, and Percent Met Standard for Mathematics.
Notes
CPE—Day 1
DATA TEAM
71
Coming Up Next…
Reading an AYP Report
Presenter:
Review Number Participating, Total Students, and Participation Rate for Reading/ELA and Mathematics.
Notes
CPE—Day 1
DATA TEAM
72
Coming Up Next…
Reading an AYP Report
Presenter:
Review Graduation Rate, Graduates, and Number in Class.
Notes
CPE—Day 1
DATA TEAM
73
Coming Up Next…
Lunch
Presenter:
At the end of the AYP Data Table is a small explanatory table that shows AYP performance across all measures. Sym-
bols are displayed for each measure to indicate AYP results.
Notes
CPE—Day 1
DATA TEAM
Lunch
Data Analysis
Needs Assessment
PlanImplement
and Monitor
74
Lunch
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Coming Up Next…
Medicine Wheel
Presenter:
Explain and remind them that using Title 1 funds requires a working lunch. They can get their food and begin eating and
you will have an activity.
Place a timer on the screen so participants can see how much time they have before the lunch activity.
Facilitators:
Hang animal posters in the four corners of the room to prepare for working lunch activity (Deer, Buffalo, Bear, Eagle)
Review questions in the question box and be prepared to answer and share after lunch
Notes
CPE—Day 1
TB 2-6
75
Coming Up Next…
Eagle
Presenter:
The lunch activity is designed to identify working styles and personality styles so that teams can work together more
effectively. The medicine wheel is based on Native American tradition and is similar to True Colors.
How many of you have done True Colors…ask for a show of hands.
The great thing about the medicine wheel is, unlike True Colors, it is FREE!!!!
First we're going to look at the different animal characteristics. You have a handouts TB 2-6
As we go through the characteristics of each animal, place a check mark next to the trait if it sounds like you. Don’t pick
the ones you would LIKE to be but the way you actually are.
Questions?
Let’s get started with our first animal.
Materials:
Binder/TB 2-6
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
TB 2-6
76
Coming Up Next…
Eagle
Presenter:
Eagle!
You’ll notice the orange dot at the lower right hand side of your screen. This indicates the True Colors color that
would correspond to this animal.
So, let’s look at the characteristics of the Eagle.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
77
Coming Up Next…
Deer
Presenter:
Go through the traits and remind them to check off the ones that apply. TB-3
ANTIDOTES TO ADD:
Risk taker: they will ask “Why not?” Let’s just try this and go for it!
Creative. : they love art and music and think differently about problems. Again...they will ask WHY NOT??? Instead of
thinking of boundaries or barriers.
Visual kinesthetic: they will tune out words. They need to see it and interact with things. They could be seen as seeming
to be a little ADHD at times.
Charming: they are funny and often very witty. They like to play and be a ham
Impulsive: they will get ideas quickly and want to act right away. They get very excited and have trouble pausing
Materials:
Binder/TB-3
Activity:
Listening and marking traits on their handout
Facilitators:
Available and listening
Notes
CPE—Day 1
78
Coming Up Next…
Deer
Presenter:
Now let’s talk about the deer...or the color blue from True Colors
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
79
Coming Up Next…
Bear
Presenter:
GO through the traits and remind them to check off the ones that apply. TB-3
ANTIDOTES TO ADD:
Concerned with Morale: they will ask “Why?” because they want to understand to be sure everyone’s ideas and needs
are met and considered for fairness.
Caretaker: these are the people that bring the snacks to your meetings. They think about all of the needs of the group.
We LOVE deer for this reason.
Mediator: IF someone has not been heard or is being quiet they will check-in with that person or makes sure everyone’s
opinions are heard.
Cooperation: conflict will shut down a deer. They don’t like it one bit.
Need to feel special: They are sensitive and in touch with emotions. They need to feel like people care about them and
their contributions to the group.
Materials:
Binder/TB-3
Activity:
Listening and marking traits on their handout
Facilitators:
Available and listening
Notes
CPE—Day 1
80
Coming Up Next…
Bear
Presenter:
Now let’s talk about our Bear…or the color Green.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
81
Coming Up Next…
Buffalo
Presenter:
GO through the traits and remind them to check off the ones that apply. TB-3
ANTIDOTES TO ADD:
Intellectual: they are in their heads thinking thinking thinking all the time. The Bear asks “How?”
Can never know enough: They need to research and find out everything they can about something so that they can pro-
cess information. This drives Eagles CRAZY because they are wanting to just DO IT, and the bear is wanting to go slow
and study and think.
Calm cool collected: Can appear stand-offish, but it’s really just them in their mind processing. Deer can take Bears the
wrong way and get their feelings hurt when it’s really just different styles.
Need private time: May be really quiet in meetings, but they need alone time to think through and come to their own
conclusions any ideas about work. They do better if you give them the agenda ahead of time so they can think before
the meeting and contribute.
Perfectionists: Sometimes it’s hard to get a bear to move on because they want to be perfect. This also drives Eagles
crazy.
