EDL 273 - Field-Based Learning Assignment

Fall, 2019

The purpose of this assignment is for students to have an opportunity to learn about the
development of a responsive strategic school improvement plan using cycles of the
Plan-Do-Study-Act process.

Part Ia: Plan – Collect and Chart Data to Assess the Current Situation

Assess Current Reality

Measure Data What do the data mean?

Number of 132 with 5 or more absences per This data shows that 26.9% of our
absences until any given period students have 5 or more absences.
quarter one The data show that one of the
midterm indicators for at-risk behavior is
attendance and 10 or more absences
*Data from infinite campus in a year are considered chronically
absent.

Number of D’s or 226 with at least 1 D or F This data shows that 46% of the
F’s students in grades 9-12 have a least
one D or F. Grades are an indicator
of at-risk behavior which is tied to
*Data from infinite campus academic achievement.

Percent of 93/490 This data shows that 18.9% of the

students that don’t students in grades 9-12 do not
participate in participate in any school-related
something outside events outside of school hours.
of school *Data from the end of year report Students that participate in at least
2018-2019 one extra-curricular activity are at a
reduced risk of at-risk behavior and
dropping out.
%Prof on NWEA This data shows the percent
Math proficient of each cohort over the
Grade Winter Spring Fall course of three testing periods.
* 18/19 18/19 19/20 There is a decrease in all classes
from spring to fall and not enough
8 58.2 64.5 sufficient data to indicate if this drop
is a trend.
9 N/A 68.4 58.3

10 N/A 74.8 71.4

11 N/A 59

*At time of assessment

%Prof on NWEA This data shows the percent

Language Usage proficient of each cohort over the
Grade Winter Spring Fall course of three testing periods.
* 18/19 18/19 19/20 There is a decrease in all classes
from spring to fall and not enough
8 61.1 60.7 sufficient data to indicate if this drop
is a trend.
9 N/A 63.2 58.5

10 N/A 66.7 65.2

11 N/A 59.8

%Prof on NWEA This data shows the percent

Reading proficient of each cohort over the
Grade Winter Spring Fall course of three testing periods.
* 18/19 18/19 19/20 There is a decrease in all classes
from spring to fall and not enough
8 61.1 68.3 53.6 sufficient data to indicate if this drop
is a trend.
9 N/A 62.7 61.2

10 N/A 64.6 56

11 N/A
1.​ W
​ hat do the data say about students’ current level of performance?

Based on the above data, students are lacking in several areas that are considered at-risk
indicators from our early-warning system. Some other early-warning system indicators include
the number of free/reduced lunch students, the number of tardies, GPA of a student at the end
of the semester, and if the student is of a racial minority. IEPs, 504s, ELs and TAG students are
also considered at-risk in our early-warning system. A combined score of 4 indicators then deme
students as at-risk and we monitor students' grades and behaviors. Based on this initial data
look, more data needs to be gained from a longer period of time to determine if there is a trend.

2.​ W
​ hat might be causing the current results? (Think about the system as a whole)

Two things that impact student achievement are student engagement and teacher clarity. Based
on the research from John Hattie, these two items have a .42 and .75 impact (.40 indicates
positive correlation) respectively. The current results could be due to a lack of engagement in
the lesson due to a lack of teacher clarity or purpose of the lesson.

Part Ib: Plan – Define the Current Situation

1.​ W
​ hat is the problem/opportunity for improvement and why are you selecting it?

By implementing learning targets and engagement strategies, student achievement should go

up. These two are potentially easier to start as a staff and can be checked for fidelity easily on a
walk-through.

2.​ ​How is this opportunity for improvement connected to the mission and vision of the
school?

The school mission is “Learning and Success for All.” This opportunity for implementing learning
targets and engagement strategies will impact all students regardless of where they are from or
from outside impacts. Students will be met where they are and be able to learn and grow from
there.

3.​ W
​ hat is currently being done to address the issue?

Various positions have been created through the TLC program to assist in addressing student
concerns, one such position is MTSS strategist at the high school. The high school also has an
at-risk team to identify individuals in need of added supports and an MTSS team which will
complete the SAMI.

