Thursday+-+Reeves

Data Practices the Fuel High Performinig PLC’s //Doug Reeves //   **//Cooper //** **//__Mission __//** Provide all children with the __relevant tools__ to develop a foundation for __living__, __learning__ and __working__ successfully. **//__Vision __//**Cooper or is a **learning community** characterized by a **responsive**, **child-centered** philosophy that **respects diversity** and supports **high expectations for the learning** of all in a safe environment. Brett- Don’t wait for the State/District to “Get it Right” Motivates: **//Data on personal and team progress//** **__Small wins __** *Catalysts vs inhibitors <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">*Nourisher vs toxic //<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Learn more for working through something the doesn’t work… than being fearful/indecisive // <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Welcome the **skeptic** band the **cynic** **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Always error on the side of… Specificity vs ambiguity ** //<span style="font-family: 'Constantia','serif'; font-size: 16px;">The “Enemy” is not each other… it is ambiguity // <span style="border-bottom: windowtext 1pt solid; border-left: windowtext 1pt solid; border-right: windowtext 1pt solid; border-top: windowtext 1pt solid; display: block; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;"> <span style="margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">**<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Faculty Morale- **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;"> (Team discussion) <span style="margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Present reality: Clean slate <span style="margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Moral Imperative: Making Cooper a place where people want to be and invest their time, energy, love **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">*** 7 to 1 ** **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Seven **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;"> days of “in classroom work with teacher & student” to **one** day presenting/philosophy <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Select the __6 priorities__ for the building: <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;"> **Build Critical Mass** Needs to be **90%** <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">*****DIFFERENCE** between and effective and ineffective meeting is… do we know the **NEXT STEP.** <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">“Multi-task’ers are just lousy at everything,,, High multi-taskers are suckers for irrelevancy” <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">-Research <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Focus <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Efficacy (teacher influenced results of student learning) <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Monitoring <span style="border-bottom: windowtext 1pt solid; border-left: windowtext 1pt solid; border-right: windowtext 1pt solid; border-top: windowtext 1pt solid; display: block; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;"> <span style="line-height: normal; margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-align: center;"> **<span style="font-family: 'Constantia','serif'; font-size: 21px;">The implementation audit: ** <span style="line-height: normal; margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><span style="font-family: 'Constantia','serif'; font-size: 16px;"> What is our initiative inventory? <span style="line-height: normal; margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><span style="font-family: 'Constantia','serif'; font-size: 16px;"> What is the range of implementation? <span style="margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;"> What is the relationship between implementation and student learning? **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">2 – Progressing ** <span style="color: #0000ff; font-family: 'Constantia','serif';">Meetings are held at least quarterly and are largely led by the principal or a designated teacher leader. Most of the meetings focus on the display of data, typically downloaded from the system’s data warehouse. The data are accurate, clear, and easy to understand. There is minimal evidence that the data are used to influence teacher and leadership practices. Written minutes are inconsistent. There is minimal evidence that teacher and leadership actions are measured and related in clear and specific terms to student results. The emotional context of the meeting appears <span style="color: #0000ff; font-family: 'Constantia','serif';">to be largely one‐way communication from the leaders to the teachers, with little indication that the data are collectively analyzed and used to make better decisions. **<span style="font-family: 'Constantia','serif'; font-size: 16px;">3 – Proficient ** <span style="color: #0000ff; font-family: 'Constantia','serif';">Teacher and leaders meet at least once a month to review data. There are written records of each meeting that show the data reviewed, the teacher and leadership actions considered, and the relationship between adult actions and student results. There is a clear and consistent record of decision‐making directly related to the data – that is, specific changes in instructional and leadership practices designed to improve student results. Reviews of individual classroom results lead to the identification of best practices, and there is evidence that these practices are replicated by others. <span style="color: #0000ff; font-family: 'Constantia','serif';">The meeting is typically led by the principal and one or two designated teacher‐leaders. **<span style="font-family: 'Constantia','serif'; font-size: 16px;">4 – Exemplary ** <span style="color: #0000ff; font-family: 'Constantia','serif';">Teachers and building administrators meet at least weekly to examine data on student results and also measurable variables regarding teacher and leadership actions that were related to those results. Each meeting has a written record of the items discussed; data reviewed, decisions made, and reviews of previous decisions. There is clear and consistent evidence of mid‐course corrections during the year, showing that teachers and leaders modified their instructional plans, schedules, assessments, and professional practices based on the changing needs of students. There is clear and <span style="color: #0000ff; font-family: 'Constantia','serif';">consistent evidence of differentiation for both students and teachers – that is, students who are struggling or who need enrichment receive specifically differentiated instruction and assessment to meet their needs, and teachers who need additional assistance receive coaching, support, and modeling to meet their specific needs. The data reviewed includes a variety of sources, including system wide tests, building assessments, classroom assessments, teacher observations, and leader observations. Best