Materials:
Binder/TB-3
Activity:
Listening and marking traits on their handout
Facilitators:
Available and listening
CPE—Day 1
Notes
82
Coming Up Next…
Buffalo
Presenter:
Now let’s look at the Buffalo...or Gold for True Colors.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
Notes
CPE—Day 1
83
Coming Up Next…
Team Profile
Presenter:
GO through the traits and remind them to check off the ones that apply. TB-3
ANTIDOTES TO ADD:
Predictable and Precise: They LOVE traditions and procedures. They will ask “What?” There is a way to do things ac-
cording to the Buffalo. The right way is usually the Buffalo way. Also, there is an agenda for meetings and it SHOULD
be followed.
So…Difficulty Delegating: Variations and loose directions make Buffalo nervous. They want to have more control over
the outcomes so that they can ensure it’s done the right way…which we have established is the Buffalo way. J
Task oriented: They make lists and check things off the list. They will get their work done. They’ve got it covered!!!! They
are very much about GET IT DONE!!! Thinking Bears are frustrating because they waste time to a Buffalo.
Like the status quo: Routines are comforting and predictable. Buffalo like that. Eagles soaring around with visionary
ideas make Buffalos crazy.
Deer can also be difficult for a Buffalo because the Deer can get groups off of the scheduled agenda or tasks be-
cause they may stop to check in on people make sure everyone is content.
But we love that we can depend on Buffalos. They are trustworthy.
Materials:
Binder/TB-3
Activity:
Listening and marking traits on their handout
Facilitators:
Available and listening
CPE—Day 1
Notes
Team Profile
Team Member’s Name:
LeeTeam Member’s Name:
BF D BR E
TB 6
84
Coming Up Next…
Team Profile
Presenter:
Before we move on, count up the number you have for each animal and determine which animal is most like you and
which one is least like you. PAUSE
Now. Turn to TB-6
On this sheet, write your name like you see on the screen and put the animal that is most like you first and rank them
1,2,3,4 and fill out the chart.
Pause for (3 min) so they can complete the activity.
Now, using the colored dots or markers, fill in the profiles of each team member. (Give them 3-5 Min) Have the team
use ONE SHEET for the team profile so that it can be hung up by their table.
When they are done, have them hang the team profile sheet.
Debrief with your team. ASK THESE QUESTION:
What have you learned about working with other team members?
What compromise will need to take place on your part?
What needs to be clear in the group norms?
Notes
CPE—Day 1
Team Profile
Team Member’s Name:
LeeTeam Member’s Name:
BF D BR E
TB 15
Team Profile
Team Member’s Name:
LeeTeam Member’s Name:
BF D BR E
TB 6 Team Profile
Team Member’s Name:
LeeTeam Member’s Name:
BF D BR E
TB 6
85
Four Corners
Coming Up Next…
Four Corners
Materials:
Binder/TB-6
Tape
Activity:
Participants will determine which animal is most like them and which one is least and mark it on the Team Profile
sheet. Ranking the animals 1,2,3,4.
1 being most like them and 4 being least.
After individuals finish, the team chairs with each other their rankings and marks it on their sheet.
Facilitators:
Circulate and answer questions. Help with markers or colored dots.
Once teams have finished the team profile sheet, provide tape to hang them by their tables.
Notes
CPE—Day 1
Team Profile
Team Member’s Name:
LeeTeam Member’s Name:
BF D BR E
TB 15Team Profile
Team Member’s Name:
LeeTeam Member’s Name:
BF D BR E
TB 6
86
Four Corners
Coming Up Next…
Four Corners
Presenter:
Now we’re going to look a little deeper into working with each other now that you know the different personalities.
You can see the four animals have each been given a corner of the room. POINT AT THE POSTERS AROUND THE
ROOM
When I say GO, you’re going to get up and go stand in the corner of the room for the animal that is MOST like you.
GO!
Play music as they move.
Gather their attention using the hand signal.
I’d like for you to discuss the following questions with your group. Be prepared to share out!
CLICK to next slide.
Materials:
None
Activity:
Participants will go to the corner of the room designated for the animal that is MOST like them
Facilitators:
Float and listen to discussion
Be available for questions
Run the microphone during the share out if needed
CPE—Day 1
Notes
1. What are the strengths of your animal?
(4 strengths)
2. What are the limitations of your animal?
(4 limitations)
3. What animal might be the most challenging
to work with? Why?
4. What would you like your colleagues to
know about you so that you can work
together more effectively?
87
Questions?
Coming Up Next…
Questions
Presenter:
Give them about 5 min to discuss. Then remind them that they need to have discussed all of the topics and be ready to
share out.
Wait 2-3 more minutes.
Now let’s go around and hear from the different group. Walk to one of the groups and have them share what they
talked about for each question.
Go around the room until each group has had a chance to share.
NOTE: Have fun with this part since they will tend to tease each other about their limitations and what bothers them
about the other animals. Keep it light while being informative.
