Nela Eval Plan Omeara

NELA Evaluation Plan
NVHS Math I
Logic Model:
Internship Project Goals

I. Improve student learning in math (Math I Grade Level Proficient scores will increase)
Internship Project Strategies (What did you do?):
1. PLC creates and uses a mission & vision to drive work
Activities:
Facilitate a mission & vision session
Address mission & vision at the beginning of each PLC
Revisit mission & vision monthly and edit as needed
Evaluation Questions
Measures/Data Sources
What do you need to know?
How will you find out?
How often does the PLC reference the
-Count the number of times
mission and vision? (Quantity)
referenced in agendas
To what extent do the teachers find the
mission and vision to be helpful living
documents? (Quality)
Results
What were the results?
Referenced twice in fall agendas, no longer
referenced in spring.
-Survey
Both teachers agreed or strongly agreed
We have to work with a goal and a philosophy in
mind to truly have long term success.
The Math I mission and vision keeps me on track
to what my purpose in teaching all about.
Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data):
Teachers appreciated the focus of a shared vision.
Next Steps (Action Steps):
Train teachers on and provide them the time to create a vision that is aligned to the overall school vision at the start of the school year.
Each PLC should perform a temperature check on the vision every month, asking the guiding questions:
Where are we in terms of reaching our vision?
2
What should we continue to do?

What should we do differently?

2. Teachers use Common Formative Assessments and analyze data
Activities:
Facilitate the creation of Common Formative Assessments
Create/find a template for the team to use for data analysis
Use PLC time at least once per month to discuss data and next steps
How many common formative assessments -Ask teachers how many they
have the teachers created? (Quantity)
gave, how often they analyzed
the data (LOG)
How often did the teachers meet to analyze
data from formative assessments?
(Quantity)
-Survey
Results
Every unit exam in fall semester

Every unit exam in spring
Fall (two teachers):

Math 1 PLC meetings are held every Friday
and some Wednesdays. Data analysis was done
during some of these sessions.
Once a week
Spring (Six teachers):
Once per unit including benchmarks
3
To what extent did the teachers use the

data analysis to drive instructional
decisions? (Quality)
During interviews:
I am more focused on data driven instruction
One teacher cited that the data discussions
could be more focused
Another said that she wishes she had the tools
to make the data meaningful to her students
A third stated that right now they spend a lot of
time planning to use data and is excited for next
year when they use it more meaningfully.
Teachers created common formative assessments for every unit. They also meet to analyze the data from each unit test and
each benchmark. Teachers feel that their use of data has improved as a result of the PLC, but also that there is room for growth.
School leadership should:
o provide training on and model the effective use of data by a PLC
o Over the summer, identify templates that PLCs will be required to use to focus data conversations (example) and
include its use in the modeling a PLC
o Seek feedback once every six weeks from teachers on the use of data and how leadership can further support
teachers in the use of data.


3. Teachers receive regular feedback from school and district administration
Activities:
Conduct classroom observations and use them to identify strengths and areas of growth
Encourage teachers to conduct observations in one anothers classrooms on a regular basis
Results
How many classroom observations did
school and district administration conduct?
*Observation tracker
How much do teachers believe that

classroom observations and feedback
contributed to their growth? (Quality)
*Math I teachers received feedback from ___ different

observations/learning walks.
67% neutral in regards to observations and feedback
I only get observations occasionally and they are
rarely in the room long enough to see what is going on.
Most of the admin simply reads what is on the board
and then leaves.
It has allowed me to see areas of strength, growth, and
improvement.
Feedback is typically very surface level with little
specific and actionable items to use to improve
instruction
5
Although teachers use written feedback to reflect and occasionally make instructional adjustments, feedback from
walkthroughs has made little impact on the overall growth of teachers. The most meaningful feedback teachers have received
is when there is in-person follow-up afterwards. Teachers wish there was more specific feedback for them to take action on.
Conduct a book study on Leverage Leadership by Paul Bambrick-Santoyo or The Art of Coaching by Elena Aguilar.
Create a system for learning walks that includes an in-person debrief after each one
Apply system to a group of teachers. Seek feedback from teachers and adjust.
Expand learning walks to entire school.
Develop teacher leaders by training them in conducting learning walks and providing in-person feedback.

