Collaborative Strategic Decision-Making
-
Upload
branden-fitzpatrick -
Category
Documents
-
view
34 -
download
0
description
Transcript of Collaborative Strategic Decision-Making
Collaborative Strategic Decision-Making
Developing Effective Learning Communities
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
Connecticut State Department of Education · Division of Educational Programs and Services
2
The Layout of Professional Development for EIP
Day 1 -Collaborative Strategic Decision-Making Developing a process and framework
Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works
Day 3 -Instructional Repertoire Building new ways to develop strategies focused on
improved student outcomes
3
Training vs. Technical Assistance
Training Provide direct
instruction on EIP components
Build a foundation of skills
Dialogue about the implementation of EIP from both a school and district perspective
Technical Assistance Provide guided practice
with EIP components Apply skills within the
context of your school and district
Provide direct assistance in building the capacity to expand EIP school-wide and district-wide
4
Central Themes
Building a Collaborative Learning Community
Using Strategic Decision-Making
Building Capacity to Develop, Implement and Sustain an Effective Process
5
Objectives for Today
To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and
To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.
Where To Begin?
Initiating EIP within
Your School and District
7
Are You a Leader of Change?
"Only by changing how we think can we change deeply embedded policies and practices. Only by changing how we interact can shared visions, shared understandings and new capacities for coordinated action be established.“
Peter Senge
8
The Leadership Team
The responsibilities of the leadership team are: Identifying the need, rationale and
purpose for implementing EIPHow will EIP enhance the current practice
and organizational structures in order to improve the instruction for ALL students?
9
The Leadership Team
The responsibilities of the leadership team are:Advocate for the development of the process
and seek a buy-in period from others throughOpen communicationSeeking inputMarketing actions as a “pilot” that is able to be
adjusted
10
The Leadership Team
The responsibilities of the leadership team are:Create a professional development plan
that will teach all school and district personnel:The content of EIP componentsThe process of how EIP will be implemented
11Newmann, King, & Young (2000)
School Capacity
School Capacity - The collective power of the full staff to improve student achievement school-wide.
“…Student achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.”
12
13
14
Let’s Dialogue…
How might your school develop collective responsibility for increasing the achievement of all students?
15
Let’s Dialogue…
What does the term early intervention mean to you?
16(Adapted from Ortiz, 1987; Horner, 1998; Sugai,
2001)
Intensive1-7%(Specialized/Individual Support System)
Intervention5-15%(At-Risk System, Supplemental, Small Groups)
Universal80-90%(District, School-Wide, & Classroom Systems)
Sch
ool-W
ide
Indi
vidu
al S
uppo
rt
All Students in School
Continuum of Support
17
Let’s Reflect…
Does this look like your school?
Why or why not?
18
Components of EIPLeadershipCollegial Support & Family PartnershipsStrategic Decision-MakingAssessment & Reflective Practice Instructional Repertoire Accountability & Documentation
19
Components of EIP
LeadershipCollegial Support & Family PartnershipsStrategic Decision-MakingAssessment & Reflective Practice Instructional Repertoire Accountability & Documentation
Collegial Support & Family Partnerships
Our Learning Community Culture
Col
labo
ratio
nC
onsu
ltatio
n
21
Lessons Learned
Early intervention is a philosophy focused on collective responsibility that should be part of a whole school culture, not particular to a core team.
Families are an integral part of the whole school culture.
22
“Collaboration is the essential element of effective instructional support.”
(Kovaleski, Tucker, & Stevens, 1996)
23
Definition of Collaboration
“Collaboration an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems.”
(Idol, Nevin, Paolucci-Whitcomb, 1994)
24
What Does it Look Like?
Elements of Collaboration: Examine student(s) needs, including consideration of
cultural and linguistic background; Facilitate decision-making in the school setting; Promote classroom alternatives as first interventions for all
students; Provide support for classroom teachers; Assist in designing and implementing instructional change;
and Share skills, resources, ideas, and materials with
colleagues.
