Anet Data Meeting Observation Checklist

ANet Data Meeting Observation Checklist SY’2013-2014 Intro Does the school leader:  Introduce the work to be done and describe how it fits into other school priorities?  Provide context for the data reports (i.e. the intention to be used for instructional versus evaluative purposes)?  Establish clear outcomes for the meeting?  Introduce an agenda with a clear protocol and time allocations for the meeting?  Describe assigned roles for various participants in the meeting?  Bring energy and enthusiasm to the meeting?  Set context for what is good performance?  Share wins as a whole school? Data/Item Analysis Does the school leader:  Model the process for selecting priority standards based on foundational and/or heavily assessed skills combined with student performance?  Describe the process clearly for breaking down standards/skills into sub-skills with the whole group and/or smaller groups of teachers?  Model the process for analyzing the assessment itself to identify possible misconceptions for each distracter choice?  Model the process for analyzing the data reports to identify student response trends and misconceptions on individual questions within the priority standards?  Introduce the idea of grouping students based on differentiated need according to the data?  Give teachers a takeaway chart/graphic organizer of some sort to capture data takeaways?  Work with one group of teachers and/or float around to multiple groups to ensure proper implementation of the data analysis protocol and redirect when necessary? Do the teachers:  Accurately and insightfully analyze the data reports, to generate relevant takeaways from the data about student performance?  Review the actual ANET test items connected to the takeaways. Examine the academic and concept vocabulary of the test items, references back to the passage or math problem etc.  Identify priority standard(s) for the reteach with connections to ANET objective guides and specific sub-skills students will need to develop e.g. in Math what are the conceptual, procedural and/or application skills of focus?  Look at planning cycle over the next two weeks. In what specific lessons will you reteach this skill? Build action plan into lesson-planning process – not a separate plan  Use an Action plan graphic organizer to include priority standards, skill/sub-skill being re-taught, instructional strategies plan for whole, small group and individual students, specific dates/times for re-teaching, and plans for reassessment? Action Planning Does the school leader:  Model the process of creating a manageable and targeted action plan from a set of data takeaways?  Include expectations for whether action plans should be for whole groups and small groups?  Describe expectations for when action plans should be implemented as part of the school day?  Describe expectations for a date by which all action plans should be implemented?  Provide guidance and recommendations for instructional strategies to be used to accomplish action plan objectives?  Provide strategies for the creation of reassessments based on action plans and at the appropriate level of rigor?  Provide teachers with an action plan graphic organizer to include skill/sub-skill being re-taught, instructional strategies, specific dates/times for re-teaching, and plans for reassessment?  Provide teachers with sample action plans?  Work with one group of teachers and/or float around to multiple groups to ensure proper implementation of the data analysis protocol and redirect when necessary? Do the teachers:  Use graphic organizer to capture action plans to accelerate student learning and performance?  Create re-teach plans based on specific skills identified during the data analysis process?  Create an action plan that is manageable in scope given the time allotted for implementation?  Include priority standards, sub-skills and instructional strategy for whole and small student groupings?  Reference to academic and concept vocabulary embedded in standard, sub-skill and/or focus test items?  Include a reassessment as a means to measure student progress and growth?  Stay focused on the intended outcomes without straying onto irrelevant topics, overly challenging the test itself, etc.?

Closing/Follow-up Structure Does the school leader:  Bring the group back together for a meeting closing?  Ask a few of the teachers to share their takeaways and next steps with the whole group?  Explicitly review timelines and next steps for turning in action plans, re-teaching, and reflection meetings?  Close the meeting with enthusiasm and high expectations for teacher performance? Do the teachers:  Provide strong takeaways to share with their colleagues?  Express an understanding of the timelines and next steps for completing unfinished action plans, re-teaching, and reflection meetings?  Indicate a sense of possibility for fully implementing their action plans?