4. Teachers attend monthly PD (district and school level)
Activities:
Monthly PD
Use PLC time after a PD to reflect on how teachers can use what they learned
Apply learning from PD to classroom instruction
Results
On average, what percentage of PD

sessions did teachers attend? (Quantity)
Count
All Math 1 teachers attended 100% of district PD

sessions.
6
How effective did teachers find the

monthly PD? (Quality)
Survey
Both teachers strongly agreed

Strategies and information shared during these
sessions were often very helpful.
The monthly district professional development
gives me the opportunity to see if there's any
improvement in terms of my profession and
definitely gives room for more enhancement.
How did teachers apply learning from PD

sessions to classroom instruction?
(Quality)
Survey
District development sessions were particularly

helpful for planning. For example, through these
sessions I learnt how to access questions and
materials that are aligned with common core
standards.
I tried everything that I learned which I think is
feasible and surprisingly found out to be effective
It was really cool to see how, we were with the
middle school teachers, but to see how, the things
we thought were a little weak, they actually have
seen them in the past.in high schoolteachers, you
dont usually get the time to go back and see as
much of the 6th, 7th, and 8th as you might like to.
District professional development has been beneficial to teachers overall, particularly the time to dig into Common Core, the
instructional strategies and the opportunity to vertically align with middle school teachers.
Continue district professional development as it is.

5. Expand the number of teachers teaching Math I.
Activities:
Adjust master schedule to create more Math I classes
Assign more math teachers to sections of Math I
Did the number of math teachers increase?
To what extent do teachers believe that
collaborating with more teachers has
improved instruction?
Schedule
Results
The number of math teachers increased from two to six
As we all teach the same course I have so many more
ideas that are generated or developed in collaboration
with other teachers. By not doing all the thinking and
analyzing of pedagogy, data, and management on my
own I can be more creative and focus my energy on
bettering my classroom rather than just maintaining it.
Now, instead of 1-2 minds thinking, we have six
minds thinking.
In collaboration, I appreciate the way we do hard
work together.
A positive point that I can think of is everybodys
teaching it, so I have different a lot of different inputs
So I think it has been you take a little bit from
everybody and add your own style to it.
The thing with having more teachers to compare with
is, its not about the number its about the
instructionwe talk less about instructional strategies
in the larger PLT group as in the smaller one.
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I can ask teachers My kids arent getting this. What

did you do? How did you do this better? Ok lets share
ideas. Its very nice to have someone else to share.
Teachers believe that having most of the math department teaching Math I has been beneficial. They can borrow from one
another, share ideas, and distribute the work.
Create a schedule that
o Includes six teachers with at least one section each of Math 1 and Foundations of Math 1.
o Creates smaller teams within the overall PLC through common planning for two groups of three.

I. Improve student learning (Math I Grade Level Proficient scores will increase )
Internship Project Outcomes (Why did you do it?):
A. Teachers feel a part of a learning community
Measures/Data
Sources
Results
How many times have teachers

collaborated together as a
learning community (common
formative assessments, data
analysis, common planning..)?
(Quantity)
Count number of PLCs
41 PLCs (Meet 1-2 times per week)

Fall: Met most Wednesdays and Fridays duing common planning
period
Spring: Entire Math I PLC meets every Tuesday after school.
Those with common planning meet on Friday during common
planning period.
Survey
Fall:
Math 1 PLC meetings helped me to grow as an educator.
We should keep on doing Math I PLC because there's so much to
learn from others.
To what extent do teachers feel a

part of a learning community?
(Quality)
Spring:
We all get a chance to have input and to make decisions based on

data.
I feel that our Math department is working very well together to
make a change in our students' growth!!!
We definitely collaborate on resources, instructional strategies, and
classroom management. I learn from my colleagues and feel supported
by them.
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Teachers feel a part of a professional learning community and would like to continue to build on it.
o provide training on and model the effective use of data by a PLC
o Over the summer, identify templates that PLCs will be required to use to focus data conversations (example) and
include its use in the modeling a PLC
o Seek feedback once every six weeks from teachers on the effectiveness of their PLC.
o Critically look at meeting minutes and observe PLCs in order to provide feedback for growth.
Create a schedule that

o Includes six teachers with at least one section each of Math 1 and Foundations of Math 1.
o Creates smaller teams within the overall PLC through common planning for two groups of three.

