Facilitators of School Improvement

Lisa Guzzardo AsaroDeane Spencer

January 2014

Feedback for LearningConnector Activity

“Dropping Balls” Uncovering Student Ideas in Science

“7 Keys to Effective FEEDBACK”Grant Wiggins

Visible Learning for TeachersCh7 The flow of the lesson: the place of

feedbackJohn Hattie

Mr. Miller has three different balls. Each is about the same size with a different mass.

Ball 1 is a wooden ball. Its mass is 28 g.Ball 2 is a golf ball. Its mass is 46 g.Ball 3 is a metal ball. Its mass is 110 g.

He holds his arms out and drops the three balls at the same time from the same height. In what order will the balls hit the floor?

Prediction A: Prediction B: Prediction C: Prediction D:

Prediction E:

Ball 1, then ball 2, then ball 3.Ball 3, then ball 2, then ball 1.Ball 2, then ball 3, then ball 1.All three balls will hit the floor at about the same time.Ball 3 will hit first, followed by ball 1 and ball 2 hitting the floor at the same time.

Choose a prediction and explain your thinking. What “rule” or reasoning did you use to make your prediction?

“7 Keys to Effective FEEDBACK”

• Goal-Referenced• Tangible and Transparent• Actionable• User-Friendly• Timely• Ongoing• Consistent

“7 Keys to Effective FEEDBACK” 1. Deal the Keys like playing cards to each person

at the table. Make sure each Key has a reader.2. Silently read the Key you have been dealt.3. Once all have read their Key, one at a time

teach the meaning of your Key to the rest of the table.

4. As you listen to the others at your table use the bookmark to record your understanding of each Key.

Remember our Science Class?

7

Mr. Miller has three different balls. Each is about the same size with a different mass.

Ball 1 is a wooden ball. Its mass is 28 g.Ball 2 is a golf ball. Its mass is 46 g.Ball 3 is a metal ball. Its mass is 110 g.

He holds his arms out and drops the three balls at the same time from the same height. In what order will the balls hit the floor?

Prediction A: Prediction B: Prediction C: Prediction D:

Prediction E:

Ball 1, then ball 2, then ball 3.Ball 3, then ball 2, then ball 1.Ball 2, then ball 3, then ball 1.All three balls will hit the floor at about the same time.Ball 3 will hit first, followed by ball 1 and ball 2 hitting the floor at the same time.

Choose a prediction and explain your thinking. What “rule” or reasoning did you use to make your prediction?

10

Sample ExemplarAll three balls will hit the floor at the same time. The reason is that they are all the same shape and size. Gravity causes objects to fall at the same rate, but air resistance can cause some things to fall slower. The shape and size of an object determines how much air pushes up on it and slows down its fall (air resistance). When objects are the same size and shape, they have the same amount of air pushing up on them, so they will fall at the same rate. Since the balls are all the same size and shape, they will fall at the same rate and hit the ground at the same time. Some people might think that mass will matter and that the metal ball will hit the ground first because it is heavier. We observed in class that only shape and size matter.

Focus Question: In what order will the balls hit the floor?

11

ExemplarAll three balls will hit the floor at the same time. The reason is that they are all the same shape and size. Gravity causes objects to fall at the same rate, but air resistance can cause some things to fall slower. The shape and size of an object determines how much air pushes up on it and slows down its fall (air resistance). When objects are the same size and shape, they have the same amount of air pushing up on them, so they will fall at the same rate. Since the balls are all the same size and shape, they will fall at the same rate and hit the ground at the same time. Some people might think that mass will matter and that the metal ball will hit the ground first because it is heavier. We observed in class that only shape and size matter.

Claim Evidence

Science Reasoning

Gravity causes objects to fall at the same rate, but air resistance can cause some things to fall slower. The shape and size of an object determines how much air pushes up on it and slows down its fall (air resistance). When objects are the same size and shape, they have the same amount of air pushing up on them, so they will fall at the same rate. Since the balls are all the same size and shape, they will fall at the same rate and hit the ground at the same time.

12

I chose prediction D because we did this in class with a metal ball and wooden ball and they both were about equal when they fell.

Use the Keys to analyze Feedback

13

I chose prediction D because we did this in class with a metal ball and wooden ball and they both were about equal when they fell.

Use the Keys to analyze Feedback

Teacher 1

Great !!

14

I chose prediction D because we did this in class with a metal ball and wooden ball and they both were about equal when they fell.

Use the Keys to analyze Feedback

Teacher 2What was it about the metal ball and the wooden ball that made them fall at the same rate?

15

I chose prediction D because we did this in class with a metal ball and wooden ball and they both were about equal when they fell.

Use the Keys to analyze Feedback

Teacher 3What about the golf ball?