(Adapted from Dettmer, Dyck, & Thurston, 1996)
25
Continuum
Collaboration ConsultationCoaching
Mentoring Crisis Support
Co-teaching Peer Coaching
Specific Expertise
Grade Level Teams Parent-Teacher
CommunicationParent Expertise
of ChildS. Gerber
26Stuart Gerber
Information Delivery, Learning Styles
Collaboration,Communication/Listening
Coordinating & Co-planning Instruction(with colleague or team)
Co-teaching
Peer Coaching Mentoring
Consulting: Prescriptive (team or individual)
Consulting: Focus (individual)
Consulting: ObjectivityEnhancement (individual)
Crisis Support
Building a Staff Support Structure
Col
labo
ratio
nC
onsu
ltatio
n
27
Collegial Support
All Students in School
Reflective Practice
Collective Responsibility
Co-teaching
Mentoring/Modeling
Specialized Support
“Expert” Assistance
Shared Leadership
Parity
Peer-Coaching
Communication Skills
Collegial Climate
Col
labo
ratio
nC
onsu
ltatio
n
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
28
Portraits of Early Intervention
School-wide options can include… Core Team Grade Level Teams Primary & Intermediate Core Teams Cross Grade Level Core Teams Case Partner and Classroom Teacher Ad Hoc Teams (based on student needs) Family Partnerships
29
Parental Involvement Definition
Participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities ensuring–
That parents play an integral role in assisting their child’s learning;
That parents are encouraged to be actively involved in their child’s education at school;
That parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child
30(Horner, 1998)
Family Partnerships
All Students in School
Collective Responsibility
Parent to Parent Support
Specialized Support
Specialized Assistance
Volunteer Programs
Shared Decision-Making
Parent to Parent Partnerships
Community Partnerships
Communication & Information Sharing
Par
tner
ship
sS
peci
fic A
ssis
tanc
e
31
Current Practice
Dialogue with your team…
What team structures do you currently use and how well are they working?
To what degree are families actively involved within the school community?
Strategic Decision-Making
Our Framework for Operation
Uni
vers
al P
ract
ices
Spe
cial
ized
Str
ateg
ies
33
Strategic Decision-Making…
Utilizing a systematic, purposeful process to make evidence-based decisions that focus on student achievement and take into account the full context of the school setting:
CurriculumEnvironmentInstructionStudent(s)
34
Decision Making vs. Problem Solving
Problem Solving
Past
Decision Making
FuturePresent
C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook
ProactiveReactive Preventative
35
Data to Verify
Fro
mT
o
Perception of an Issue Action
What Makes it Strategic?
Data Driven Action
Action
Based on SWIS
Perception of an Issue
36
A Paradigm Shift
Reactive Proactive
37
Strategic Decision-Making
All Students in School
Data-Driven
Monitoring of Student Progress
School-Climate & BehaviorInstructional Practice
In-Depth Analysis
Interventions & Monitoring
Intensive Interventions & Monitoring
Implementation Integrity
Uni
vers
al P
ract
ices
Spe
cial
ized
Str
ateg
ies
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
38
Strategic Decision-Making
Strategic decision-making is the framework for providing positive outcomes for ALL students.
Strategic decision-making drives changes in instruction in order to effectively meet students’ needs.
There are various kinds of strategic decision-making steps/processes/protocols.
39
Indicators of Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
40
Example
1. Clarify values2. Envision desired state3. Anticipate challenges4. Identify and test various approaches5. Decide outcome criteria, timeline and
monitoring process6. Implement and monitor the plan7. Evaluate the plan
Adapted from Garmston and Wellman
41
Example
Problem identification Defining the concern Baseline data-Current level of performance Problem validation-Is this a real problem or a perception of a problem?
