MI EXCEL COLLABORATIVE PARTNER MEETING FOR FOCUS SCHOOLS September 9, 2015 Crowne Plaza Hotel

ESEA Flexibility Waiver Approved • What does this mean for Title I Focus Schools in 2015/16 that were not released in August? •  Continue to receive 40 hours of DIF services and complete a

Service Plan •  Continue implementing Requirements and Supports and

Title I set-asides (see handout) •  Districts with Focus Schools are not required to complete the

Education Research Strategies (ERS) Self-Assessment. They may choose to complete it as an option

•  DIFs will use the DSR results in Data Dialogues •  Teachers in Focus Schools have the option to take the

Surveys of Enacted Curriculum in Reading and/or Math

Quarterly Board Report Include data in each Quarter Report. Data reports should be added.  

How did the student achievement data that has been collected at the school or classroom level show the impact of these Action Steps from the SIP - on decreasing the gap between the top 30% and the bottom 30% of students, or, on increasing the achievement of the bottom 30% of students. How does the implementation data that has been collected show that the adults are doing what the Action Steps describe?  

What might this data look like?

Date   K- Top 30%   K- Bottom 30%  

Gap Between Top & Bottom 30%  

September 2014  

69%   8%   61 percentage points  

March 2015   74%   50%   24 percentage points  

June 2015   100%   80%   20 percentage points  

Curriculum Based Measure: Percent at Benchmark Reading & Comprehension Kindergarten

Curriculum Based Measure: Percent at Benchmark Reading Comprehension  Kindergarten  

SEC for 2015/16

The SEC Plan for 2015/16 •  SEC Analysis Training October 1, 2015 CANCELLED

•  Date will be rescheduled and information will be communicated •  SEC Administration – Face to Face Training

•  March 17, 2015 Lansing Crowne Plaza •  MVU Course on Learnport

•  Supporting Effective Instruction with the Surveys of Enacted Curriculum

•  Available by October 1, 2015 •  5 Modules

1.  Overview 2.  Cognitive Demand 3.  Preparing to Facilitate SEC 4.  SEC Teacher Orientation 5.  Using the Collaborative Learning Cycle to Analyze SEC Data

•  Additional SEC Modules may be added in 2015-16

The SEC Plan for 2015/16 (cont.) Contract with an SEC Consultant, Carolyn Eastman to:

•  Create SEC Protocols for all SEC data – not just Content Maps

•  Create and lead a two day SEC Core Leadership Team training for MDE and ISD consultants

•  Follow-up with this SEC Core Leadership Team in February

•  Coordinate and schedule follow up MDE trainings and workshops with larger groups of Regional ISDs.

•  Coordinate local implementation and technical assistance with SEC Tools and data by ISD request.

•  Plan and organize an SEC Conference specific to Michigan SEC Project goals and outcomes

SEC Core Leadership Team • MDE and ISD/ESA consultants • Consider adding consultants from larger districts • Grow skills and abilities in how to use SEC results to change teaching and learning

• Consider training regional ISD/ESA “experts” who might be willing to contract to provide SEC support

• Build regional expertise in SEC in preparation for Focus School implementation or state-wide implementation

MI  Excel  Collabora.ve  Mee.ng  

Superintendents’  Dropout  Challenge    

SDC  in  the  ESEA  Flex  Waiver  Priority  Schools  

– “Annually,  star.ng  in  year  two,  building  will  par.cipate  in  the  Superintendent’s  Dropout  Challenge”  

Focus  Schools  –  “Op.onal  in  years  one  and  two  if  the  school’s  

MTSS  screening/structure  supports  students’  social/emo.onal  needs”  –  listed  as  a  requirement  in  year  3  and  in  years  1  &  2  of  re-­‐iden.fica.on  

SDC  Requirements  for  Focus  Schools  in  2015/16  

•  Iden.fy  10-­‐15  students  that  are  at  risk  of  dropout  

•  Provide  research-­‐based  supports/interven.ons  to  these  students    

Quarterly  Board  Report  

1.  Tier  I  supports  are  effec.ve  for  70%  of  our  students.  Tier  II  supports  are  needed  for  25%  of  our  students.  Tier  III  supports  are  needed  for  5%  of  our  students.  We  also  learned  via  student  surveys  that  more  than  half  of  our  students  have  felt  bullied  by  another  student  last  year.  

2.  As  a  result  of  our  learning,  we  developed  an  an.-­‐bullying  movement  that  will  be  led  by  the  student  body.  The  program  will  be  ini.ated  second  semester  and  will  be  embedded  into  our  .er  I  supports.    