B. Teachers make instructional decisions based on data
Measures/Data
Results
11
Sources
What do you need to
know?
How many times have

teacher used data to make
an instructional decision?
(Quantity)
Survey
Weekly
Often
In forming small groups for remediation and extension (once or twice per
unit) and in scaffolding resources about once or twice per week
What data sources are

teachers using to drive
instructional decisions?
(Quality)
Survey
To what extent do teachers

feel they have effectively
used data to make
instructional decisions?
(Quality)
Survey
Fall: Both teachers agreed or strongly agreed:
We often used test results to guide our discussions and decisions. We
have also been exploring the possibilities of doing research to better
understand the kids and how to teach them.
The data analysis used in Math I PLC gives me an overview of each of
my student's performance and the entire class. Hence, it helps a lot in
maintaining my strengths and improving my weaknesses in terms of
instructional decisions.
Spring: 4/6 teachers agree or strongly agree
12
Watch video from 0:13 to 1:42
Teachers created common formative assessments for every unit. They also met to analyze the data from each unit test and
each benchmark. Teachers feel that their use of data has improved as a result of the PLC, but also that there is room for
growth.
Data sources include quizzes, benchmarks, common formative assessments and other means of assessment.
Provide support to teachers on the effective use of Exit Tickets as well as tracking the data
Provide teachers support for how to meaningfully share data with students such that students take ownership of their
data.
Over the summer, identify templates that PLCs will be required to use in order to focus data conversations (example)
and include its use in the modeling a PLC

I. Improve student learning (Math I Grade Level Proficient scores will increase)
C. Teachers learn and implement new strategies to increase student learning
Results
13
What new strategies have teachers learned

to increase student learning? (Quantity)
Survey and Agendas
Pair-share
small group
effectively using do-nows
Guided/scaffolded notes
small group instruction using data
backwards design
strategic grouping and pairing using data
performance tasks
Observations:
-Gallery walk (Mr. Johnson & Ms. Burgos)
-Appointments (Ms. Burgos)
How often have teachers implemented new

strategies to increase student learning?
(Quantity)
Survey and Observational

Data
Survey
In what ways do teachers believe that
newly implemented strategies have
increased student learning? (Quality)
Daily, at least 3 times per week
Fall:
When asked: To what extent do you agree that
collaboration in the Math I PLC improved your
instructional practices?, both teachers strongly agreed.
Continuous sharing of ideas, tasks and best practices
have made us better instructors in the classroom.
I have learned a lot from my colleagues with it comes
to best practices and I get to apply what I have learned
and found out that some of those practices are even
effective.
Spring:
positive ways, understanding, hands-on learning?
Some positive impacts, but also some negative with
student disruptions increasing.
I feel that it has helped to improve their belief in
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themselves, their work, their faith in their instructors,

and their faith in our community.
Increased student engagement and confidence,
provided meaningful feedback that students can act on,
students have a better sense of ownership of the
content and the direction of the course
Teachers learned new strategies as a result of collaborating and sharing resources within their PLC.
Provide teachers the time to share resources through:
o Weekly after-school meetings for entire PLC
o Design a schedule with common planning for two groups of three