Problem analysis-Why is the problem occurring? Plan implementation
Goal setting Selection of strategy and writing the plan Determine benchmarks of accomplishment
Program evaluation Monitoring the implementation integrity of the plan Monitoring and evaluating student progress Decision-making of next steps
Adapted from Heartland Area Education Agency
42
Example
Problem identification and analysis Goal setting Intervention planning Intervention implementation Resolution/termination
Rosenfield & Gravois
43
Example
1. Identify the issues of concern (These are symptoms)2. Prioritize the symptoms (What you would like to change?)3. Gather information about the problem situation4. Identify the real problem5. Record baseline data6. Set objectives for problem solving7. Develop an intervention plan to meet the objectives8. Monitor the implementation of the plan with observations
and data recording. Modify the plan as necessary.9. Evaluate the effectiveness of the intervention by
comparing baseline and outcome data.
S. Gerber, SCSU
44
Example
Develop an awareness of change and/or a need for change
Establish new and/or redefine exiting goals
Identify and define problems and change contexts
Select and analyze a priority problem and its change context
Derive performance requirements for problem resolution
Select and/or generate alternative solution methods and strategies
Test and verify feasibility and practically of solution methods and
strategies
Select and implement priority solution method and strategy
Evaluate performance effectiveness of solution method and strategy
T. Sergiovanni & F. Carver
45
Example
Gather information, identify focused concern and collect data
Determine objective(s) Generate strategies/solutions Develop and implement plan Monitor progress and evaluate
46
Making a Selection
Which decision-making process do you currently use or would like to use?
Select one in order to do the following work.
47
Worksheet for Developing a Strategic Decision-Making
Process
Indicator Steps
Identify the focus area for improvement
1. Gather information and frame a question
2. Analyze data and develop a hypothesis
48
Indicators of a Strategic Decision-Making Process
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
49
Identify the Focus Area for Improvement
What is happening? Frame a question in terms of the impact on
student learning Examine the context by collecting and
analyzing data Develop a hypothesis to define a central area
of focus
50
Frame a Question
Frame a question in terms of the impact on student learning Frames our thinking in terms of inquiry vs.
judging Aligns our thinking to student learning
51
Framing a Question
Why do we see a need to change? What are the student outcomes that
are/will be impacted by this? What do we already know about the focus
area or concern? What is the question about the student
learning that needs to be answered?
52
Examine the Context
Examine the context by collecting and analyzing data Determine when, where, how long, with
whom, and under what conditions Develop a rationale for the occurrence using
data Use evidence to explain what we see as
reason for performance gaps
53
The Context
Context of learning
What we teach
Outcomes of Learning
How we teach
Student
Instruction
Environment
Curriculum
54
Is it Really a Problem? Perceptions are made from inferences
based on our prior experiences, not evidence. Perceptions can be misleading.
Problems need to be defined with objective, specific, and concrete evidence.
Problems need to be defined in context. e.g., compared to peers, age-appropriate e.g., how we influence, escalate, or create the
problem
55
Lesson Learned
Problem “admiration” tends to be the focus rather than strategic decision-making.
If it is only about the “kid”, then we miss a larger understanding of the learning process. Curriculum Environment Instruction Student(s)
56
Develop a Hypothesis
Develop a hypothesis to define a central focus Examines the relationship among the context
variables Determines why this is
57
Symptoms vs. CausesSymptoms Observable Details A list of separate
concerns
Causes Inferred from
behaviors Underlying
reason/function Determined by
grouping and analyzing objective, observable evidence
58
Making a Statement About the Focus Area of Improvement
When {condition or trigger} occurs,
{the student, class, school, etc.} does {focus area},
in order to {perceived function}.
When there is an indoor recess, the students in grade 4 talk
loudly and get out of their seats during lunch, in order to
release energy.
59
Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on identifying a focus area for improvement?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
60
Indicators of Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action that includes a monitoring
system Implement & monitor student progress & the plan Evaluate student progress & the plan
61
Determine the Desired Outcome
What do we want to happen?