16

I chose prediction D because we did this in class with a metal ball and wooden ball and they both were about equal when they fell.

Use the Keys to analyze Feedback

Teacher 4Too vague.

17

Use the Keys to analyze FeedbackNow you try….

Use your tools to provide valuable feedback on the following response.

I think all 3 balls will hit the floor about the same time because they all have the same mass and same size.

18

Today’s Outcomes

19

•Engage in a Science Experiment and Read 7 Keys to Effective Feedback, by Grant Wiggins

•Explore the School Systems Review and Interim Self-Assessment

•Explore the NEW Michigan Student Test of Educational Progress M-Step

•10 Lessons Learned from the Assessment Field Test

•Strategy Implementation Guide

•Program Evaluation Tool

•Explore MI School Data, Data Director, and Macombfsi.net

20

Today’s Roadmap• Welcome • Connector: Seven Keys to Effective Feedback, article

• School Systems Review or Interim Self- Asessment

• Assessment and Accountability• Strategy Implementation Guide• Program Evaluation Tool• MI School Data, Data Director, and Macombfsi.net

• Program Evaluation Team Work

21

Key Working Agreements A Facilitation Tool

• Respect all Points of View

• Be Present and Engaged

• Honor Time Agreements

• Get All Voices in the Room

These breathe life into our Core Values

22

Parking LotA Facilitation Tool

•Rest questions that do not benefit the whole group

•Place questions that do not pertain to content at this time

•Place questions that pertain, but participants do not want to ask at this time

Action Required Chart

•Any request by you that I need to respond to must be placed on the Action Required Chart

•You need to PRINT your complete name, school, and email address

23

FSI Materials

New to FSI •Notebook Tabs

•FSI website has been updated with the exception of the ASSIST guides and flowcharts.

24

Harvey Silver – The Core SixProfessional Learning 03.09.15 at the MISD

The Common Core State Standards represent the new promise in education – the promise prepare all of our

students for college and careers and the challenges of the 21st Century. In this interactive one-day workshop, participants

will identify key challenges in fulfilling the promise of the CC. Dr. Harvey Silver will then introduce participants to the Core

Six: six easy-to-use researched-based strategies that teachers at any grade level can use to develop their students’ core

thinking, literacy, and communication skills.

25

Register at gomiem.org

Principal Resource Packet• Listening to the DataStudent are talking to you through their assessments. Are you listening?

• How to Access & Complete the SIF and DIF 2.0 Overview Course

• School Improvement Frameworks and MTSS Essential Elements

• Harvey Silver –The Core Six Flyer

• AdvancED Creating the Student Performance Data Document

FSI Websitewww.macombfsi.net

Facilitators of School ImprovementWebsite Update

• MDE School Reporting Requirements TAB• School Improvement Framework

• MDE District Reporting Requirements TAB• District Improvement Framework

27

28

29

GATHERGet Ready

Collect DataBuild Profile

Stage One GatherSteps 2-3 Collect Data and Build Profile

Process Data

DUE DATE:

31

SCHOOL Improvement Framework (SIF 2.0)MDE School Improvement Framework documents can be downloaded from the MDE site, or by visiting the links below: *SIF 2.0*Overview*School Systems Review (SSR) (see below)*SIF 2.0 Strategy Cards*School System Review (SSR)*MVU Online Module

School Improvement Framework

School Systems Review (SSR) 26 Indicators

32

33

DISTRICT Improvement Framework (SIF 2.0)

MDE District Improvement Framework documents can be downloaded from the MDE web site or by visiting the links below:*DIF 2.0*Overview*District Systems Review (DSR) (see below)*DIF 2.0 Strategy Cards*District Systems Review (DSR)*MVU Online Module

District Improvement Framework

District Systems Review (DSR) 10 Indicators

34

AdvancED ISA MDE SSR

One or the Other; NOT BOTH

AdvancED MichiganSummary Report

36

What are your challenge areas?

MDE: School Systems Review (SSR)

AdvancED: Interim Self Assessment (ISA)

• Examine the Summary Reports from last year in ASSIST• Identify your challenge areas

• As a School, talk about how you will engage staff in assessing the indicators, surfacing evidence and dialoguing where you rate as a school with regard to the each MDE: strand, standard, and indicator or AdvancED: standard and indicator.

