Facilitators of School Improvement · Facilitators of School Improvement ALL COHORTS ... complete...

Facilitators of School Improvement

ALL COHORTS

Lisa Guzzardo AsaroLisa Rivard

Comprehensive Needs AssessmentGoal Development

And SIP Submission Components

April 2013

2

Multi-Tiered System of Support (MTSS)

CONNECTOR ACTIVITY

How Do Your School’s Current Practices Align

with the Essential Elements of MTSS?

Matrix Worksheet

3

Today’s Outcomes

•Engage in a MTSS Current Reality Activity

•Interact with activities that connect you to Michigan’s continuous school improvement process

•Establish information included in the SIP diagnostics

•Provide common language iatrical to School Improvement Plans

•Understand the essential components to a Goal

•Listen to a presentation from Donny Sikora on Collect School Data

4

Today’s Roadmap• Welcome• Connector: MTSS Current Reality• Updates • CNA Components• SIP Components• School Improvement Language• Data Collection Presentation• MI School Data/Portal Link Presentation

5

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

6

Parking Lot A 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

7

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

8

May-June

SCHOOL IMPROVEMENTActivities and Requirements

9

Located at macombfsi.net

10

NOTEWORTHY

• Goals Completed Timeline• Measurement Tool by Year• Center for Education Performance and

Information (CEPI)• Fall 2012 Teacher-Linked Assessment Data• Differentiated Proficiency Targets(AMOs)

11

Goals Completed Timeline

• 03.16.13 New ASSIST Functionality Updates

• 04.19, 26, or 30.13 Title I SI Team Dates

• 05.07, 08, 14, or 15.13Non Title I SI Team Dates

• 05.15.13 Rough Draft Goals Completed and available to District level personnel

12

One District’s SIP Timeline You could be hearing this!

05.01.13 Title I initiative due to District Office05.09.13 Goals due to DO for Consolidated

Application05.15.13 Rough Draft of Goals are in ASSIST08.15.13 Final Draft of SIP components submitted09.01.13 SIP Components Approved by District

13

SIP District Level Access

• Diagnostics for each school can be viewed at the district level BEFORE they have been added to your SIP submission report.

• If the District level wants to pull a PDF of a school’s completed plan, then schools will need to ADD the Diagnostic once it is complete by going to the Portfolio Tab, clicking the diagnostic, and clicking ADD.

14

Professional Learning Opportunities

• MDE/AdvancED Spring SI ConferenceApril 17-18, 2013 Lansing Center

• MAISA Michigan ELA Model Curriculum UnitsJune 24-27, 2013 Teams Lansing Center

• MRA Summer Literacy ConferenceJuly 9-10, 2013 Mackinac Island, Mission Point Resort

• Kagan Structures for Cooperative Learning and Active Engagement Institute

August 12-16, 2013 MISD

• MI School Data Webinars, see handout

15

Center for Education Performance and Information (CEPI)

• Fall 2012 Student Count data now available for all users on MI School Data

• The student count reports provides an unduplicated total of student reported in the fall of the school year.

• Students reported by grade level.

• Data can be displayed by student demographics and program participation.

16

Fall 2012 Teacher – Linked Assessment Data Now Available

ACCESS• 2011-2012 TSDL data have now been linked to state assessment results

from the fall 2012 assessments: MEAP, MEAP-Access, and elementary and MS MI-access

• This data provides performance level change from year-to-year for reading and mathematics

• BAA secure website www.michigan.gov/baa-secure• Access can occur once a TSDL user account is created. This requires

Superintendent permission.• Given that these are fall assessments measuring student learning through

the end of the previous school year, student performance on fall 2012 assessments is linked to the teacher(s) of recorded for the 2011-2012 school year.

