Fillable Novice Reduction for GAP Closure (Commonwealth of Kentucky)

Fill Online, Printable, Fillable, Blank Novice Reduction for GAP Closure (Commonwealth of Kentucky) Form

Use Fill to complete blank online COMMONWEALTH OF KENTUCKY (KY) pdf forms for free. Once completed you can sign your fillable form or send for signing. All forms are printable and downloadable.

Novice Reduction for GAP Closure (Commonwealth of Kentucky)

On average this form takes 2 minutes to complete

The Novice Reduction for GAP Closure (Commonwealth of Kentucky) form is 5 pages long and contains:

  • 0 signatures
  • 20 check-boxes
  • 0 other fields

Country of origin: US
File type: PDF

U.S.A. forms for Commonwealth of Kentucky

BROWSE COMMONWEALTH OF KENTUCKY (KY) FORMS

Related forms
Fill has a huge library of thousands of forms all set up to be filled in easily and signed.
Fill in your chosen form
Sign the form using our drawing tool
Send to someone else to fill in and sign.
find another form
 
Novice Reduction for GAP Closure
Review, Analyze and Apply Data Diagnostic
This diagnostic addresses the apply component of reviewing, analyzing and applying data to school processes to bolster core instruction leading
to novice reduction. With your leadership team discuss each component and use evidence to determine within which performance level your
school operates. If you discover that your school review, analyze and apply data processes fall below the exemplary performance level, there are
resources for you to use toward improvement on our webpage.
Overall
Component
Exemplary (4 points) Accomplished (3 points) Developing (2 points) Ineffective (1 point)
Schools/Districts
train multiple
stakeholders
with the ability
to review,
analyze and
apply data
aligned to goals
• At least one person in
the district and in
each school is the
data point of contact
charged with
championing the
analysis and
application of the
data
• Multiple district level
staff have the ability
to dive in depth into
the various sources of
available data
• Multiple school level
staff have the ability
to dive in depth into
the various sources of
available data
• Sound data analysis
processes are in place
• Timely scheduled,
dedicated dates are
set to do analysis
• Designated persons
share/explain the
data with teachers,
school board, SBDM,
parents, public,
media, etc.
• Specific plans are in
place for applying
data at the classroom
level
• At least one person in
the district and in each
school is the data point
of contact charged with
championing the
analysis and application
of the data
• Sound data analysis
processes are in place
• Timely scheduled,
dedicated dates are set
to do analysis
• Data is shared/explained
with teachers, school
board, SBDM, parents,
public, media, etc.
• Specific plans are in
place for applying data
at the classroom level
• At least one district
and/or school level
staff have the
ability to dive in
depth into the
various sources of
available data
• Data analysis
processes are in
place
• Timely scheduled,
dedicated dates
are set to do
analysis
• At least one district
staff person has
the ability to dive
in depth into the
various sources of
available data
• Data analysis
processes are in
place
Review
Component
Exemplary (4 points) Accomplished (3 points) Developing (2 points) Ineffective (1 point)
School teams
use multiple
forms of data
• Multiple data sources
are used in order to
gain as much
knowledge about a
student, or group of
students, as possible.
Data sources could
include:
• Demographic-
attendance, notes from
parent conferences,
behavior records, etc.
• Student Learning- state
assessment data,
interim assessment
data (common
assessment
administered routinely
and consistently,
commercial or
educator created),
progress monitoring,
intervention tab data,
prior data from
cumulative folders, unit
tests, projects
• Perception- survey
data, student, family,
and stakeholder input
• Practice/Processes
(scheduling,
course/intervention
opportunities, etc.)
• Student learning data and
2 additional sources of
data are used in order to
gain as much knowledge
about a student, or group
of students, as possible.
Data sources could
include:
• Demographic-
attendance, notes from
parent conferences,
behavior records, etc
• Student Learning state
assessment data
(common assessment
administered routinely
and consistently,
commercial or educator