37

38

GATHERGet Ready

Collect DataBuild Profile

Stage One GatherSteps 2 Collect Data

Achievement Data

Division of Accountability Services Assessment and Accountability 

http://www.michigan.gov/mde/0,1607,7-140-22709---,00.html

• Michigan Student Test System Developed for Spring 2015 News Release 11.13.14

• Michigan Student Test of Educational Progress: M-Step NEWS Release 11.13.14

39

THE JOURNAL10 Lessons Learned from the Assessment Field Test

40

Prioritize Your Infrastructure Do A Dry Run Prepare Staff for New Priorities Try a “SWAT” Approach Adjust on the Fly

THE JOURNAL10 Lessons Learned from the Assessment Field Test

41

Get All Hands on Deck Try Out Various Scheduling Scenarios Deal With Keyboards Practice the Sample Tests Put Your Communications Experts to

Work

42

What’s NEW•Improving Michigan’s Accountability System to Better Measure Student Growth

Student Growth Percentile

43

Three measures for Accountability

44

AchievementImprovement(PLC)Achievement Gap

Student Growth Percentiles

Student Growth Percentiles (SGPs) represent one powerful way to quantify the growth of individual students over time

Conceptually, SGPs describe the variation of student’s growth (how much is greater or less than) compared to the growth of other students who had equivalent past test scores

45

Student Growth Percentiles

In order to calculate SGPsStudents are grouped with other students

throughout the state who had equivalent scores on the previous test

Students are then ordered in their group based on their score on the current year test

Each student then receives a percentile rank based on their order in the group

46

Student Growth Percentiles (SGPs)

Basic questionsWhat is a Student Growth Percentile?How would proposed SGPs be calculated?Why are SGPs helpful for parents and

educators?Let’s try to understand SGPs by looking

at two students who appear to be very similar, but in reality, are very different

Jane

Took the most recent grade 4 mathematics test

Received a scaled score of 434, which happened to be the

state average, and Placed her in the

“Proficient” performance level.

But what is her progress?

How much growth has she demonstrated?

John

Also took the most recent grade 4 mathematics test

Also received a scaled score of 434, which happened to be the state

average, andhe was also in the “Proficient”

performance level.But what is his progress? How much growth has he

demonstrated?

One way to better understandJane’s growth would be to look atstudents who scored the same asJane on last year’s mathematics test.

One way to better understandJane’s growth would be to look atstudents who scored the same asJane on last year’s mathematics test.

In reality, there are many students in Michigan who scored the same as Jane on last year’s 3rd grade mathematics test, but let’s imagine that there were only 10.

301

301

301

301

301

301

301

301

301

301

301

Each of these students scored a 301on last year’s 3rd grade mathematics test and have now taken this year’s 4th grademathematics test as well.

375 382376 390 395 408 430421 432 448

Let’s order these students by their score on this year’smathematics test.

All these students had the same 3rd grade mathematics score (301).

434

375 382376 390 395 408 430421 432 448

But each of them scored differently on the 4th grade mathematics test.

375 382376 390 395 408 430421 432434

448

A Student Growth Percentile (SGP) of 90 indicates that Jane scored better on the 4th grade mathematics test than 90% of the students who started at the same point based on the previous test.

All these students had the same 3rd grade mathematics score (301).

Let’s go through that same process for John by identifying the students in the state who scored the same as John on last year’s mathematics test.

Once again, in reality, there are many students in Michigan who scored the same as John on last year’s

mathematics test, but let’s imagine that there were only 10.

Each of these students scored a 364 on last year’s 3rd grade mathematics test and have now taken this year’s 4th grade mathematics test as well.

364

364

364

364

364

364

364364

364

364

364

Once again, let’s order these students by their score on this year’s 4TH grade mathematics test.

418 452428 469 478 484 499490 501 502

Last year’s mathematics score was 364 for all these students.

418 452428 469 478 484 499490 501

434

502

But each of them scored differently on the 4th grade mathematics test.

Last year’s mathematics score was 364 for all these students

418 452428 469 478 484 499490 501434 502

A Student Growth Percentile (SGP) of 20 indicates that John scored better on the 4th grade mathematics test than only 20% of the students who started at the same point as he did on the previous test.

Even though Jane and John received the same score on the 3rd grade mathematics test, looking at their SGPs reveals that their growth is very

different, and their academic progress in the last year varies significantly.

Jane’s SGP of 90 shows her learning over time is greater than the majority of students who started at the same point as she did.

John’s SGP of 20 tells a different story. John’s learning over time is less than other students who started at the same point as he did.

Student Growth Percentiles Student Growth Percentiles (SGPs) describe a

student’s learning over time compared to other students with equivalent prior test scores

An SGP of 50 shows average learning over time, with higher SGPs showing higher than average learning and lower SGPs showing lower than average learning

SGPs are a very useful and powerful way to understand student learning over time

66

Stage Four: DoStep 8 Develop Improvement Plan

PLANDevelop Improvement

Plan

STRATEGY IMPLEMENTATION GUIDE

67

68

69

70

Stage Four DoStep 11 Evaluate Plan

DOImplement PlanMonitor Plan

Evaluate Plan

PURPOSE ONEEvaluating the Fidelity of

Implementation

implemented as intended?

implemented consistently and with fidelity?

enough time and resources available and used for implementation?

