Case Study Planning Guide - Duplin County Schools



Section 1: Data ReviewTo guide your school’s data review, research and include all data from the Design Principles below that apply to your school level (i.e. elementary, middle, high school). Also include any additional school-specific data that applies to each Design Principle. Do not provide a list of what you are doing; instead, evaluate what you are doing and include effectiveness data in this section. Also remember that there are four types of data (demographic, performance, process, and perception).Note: Major subgroups consist of race (black, Hispanic, white), students with disabilities (SWD), economically-disadvantaged students (EDS), limited English proficient (LEP)Ready for CollegeNumber of college-themed field trips and total number of students attending tripsNumber of college-themed guest speakers and total number of students impactedNumber/Percentage of students college-ready on EXPLORE (8th grade), PLAN (10th grade), ACT (11th grade) Description of processes/programs designed to promote college and career readiness, effectiveness data of these processes/programs (if no data on effectiveness exists, remember to build in metrics for evaluation in the future)College course enrollment (high school) – number of students enrolled, performance data, number of students eligible for college courses, etc.Advanced Placement enrollment (high school) – number of students enrolled in each AP course offered, performance data by AP course, number of college credit attainment through AP, etc.Number/Percentage of seniors to accepted to at least one collegeSAT average score and 3-year trend data (high school)Percent of juniors/seniors taking SAT (high school)Number of students who completed SAT prep course this school year (high school)Grade Point Average (high school only) – current and 3-year trendAdditional school-specific data as related to Ready for CollegeRequire Powerful Teaching and LearningClassroom Walkthrough Data – how many walk-through observations conducted, summary data for each indicator on walk-through form (see principal for summary spreadsheet)BT Data – total number of BT 1, BT 2, BT 3, percentage of BTs at the beginning/early steps/growing innovations/new paradigms levels on the mid-year BT assessment, Summative Performance Data (EOG, EOC). Include most recent test administration data for proficiency and growth for students by grade/course and major subgroups.Numbers of teachers that exceed expected growth, meet expected growth, or do not meet expected growth according to EVAAS.Reading 3D Data (elementary). Include current percent of students that are red, yellow, or green at each benchmark assessment (BOY, MOY, EOY) broken down by grade and major subgroups.ClassScape and Other Common Assessment Data. How many ClassScape assessments were administered by grade level, course, etc.? What percent of teachers use ClassScape data to adjust instruction? Note: In subjects that do not have ClassScape questions, answer the same questions for teacher-made common assessments.Grade distribution report from NC Wise for each grading period (all schools) and semester (high school)Additional school-specific data as related to Powerful Teaching and Learning PersonalizationHow many at-risk students attend your school (grade level, major subgroups, 3-year trends, etc.)? Use the annual report that each school (counselors) submits to the district to determine this information.Student academic support effectiveness data of Lunch and Learn, Plus Period, Power Up/Down, school-wide reading programs, Remediation Period, etc. Include an explanation of when students are required to participate, percent of students participating, trends in participation over time, other data determining effectiveness of support, etc. If no data on effectiveness exists, remember to build in metrics for evaluation in the future.What trends exist in student or parent perception surveys (YouthTruth, Student Learning Conditions Survey, ConnectEd Polls, etc)? If none given, consideration should be given so that perception data can inform the school improvement process.Discipline Data – How many office referrals for the year? How many out of school suspensions? How many in school suspensions? What trends exist in types of discipline offenses?Retention rate for students by grade level and/or course (total number and percentage)Student attendance rates (broken down by total and major subgroups as needed)Number of opportunities/meetings for parent engagement in school activities and number of participants each time, broken down by PTO, Open Houses, Advisory Board, Awards Assemblies, Parent Universities, EC Parent Night, CTE Showcase Night, etc. Graduation Rate (high school only) – current and 3- year trendAdditional school-specific data as related to PersonalizationRedefine ProfessionalismTeacher demographicsEthnicity, teacher turnover rate, beginning teacher, National Board Cert., years of service (at school, total), advanced degrees, lateral entry, licensed/non-licensedFrequency and dates of Lesson Plan Tuning ProtocolPerception/effectiveness data from Lesson Plan Tuning Protocol (qualitative and/or