Define the desired level of performance in terms of student learning
Establish baseline of current level of performance
Determine the specific gap between current and desired performance
Set a target for expected outcome and timeframe for accomplishment
Write the desired outcome in measurable terms
62
Define the Desired Performance
Define the desired level of performance in terms of student learningDialogue about the ideal performanceDiscuss what we want for all studentsDetermine the relationship between the
desired outcome and the conditions we need to put into place
63
Content Standards vs.Performance Standards
Content standards What gets taught, the
subject matter, the skills and knowledge, and the applications
Set the broad curriculum goals
Performance standards Set the levels of mastery
that must be met in various subject matter
Translate content into specific knowledge and skills that are expected to be demonstrated
Defined at specific grade levels or benchmark years
64
One Slice of Curriculum Pie
KU-CRL
What is the essential
content that all people need to know?
What content should most people know?
What content could some people know?
65
What Does This Mean? Essential or Critical Content
“Big ideas” Needed to sustain life in the adult world
Core Content “Power Standards” Support achievement on CMT/CAPT
Extended Content “Nice to Knows” Enriches learning beyond core content
University of Kansas Center for Research on Learning
Center for Performance Assessment
66
Establish Baseline
Establish baseline of current level of performance Determine what the student currently knows
and is able to do Determine a starting point before anything is
implemented
67
Baseline Data
Baseline data needs to align with the focus area for improvement. Clearly define the focus
Observable (can be seen)Measurable (can be counted)Specific (clear terms, no room for a judgment call)
Quantifiable/numbers
68
Determine the Gap
Determine the specific gap between current and desired performance Determine what needs to specifically
changeEstablish what the student needs to learnEstablish what conditions are needed to
accelerate student learning
69
Demands/Skills
Years in School
The Achievement Gaps
Strategies, Skills, Concepts
Accommodations &/or Modifications
KU-CRL
70
What Needs to Be Learned?
Strategies Problem-solving and
decision-making Study skills Coping Compensation Self-awareness Self-management
Skills Able to do Specific applications
Concepts Need to know Abstract ideas
71
Set a Target
Set a target for expected outcome and timeframe for accomplishment Determine the grade level performance standard Determine the rate of learning for most students
in this area Use the gap analysis to determine a reasonable
target and a specific timeframe for this target to be achieved
72
Writing a Desired Outcome
Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call)
May sometimes require smaller benchmarks When {condition} occurs, {the student}
will {desired outcome} from {baseline} to {target} by {timeline}.
73
Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on defining a desired outcome?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
74
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
75
Generate Alternative Strategies
What can we do? Generate all possible strategies
Address the focus area and accelerate learning
Determine which strategies are different from strategies used in the past or currently being used
76
Generating Alternative Strategies
Brainstorming Works well to develop
creative and innovative ideas
Tends to focus on ideas that already exist
Becomes a “brain dump”
Generating Alternative Strategies Focuses on strategies
that are different from what is currently being used
Requires new expertise Structures the process
on strategically developed ideas
77
Determine Different Strategies
Determine which strategies are different from strategies used in the past or currently being used Focus on what needs to change
78
What is Change? Incremental Change
Limited in scope Aim to improve the
efficiency and effectiveness of an existing structure
Basic structure is sound, but in need of improvement
Deep Change Requires new ways of
thinking and behaving Aim to transform and
permanently alter the structure
Basic structure is “flawed” in need of a complete “overhaul”
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.
Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.
79
What Do We Change?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
80
Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on generating alternative strategies?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
81
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
82
Examine Strategies for Impact and Feasibility
What will work best? Determine which strategies have the greatest
potential for impact on student learning Determine the feasibility of selected strategies Select the strategy or strategies with the
highest impact and feasibility
83
Examining Impact
Low Impact on Learning
No Access
Fosters Dependence
High Impact on Learning
High Access to General Curriculum
Fosters Independence
84
Read math word problems aloud to a student, who reads two grade levels below
Low Impact on Learning
No Access
Fosters Dependence
High Impact on Learning
High Access to General Curriculum
Fosters Independence
85
Determine Feasibility
Determine the feasibility of selected strategies Determine which strategies have research to
support their success Determine which strategies can easily be
implemented with quality Determine which strategies can be incorporated
into the classroom routine and instruction
86
High Confidence
Qualified Skills
Easy to Use Resources
Low Confidence
Lack of Skills
Difficult to Use Resources
Examining the Implementer(s)
What changes in the current system/practice would move the selected strategies into the “green zone”?