• Each student’s assessment results have been linked to every teacher of record submitted for that student in TSDL.

http://www.michigan.gov/baa-secure

17

Annual Measurable Objectives (AMOs)

• http://www.michigan.gov/mde/0,4615,7-140-22709_25058---,00.html• Assessment and Accountability: Michigan School Report Cards: Tools

FILE CONTAINS Proficiency Targets

for Districts and Schools that had 30

or more students with full academic

year (FAY) status in a specific content area for the 2011-

2012 accountability cycle.

http://www.michigan.gov/mde/0,4615,7-140-22709_25058---,00.html

18

Proficiency Targets Example

Example school starts from 65%

proficient in subject.

Example school ends at (at least) 85% proficient

in subject in 2022.

Example School has+2% interval

AMO67%

AMO69%

AMO71%

19

Scorecard: Reading and Math July 2013 Met/Not Met

Proficiency Target Year School Year MeasureBaseline 2011‐2012 MEAP, Fall 2011

1 2012‐2013 MEAP, Fall 20122 2013‐2014 MEAP, Fall 20133 2014‐2015 State Assessment, Spring, 2015

4 2015‐2016 State Assessment, Spring, 2016






10 (85%) 2021‐2022 State Assessment, Spring, 2022

AMO

SET TARGET

20

• Since we have been told there will be no state assessments in 2014, we suggest that when writing a measureable objective using state assessments at the K-8 level, you consider writing the objective for a minimum of two years (13-14 and 14-15) and triple the INTERVAL.

• For example, if you are currently at 45% proficiency and your Interval is 4% (85%-45%=40, divided by 10=4%), you would write your measureable objective for two years at 8% growth or three years at 12% growth.

• 2012-2013 – Year One 4% =49%• 2013-2014 – Year Two 8% = 53%• 2014-2015 – Year Three 12% = 57%

57% of All Students will demonstrate a proficiency in number fluency in Mathematics by 5/14/2015 as measured by Spring, 2015, State Assessments.

AMOs

21

Accountability Scorecards

Differentiated Proficiency Targets (AMOs) to be used on the NEW School Accountability Scorecards.

TAB 3

22

DETAILS

• Two “levels” of Accountability Scorecards:– District Scorecards and School Scorecards

• AYP Status is replaced with a color coding system to indicate school performance– Going from “Met AYP” / to:

23

Active Cells n=30 (Points Earned/Total Points Possible )

24

More DETAILS• Individual proficiency, graduation/attendance cells

use three colors:

• Differentiated proficiency targets by content area (all five) for each school and district

• Attendance for schools that do not graduate students – whole school only. Target is 90% or improvement target

• Graduation cohort uses 4, 5, 6 year rate with 80% target or improvement target

2 1 0

25

SCORECARD Color RangesAttain 85% of greater of possible points

Attain at least 70% but less than 85% of possible points



Attain less than 50% of possible points

26

• Red cells present on the Scorecards will lower the overall Scorecard color

• Red overall grad/attend/ed evals/compliance factors = overall scorecard no higher than yellow

• At least two content areas with less than 95% participation rate = red overall scorecard

Danger Zone—Audit Checks Ahead

27

Why We Need Common Core: "I choose C.“

–

Video(http://www.youtube.com/watch?v=dY2mRM4i6tY)

3 min. 21 sec.

http://www.youtube.com/watch?v=dY2mRM4i6tY

29

One Common Voice – One Plan Michigan Continuous School Improvement

Stages and Steps

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action

Plan

GatherGetting Ready

Collect School DataBuild School Profile

StudentAchievement

StudyAnalyze Data

Set GoalsSet Measurable Objectives

Research Best Practice

(MI-CSI)

30

CNA Components

I. School Process Rubrics & AnalysisII. School Data Profile & AnalysisIII. Summary Reports (All that Apply)

31

One Common Voice – One Plan

Michigan Continuous School Improvement 4 Stages and 11 Steps

• Getting Ready• Collect School Data • Build School Profile

I. School Process RubricsII. School Data Profile Analysis

• Analyze DataI. School Process Rubric AnalysisII. School Data AnalysisIII. Summary Report (ANY)