Materials:
None
Activity:
Participants will go to the corner of the room designated for the animal that is MOST like them
Facilitators:
Float and listen to discussions
Be available for questions
Run the microphone during the share out if needed
CPE—Day 1
Notes
1. What are the strengths of your animal?
(4 strengths)
2. What are the limitations of your animal?
(4 limitations)
3. What animal might be the most challenging
to work with? Why?
4. What would you like your colleagues to
know about you so that you can work
together more effectively?
88
Questions? CPE Tool
Coming Up Next…
CPE Tool
Materials:
White cards from the question box
Activity:
Listening asking follow up questions
Facilitators:
Help presenter answer questions submitted and any additional questions that arise during the Q and A
CPE—Day 1
Notes
89
CPE Tool
CPE Tool Data Entry
Using the CPE Tool
– Entering data
– Using reports and creating a visual tool
– Beginning to make observations
– Team Building Activity: Brainstorm and Pass
Coming Up Next…
CPE Tool Data Entry
Presenter:
CPE—Day 1
DATA TEAM
Notes
90
CPE Tool Data Entry
Using the CPE Tool
– Entering data
– Using reports and creating a visual tool
– Beginning to make observations
– Team Building Activity: Brainstorm and Pass
Perception
Coming Up Next…
Perception
Presenter:
Go over the tabs in the data tool worksheet.
•Reference and Instructions tab - and it’s an overview of Bernhardts work.
•Demographics tab - Textboxes houses participants observations. i.e. “enrollment is decreasing. Afr. Am is decreasing.”
•Teacher tab – no work done in the tab during the session. Can use back at their campus.
•Reading and Math tabs – Contains cells where participants can enter their AYP results. A red triangle means that there is a note attached to the
cell. Demo for participants that entering data can change the bars on the adjacent graph.
•Grad Rate tab – Graduation rate data that participants can enter from their AYP results.
CPE—Day 1
DATA TEAM
Notes
91
Perception
Perception Data
Do you believe that all
students can graduate
from high school?
Perception Data
Presenter:
Getting back to our look at the multiple measures, we’ll now move into perception.
CPE—Day 1
DATA TEAM
Notes
92
Perception Data
Do you believe that all
students can graduate
from high school?
Perception Data
Teachers and administrators on this campus expect our students to graduate from high school
81
100
Teachers
Students
Coming Up Next…
Perception Data
Presenter:
Ask the question and then have participants talk amongst yourselves.
Hopefully everyone says “yes”.
CPE—Day 1
DATA TEAM
Notes
93
Perception Data
Teachers and administrators on this campus expect our students to graduate from high school
81
100
Teachers
Students
Coming Up Next…
Perception Data
Presenter:
We’ve given this survey piece to a real school (this is a real result) we’ve never had all the teachers say yes. In this
case, we’ve had about 81% or so say yes while all the students we’ve asked say that yes 100% all students can gradu-
ate from HS. This example is fairly typical.
The administrators are always surprised by this because an administrator thinks that everyone of his faculty and staff
would be on the same page at 100%. But we rarely have 100% back as an answer.
This is very telling because this is where the teachers and the staff are actually at, where they don’t all feel like 100% of
kids can graduate because “we’re at the HS level and there are too many factors to deal with and I can only control
50% or so on”. This is really a good starting place for your CPE team or for an administrator who wants to improve grad-
uation rate or wants to improve instruction at school. You wouldn’t know this unless you’re starting with the perception
data piece.
CPE—Day 1
DATA TEAM
Notes
Perception Data
If we want to change behaviors (and we
probably do, assuming we want to bring
about change) we will, in all likelihood, have
to change perceptions
94
Perception Data
How do we gather perception data?– Interviews (face-to-face)
– Telephone Interviews (person-to-person)
– Paper Questionnaires (mailed or distributed)
– Electronic Questionnaires (web-based)• Survey Monkey (free version available)
• Google Forms (free)
• Zoomerang
– Focus Groups
Coming Up Next…
Perception Data
Presenter:
Simple truth.
CPE—Day 1
Notes
Perception Data
If we want to change behaviors (and we
probably do, assuming we want to bring
about change) we will, in all likelihood, have
to change perceptions
DATA TEAM
95
Perception Data
How do we gather perception data?– Interviews (face-to-face)
– Telephone Interviews (person-to-person)
– Paper Questionnaires (mailed or distributed)
– Electronic Questionnaires (web-based)• Survey Monkey (free version available)
• Google Forms (free)
• Zoomerang
– Focus Groups
Perception Reality
Perception Data
Coming Up Next…
Perception Data
Presenter:
Open up sample survey monkey questionnaire from surveymonkey.com
CPE—Day 1
DATA TEAM
Notes
96
Perception Reality
Perception Data
School Process
Coming Up Next…
School Process
Presenter:
Just remember, with dealing with these data, we may start with thinking that everything is nice and ros y, when in fact
with reality…
CPE—Day 1
Notes
DATA TEAM
97
School Process
School Process Data
School Processes are the only measure of the
four that we actually have control over.