87
High Confidence
Qualified Skills
Easy to Use Resources
Low Confidence
Lack of Skills
Difficult to Use Resources
What changes in the current system/practice would move the selected strategies into the “green zone”?
Read math word problems aloud to a student, who reads two grade levels below
88Stuart Gerber
Information Delivery, Learning Styles
Collaboration,Communication/Listening
Coordinating & Co-planning Instruction(with colleague or team)
Co-teaching
Peer Coaching Mentoring
Consulting: Prescriptive (team or individual)
Consulting: Focus (individual)
Consulting: ObjectivityEnhancement (individual)
Crisis Support
Building a Staff Support Structure
Col
labo
ratio
nC
onsu
ltatio
n
89
Most Like Peers
Enriches Other’s Learning
Easy to Put in the Routine
Least Like Peers
Deters Other’s Learning
Difficult to Put in the Routine
Examining the Integration with Universal Practice
What changes in the current system/practice would move the selected strategies into the “green zone”?
90
Most Like Peers
Enriches Other’s Learning
Easy to Put in the Routine
Least Like Peers
Deters Other’s Learning
Difficult to Put in the Routine
What changes in the current system/practice would move the selected strategies into the “green zone”?
Read math word problems aloud to a student, who reads two grade levels below
91
Select Strategies
Select the strategy or strategies with the highest impact and feasibility Determine which strategy or strategies to use
Based on analysis of impact and feasibilityBased on a comprehensive approach
Prevent Teach Respond
92
Three Components to Consider…
PreventEnvironment
Instruction & Curriculum
Social/ Interpersonal
TeachStrategies
Skills
Concepts
RespondReinforcement
Cueing & Feedback
Management
Adapted from Ayers
93
Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on examining impact and feasibility?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
94
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
95
Develop a Plan of Action that includes a Monitoring System
What will we do? Determine what the student(s) need(s) to learn Develop a monitoring system that aligns with the
baseline data and a criterion for measuring the progress Align each selected strategy with a primary
implementer, location, frequency and duration of implementation, and a description of how it will be done
96
Determine What Needs to be Learned
Determine what the student(s) will learn Determine what strategies does the student(s)
need to learn Determine what skills does the student(s)
need to learn
97
Three Components to Consider…
PreventEnvironment
Instruction & Curriculum
Social/ Interpersonal
TeachStrategies
Skills
Concepts
RespondReinforcement
Cueing & Feedback
Management
Adapted from Ayers
98
Three Components to Consider…
PreventEnvironment
Instruction & Curriculum
Social/ Interpersonal
TeachStrategies
Skills
Concepts
RespondReinforcement
Cueing & Feedback
Management
Adapted from Ayers
99
Develop a Monitoring System
Develop a monitoring system that aligns with the baseline data and a criterion for measuring the progress Use the baseline to set the starting point Establish a target goal Project the rate and progression of expected growth Determine how to know if the goal is likely to be met
100
How Will We Monitor?
Determine who will monitor the progress Determine the assessment process to
use and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation
DailyWeekly
101
Monitoring vs. Evaluating
Monitoring On-going and frequent Part of the
implementation process
Provide information for adjustments in plan
Evaluating A specific point in time A review of the
implementation process
Provide information for decisions on next steps
102
Demands/Skills
Time
The Goal Line
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Projected Growth
103
Develop a Plan of Action
Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done
104
Writing an Action Plan
Effective action plans are clear and concise. What will be done? When will it be done?
(Frequency and Duration)
Where will it be done? Who will do it? How will it be done?