• Set Goals• Set Measurable Objectives• Research Best Practice

• Develop Action Plan

• Implement Plan• Monitor Plan• Evaluate Plan

• IV. Program/Strategy Evaluation» (OPTIONAL)

Comprehensive Needs Assessment

School Improvement

Plan

Gather

Study

Plan

Do

32

SCHOOLS Comprehensive Needs Assessment (CNA)

Component OneSchool Process Profile Rubrics (All Schools Yearly):Due 09.01.13

Component TwoSchool Data Analysis (All Schools Yearly)

– Student Performance Diagnostic (5th year) 4 wks. prior to External Review Date – Stakeholder Feedback Diagnostic (5th year) prior to External Review Date

Due 09.01.13, except AdvancED MI schools the year of their EXTERNAL REVIEW

Component ThreeSummary Reports (All Schools Yearly) to inform the SIP

– The SPR Challenges and StrengthsDue 09.01.13

Component Four (Optional)Program/Strategy/Initiative Evaluation Tool

MDE Rubrics 40/90

AdvancED MI Interim SA/SA

33

DoImplement Plan


PlanDevelop Improvement

Plan

StudentAchievement

GatherGet Ready


StudyAnalyze Data

Set Goals Set Measurable ObjectivesResearch Best Practices

Michigan’s Continuous School Improvement Process

35


Stages and Steps

DoImplement Plan


PlanDevelop Action

Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data



(MI-CSI)

36

ASSISTSchool Improvement Plan

Submission09.01.13

37

ASSIST SIP Components MDE and AdvancED MI Flowcharts

38

OVERVIEW TAB

START HERE ALWAYS

39

DIAGNOSTIC SURVEY TABLoad Diagnostics Here

40

Quickstart Guide for Navigating ASSIST™Primary navigation of ASSIST takes place using a series of tabs located across the top of the screen. Specific tools are provided within each tab.The following diagram provides a basic overview of everything located within each ASSIST tab.

Overview Profile Diagnostics & Surveys Assurances Goals & Plans Actions & Reviews PortfolioDue dates forrequired tasks ?upcoming, past due, and completed

(NOTE: When youopen a task on theOverview Tab ittakes you to thetask details in thePortfolio Tab)

EXAMPLES:? Ed YES! Report

(SPR 40)Interim SA/SA(Due 4.1.13)

? School ImprovementPlan(Due 9.1.13)

? DistrictProcess Rubrics (DPR)(Due4.15.13)

? DistrictImprovement Plan(Due 6.28.13)

Basic institution,demographic,affiliation,accreditation, andaccountability statusinformation(e.g., Priority, Focus,Title I)

Performance section is currently blank

Tools to facilitate the collection and analysis of data and information to inform the improvement planning process.

School Diagnostics:• Executive Summary(all)* Improvement Plan Stakeholder Involvement(all)* School Data Analysis (all)* Additional Requirements (all)• SPR 40 (MDE) • SPR 90 (MDE)* InterimSelf‐Assessment (AdvancED) – non‐review years• Self‐Assessment(AdvancED) – review year* Student Performance (AdvancED – review year)• Stakeholder Feedback (AdvancED – review year)• Title ISchool Wide• Title ITargeted Assistance• Health and Safety (optional)• Focus School Diagnostic• Transformation Redesign Diagnostic– Priority Schools• Turnaround Redesign Diagnostic– Priority Schools• SchoolCheckResource Allocation Self? Assessment Diagnostic– Focus or Priority Schools

District Diagnostics:• Executive Summary(all)* Additional Requirements (all)* Improvement Plan Stakeholder Involvement(all)* DPR (MDE)• InterimSelf‐Assessment(AdvancED) – non‐reviewyears• Self‐Assessment(AdvancED) – reviewyear* Student Performance (AdvancED – review year)• Stakeholder Feedback (AdvancED – review year)• SchoolCheck District Resource AllocationSelf?Assessment Diagnostic– Focus or Priority Districts

Surveys:• Parent• Staff• Middle/High Student (6?12)• Elementary Student (3?5)• Early Elementary Student (K?2)

Yes/NoCertificationQuestions –AdvancED andMDE state andfederal assurances

(Only for AdvancED schools districts in the reviewyear and MDE Priority Schools using a Transformation or Turnaround Model.)