• We can only control a portion of the student
learning results through the processes we
implement.
• If different results are desired, then we must
change our processes.
Data Analysis for Continuous School Improvement, Bernhardt, 2004
Coming Up Next…
School Process Data
Presenter:
Our last piece of the multiple measures is school process. As I said earlier, this part is really hard for schools to gath-
er, because this not a data report that is generated from TEA, but it is something that schools have the most control
over.
CPE—Day 1
DATA TEAM
Notes
98
School Process Data
School Processes are the only measure of the
four that we actually have control over.
• We can only control a portion of the student
learning results through the processes we
implement.
• If different results are desired, then we must
change our processes.
Data Analysis for Continuous School Improvement, Bernhardt, 2004
School Process Data
How do we evaluate our school processes?
• Refer to the other measures of data:
– Demographics – number of discipline referrals,
number of students by background in Special
Education or AP classes.
– Perceptions – questionnaires that survey
teacher, student, administrator, and parent
perceptions of processes.
– Student Learning – classroom assessments,
student grades, TAKS scores.
Coming Up Next…
School Process Data
Presenter:
Read Slide.
CPE—Day 1
DATA TEAM
Notes
99
School Process Data
How do we evaluate our school processes?
• Refer to the other measures of data:
– Demographics – number of discipline referrals,
number of students by background in Special
Education or AP classes.
– Perceptions – questionnaires that survey
teacher, student, administrator, and parent
perceptions of processes.
– Student Learning – classroom assessments,
student grades, TAKS scores.
School Process Data
Coming Up Next…
School Process Data
Presenter:
So here are some options on how to evaluate our school process data, we can refer to other data measures and use
them, kind of like the intersection of Bernhardts bubbles. Some elements intersect with others.
So for example we can use demographics as a way to evaluate our school processes like the number of discipline refer-
rals. We could evaluate our discipline system if there is one in the school.
The perception piece, some of those items will cover school process data.
Student learning would be class assessments, grades, TAKS scores. That could also be some of the after school tutori-
als that we are doing on our campus.
CPE—Day 1
DATA TEAM
Notes
100
School Process Data15 Minute Break
BRK 4 15
Coming Up Next…
15 Minute Break
Presenter:
So aside from using those other data pieces, the big piece here is program evaluation. And that’s looking at our exist-
ing programs, or those grandfathered programs like the Saturday tutorials and making sure that it’s still targeting
those students that need assistance and that it is getting the desired results.
CPE—Day 1
DATA TEAM
Notes
101
Coming Up Next…
Beyonce
Presenter:
Announce 15 minute break…
CLICK to video
CPE—Day 1
Notes
15 Minute Break
BRK 415
102
Coming Up Next…
School Improvement Process
Presenter:
Play video
CPE—Day 1
Notes
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
103
Coming Up Next…
CNA
Presenter:
Part of the Texas Accountability Intervention System is the improvement process. Each of these components are an
integral piece of the improvement process. At this time, we will look at the comprehensive needs assessment.
CPE—Day 1
Notes
Data Analysis
Needs Assessment
PlanImplement
and Monitor
School Improvement Process
Comprehensive Needs Assessment
104
Comprehensive Needs Assessment
Comprehensive Needs Assessment
What is a Comprehensive Needs Assessment (CNA)?
– A systematic, structured effort to develop an accurate and thorough understanding of the needs of a school community
– A process by which a campus identifies strengths and weaknesses– and specifies priorities
– An integral part of the planning process (the CNA provides the database from which the campus develops its vision of the future)
(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October 1998)
Coming Up Next…
CNA
Presenter:
You’ve already been doing a lot of work towards the Comprehensive Needs Assessment (CNA). But a CNA is a process
NOT an event or singular activity. It continues over time and is ongoing.
The needs assessment is taking the data to the deepest part. We tend to skip this step and make assumptions. Most
educators are really good at identifying problems, but we often jump to solutions BEFORE we really understand all of
the root causes of a problem.
EX: Our Math scores are low…..jump to…let’s increase math tutors and support.
But maybe the problem was around vocabulary and reading directions or word problems. Maybe we really need to
focus on reading and academic vocabulary. If you jump too quickly, you can miss the real cause of a problem and
then waste your time solving the wrong thing.
So at this point we want to dialogue and reflect on the data to see what it is really telling us. So let’s talk about what a
real comprehensive needs assessment includes…..
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
105
Comprehensive Needs Assessment
What is a Comprehensive Needs Assessment (CNA)?
– A systematic, structured effort to develop an accurate and thorough understanding of the needs of a school community
– A process by which a campus identifies strengths and weaknesses– and specifies priorities
– An integral part of the planning process (the CNA provides the database from which the campus develops its vision of the future)
(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October 1998)
Comprehensive Needs Assessment
What does a CNA produce?