105
Action Plan
Progress
Timeline
How
Will it be done
WhenWho will do it
What will be done
Student: Grade:
Desired Outcome:
Baseline Assessment:
106
Let’s Refine Your Process
Given the various aspects of our discussion, which step(s) focus on developing an action plan?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
107
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring
system Implement the plan & monitor student progress Evaluate student progress & the plan
108
Implement the Plan and Monitor Student Progress
How are we doing? Monitor the implementation of the plan and
provide the supports needed Monitor the level and rate of progress of
student learning
109
Monitor the Plan
Monitor the implementation of the plan and provide the supports needed Determine what was actually implemented Determine contributing factors as to the
quality of implementation
110
Reported Consistency of Problem Solving
0%10%20%30%40%50%60%70%80%
GatherInformation
DefineProblem
DetermineObjective
ImplementPlan
MonitorPlan
Always Done Often Done Sometimes Done
Rarely Done Linear (Always Done)Words & Numbers, 2000
111
Group Reflection Questions:
What does this chart tell us about the integrity of problem solving?
Why do you think the trend line reflects this direction?
Would other professions accept the trend line for implementation?
112
Monitor the Progress
Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly)
Student progress Implementation Integrity
Check for rate of progress as it relates to the target goal line
113
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Actual Progress
Student’s Projected Growth
114
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
115
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
116
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
117
Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on implementing a plan and monitoring student progress?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
118
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
119
Evaluate Student Progress and the Plan
What changes occurred? Evaluate and analyze the overall progress by
comparing the baseline data to the outcome data
Examine the degree of implementation integrity of the plan
Determine what changes occurred Use a decision guide to make adjustments
and/or revisions to the plan
120
Evaluate the Overall Progress
Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Determine the amount of growth Determine the rate of growth
121
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Actual Progress
Student’s Projected Growth
122
Evaluate the Implementation Integrity
Did we do what we said we would do? Examine what was done through reflective
practice Quality Frequency Addressing focus area
Examine reasons for non-completion or non-compliance
123
Reasons for Non-completion or Non-compliance
Focus area was either not clearly defined or directly addressed
Plan was too narrow or too broad Plan did not address changes in action Plan was not analyzed for impact or
feasibility Implementers did not have the right skills
or resources
124
Determine Changes in Our Practice
Determine what changes occurred Determine which factors actually changed Determine if they are incremental or deep
change Determine the relationship between the
outcome and these changes
125
What Did We Change?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
126
Decide Next Steps
Use a decision guide to make adjustments and/or revisions to the plan Determine the next set of actions Determine how the plan can be further
enhanced Determine what was learned from the
experience
127
Decision-Making Process
Evaluation of Progress
Goal has been met Goal has not been met
Do we need to maintain the plan?
Yes-Embed strategy into universal practice No-Close the plan
128
Decision-Making Process
Evaluation of Progress
Goal has been met Goal has not been met
Making expected progress Slow progress No progress
Do we continue plan as is?Revisit selection of strategies
Revisit focus area
129
Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on evaluating student progress and the plan?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
130
So Let’s Take a Look
Examine your work today How does this compare to what you currently
do? What new learning do you have?
131
With Your Technical Assistant
Read and dialogue about the article: Dufour, R. (2004). What is a “professional learning
community?” Educational Leadership, 61, 8. Examine the continuum of collegial support and
family partnerships within your school and district What currently exists What needs to change
132
On Your Own
1. Revise the wording and flow of the process you developed today Bring in key stakeholders to help you make
the revisions Share and seek input from the entire school
and/or selected district level representation
133
On Your Own
2. Select a “case” to use for the next session Single student e.g., a gifted student A specific group of students e.g., ELL A classroom or grade level e.g., improving
math instruction A whole school e.g., lunchroom behavior A whole district e.g., increasing time with non-
disabled peers or a new science curriculum
134
Bring with You Next Time
Curriculum guides and example lesson plans related to the focus area
General observations and anecdotal records Student work samples and curriculum-
based assessments General background information Any strategies or plans already tried