4.​ H
​ ow will your instructional system support this work?
Based upon completion of the SAMI, the MTSS and at-risk teams will work together to create a
vision of what supports need to be implemented in the high school that could also help the
district. The team will focus on universal screening through the ISASP results as well as NWEA
assessments and universal instruction through the training and use of learning targets that are
shared with students and engagement strategies.

5.​ W
​ hat SMART goal(s) will you set for improvement?

To increase proficiency in all tested subject areas as measured by the NWEA to 75% by the end
of the 2019-2020 school year.

Part II: Do – Plan Improvement Strategies

​1.​ W
​ hat improvement (change) strategies will you implement in the next 45-60 days?

​With help from instructional coaches, I will start with teaching staff about the importance of
learning targets and how to write them in student-friendly language. I will alert staff that this is
an expectation to have learning targets visible in student-friendly language. When walkthroughs
are conducted, students should be aware of the learning target and how it impacts their work for
the day. ​ ​Using the work of Sharon Bowman as a guide, I would have further meetings about
various engagement strategies and resources about how to implement them, using some while
providing professional development.

2.​ ​What professional development might be needed to prepare staff for the
implementation of this work?

The change strategies mentioned above will begin during professional development with further
implementation through the support of the instructional coaches in the building. I will also have
the instructional coaches follow up with any staff that is looking for assistance on writing
learning targets or implementing them.

3.​ W
​ hat has caused you to select those strategies?

Based on previous success, I want to start with staff PD first and inform them of the
expectations and goals of this PD. I also will present them with Hattie’s work and our current
data to allow them to see our current position and why I am choosing this direction for our work.

4.​ ​By what method will you gather data to determine if the improvement strategies are
working?

I will start with fidelity checks. If I can’t ensure that teachers are writing and discussing their
learning targets with their students then I can’t consider that data as meaningful data. I will also
look at engagement when I do walkthroughs to evaluate the effects on students and ask staff if
work completion is improving. The day we have professional development to inform staff of our
current reality, I will also have the current number of missing assignments available.

​45-Day Action Plan:

Strategies for Improvement

Annual SMART Goal​. To increase proficiency in all tested subject areas as measured by the
NWEA to 75% by the end of the 2019-2020 school year for the 9th grade cohort..

45-Day SMART Goal​. Staff will be trained on how and why they are to make learning targets
visible along with using engagement strategies from Sharon Bowman.

Tactic Metric Goal Date Person(s)

Responsible

Gather data The following data Staff will have Before 1st Principal
mentioned above to ready for staff: buy-in when they professional
share with staff on our attendance, Ds/Fs, notice that our test development
current reality proficiency scores and
percents, number attendance look (Day 1)
of missing weaker than our
assignments, extracurricular
number of engagement.
students engaged
in extracurricular
activities

Provide professional Attendance at Learning targets Professional Instructional

development to professional will be posted in development coaches
teachers on learning development 75% of the between days
targets (writing and classrooms within 5-10. Principal
implementation of) Classroom the next month, the (fidelity checks)
observations expectation of Implementation
100% by the end of of 75% by day Teachers with
the semester. 45. the support of
the principal
and
 instructional
coaches.

Fidelity Check Classroom Students can Between days Principal

walkthroughs to identify the learning 11-15 and
verify learning target posted in 21-45.
targets are posted their class and
and students can determine what that
identify what they means for their
mean for their learning. Teachers
learning when have learning
asked. targets posted in
visually and are
written in
student-friendly
language.

Provide professional Attendance at Staff is identifying Professional Instructional

development on professional and using at least 2 development coaches
effective engagement development engagement between days
strategies (via strategies in two 15-20.
materials from Sharon Classroom different classes
Bowman) observations consistently. Implementation Principal for
by day 45 of fidelity checks
two strategies.

Fidelity Check Classroom Students and Between days Principal

walkthroughs to teachers are 21-45.
determine the engaged in their
percentage of learning and active
students that are participants in the
engaged in their class setting.
learning.

Notes:

Part III: Study – Determine the Effectiveness of the Plan

------Since you cannot complete this as you do not have any “real” data related to your plan,
predict how you might know the following:
1. What data gives evidence of the plan’s effectiveness?

Walkthroughs will help provide evidence of the plan’s effectiveness as well as looking at
grades, work completion (missing assignments), and attendance.