SDC:  Part  of  a  Student  Support  System  Establish  a  mul.-­‐.ered  system  of  supports  to  prevent  dropout  

– Establish  a  leadership  implementa.on  team  – Analyze  the  current  status  around  dropout  using  data  

– Gauge  and  solicit  stakeholder  commitment    – Develop  an  implementa.on  plan  – Monitor  and  evaluate  for  fidelity  of  implementa.on  of  the  plan  

Implementa.on  Guide  Ac.vity  

BREAK

Be back in 15 minutes, please

District Level Service Plans - Focus

What’s New in the Service Plan? • Language has been changed to reflect positive action by the district related to these Blueprint components

• District-level Service Plans will now be submitted in MEGS+ just like the School-level Service Plans for Priority Schools

What’s the Same in the Service Plan?

• This is the document that gives the District Improvement Facilitator and the central office representative a common understanding of the work that will be done together to support the district’s Focus Schools

Due Dates for Focus School Work

Michigan SCHOOL

IMPROVEMENT REVIEW

TRAINING

School Improvement Support

Purpose of the School Improvement Review Visit

• School Improvement Framework 2.0

• AdvancED Standards

• Feedback

22 9/9/15

How many of you have participated in a SIR?

23

• School Improvement Framework • School Process Profile • School Data Profile • School Improvement Plan • School Support Team (for Title 1) • Surveys of Enacted Curriculum

9/9/15

Connecting Key Components

Students

•  Are students actively cognitively engaged?

•  Do students know what they are doing and why they are doing it?

•  Do they perceive value in the tasks they are being asked to do?

9/9/15 24

As Observers… •  What’s on students’ desks? (Look down, not up) •  Are the materials and methods aligned

with Common Core State Standards? •  Are the tasks students are being asked to

do challenging but attainable?

9/9/15 25

AdvancED Diagnostic Review SIR Components    -Document Review

-District/Building Leadership Interviews

-Classroom Observations

-Focus Groups

-Report Out

-Final Debrief  

  26 9/9/15

27

SIR: Planning      

ISD/ESA Representatives Central Office School Administration

9/9/15

28

Contact  Informa,on    

Karen  Ruple,  Consultant  Office  of  Educa.on  Improvement  and  Innova.on  RupleK@michigan.gov      

Diane  Fleming,  Consultant  Office  of  Educa.on  Improvement  and  Innova.on  Flemingd6@Michigan.gov      

Diane  Joslin-­‐Gould  Office  of  Educa.on  Improvement  and  Innova.on    Joslin-­‐Gouldd@Michigan.gov      

9/9/15

Lunch Conversation with REL Midwest

• Focus School Research Project • Branch ISD • Ingham ISD • Kalamazoo RESA

Anyone else who is interested is welcome to join us for lunch

September 9, 2015

Developing a Networked Improvement Community to Improve Supports for Focus Schools Monica P. Bhatt

Regional Educational Laboratories (REL)

Research Alliances

•  College and Career Success •  Dropout Prevention •  Early Childhood Education •  Educator Effectiveness •  Rural •  School Turnaround •  Urban •  Virtual Education

Priority Areas

•  Early Childhood Education •  Educator Effectiveness •  College and Career

Readiness •  Low-Performing Schools

and School Improvement

What is a networked improvement community?

Individuals or organizations that use systematic inquiry to improve practice

Why use a networked improvement community?

“Rather than asking whether an ‘intervention works,’ a network improvement community asks, ‘what works, when, for whom and under what sets of circumstances?’” — Bryk, Gomez, & Grunow, 2015

”

Why focus schools?

In Michigan…

We can use a networked improvement community to:

•  Refine supports for focus schools

•  Learn from changes to supports in varied contexts

•  Build district capacity to provide and refine supports

In the first of the three center ovals (starting with “Problem-Solving Protocol …”): For consistency, the 'u' in Using should be set uppercase since all other info is initial caps.

Focus schools are

new to the accountability system. They present

unique challenges where oftentimes the solution

is unknown.

What does a networked improvement community look like?

Michigan Excel District Improvement Facilitators Central Office Representatives Intermediate School District Consultants Michigan Department of Education Staff REL Midwest Staff

1.

2.

3.

Continuous Improvement Steps

Conduct a root cause analysis

Develop measures to track outcomes

Implement action to change that metric

Continuous Improvement Timeline

Aug Sept Oct Nov Dec Jan Feb March April

Nov 15 Theory of Action & Develop Outcome Measures

Mar 16 Measure Outcome

Sept 15 Participant Recruitment

Root Cause Analysis Oct 15

Jan 16 Implement Cycle 1

Dec 15 Develop Intervention

Apr 16 Debrief

Monica P. Bhatt

Researcher mbhatt@air.org

Reference

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.

MEETINGS IN 2015-2016 November 3, February 17, May 26 Crowne Plaza Hotel & TBD Lansing