– Conducting a comprehensive needs assessment
means getting the full “breadth of information for
depth of understanding”
– A CNA provides a focus for school staff to work to
improve student achievement
(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October
1998)
Coming Up Next…
CNA
Presenter:
Apologize for the wordiness of the slide, but explain that this is so the team knows what to cover here. They may want to
adjust the look of the presentation when working on their own CPE. We did not want to use only a few words and imag-
es and have the key points be lost.
Go through the slide and emphasize the bolded points.
Emphasize that it looks at strengths and weaknesses.
EX: There was a school with very low math scores, but excellent science scores. Focused on their strengths and
realized the science class was almost all lab and hands-on learning. So, they applied what they learned to the Math
classes (more manipulatives and active learning) and their scores increased.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
106
Comprehensive Needs Assessment
What does a CNA produce?
– Conducting a comprehensive needs assessment
means getting the full “breadth of information for
depth of understanding”
– A CNA provides a focus for school staff to work to
improve student achievement
(Implementing Schoolwide Programs – An Idea Book on Planning, USDE, October
1998)
Comprehensive Needs Assessment
Why conduct a CNA?
– Data have no meaning• Data measures are simply numbers on a page
• Individuals and groups construct meaning from data by
organizing, analyzing and interpreting data
– Understanding should precede planning• In looking at data, individuals and groups frequently rush to
conclusions
• They tend to assign causality and determine solutions without a
clear understanding of the “problem”
(Data-Driven Dialogue: A Faciliator’s Guide to Collaborative Inquiry, 2003, Wellman and Lipton, p. xi)
Coming Up Next…
CNA
Presenter:
Emphasize that it helps you provide a real focus based on data AND a deeper understanding of the underlying issues.
It goes beyond surface assumptions.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
107
Comprehensive Needs Assessment
Why conduct a CNA?
– Data have no meaning• Data measures are simply numbers on a page
• Individuals and groups construct meaning from data by
organizing, analyzing and interpreting data
– Understanding should precede planning• In looking at data, individuals and groups frequently rush to
conclusions
• They tend to assign causality and determine solutions without a
clear understanding of the “problem”
(Data-Driven Dialogue: A Faciliator’s Guide to Collaborative Inquiry, 2003, Wellman and Lipton, p. xi)
Comprehensive Needs Assessment
Keys to an effective CNA:
– Sufficient time
– Sufficient data
– Sufficient study . . . DIALOGUE
It is a process that requires time,
reflection and discussion
Coming Up Next…
CNA
Presenter:
Not just because it is required…but why is it required. Why go through this long and ongoing process?
Data has no meaning. If I ask you the importance of the number 83, what would you say?
Well last year that had A LOT of meaning for Math. Does it this year? No…we’re now going for 92. Numbers alone
have no meaning.
It’s people, conversations, beliefs, assumptions and other factors that create meaning. The CNA helps you decipher
the meaning of the numbers.
Because…we know that we have to truly understand the meaning BEFORE we plan. Otherwise you’re just guessing
and throwing random darts at a problem and hoping they stick.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
108
Comprehensive Needs Assessment
Keys to an effective CNA:
– Sufficient time
– Sufficient data
– Sufficient study . . . DIALOGUE
It is a process that requires time,
reflection and discussion
The Process of a Comprehensive
Needs Assessment
Clarifying the Vision
Create a School Profile
Determine Data Collection Methods
Collecting Data and Summarizing Evidence
Analyze Program Needs and Set Goals
Coming Up Next…
Process of CNA
Presenter:
It takes time….and a process:
ACTIVITY IDEA: One activity you can do with staff is to identify a problem, Have them list 20 possible reasons for
the problem. The first 10-12 are often outside reasons (things out of people’s control) such as..the parents aren’t
involved, the students aren’t motivated...etc.
When you get to the last 13-20, people start to identify things that they might be doing to contribute. Well, I tend to
go over homework material at the end of class when they are not as alert and I rush through it OR the expected
behavior in the cafeteria has never clearly been communicated or modeled to students.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
109
The Process of a Comprehensive
Needs Assessment
Clarifying the Vision
Create a School Profile
Determine Data Collection Methods
Collecting Data and Summarizing Evidence
Analyze Program Needs and Set Goals
Clarifying the Vision
Mission statement-start with questions
– “After we implement the new program, how will
our school be different and improved for
students?”
– “How will we know we’ve been successful?”
Setting a goal rather than an agenda
– What do we want to accomplish?
– NOT …..“How are we getting there?”
Coming Up Next…
Clarifying the Vision
Presenter:
So this is the piece of the event that you have begun, but now you can go back and dig even deeper with more peo-
ple involved in the dialogue
All of the work that goes into the needs assessment will avoid so many frustrations. As you apply for money, grants,
etc, and you can tie it into your needs assessment you can always justify your needs.
A good CNA will also help to keep focus on the campus. These are the steps and I am going into detail about them
but you can always reference the Dept. of Ed website or the resources in your binder in the CNA tab. I would en-
courage you to go to this and see the information here. There is also an article in your CNA tab in your binder.
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
110
Clarifying the Vision
Mission statement-start with questions
– “After we implement the new program, how will
our school be different and improved for
students?”
