Data-Driven Instruction with a Focus on Student Learning

Implementing the Common Core with Rigor

Strategies for Student Engagement

1. Our training has been limited to taking attendance, grades, and figuring it out on our own.
2. We are optimistic that Homebase will get better and have less technical problems.
3. We knew the start of Homebase would have a few glitches with all teachs across the state using it for the first time.

Issue: Credit by Demonstrated Master

Scheduling for testing?
Rubrics for Artifacts or examples?
We would love to hear from the districts who have already implemented (+/-)

1. Back to School Academy for a district - will introduce a walk-through rubric training for Rigor and Student Engagement (Sampson County)
2. Book study from Author Barbara Blackburn- Rigor Made Easy or Rigor is Not a Four Letter Word
3. Rubric Training and Access to PD to assist teachers in making activities more rigorous but just adding more of the same
4. Video - Why students in the US need Common Core Math - YouTube video.

mandated data-driven...reading 3d, EVAAS, etc
EOG data further broken down for districts to identify standards that are strong/weak
Would like to see schoolnet paid for statewide

Focus on academic language.
Walk-throughs to monitor student engagement - looking for authentic engagement, not just students being "active."
Implementation of common instructional practices/standards of practice.

Not enough items in testing banks.
Will there be an opt-in opportunity in future years for schools that selected not to opt-in this year?
How will the professional development module in NCEES roll out? Who will select what to teach, etc.

We use SchoolNet a lot more for tests.
Continuous use for NCEES. Need training on how to use PowerSchool Gradebook, etc.

Discussed the importance of using academic vocabulary in subject areas.
Discussed the importance of using rich word problems in mathematics.

Discussed the component of poverty and engagement - strategies such as goal of changing mode of instruction every 7 minutes, etc.

STEM programs - observed that implementation of STEM engages students in powerful way. Have used Kagan strategies for establising groups in STEM. Helps build soft skills (communicate, work together/collaborate to problem solve).

Kagan - very structured, spelled out and gives step by step ways to assist teachers in implementing collaborative groups. Our county has started Kagan training again, but have had excellent instructors at school level teach Kagan in mean time. Also builds soft skills.

Those that have used it, are starting to like it when it works the way they say it would.

Are the enhancements that have been recommended going to happen?

The roles and rights are still confusing. Are there districts that have a process set in place for sharing lesson plans, and vetting resources?

Testing:
Concerns - technology resources are limited and funds are not available to purchase additional resources; Many subject areas seem to be "over-tested" leaving little time to offer instruction; reading assessments seem to leave other areas lacking instruction; finding a balance between assessment and instruction; not everyone knows how to meaningfully use data from assessments. Addressing the gaps between classroom grades and benchmark/exam grades (while looking at EVAAS predictors)
Suggestions: establishing a set of multiple criteria before placing students in Honors level courses as opposed to one single EOG/EOC

Will NC Test be moved into Test Nav?
What is the future of programs like Elements in the CTE realm? Will it become part of the "paid" area of Homebase? If so, what will happen to districts who have not opted in to the "paid" system.
The districts that were in our discussion group have decided to opt out of the paid version of SchoolNet for the coming school year (2014-15). Our focus will be to better master PowerSchool, Teacher Eval System and TestNav.

The teachers need professional development on how to use the data.
Teachers need easy access to the data (ie. EVAAS, PLAN, ACT).
Teachers need Goal Summaries.
Data needs to be available only to the teacher of record in EVASS because as it stands now teachers are able to view scores for other teachers.

Pre-writing our questions for classroom discussion that are at higher levels that have student relate and explain.
Teachers would like to have more professional development on exactly what RIGOR is.
Students need to better understand "cause and effect" scenarios and other relationships in questioning.

Make students understand how the concept relates to real life.
Get them interested and build relationships.
Use Quad D questioning....Rigor Relevance Framework.

Kagen, inquiry based instruction, old stand-by...video instruction and analyze what's going on, digital learning focus, can a student hide in this classroom?

