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1 p a r t i i Worksheets for Use with the School-Improvement Guide

2

3 Introduction to Using the Worksheets Part II of Inquiry and Action contains a set of sample worksheets to help a school carry out some of the school-improvement tasks described in Part I: The School- Improvement Guide. Each worksheet is presented as a template that a school can reproduce or adapt for its own school-improvement efforts. Each worksheet template is accompanied by an example to illustrate how the worksheets may be used to support a school inquiry process. (n o t e : These blank worksheet templates can also be downloaded from < s i guide_worksheets.pdf> and printed.) For an explanation of how each worksheet is used, please refer to the section Putting the Self-Study Cycle into Practice, beginning on page 14 of Inquiry and Action: Worksheet 1: Generating Your Essential Question(s). See page 15. Worksheet 2: Connecting Your Essential Question(s) to Data. See page 15. Worksheet 3: Schoolwide Data Mapping. See page 15. Worksheet 4: Disaggregating the Data. See page 16. Worksheet 5: Drawing Conclusions. See page 17. Worksheet 6: Examining Self-Study Conclusions. See page 17. Worksheet 7: Four Quadrants for Action. See page 18. For Use with the School-Improvement Guide 45

4 Worksheet 1: Generating Your Essential Question(s) Desired Outcome for Student Achievement 1 Essential Question(s) I n q u i ry and Action: w o r k s h e e t s

5 Worksheet 1: Generating Your Essential Question(s) (Example) Desired Outcome for Student Achievement To increase by 15% across race the number of students either meeting or exceeding learning standards in math and science. To decrease by 15% the number of African American and Latino students not meeting math and science learning standards. Essential Question(s) 1 What are the study habits of our study body? (Focus Area: School Structure and Culture) 2 How does our math and science curriculum align with the new standards? (Curriculum) 3 What are the strengths and weaknesses of our math instruction? (Instruction) 4 What are the skills of entering ninth-graders and transfers? (Instruction and Assessment) 5 6 What instructional methods are being used to help students whose skills are below standard? (Instruction) What are the strengths and weaknesses of our science instruction? (Instruction) 7 What training have math or science teachers obtained in the last two years? (Professional Development) For Use with the School-Improvement Guide 47

6 I n q u i ry and Action: w o r k s h e e t s

7 For Use with the School-Improvement Guide 49

8 Worksheet 3: Schoolwide Data Mapping Technical and Cognitive Data Data Collected and Accessible Technical information personal insights and experiences Cognitive information assumptions, beliefs, perceptions, and mental models Classroom observation notes (of instructional practice and student responses) Symbols, Physical Objects, and Rules Symbols Facts, figures, records, statistics Interview results Survey results Physical objects Equipment, financial resources, human resources, models, etc. Rules Routines, policies, and operating procedures Attendance records Book and computer inventory Budgets Classroom observation notes (of instructional practice and student responses) College-entrance-exam scores Disciplinary action records Enrollment Guidance records Lesson plans Meeting agendas Personnel evaluations Postsecondary enrollment records Standardized-test scores Staff development activities Student work Teacher assignments Transcripts Data Desired or Needed I n q u i ry and Action: w o r k s h e e t s

9 Worksheet 3: Schoolwide Data Mapping (Example) Technical and Cognitive Data Data Collected and Accessible Technical information personal insights and experiences Cognitive information assumptions, beliefs, perceptions, and mental models Symbols, Physical Objects, and Rules Symbols Facts, figures, records, statistics Interview results Survey results Physical objects Equipment, financial resources, human resources, models, etc. Rules Routines, policies, and operating procedures Classroom observation notes (of instructional practice and student responses) Attendance records Book and computer inventory Budgets Classroom observation notes (of instructional practice and student responses) College-entrance-exam scores Disciplinary action records Enrollment Guidance records Lesson plans Meeting agendas Personnel evaluations Postsecondary enrollment records Standardized-test scores Staff development activities Student work Teacher assignments Transcripts Data Desired or Needed Lesson plans from math teachers Research or documentation of exemplary teaching of basic skills in mathematics Classroom observations For Use with the School-Improvement Guide 51

10 Worksheet 4: Disaggregating the Data Type of Data Skill or Practice Observed or Looked For Comparison Groups Data Limitations Method of Data Presentation Chart Narrative Picture Other: Graph Table I n q u i ry and Action: w o r k s h e e t s

11 Worksheet 4: Disaggregating the Data Type of Data Student work from mathematics classes Problem-solving skills (Example) Skill or Practice Observed or Looked For Comparison Groups Asian students, African American students, Portuguese students, Cape Verdean students, Puerto Rican students, White students Data Limitations The student work samples do not include annotations from teachers about how this work fits in the context of the curriculum. Also, the collection requires a commitment to studying the work samples is there a way to distill some of the essence of this work in a medium that communicates more quickly? Method of Data Presentation Chart Narrative Picture Graph Table Other: The work samples are collected into three catagories/levels: below, at, and above standard, disaggregated by the comparison groups listed above. For Use with the School-Improvement Guide 53

12 I n q u i ry and Action: w o r k s h e e t s

13 For Use with the School-Improvement Guide 55

14 Worksheet 6: Examining Self-Study Conclusions Strengths Areas in Need of Improvement or Attention I n q u i ry and Action: w o r k s h e e t s

15 Worksheet 6: Examining Self-Study Conclusions (Example) Strengths Student work is used as an assessment tool. There is attention to basic skills instruction. Effective and respectful classroom-management strategies are used. Several learning styles are considered when designing lesson plans. Electives such as art and gym are offered to students. Teachers work together in a professional matter. Several types of professional development are offered, including team teaching and classroom observations by peers and administrators. A wide array of professional development opportunities is offered. Areas in Need of Improvement or Attention Curriculum content of upper-level math and science courses is weak. Curriculum is not aligned to standards. Some students are exposed to a more academically rigorous curriculum than others. Some science equipment is antiquated. English-language learners have insufficient instruction materials in math and science. More collaboration across content areas and interdisciplinary instruction are needed. Better parent-involvement strategies are needed. Teachers need training on how to help previously low-performing students reach high standards. The establishment of an advisory program has helped to build stronger relationships between students and teachers, as well as between students themselves. There is insufficient time per class period to effectively teach a more challenging curriculum. Rules are not uniformly enforced. The severity of disciplinary actions varies from student to student for comparable acts. Previous school-improvement plans were not widely known or acknowledged. The belief that all children can reach high standards is widely expressed. Teachers work hard to help students succeed. Policy on Walkmen, profanity, and racial slurs has improved the school s climate. Students and teachers are respectful of each other. Parents feel comfortable speaking with faculty and staff. Guest speakers enrich curriculum content across content areas. The desire to try new or different teaching methods (traditional or alternative) is not widely shared among faculty. Norms of behavior vary from classroom/teacher to classroom/teacher. Subtle racial tension continues to exist among faculty and students alike, but has not been directly addressed. Students at times lack motivation. Parents don t know how to help their children reach high standards. For Use with the School-Improvement Guide 57

16 I n q u i ry and Action: w o r k s h e e t s

17 For Use with the School-Improvement Guide 59

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