– “How will we know we’ve been successful?”
Setting a goal rather than an agenda
– What do we want to accomplish?
– NOT …..“How are we getting there?”
Coming Up Next…
Scrat Video
Presenter:
What’s the difference in a mission and a vision? Ask for people to share out.
Possible responses:
Mission is the purpose of the work, why we do the work
Vision: how we want to be, what we think is possible
What you want your campus to be……. Part of that is having a clear mission and purpose. People need to know
WHY THEY ARE WORKING SO HARD.
ASK: Who knows their campus mission statement? (There will most likely not be anyone who knows it.) If no one
knows it, how is this unifying and creating clear common goals?
The mission statement should be aligned with your vision. You have to know where you are trying to go if you want
to get there. This next slide is a good example of a clear mission and purpose. As work gets difficult if our mission
is not clear we may lose track and not work as hard……
CLICK: to Scrat clip:
NOTE: It has a long quiet intro (about 5 sec.), so you can click a little before and talk through the opening to set up the
clip
Materials:
Binder
Activity:
Listening, sharing out ideas about mission and vision
Facilitators:
Available and listening, run the microphone
CPE—Day 1
111
Creating a School Profile
Establish focus areas for questions– Student Achievement
– Curriculum and Instruction
– Professional Development
– Family and Community Involvement
– School Context and Organization
Create a descriptive picture of the school– Base the profile on data
– Use charts and table format
– Present it in an easily understood manner
Coming Up Next…
Creating a School Profile
Presenter:
AFTER THE VIDEO– he was so clear on his mission and purpose that even when obstacles were in the way he was
able to keep his vision because he knew what he wanted.
You need your teachers, staff, and parents to be THAT CLEAR so that obstacles do not prevent you from moving
forward. Everyone needs to understand what you’re working towards.
CPE—Day 1
Notes
112
Creating a School Profile
Establish focus areas for questions– Student Achievement
– Curriculum and Instruction
– Professional Development
– Family and Community Involvement
– School Context and Organization
Create a descriptive picture of the school– Base the profile on data
– Use charts and table format
– Present it in an easily understood manner
Coming Up Next…
Creating a School Profile
Presenter:
Focus areas are what keeps you on track to achieve your vision and to meet your goals and fulfill your mission.
Your needs assessment will help you identify what the focus areas need to be.
The focus areas then help you create a description of the work. What are you targeting this year based on your
needs assessment and mission?
Let’s look at a graphic to help explain this. CLICK
Materials:
Binder
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
Creating a School Profile
Vision
Focus Area
Specific Activities
Focus Area
Specific Activities
Focus Area
Specific Activities
Mission/Purpose
113
Creating a School Profile
Vision
Focus Area
Specific Activities
Focus Area
Specific Activities
Focus Area
Specific Activities
Mission/Purpose
Determining Data Collection
Methods
Sample data collecting activities
– Classroom walk-through
– Review staffing patterns and class size
– PTA attendance records/parental involvement
– Gender differences in academics
– Academic achievement by teacher
– Role of CTE in students achievement
– What else….?
Coming Up Next…
Data Collection Methods
Presenter:
OK so you have a big vision/ mission but this is the articulation of that. What is the evidence of the mission… what
does it look like/ sound like…..
For example, if we are graduating students that are college ready what are we doing to make sure this happens.
(Parent community nights focusing on college readiness, meeting with the counselor to fill out FAFSA, college prep
classes, etc. _ These are just samples… what are we doing specifically to meet your mission….
So once you are clear on what your mission is, then you can develop FOCUS AREAS to make sure you meet your
goals and stay on target.
Once you have focus areas, you can identify specific activities that will help have success and meet your goals.
Questions?
NOTE: If there are a lot of questions…Refer them to the article in their binder, it explains this step really well and gives
several examples.
Materials:
Binder/ CNA—3
Activity:
Listening
Facilitators:
Available and listening
CPE—Day 1
Notes
114
Determining Data Collection
Methods
Sample data collecting activities
– Classroom walk-through
– Review staffing patterns and class size
– PTA attendance records/parental involvement
– Gender differences in academics
– Academic achievement by teacher
– Role of CTE in students achievement
– What else….?
Collecting Data and Summarizing
Evidence
Ensure data collection is organized for easy
summarization
Collect only the data you need
“Cleaning the data”
– Count
– Collate
– Summarize
Create user friendly data reports
Share the data with all stakeholders involved
Coming Up Next…
Collecting Data
Presenter:
Emphasize the need to collect MULTIPLE SOURCES of data. The data team mentioned 4 types of data to collect. Be
sure you are going beyond just demographics and student learning data so that you are getting the whole picture.