Engagement looks different for each student...need to know students and what their engagement looks like and share expectations of engagement.

Need an engagement measure..PD based on data collection to improve student engagement

Need hands on training for differentiating instruction.
What are we doing with the data once we have learned how to access the data?

Technology. BYOB
Mandate that all teachers complete peer observations.
Project based assessment where students are given options for their project choices.

District has provided resources/programs that allow teachers to use data for instruction. A challenge for teachers is the lack of time to use the data to go back and adjust instructional planning and grouping of students. Another issue is when new staff members are not adequately trained in using the resources. Indicators of success will be shown in the improvement of scores (benchmarks, Reading 3D, Star, EOGs,...).

Data does not always match a student's performance in the classroom.
Academic vocabulary needs to spiral starting at a younger age.
EOG data is not useful in guiding instruction.
The data can sometimes be skewed by testing conditions.

There is a misconception about the meaning of rigor. Rigor does not mean more but means deeper and more complex.
You can't assume that the students that struggle with basic questions will not be able to answer HOT questions.
Teachers would benifit fom more training on how to elicit HOT responses from students.

Strategies to improve student ATTENDANCE!?
Cooperative learning helps to engage! Games and movement in the classroom should look organized but also interactive! Tie lessons into student interests!
ClassDojo is useful for behavior management.

1. Expectation of all educators teaching with rigor to ensure all students are receiving a quality education.

2. Strongest indicator of rigorous instruction is mastery of skills and the ability to apply skills later with new concepts being taught.

3. Rigor is about quality instruction to ensure mastery/recall/application not the use of common core driven instruction.

1. Far too time consuming to design units and follow with one a day to day basis in elementary level.

2. Effectively train all schools (maybe one person per grade level) to help ensure all teachers are able to get help when needed in a timely manner. Training the data specialist and/or tech facilitator leads for frustrated teachers when we can not get help in a timely manner.

3. Have a way to use a day-to-day planner for lower grade teachers who teach all subjects daily would be welcome. These preplanned lessons and units are not beneficial if the resources are not available.

What does the artifact in credit by demonstrated mastery look like?
With issues with data collection, can we trust any data from this year?
Discipline in Powerschool is an issue. Can this be examined for improvement?
Standard 6 and historical test data. With only some in Powerschool, how can this be reliable? Will teachers be judged on incomplete data?
Indicator 17 in EC, deals with student outcomes. There are concern over the expectations is higher than achievable goals. Especially with training constraints.
Analysis of student works. With this being so subjective, how can it be reliable, and how will they produce the artifacts?

1-4corners strategy , technology eg Study Island, manipulatives ,show and tell.
2- student centered activities which involves cooperative learning and collaboration.
3- need more resources eg textbooks, computers, supplies

1.) Where am I going to use it, how am I going to use it, and why do I need it? -- Make it relevant!

Material needs to address all learning styles. Teaching in a way that students understand. Link material to prior knowledge.

Take ownership of the atmosphere in the classroom! Create environment conducive to learning.

Question: HOW? Easiest is to address learning styles. Question is, how do we make the other two happen. Create relationships -- rapport with your students. Student survey to get to know them better. Set ground rules & be consistent. Lesson plans are consistent.

Take attendance -- allows other teachers/admins to see grades for other classes the students are in.

Grades.. Parents/Students able to view grades -- Background information (other classes, medical issues, family issues.)

Schoolnet -- Test/Exam prep.. allows teachers and students to view sample test questions.. Increases rigor in the classroom.

QUESTION: How can we link the parent portal with student portal so as an educator we can contact both with same statement/question at the same time -- whether it be an issue or praise report.

Implementing Technology in the Classroom --

Ipads/Computers/Cellphones.. Link to teacher websites (Quia, Kahoot, Edmodo, google voice to call parents instead of using your personal number) -- Testing purposes at end of semester. Technology/Internet/Media Agreement

Smartboard.. Can be used to take attendance, able to write in extra notes that are not on the powerpoint, and can draw examples or samples to increase learning. Students are also able to use smartboard to test (with the clickers installed.) Teacher may use writing pad to work out science or math problems.