created), progress
monitoring, intervention
tab data, prior data from
cumulative folders, unit
tests, projects, classwork,
homework
• Perception- survey data,
student, family, and
stakeholder input
• Practice/Processes
(scheduling,
course/intervention
opportunities, etc.)
data is used to gain
knowledge about
students, along
with one additional
sources of data.
• Only student
learning data is
used to gain
knowledge about
students.
Only student
learning data
is used to gain
knowledge
about
students.
• Documented goals in
CSIP that are
congruent to those
goals found in School
Report Card
• The school uses
interim assessment
data as progress
indicators and state
assessment data as the
measurement of goal
achievement – this
data is documented,
discussed and
• Documented goals in CSIP
that are congruent to
those goals found in
School Report Card
• The school uses interim
assessment data as
progress indicators and
state assessment data as
the measurement of goal
achievement – this data is
documented, discussed
and visualized quarterly
• School team knows how
to navigate School Report
in CSIP that are
congruent to those
goals found in
School Report Card
• Interim assessments
are administered,
but there is no
evidence of using
assessments to
measure progress
toward goals.
• The only time
• Goals are not
aligned or related
to goals in the
School Report Card
• School team does
not access School
Report Card
• No evidence of
using interim
assessments to
measure progress
toward goals
Review
Component
Exemplary (4 points) Accomplished (3 points) Developing (2 points) Ineffective (1 point)
visualized quarterly
• School team knows
how to navigate and
interpret School
Report Card data and
can locate the
congruent data to
goals.
• School team knows
how to interpret and
connect interim
assessment data (MAP
or ThinkLink) to state
achievement data.
• School administrators
and other stakeholders
form a team to
implement this
practice
Card and can locate the
congruent data to delivery
goals
day after state
release of test
scores.
• School team does
not know how to
navigate and
interpret School
Report Card or
interim assessment
data (MAP or Think
Link)
RESOURCES:
• Using Student Achievement Data to Support Instructional Decision Making
• Data Analysis 5 Step Process
• Guide to Using Data in School Improvement Efforts, Learning Points Associates
• Fish Bone Diagram, 5 Whys
• Five Data Questions
•
Unbridled Learning Assessment and Accountability Resources
Analyze
Component
Exemplary (4 points) Accomplished (3 points) Developing (2 points) Ineffective (1 point)
Schools/District
s use a
systematic
process to
analyze data
• A consistent process
is always used for
analyzing data
• All staff are familiar
with the process and
could describe it, if
asked
• The process is used in
multiple settings. For
example: analyzing
state test scores or
TELL Survey results in
a faculty meeting, or
teacher groups using
the process to
determine the
effectiveness of
instruction after a
culminating project.
• Schools/districts have
a data team to
facilitate work around
data
• Critical concepts are
defined, such as data,
progress, evidence
• Ongoing data
meetings occur to
ensure the
district/school is on
track to improving
student outcomes
• A consistent process is
always used for
analyzing data
• All staff are familiar with
the process and could
describe it, if asked.
• The process is used in
multiple settings. For
example: analyzing state
test scores or TELL
Survey results in a
faculty meeting, or
teacher groups using the
process to determine the
effectiveness of
instruction after a
culminating project
• Critical concepts are
defined, such as data,
progress, evidence
• Ongoing data meetings
occur to ensure the
district/school is on track
to improving student
outcomes
• A process is
sporadically used
for analyzing data.
• Some staff are
familiar with the
process, while
others are
unaware of using a
process
• The process is
used mostly for
one type of data,
usually student
learning data, such
as state test
results
• There is no process
in place for
analyzing data
District/School
stakeholders
analyze the
"why" (root
cause) behind
possible gaps
exposed in data
analysis
• Districts/Schools use
Continuous
Improvement
strategies by using
quality tools and
processes that
hypothesize possible
problems in practice
(Fish bone diagram, 5
Whys)
• Root Cause analysis is