D. Teachers experience increased collaboration and smaller class sizes.
Results
15
Are class sizes smaller?
Record data from master

schedule
Average Math 1 class size Fall 2016: 27

Average Math 1 class size Spring 2016: 16

they have experienced increased
collaboration as a result of the Math I
PLC?
At the moment the collaboration is all that I have

experienced, no decrease or increase
Our math department works so much better together since
we are all meeting to talk about math I. We also get to talk
about our other courses as well and how they drive what we
are doing in math I.
It is important to hear and see other ways of getting the
job done! Because learning is a process of development and
growth!
As we all teach the same course I have so many more
ideas that are generated or developed in collaboration with
other teachers. By not doing all the thinking and analyzing
of pedagogy, data, and management on my own I can be
more creative and focus my energy on bettering my
classroom rather than just maintaining it.
smaller class sizes lead to improved
instruction?
100% Agree
Smaller class sizes has helped me to be able to work one
on one more with students who need it. It also makes
grading assessments quicker and thus more useful for data
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driven instruction.
I have 24 Math I students. I will say it is better than 30 or
35. I do not have any problems with a larger class. Student
growth comes from a total team effort to make a difference
in student growth!
Allows for creative instruction that engages students
Watch video from 4:27 5:39
Smaller class sizes allow teachers the flexibility to do more one-on-one and small group instruction. Teachers believe,
however, that simply having a smaller class does not make an impact on learning alone. Appropriate instructional strategies
must be implemented.
Create a schedule that keeps Math I classes under 20 students.

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Internship Intermediate Project Outcomes (Why did you do it?):

E. Teachers feel that their instruction has improved.
To what extent do teachers feel that
their instruction has improved?
How do teachers feel their instruction

has changed as a result of participating
in the Math I PLC?
Results
To what extent do you agree that your instruction has
improved as a result of being a Math I PLC member?
Using ideas that maybe I would have not thought of

I am more focused on data driven instruction
I believe in the people I am working with. This has made it
easier for me to expect new ideas and ways of getting the
job done!
More effective lessons that result from the collaborative
process between many teachers who share best practices and
reflection on lessons
18
Overall, teachers agree that instruction has improved as a result of the PLC.
Continue Professional Learning Communities. Expand them beyond EOC courses by training other teachers (possibly using teacher
leaders) and creating time for other teachers to meet. Consider requiring new PLCs to meet in the media center at different tables so
that school leadership can provide feedback and support.

I. Improve student learning (Math I Grade Level Proficient scores will increase.)
Internship Intermediate Project Outcomes (Why did you do it?):

Students:
F. Show growth through pre- and post-assessments
Results
19
How much growth did students show

through pre- and post-assessments?
(Quantity)
Pre- and post-assessments
Teachers did not administer unit pre-tests, so there

is no data. There will be data at the end of the
semester when students take the pre-test from the
beginning of the semester.
No data yet.
Collaborate with teachers to identify ways to measure student growth other than a pre-test at the beginning of semester and one at the
end. Implement public postings of student growth.
20

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NELA Evaluation Plan

Internship Project Goals

What should we continue to do?

Internship Project Goals

Every unit exam in fall semester

Fall (two teachers):

To what extent did the teachers use the

Internship Project Goals

Internship Project Strategies (What did you do?):

How much do teachers believe that

*Math I teachers received feedback from ___ different

Internship Project Goals

On average, what percentage of PD

All Math 1 teachers attended 100% of district PD

How effective did teachers find the

Both teachers strongly agreed

How did teachers apply learning from PD

District development sessions were particularly

Internship Project Goals

I can ask teachers My kids arent getting this. What

Internship Project Goals

How many times have teachers

Count number of PLCs

41 PLCs (Meet 1-2 times per week)

To what extent do teachers feel a

We all get a chance to have input and to make decisions based on

Create a schedule that

Internship Project Goals

How will you find out?

What were the results?

How many times have

What data sources are

To what extent do teachers

Watch video from 0:13 to 1:42

Internship Project Goals

What new strategies have teachers learned

Survey and Agendas

How often have teachers implemented new

Survey and Observational

Daily, at least 3 times per week

themselves, their work, their faith in their instructors,

Internship Project Goals

Are class sizes smaller?

Record data from master

Average Math 1 class size Fall 2016: 27

To what extent do teachers believe that

At the moment the collaboration is all that I have

Internship Project Goals

Internship Intermediate Project Outcomes (Why did you do it?):

How do teachers feel their instruction

Using ideas that maybe I would have not thought of

Internship Project Goals

Internship Intermediate Project Outcomes (Why did you do it?):

How much growth did students show

Pre- and post-assessments

Teachers did not administer unit pre-tests, so there

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