Robotics.. Students use software programs and install software on robotics. Once software is complete, students begin to build. After completion of build, students can compete at National level with robotics, or showcase their work within the school. Robotics is a good example of cross-curricular learning, and implements science, technology, engineering, and math.

QUESTION/CONCERN: A way to ensure that safety protocols are being used to prevent cheating, bullying, or just blatant inappropriate use. Supervision has to increase exponentially.

Document/create Data Team Processes, i.e. flow charts, over views, expectations

Move from "Collecting Data" to "Using Data"

Common formative assessments especially at high school level

Continuous PD on Common Core and Rigor/building strong curriculum
Not losing sight of relevance and relationship.
Sustained gentle pressure.

Our group was Title 1 directors.
Annual application submission
Have to have all programs in CCIP before anything can be approved.
Monitoring for audits.
How to use technology for collection of documentation.

Powerschool tests for data on objectives - use data to drive instruction and go through questions that students missed

We conducted in-house training on AIMSweb data (to understand and use data)

Jones had data walls to visualize data - NOT what feel - MUST be determined by data. Day to day formative assessment rigor should match curriculum

How do we manage discipline with the rigor of common core?

1- cooperative groups
2- ability level cooperative group
3- meeting all students needs while implementing challenge

Last year we used a train-the-trainer model with hit and miss results.
The most useful parts of Homebase (Schoolnet) have not been utilized much.

Before school starts, teachers attend Boot Camp which provides Common Core training.

The Spring Board program helps teachers implement Common Core.

The indicators of success for rigorous instruction are that the instruction provides depth, the tasks allow for student engagement, and the data reflects student growth.

-Schools in our region are making efforts towards developing a data driven culture by asking teachers to keep data notebooks and encouraging data discussion in PLCs.

-One of the challenges of data-driven instruction is consistency. Teachers need to have some guidelines for analyzing and interpreting their data. Principals play an important role in this; they need to act as instructional leaders and model for the rest of their staff.

-It is important to use data analysis as a way to make predictions on students' performance instead of taking a more reactive approach. In other words, we should look at the data before planning instruction to ensure it meets our students' needs.

Teachers have to think outside the box.
Honors and regular classes need to truly be differentiated- not just more work.
EACH school needs an instructional coach that actually HELPS.
Not only do we need New Teacher Support programs, we need "veteran" teacher support programs.

The district has provided many opportunities for high-quality professional development utilizing instructional strategies. However, it is a continuous effort on the part of the teacher to implement in the classroom. The follow up sessions and resources do not always come after the professional development which can be essential to the PD's effectiveness.

Make it relevant to their lives.
Allow them to talk about it.
Technology
Students want textbook. Curriculum should drive instruction not the technology
Variety of strategies
We try to fit all kids into one model ( need to focus on skills too)
Meet students where they are in their learning, find baseline then teach
Not given students time to learn the basics, and then pushing to much on them too fast
Have students provide self advocacy

lots of issues with transcripts not being correct.
Maintenance weekends on important weekends
ASW is on Home Base but not working
User friendly for teacher grading
Burn out factor for implementing before ready
If this was piloted somewhere else why were these questions not brought to attention
Reports are more difficult to generate
school-net was very useful for resources
You could put link on your desktop
evaluations had so many things to do before you were finished or not

TEACHER MORALE
Teacher shortages
Too many new initiatives
Teacher turnover
Common core here to stay????
ASW's nothing to do with kids unclear directions
20 ish year experience going to only be 7000/yr more than new teacher

Math 1...success, proficiency?? Look at the assessment, the course, the instruction, resources tools. Top and average do ok, how do we reach the strugglers? Is the corse working?

Ensuring 8th grade teachers receive standard 6 credit for both 8th grade math and math 1? Should this happen?