based on appropriate
level data
• Five data questions are
documented
• Districts/Schools use
Continuous
Improvement strategies
by using quality tools
and processes that
hypothesize possible
problems in practice
(Fish bone diagram, 5
Whys)
• Root Cause analysis is
based on appropriate
level data
• Root cause analysis is
performed for areas of
concern exposed by the
• School
administrators and
staff form a team
to hypothesize and
implement the
practice of
analyzing the gaps
in data
• An analysis is
conducted on
appropriate level
data but lacks
connection to the
Root Cause analysis
method of analysis
• A District/School
designee
individually reviews
the appropriate
level data and
shares the
hypothesis of
outcomes of data
with additional
District/School
leadership
Analyze
Component
Exemplary (4 points) Accomplished (3 points) Developing (2 points) Ineffective (1 point)
• Root cause analysis is
performed for areas of
concern exposed by
the data
• School administrators
and all staff form a
team to implement
this practice
data
• School administrators
and all staff form a team
to implement this
practice
with little
documentation of
the “why” behind
the gaps
RESOURCES:
• Using Student Achievement Data to Support Instructional Decision Making
• Data Analysis 5 Step Process
• Guide to Using Data in School Improvement Efforts, Learning Points Associates
• Fish Bone Diagram, 5 Whys
• Five Data Questions
• Unbridled Learning Assessment and Accountability Resources
Apply
Component
Exemplary (4 points) Accomplished (3 points) Developing (2 points) Ineffective (1 point)
Future
Goals/objectives
are aligned to
needs
assessment that
comes from
data analysis.
• As grade level teams
uses gaps exposed in
data analysis to
strategically align acts
of improvement (with
team consensus).
• Objectives are aligned
to delivery target
trajectories
• School level processes
and systems are
analyzed for equity of
access and student
needs based activities
• Next classroom level
systems are
established to
implement activities
to push on goals and
objectives.
• Goals, objectives, and
activities are
documented in CSIP
and approved by
• As grade level teams,
school staff uses gaps
exposed in data analysis
to strategically align acts
of improvement (with
team consensus).
• Objectives are aligned to
delivery target
trajectories
• School level processes
and systems are analyzed
for equity of access and
student needs based
activities
• Next classroom level
systems are established
to implement activities to
push on goals and
objectives.
• School staff uses
gaps exposed in
data analysis to
strategically align
acts of
improvement and
documents
resulting goals and
objectives in CSIP.
• Goals/Objectives
and activities are
communicated to
staff initially but
are not revisited.
• School staff
establishes goals
and objectives with
no alignment to
gaps exposed in
data analysis then
records these
goals/objectives in
CSIP.
Apply
Component
Exemplary (4 points) Accomplished (3 points) Developing (2 points) Ineffective (1 point)
SBDM.
• Progress indicators are
established to
measure progress
regularly
• Grade level teams
reconvene regularly or
in PLCs to evaluate
results and plan for
improvement
RESOURCES:
• Assessment Literacy
• Literacy Design Collaborative
• Data Wise In Action, Harvard Education Press
• “Whatever it Takes” – How Professional Learning Communities will Respond when Kids Don’t Learn, by: Richard DeFour, Rebecca
DuFour, Robert Eaker and Gayle Karhanek
• Principles of Good Data Analysis
•
Engage Staff in Analyzing the Data
Download
Save PDF to desktop
Email
Email completed PDF
Send for Signing
Email for others to sign
Print
Print document
Choose a Field
Click on a field and
select the person that should complete it
Want to add a signature?
You can add a signature field
and assign it to someone else
to sign
Choose a Field
Click on a field and
select the person that should complete it

Novice Reduction for GAP Closure (Commonwealth of Kentucky)

This document is locked as it has been sent for signing.

You have successfully completed this document.

Other parties need to complete fields in the document. You will recieve an email notification when the document has been completed by all parties.

This document has been signed by all parties.

Completed 9 February 2022

Message

View Audit Log
Print With Audit Log
Duplicate Document