Did the strategy work?

PURPOSE TWOEvaluating Impact (Student

Achievement)

increased student achievement?

unintended consequences (good and bad)?

be continued? discontinued? modified?

Deconstruct a STRATEGY at the ACTIVITY LevelCreated a Strategy Addendum

73

74

75

Program Evaluation Diagnostic: Due June 30

OCTOBER Work During FSI•Deconstructed a Strategy at the Activity Level•Revised the Strategy as needed•Created a PE Strategy Addendum•Complete Strategy/Program/Initiative Description(page 2 in ASSIST)

PAGE 2What is the name of the strategy/program/initiative being evaluated?Example: Classroom Instruction that Works: Non Negotiables

Provide a brief description of the strategy/program/initiative being evaluated?Example: Robert Marzano’s 2nd Edition elaborates on the 9 Strategies that work in a Classroom to include all effective instructional pedagological tools.

What is the need being addressed by the strategy/program/initiative?Describe what data analysis surfaced a student learning need that contributed to the selection of the strategy/program/initiative.

Provide the reason for selecting the strategy/program/initiative, include intended results.Describe the student learning results you expect to achieve due to implementing the strategy/program/initiative.

Cite the research supporting the strategy/program/initiative along with a brief summary.Include a brief summary explaining the strategy/program/initiative.

76

Program Evaluation Tool

January – February Work•Complete pages 5-6 on Readiness•Complete pages 7-8 on Knowledge and Skills•Complete pages 9-10 Opportunity

Program Evaluation DiagnosticPages 5-6

1.) Readiness: What was the readiness for Implementing the strategy/program/initiative?

77

What is the evidence regarding stakeholder understanding of the need as well as stakeholder ability to articulate the research regarding the choice of the strategy/program/initiative?

What does the evidence show regarding stakeholder understanding?

What does the evidence show regarding stakeholders having a shared vision and purpose for the work and a strong commitment to the strategy/program/initiative?

What does the evidence show regarding stakeholders having a shared vision?

What is the evidence regarding how stakeholder concerns were identified and addressed?

What does the evidence show regarding how stakeholder concerns were identified?

What is the evidence regarding the ability of staff and administrators to integrate the strategy /program/initiative?

What does the evidence show regarding the ability of staff and administrators to integrate the strategy/program/initiative?

Part A Part B

Program Evaluation DiagnosticPages 7-8

2.) Knowledge and Skills: Did staff and administrators have the knowledge and skills to implement the strategy/program/initiative?

78

What does the evidence show regarding staff and administrators’ vision for how practice would change as a result of the strategy/program/initiative?

What does the evidence show regarding staff and administrators’ vision for how practice would change?

What is the evidence regarding administrator knowledge and ability to monitor and assess the effectiveness of the strategy/program/initiative?

What does the evidence show regarding administrator knowledge and ability to monitor and assess the effectiveness?

What is the evidence regarding the sufficiency of opportunities for staff to learn knowledge and skills identified as essential (the non-negotiables or acceptable variations of the elements) strategy/program/initiative?

What does the evidence show regarding the sufficiency of opportunities for staff to learn knowledge and skills ?

What is the evidence regarding staff ability to apply the acquired knowledge and skills?

What does the evidence show regarding the ability apply the acquired knowledge and skills?

Part A Part B

Program Evaluation DiagnosticPages 9-103.) Opportunity: Was there opportunity for high quality implementation of the strategy/program/initiative?

79

What is the evidence regarding the sufficiency of administrative support to achieve the intended results?

What does the evidence show regarding the sufficiency of administrative support?

What is the evidence regarding the sufficiency of professional learning during implementation, e.g. modeling and coaching?

What does the evidence show regarding the sufficiency of professional learning?

What is the evidence regarding the sufficiency of resources -including financial and time- to achieve the intended results?

What does the evidence show regarding the sufficiency of resources?

What is the evidence regarding staff collaboration in support of the strategy/program/initiative?

What does the evidence show regarding staff collaboration?

Part BPart A

AdvancED and MDE RESOURCES

http://advanc-ed.org/partnership/mde

80

Located Here

81

Presenter: Dr. Jennifer Parker-Moore

MISchooldata.org Data Director

GATHERGet Ready

Collect Data Build Profile

STUDYAnalyze Data

Set GoalsSet Measurable Objectives

Research Best Practice

Team Work Time

•Create an PE Strategy Addendum•Complete page one- of the Program Evaluation Diagnostic in ASSIST•Network with Colleagues

82