Common assessments
Tracking strands that have already been taught

1- helps with learning issue is when can teacher create the wall?
2- shows the strengths and weaknesses of student.
3- benchmark testing,dibels , wiki testing, end of grade
4-

Issue: Remediation and Scaffolding/Pacing Guide
-Discussed using pacing guides to teach topics that can be aligned across grade levels
-We discussed ways to ensure that scaffolding is happening across grade level especially in reading
-Also discussed how remediation needs to be smaller groups and happening at all grade levels.

Describe your district's progress toward developing a data driven culture. In some schools teachers are required to develop plans for remediation and enrichment weekly (based on weekly assessments). For data, they used assessments from SchoolNet. In another county, teachers are required to maintain IDMP data and create action plans based on the data. The action plans are revised quarterly.

Discuss the successes and challenges that your district faces with using data to drive instruction. Challenges: computerized benchmarks/EOG's or EOC's- bandwidth. Another challenge is transferring the data that is collected into classroom jpractices. A general consensus is that it can be overwhelming - there is so much to do already. In some cases teachers are feeling that there is too much to do.

How would your district know if they were being successful in their development of data driven instruction? What are the indicators? Student Growth. But, in order for data driven instruction to be successful all parties must understand what the data would represent. There should be emphasis on student growth - but some feel that the emphasis on the actual score.

How is your school or district moving forward with training teachers or providing PD for teachers about what rigor looks like? Some of us attended the training from this institute, but prior to today had not attended a training.

How do the leaders in your school or district support rigorous instruction? Often times, administrators want to hear 'noise' from a classroom, this lets them know that students are engaged.

What are the indicators of success for rigorous instruction? Student Achievement. In one county, a QAR team is doing classroom walk throughs and using a rubric to determine where a teacher is regarding rigor.

Describe strategies that your district uses to encourage student engagement. May be called link or hook, google apps, use google docs to help engage students in assignments and help them communicate with the teacher. There is a shift from’ teacher doing’ to ‘student doing’. Cooperative grouping, which helps keep students motivated. Google docs has been very helpful with engagement. Especially with editing and collaboration.

How would a typical educator in your district define student engagement? Having students talking about the topic – students doing something related to the topic. Some view it as student interest – are they enthusiastically completing an assignment or not. Are the students immersed in what they are doing?

What do you think needs to happen next to improve student engagement? It requires a lot of teacher planning, collaboration, team planning. Every middle school student in Pender County will have their own google book. We need to provide the tools and the parameters for engagement.

Discuss the process your district uses to support continuous integration of Home Base. All counties use power school, all are using School Net for benchmark testing. Very few are using school net for instructional resources or classroom testing.

Describe the role you play to support integration. Most schools have a SchoolNet contact.

What strategies does your district or school use to encourage and support continuous integration of Home Base. students are logging in to Home Base to check their grades, parents are checking it (as evidenced by messages from parents regarding grades).

With an abundance of data, teachers do not have enough training or time to adequately deal with data.
What does data driven instruction look like or how does it effect the classroom level?
Use of flexible grouping in elementary schools has been successful.
Not all standards that are not assessed by benchmarking. Are these ignored in favor of testable items and how can this be addressed?

1. Both the numbers and the conversations are important when analyzing data - sometimes data can give false information.
2. Some teachers rely to heavily on the data without finding the story behind the data.
3. There are a lot of teachers who resist changing because they have high schools but do not provide rigorous instruction. Assessments still don't mirror new teaching styles/methods. There are teachers in high risk schools who are helping students to critically think at high levels, however their scores do not reflect this because students do no have the background factual knowledge to reflect growth on the assessment because they are not teaching to the test.

