Principals’ Retreat““Learning To Walk, Walking To Learn”Learning To Walk, Walking To Learn”

RenRenéée E.Jackson, Superintendente E.Jackson, Superintendent

Local District GLocal District G

August 9, 2001August 9, 2001

Facilitated by

Karen Long, Karen Long,

Specialist, Teacher CoachSpecialist, Teacher Coach

&&

Jody Doram, Jody Doram,

Specialist, Teacher CoachSpecialist, Teacher Coach

Outcomes““What gets measured gets done.”What gets measured gets done.”

Peters 1987Peters 1987 To implement a systematic process for integrating To implement a systematic process for integrating

data analysis into planning standards-based data analysis into planning standards-based instruction.instruction.

To provide To provide all all students with a systematic access to students with a systematic access to instructional assessments that are aligned with instructional assessments that are aligned with standards.standards.

To incorporate effective practices for collaborating To incorporate effective practices for collaborating at grade level/departmental meetings for evaluating at grade level/departmental meetings for evaluating student work and designing instruction.student work and designing instruction.

Data Analysis-What Gets Measured,

Gets Done. 

TOOLKIT CONTENTS 1.            Content Cluster Summary Analysis Process 2.            Stanford-9 Content Cluster Summary Graph  3.            2000-2001 Stanford-9 Content Summary and Trend Analysis 4.            2000-2001 Stanford-9 Curriculum and Instruction Analyses and Improvement Plan Action Strategiesa.                      Relative Strengthsb.                      Relative Weaknessesc.                      Other Areas Needing Improvement 5.            Across-Grade Levels Relative Strengths and Weaknesses 6. -14. PowerPoint note pages 

 

Toolkit Group Report for your schoolGroup Report for your school Content Cluster SummaryContent Cluster Summary Content Cluster Summary and Trend Analysis Content Cluster Summary and Trend Analysis Curriculum & Instruction Analyses and Curriculum & Instruction Analyses and

Improvement Plan Action StrategiesImprovement Plan Action Strategies Relative StrengthsRelative Strengths Relative WeaknessesRelative Weaknesses Other Areas Needing ImprovementOther Areas Needing Improvement

Across Grade-Levels Relative Strengths and Across Grade-Levels Relative Strengths and WeaknessesWeaknesses

Content Cluster Summary Analysis Process

By subject area and grade levelBy subject area and grade level

Graph the result of the Stanford-9 content clusterGraph the result of the Stanford-9 content cluster Identify strengths, weaknesses, and other areasIdentify strengths, weaknesses, and other areas Summarize the Stanford-9 content clusters resultsSummarize the Stanford-9 content clusters results Develop explanations for results based on Develop explanations for results based on

curriculum and instructioncurriculum and instruction Develop action strategies to target areas needing Develop action strategies to target areas needing

improvementsimprovements

Content Cluster Summary Analysis Process

Analyze the Stanford-9 content cluster Analyze the Stanford-9 content cluster results across grade levels for the schoolresults across grade levels for the school

to identify target areas needing curriculum to identify target areas needing curriculum attention or instructional improvementattention or instructional improvement

Incorporate information from reviews of Incorporate information from reviews of previous school assessmentsprevious school assessments

Content Cluster Summary Analysis Process

Develop action strategies to address the Develop action strategies to address the target areas needing improvement in your target areas needing improvement in your schoolschool

Data helps drive UP the test scores!

When staff is informed and data becomes personal, changes in curriculum take place!

Local District G Performance Assignments Results English-

Language ArtsSpring 2001

GRADES # OF STUDENTS      

    1 2 3 4

ALL 26,232 20 38 26 9

2 3,229 18 33 30 11

3 3,002 16 36 31 11

4 3,596 20 40 27 7

5 3,866 14 36 31 13

6 3,398 28 36 22 8

7 3,408 25 44 19 5

8 3,237 15 43 30 8

9 2,496 28 37 18 5

Next Steps Continue content cluster analysis process at Continue content cluster analysis process at

the school site by department and grade the school site by department and grade levellevel

Incorporate information from reviews of Incorporate information from reviews of previous school assessmentsprevious school assessments

Develop action strategies/standards-based Develop action strategies/standards-based instructional lessonsinstructional lessons

Principals’ Retreat “Learning To Walk, Walking To

Learn”Karen G. Long, Specialist Jody Doram, Specialist August 9, 2001