ASK: What other pieces of data do you collect and could not live without?? OR have given you a new insight into
your campus? (Idea exchange)
Materials:
Binder
Activity:
Listening, sharing out ideas
Facilitators:
Available and listening, run the microphone if needed
CPE—Day 1
Notes
115
Collecting Data and Summarizing
Evidence
Ensure data collection is organized for easy
summarization
Collect only the data you need
“Cleaning the data”
– Count
– Collate
– Summarize
Create user friendly data reports
Share the data with all stakeholders involved
Coming Up Next…
Analyzing Needs
Presenter:
One of the keys to getting buy-in and understanding of your needs assessment is to make sure you share every-
thing you collect.
Make sure the data is accessible, AND presented in a way that everyone can understand.( i.e. graphs, pie charts or
summary tables.)
This is where you can tap into the talents of people on your campus that are experts with data and they can sum-
marize, This is what we mean when we say “cleaning the data” you do not want to overwhelm people, so you need
to share the results in a way that summarizes and conveys the key points.
And, work with visual people to come up with the best way to share the results and findings so that everyone under-
stands.
Materials:
Binder
Activity:
Listening, sharing out ideas
Facilitators:
Available and listening, run the microphone if needed
CPE—Day 1
Notes
Analyzing Program Needs and
Setting Goals
Ask open ended questions…
– What priorities do the data reveal?
– What are our strengths?
– What evidence supports our assumptions or
observations?
– What connections do we see?
– What additional questions need to be asked?
116
Analyzing Program Needs and
Setting Goals
Ask open ended questions…
– What priorities do the data reveal?
– What are our strengths?
– What evidence supports our assumptions or
observations?
– What connections do we see?
– What additional questions need to be asked?
Coming Up Next…
CNA
Presenter:
Start with “what?” questions when you are still trying to identify needs.
What evidence supports our “assumptions”?
What connections do you see?
These are not one time questions; you may ask these every time you take a look at the data.
You can move to “HOW?” questions when you begin to plan you action steps and activities.
Materials:
Binder
Activity:
Listening, sharing out ideas
Facilitators:
Available and listening, run the microphone if needed
CPE—Day 1
Notes
Comprehensive Needs Assessment
Questions NOT to ask during a CNA:
– What do we do to . . . ?
– How can we solve . . . ?
– What steps should we take to . . .?
A CNA is problem finding….
… NOT problem solving!
117
Comprehensive Needs Assessment
Questions NOT to ask during a CNA:
– What do we do to . . . ?
– How can we solve . . . ?
– What steps should we take to . . .?
A CNA is problem finding….
… NOT problem solving!
Coming Up Next…
Brownie Clip
Presenter:
Be careful that you don’t jump to problem solving.
CNA is problem FINDING not problem SOLVING
You don’t want to jump to conclusions too quickly….. Like in this clip
CLICK: don’t judge too quickly: eating a brownie clip
Materials:
Binder
Activity:
Listening, sharing out ideas
Facilitators:
Listening and available, run the microphone if needed
CPE—Day 1
Notes
118
What next?
Continue the CNA process…– Collect data needed for the CNA
– Utilize tools (Region 20)
– Begin to identify strengths and areas of need
– What data are we not collecting that we should be collecting?
– What is our plan for surveys and perception data?
– Start entering historical data into the CPE Tool
Coming Up Next…
What’s Next?
Presenter:
Play video clip
CPE—Day 1
Notes
119
What next?
Continue the CNA process…– Collect data needed for the CNA
– Utilize tools (Region 20)
– Begin to identify strengths and areas of need
– What data are we not collecting that we should be collecting?
– What is our plan for surveys and perception data?
– Start entering historical data into the CPE Tool
Comprehensive Needs Assessment
Team Building Activity: First Turn/Last Turn
(CNA 2 to CNA 10)
Coming Up Next…
CNA
Presenter:
Collect MORE data for the CNA
Is there more data that you are NOT collecting that you need to be collecting?
Identify who will be the “data cleaner” for your campus.
Materials:
CNA tab in binder
Activity:
Listening, sharing out ideas
Facilitators:
Available and listening, run the microphone if needed
CPE—Day 1
Notes
120
Coming Up Next…
First Turn Last Turn
Presenter:
This is a great protocol to ensure that EVERYONE is heard. Sometimes there are people who always dominate the con-
versation. This will make sure that all voices are at the table…IF YOU FOLLOW THE PROTOCOL.
Let’s go through the steps, then we’ll get started.
Materials:
Binder / CNA-2-10
Activity:
Listening, sharing out ideas
Facilitators:
Available and listening, run the microphone if needed
CPE—Day 1
Notes
Comprehensive Needs Assessment
Team Building Activity: First Turn/Last Turn
(CNA 2 to CNA 10)
First Turn Last Turn
Step 1: Read the article SILENTLY and highlight key phrases
Step 2: Start with Food Service then go clockwise:
Food Service share one of the things they highlighted- no explanation
Step 3: Each person at the table makes one comment about the statement- no
discussion
Step 4: Once it comes back to the food service, they explain WHY they chose that
statement.
Step 5: Repeat with next person
(CNA 2-10)
121
Coming Up Next…
Dialogue
Presenter:
Let’s go through the steps, then we’ll get started.