1. Reviewing lessons and providing feedback (instructional tuning protocol and instructional rounds) (warm and cool feedback) - there is a difference in attitudes and in the beginning teachers.
2. Co-teaching
3. Academic Vocabulary - integrated vocabulary between different subject areas.
4. Text complexity
5. Task rotations for students of different learning styles

Testing:
Concerns - technology resources are limited and funds are not available to purchase additional resources; Many subject areas seem to be "over-tested" leaving little time to offer instruction; reading assessments seem to leave other areas lacking instruction; finding a balance between assessment and instruction; not everyone knows how to meaningfully use data from assessments. Addressing the gaps between classroom grades and benchmark/exam grades (while looking at EVAAS predictors)
Suggestions: establishing a set of multiple criteria before placing students in Honors level courses as opposed to one single EOG/EOC

What evaluations will be added to the NCEES online tool (TNL)? media specialists, instructional technology facilitators, social workers, guidance counselors

What is the best way to access historical data in TNL?

Historical data for employees that resign in the middle of a school year is accessible through TNL. The employee should be selected as active temporarily in TNL. Once historical data is accessed, the employee can be made inactive.

How will districts provide PD for Analysis of Student Work?

Wayne County - Summer Institute and Teacher Workdays will be used as PD days for Analysis of Student Work.

What is the process for professional development plans for teachers that do not meet growth for their Educator Effectiveness Status?

Only teacher leaders that serve students should be evaluated with the NCEES Teacher Tool.

Strategies Used:
Gaming to increase interest, PBL as it has so many different choices/products that students can choose from, group arrangement - shoulder partners/Kagan training/small groups, text sets that incorporate diverse texts that interests different students

Define student engagement:
body language, participant, involving students in district level decisions, being able to talk with peers, teacher not engaged=students not engaged, difference between all grade levels, students struggle with so much stimulation that distracts them, beyond the walls of the classroom-extension projects, authenticity

Improving student engagement:
Include more PD for student engagement, common understanding of what engagement truly is, show how authenticity evolves, format learning styles, task rotation lesson, shifting gears every few minutes to not loose interest, passive vs. active engagement

Issue #1:
Testing does not match rigorous intent of vision
Classroom vs. state assessment - not matching
Grading practices in districts
Changing the way parents/students view grades

Issue #2:
Curriculum does not define what we are supposed to teach our students
What is the balance between real life skills and CCSS?
Are we truly preparing our students for college and career?

Issue #3:
CCSS implementation confusion
Why exactly are we doing this?
What will we adopt in place of CCSS? Just a tweaking it?
Changing to scale testing to show improvement to make us look good?
State's rights vs. federal rights
Teachers bashing the CCSS only makes this worse
Satan's Standards? Really?

I stayed for a second rotation, so here are more issues.

Issue #4:
Students are not ready to be globally competitive
We are not preparing them academically and socially

Issue #5:
Shift from time to mastery - allows students to grow developmentally as they need to and provide scaffolding as they grow
We are not failing our students - we are just stressing them out

helped raise level of teacher questions
common assessment every 2 weeks

Associate Superintendents

1.

1. Open Class has great potential for use by teachers who want to "flip the classroom" and to communicate effectively with students.
2. If you opt into Home Base NEXT YEAR, it would be a good idea to have a "back-up plan" for next year.
3. if Home Base eventually does everything it is purported to do, it will revolutionize education for the better.
The reliability, responsiveness and adaptability of Home Base is still a huge concern and problems are not addressed in a timely fashion.

Principal Think:
1. Strategies to implement based on data and modeled by Super
2. Data Room with charts and students identified
3. Uninterrupted planning time (PLC) once a week in school day for focus on data-driven instruction

Principal Think:
1. Collaboration with DPI
2. Identify what and how for all teachers
3. Review Teacher Working Conditions Survey data for needs

Principal Think:
1. Collaborative learning organized intentional strategies (Kagan)
2. Student Advisory Group-students part of the process
3. Student incentives to increase performance

Principal Think:
1. Parent Information Night (beginning of year)
2. Open Class as a tool for PD within LEA/Charter
3. Schoolnet (got smiley face)

Principal Think:
1. Need clarity around Credit for Demonstrated Mastery (CDM)
2. TRC- writing is a barrier to progress and growth
3. Need to continue to focus on teacher morale