practices of classroom teachers and administrators are identified, documented, and eplicated. There is clear evidence that best practices by one educator or administrator are replicated by others. The emotional environment of the data team meetings is free from fear and full of mutual encouragement and exploration. Different teacher leaders take roles in leading the meeting, and there is clearly a momentum for data analysis focused on student success that does not depend upon a single leader. **<span style="font-family: 'Constantia','serif'; font-size: 16px;">3 – Proficient __PBIS__ ** <span style="color: #0000ff; font-family: 'Constantia','serif';">Meet every 2 weeks- (Building Team) <span style="color: #0000ff; font-family: 'Constantia','serif';">Staff data share: monthly <span style="color: #0000ff; font-family: 'Constantia','serif';">Written records Team progress <span style="color: #0000ff; font-family: 'Constantia','serif';">All POV’s are considered (Everyone has a Voice) <span style="color: #0000ff; font-family: 'Constantia','serif';">Relationship between adult actions and student results (  <span style="color: #0000ff; font-family: 'Constantia','serif';">Record of decisions based on data    **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Admin… **    **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Reward “failure” as you reward “success” **    **<span style="font-family: 'Constantia','serif'; font-size: 19px;">4-The “Not to Do” List **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Rules of the game:     <span style="font-family: 'Constantia','serif'; font-size: 16px;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Think small **<span style="font-family: 'Constantia','serif'; font-size: 16px;">: activities, units, transitions, meetings, emails, contacts. <span style="font-family: 'Constantia','serif'; font-size: 16px;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Weed your own garden: **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Take personal responsibility. This activity is a “no blame” zone, and the only person who can make it succeed is //<span style="font-family: 'Constantia','serif'; font-size: 16px;">you //<span style="font-family: 'Constantia','serif'; font-size: 16px;">. <span style="font-family: 'Constantia','serif'; font-size: 16px;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Consider the consequences of failing to do this: **<span style="font-family: 'Constantia','serif'; font-size: 16px;">You guarantee failure for every good idea from this institute because there is not time, resources, or emotional energy to initiate new activities unless you take some things off the table. **<span style="font-family: 'Constantia','serif'; font-size: 19px;">7. Standards of Evidence in Education ** <span style="font-family: 'Constantia','serif'; font-size: 16px;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Level 1: **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Personal belief and opinion <span style="font-family: 'Constantia','serif'; font-size: 16px;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Level 2: **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Personal experience <span style="font-family: 'Constantia','serif'; font-size: 16px;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Level 3: **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Experience, beliefs, and opinions shared by others <span style="font-family: 'Constantia','serif'; font-size: 16px;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Level 4: **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Objective observation <span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Level 5: **<span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">Preponderance of the evidence <span style="border-bottom: windowtext 1pt solid; border-left: windowtext 1pt solid; border-right: windowtext 1pt solid; border-top: windowtext 1pt solid; display: block; padding-bottom: 1pt; padding-left: 4pt; padding-right: 1pt; padding-top: 1pt;"> <span style="border-bottom: windowtext 0.5pt solid; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin-bottom: 0pt; padding-bottom: 1pt; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Common Claim in My School ** <span style="border-bottom: windowtext 0.5pt solid; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin-bottom: 0pt; padding-bottom: 1pt; padding-left: 0in; padding-right: 0in; padding-top: 1pt;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Evidence to Support That Claim ** <span style="line-height: normal; margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 1pt;"> **<span style="font-family: 'Constantia','serif'; font-size: 16px;">Evidence Level (1–5) ** //<span style="font-family: 'Constantia','serif'; font-size: 13px;">* Standards of Evidence in Education-Document WSLA2011 folder // **<span style="font-family: 'Constantia','serif'; font-size: 19px;">11. Feedback: The Most Powerful Impact on Student Learning ** <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px;">Criteria for effective feedback: <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px;"> Accurate <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px;"> Timely <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px;"> Specific <span style="color: #0000ff; font-family: 'Constantia','serif'; font-size: 16px;"> Constructive <span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">See…Read “ <span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">[|The Learning Leader] <span style="font-family: 'Constantia','serif'; font-size: 16px; line-height: 115%;">” By: ASCD <span style="border-bottom: windowtext 1.5pt solid; border-left: medium none; border-right: medium none; border-top: medium none; display: block; padding-bottom: 1pt; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> <span style="margin-bottom: 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> **<span style="font-family: 'Calibri-Bold','sans-serif'; font-size: 16px; line-height: 115%;">Copied from Slides: ** **<span style="font-family: 'Calibri-Bold','sans-serif'; font-size: 19px;">4. Implementation ** **<span style="font-family: 'Calibri-Bold','sans-serif'; font-size: 16px;">The impact of implementation on student achievement: ** How do you measure Implementation? **//<span style="font-family: 'Calibri-BoldItalic','sans-serif'; font-size: 16px;">Create an implementation rubric. //**   **<span style="font-family: 'Calibri-Bold','sans-serif'; font-size: 16px; line-height: 115%;">Questions: ** Identify an instructional strategy that is important to you right now. Describe an “acceptable” or “proficient” level of performance for this strategy. Describe performance that is “progressing” but not quite proficient yet. Describe performance that is “not meeting standards”—it hurts students and colleagues. Describe performance that is “exemplary”— //<span style="font-family: 'Calibri-Italic','sans-serif'; font-size: 16px;">far // better than “proficient.” This would challenge even the most veteran and expert colleague to improve.