quantitative) Teacher attendance ratesWhat are the major trends in the latest Teacher Working Conditions Survey?Additional school-specific data as related to Redefine ProfessionalismPurposeful DesignStudent demographicsEthnicity, free/reduced lunch, English Language Learners, Exceptional Children, AIG, 1st generation college, etc.Student Transfer/Mobility Rate – how many students left your school after opening day? How many students enrolled in your school after opening day?Evaluation data for STEM implementation (high schools only). What percentage of teachers implemented one unit of study related to the school’s STEM theme? What percentage of teachers implemented multiple units of study related to the school’s STEM theme? What percentage of teachers has used the Duplin County Schools Engineering Design Process when planning and implanting units of study?Description of school marketing efforts – that is, what does your staff do to market the school and its programs/offerings to incoming students? Description of connections made to business, industry, civic organizations, etc. Determine the effectiveness of these connections.Description of professional development opportunities offered at school level outside of district-created sessions.Description of the budgeting process. Who is involved in making budgeting decisions? How does your budget align with your school’s goals?Online course enrollment total and passing rate (middle and high school)Number/Percentage of 8th graders taking Algebra 1 and number of 8th graders with at least a 70% chance of being proficient in Algebra 1 based on EVAAS predictors (middle school)Percentage of students completing Algebra 1/Integrated Math I by end of 9th grade (high school)Enrollment total and passing rate for Algebra II or Integrated Math III (high school)Additional school-specific data as related to Purposeful DesignLeadershipDates of Instructional Rounds, including number of teachers involved each time Perception/effectiveness data for Instructional Rounds process (qualitative or quantitative)Major decisions made by School Improvement Team this school yearMajor accomplishments of parent organizations this school year that are new accomplishmentsDescription of the school-based hiring process – who conducts interviews at school? how are final hiring decisions made at the school level? etc.Description of opportunities for teachers to participate in leadership activities this school year. (i.e. number of teachers that participated in summer curriculum writing, teacher-designed and teacher-led professional development, teacher-initiated problem identification and solution, etc.)Description of student leadership activities, especially activities that were new this school yearAdditional school-specific data as related to LeadershipInclude all data from bulleted list above, as presented by the Design Principle Groups.Ready for College:Require Powerful Teaching and Learning:Personalization: Redefine Professionalism:Purposeful Design: Leadership:Section 2: Design Principle Rubric AssessmentReflect on your school’s progress using the NCNSP Design Principle rubrics (posted online) and describe, in a few sentences, your progress on the continuum from Beginning to New Paradigms for each NCNSP Design Principle. Choose the one best descriptor for each Design Principle. Complete this section with your Design Principle Group. Ready for College:Require Powerful Teaching and Learning:Personalization:Redefine Professionalism:Purposeful Design:Leadership:Section 3: Data SummaryBased on the data review and assessment of the Design Principle Rubric, list strengths of your school, surprises, major trends, and gaps/inconsistencies discovered/discussed. Complete as a whole staff once sections 1 and 2 have been presented.School Strengths from Data: Surprises from Data Review:Major Trends from Data:Gaps/Inconsistencies in Data (i.e. areas in which more data is needed or data suggests a need for improvement): Section 4: Areas for StudyBased on Sections 1-3, identify two to three areas for further study and write a problem statement for each one (See Writing Problem Statements Guide online for guidance). What are the related Design Principles for each?Example: Area for Study: LiteracyProblem Statement: 2/3 of our 9th grade class reads at or below grade level at the end of 9th gradeDesign Principles: Powerful Teaching and Learning, College Ready, Redefining ProfessionalismArea for Study #1: Problem Statement #1: Related Design Principles: Area for Study #2: Problem Statement #2: Related Design Principles:Area for Study #3: Problem Statement #3: Related Design Principles:Section 5: ReflectionSummarize your findings. Provide a brief analysis (up to one page) of your school by reflecting on your areas for study and problem statements as they relate to the NCNSP Design Principles and the data review. In what ways might your current state relative to these Design Principles and data review affect these problems? What other factors might contribute to these problems? (Remember to only address areas, factors, and actions the school can control). ................
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