2. What data gives evidence of the plan’s lack of effectiveness?

The same data mentioned above will also allow us to see if the plan is not effective.
Perhaps we need to add other data or perhaps we need to look at other potential root causes
but 45 days will not be enough time to create a habit that will allow a systematic change.

3. Were all strategies implemented with fidelity? Why or why not?

Yes as fidelity checks were part of the plan. If upon completion of the fidelity checks staff were
not actively working towards the goal, I will converse with them about the expectations of
learning targets and engagement strategies.

Part IV: Act – Determine the Next 45 to 60 Day Action Plan Based on Your Results

------Since you cannot complete this section without results, explain how you might determine
the following:

1. What strategies will you continue in the next 45 to 60-day action plan? Why?

I will continue with the current 45-day plan through the 60-days to track the implementation and
fidelity of the plan. If after 60-days we need to alter our plan we will have more data to look at for
trends and perhaps will be able to see potential trends forming.

2. What strategies will you discontinue in the next 45 to 60-day action plan? Why?

At this time for the reasons stated above, I will not discontinue any strategies.

3. What additional strategies will you add in the next 45 to a 60-day action plan? Why?

At this time I will not for the same reasons above implement any new strategies.

4. How will you sustain improvements found to be effective?

It takes 21 days for something to become a habit if after 60-days we can continue with learning
targets and engagement strategies, our students will be the beneficiaries of a better educational
system than they started with at the beginning of the year. The data will hopefully show a more
engaged, more focused student and teacher organization.
 Scorecard Template

(To Communicate to Stakeholders)

Student Learning and Achievement

Vision Learning and Success for All

Annual Goals and To increase proficiency in all tested subject areas as measured by
Measures the NWEA to 75% by the end of the 2019-2020 school year for the
9th-grade cohort.

Progress NWEA assessment data, learning targets displayed and written by

Monitoring Data staff with help from instructional coaches, and fidelity checks by
administration

Strategic Actions 1. Professional development on learning targets and effective

engagement strategies
2. Implementing learning targets and engagement strategies in
the classroom
3. Class walkthroughs to verify the use of learning targets and
engagement strategies
4. Data collected at the end of 45-days and 60-days on
attendance, grades, missing assignments
5. NWEA assessments in Fall and Spring
 Pertinent Data

Number of 132 with 5 or more absences per

absences until any given period
quarter one
midterm

*Data from infinite campus

Number of D’s or 226 with at least 1 D or F

F’s

*Data from infinite campus

Percent of 93/490
students that don’t
participate in
something outside
of school *Data from the end of year report
2018-2019

%Prof on NWEA
Math
Grade Winter Spring Fall
* 18/19 18/19 19/20

8 58.2 64.5

9 N/A 68.4 58.3

10 N/A 74.8 71.4

11 N/A 59

*At time of assessment

%Prof on NWEA
Language Usage
Grade Winter Spring Fall
* 18/19 18/19 19/20
 8 61.1 60.7

9 N/A 63.2 58.5

10 N/A 66.7 65.2

11 N/A 59.8

%Prof on NWEA
Reading
Grade Winter Spring Fall
* 18/19 18/19 19/20

8 61.1 68.3 53.6

9 N/A 62.7 61.2

10 N/A 64.6 56

11 N/A

Reflection

This PDSA has enabled me to take a look at what types of data may be the most

beneficial to our MTSS process as we are just beginning this journey in our building. I

have struggled with various ways to help people understand the needs of data to make

decisions and to help them understand that if the data isn’t collected that it can be
argued that the intervention, the work, the task, didn’t really happen. Though my work in

this is relatively new, I am understanding of the importance of data.

I appreciate through this PDSA the idea of the 45-day and 60-day plans. It allows

all stakeholders in the process to check and verify that work has been completed. I only

fear this that 45 and 60 days will not be long enough to implement such a plan with

fidelity and be able to see results one way or the other. How long should we really try a

plan before we see results?

I also struggled with this FBLA as my work as an instructional coach falls into line

here but my leverage as a teacher does not. I’m not sure I was able to figure out that

balance through this PDSA but I am more aware of what people have leverage and

where they have it. Perhaps a great strength of the instructional leader of the building is

to use the leverage of others to enable you as the leader to have even greater leverage.