STEP 1: Read the article and highlight the things that stand out to you or interest you….. SILENTLY
STEP 2: Start with the Food Service;
Everyone share a quote then go around the team, agree/ disagree and share thoughts. At the end, the quote picker can
tell why they chose that quote.
NOTE: Model this protocol for the participants. As the presenter explains the directions, have the rest of the team act
out the process.
Go through the remaining steps while team models.
Ask if there are any questions and emphasize STICKING TO THE PROTOCOL!!!!!!! Nicely of course.
DEBRIEF: many times as leaders we give our opinion before others can discuss so we sway the discussion. This gives
everyone a voice as well as giving them open dialogue to share their opinion without being swayed.
ASK: How else is this a helpful way to cover content?
NOTE and possible responses: This activity is good for structuring reading and discussing controversial documents.
Also to help prevent certain individuals from always dominating the discussion.
Materials:
Binder / CNA-2-10
Activity:
Listening, sharing out ideas
Facilitators:
Available and listening, run the microphone if needed
CPE—Day 1
Dialogue (CNA 1)
Data
– What do you have?
– What do you need?
Review CNA 1 questions
Optional Article “Data-Driven Dialogue” – DD 23-28
First Turn Last Turn
Step 1: Read the article SILENTLY and highlight key phrases
Step 2: Start with Food Service then go clockwise:
Food Service share one of the things they highlighted- no explanation
Step 3: Each person at the table makes one comment about the statement- no
discussion
Step 4: Once it comes back to the food service, they explain WHY they chose that
statement.
Step 5: Repeat with next person
(CNA 2-10)
122
Dialogue (CNA 1)
Data
– What do you have?
– What do you need?
Review CNA 1 questions
Optional Article “Data-Driven Dialogue” – DD 23-28
CPE Tool
How it functions.
Questions
Coming Up Next…
CPE Tool
Presenter:
CPE—Day 1
Notes
123
CPE Tool
How it functions.
Questions
BRN BRK
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Coming Up Next…
Brain Break
Presenter:
CPE—Day 1
Notes
124
BRN BRK
Data Analysis
Needs Assessment
PlanImplement
and Monitor
Coming Up Next…
Shared Cultural Experiences
Presenter:
CPE—Day 1
Notes
Shared Cultural Experiences
Theme 1
TB 8
125
Shared Cultural Experiences
Theme 2
Coming Up Next…
Shared Cultural Experiences
Presenter:
We’re going to play a team Building game called Shared Cultural Experiences.
You will need to TB 8
They way it works is that I will play a short clip of a TV theme song. On your answer sheet, record the team’s response.
Any questions?
READY!!!!!!
I will only play the song once, so listen carefully. Let’s begin!
#1 Bewitched
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Shared Cultural Experiences
Theme 1
TB 8
126
Shared Cultural Experiences
Theme 2
Shared Cultural Experiences
Theme 3
Coming Up Next…
Shared Cultural Experiences
Presenter:
#2 Dallas
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
127
Shared Cultural Experiences
Theme 3
Theme 4
Shared Cultural Experiences
Coming Up Next…
Shared Cultural Experiences
Presenter:
#3 Hawaii Five O
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
128
Theme 4
Shared Cultural Experiences
Theme 5
Shared Cultural Experiences
Presenter:
#4 I Love Lucy
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Coming Up Next…
Shared Cultural Experiences
129
Theme 5
Shared Cultural Experiences
Theme 6
Shared Cultural Experiences
Presenter:
#5 Dukes of Hazzard
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Coming Up Next…
Shared Cultural Experiences
130
Theme 6
Shared Cultural ExperiencesTheme 7
Shared Cultural Experiences
Presenter:
#6 Bonanza
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Coming Up Next…
Shared Cultural Experiences
131
Theme 7
Shared Cultural ExperiencesTheme 8
Shared Cultural Experiences
Presenter:
#7 Hill Street Blues
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Coming Up Next…
Shared Cultural Experiences
132
Theme 8
Shared Cultural Experiences
Theme 9
Shared Cultural Experiences
Presenter:
#8 Taxi
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Coming Up Next…
Shared Cultural Experiences
133
Theme 9
Shared Cultural ExperiencesShared Cultural Experiences
Theme 10
Presenter:
#9 Magnum PI
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Coming Up Next…
Shared Cultural Experiences
134
Shared Cultural Experiences
Theme 10
Wrap-up and Questions
CYA TMR
Presenter:
#10 What’s Happening
ANSWERS:
1. Bewitched
2. Dallas
3. Hawaii Five-O
4. I Love Lucy
5. Dukes of Hazzard
6. Bonanza
7. Hill Street Blues
8. Taxi
9. Magnum PI
10. What’s Happening
Materials:
Article/TB-8
Activity:
Listening and recording team answers on answer sheet
Facilitators:
Available and listening
CPE—Day 1
Notes
Coming Up Next…
Wrap-up and Questions
135
Wrap-up and Questions
CYA TMR
Presenter:
Questions?
See you tomorrow!
CPE—Day 1
Notes