Build and managegoals andimprovement plans

NCA Accreditation ?Scheduled ExternalReviews and Required Actions

Tools to facilitate aprocess of checks and balances to ensure appropriate goals and strategies are in place.

Containstask/documentsubmission and review and approval workflow.

EXAMPLES:? Ed YES! Report

(SPR 40)Interim SA/SA(Due 4.1.13)

? School ImprovementPlan(Due 9.1.13)

? District Process Rubrics (DPR)(Due 4.15.13)

? District Improvement Plan(Due 6.28.13)

2/22/13

Diagnostics

ASSISTTasks

Assurances

Goals

ASSIST Tasks

41

AdvancED Michigan

42

School Improvement

Planning and Reporting

43

Overview Tab

Portfolio Tab

44

Ignore N/A

Use the Goals & Plan Tab

45

Use the correct YEAR in the Description Box

46

SIP Components for Submission 09.01.131. School Executive Summary Diagnostic ALL2. Improvement Plan Stakeholder Involvement Diagnostic ALL3. School Data Analysis Diagnostic ALL

except those AdvancED MI schools having an External Review (ER) year, instead, complete: Student Performance and Stakeholder Feedback

4. Additional Requirements Diagnostic ALL5. Health and Safety OPTIONAL6. Title I Targeted Assistance or School-wide Diagnostics (If it Applies)7. Goals and Plan TAB ALL

These COMPONENTS can be accessed and loaded

by clicking on the DIAGNOSTIC SURVEY TAB in

ASSIST

How many SIP Components do you need to COMPLETE by 09.01.13?

47

School Executive Summary Diagnostic 4 Parts 1

Executive Summary for SchoolsThe Executive Summary (ES) provides the school an opportunity to describe in narrative form its vision as well as strengths and challenges within the context of continuous improvement. Use the links below to navigate the Executive Summary and respond to the various questions. The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

Description of the SchoolDescribe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

School’s Purpose (VISIONS, MISSION, BELIEF STATEMENTS)Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Notable Achievements and Areas of ImprovementDescribe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Additional InformationProvide any additional information you would like to share with the public and community that were not prompted in the previous sections.

48

Improvement Plan Stakeholder Involvement Diagnostic 3 Parts 2

Improvement Plan Stakeholder Involvement Diagnostic

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

49

School Data Analysis Diagnostic

3

EXCEPT MI AdvancED Schools the year of their

EXTERNAL REVIEW (ER) VISIT

INSTEAD, Student Performance Stakeholder Feedback

51

Rubric, Likert Scale, Narrative or Upload a Document

52

Additional Requirements Diagnostic 9 Parts

4

School Additional Requirements DiagnosticThis diagnostic contains certification requirements for Michigan schools. This diagnostic must be

completed by all schools.

• Literacy and math are tested annually in grades 1-5.• Our school published a fully compliant Annual Ed Report. (The Annual Education Report (AER)

satisfies this). If yes, please provide a link to the report in the box below.• Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file.• Our school reviews and annually updates the EDPs to ensure academic course work alignment.• The institution complies with all federal laws and regulations prohibiting discrimination and with

all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.

References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.

• The institution has designated an employee to coordinate efforts to comply with and carry out non- discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.

• The institution has a School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy. If yes, please attach the School-Parent Involvement Plan below.

• The institution has a School-Parent Compact. If yes, please attach the School-Parent Compact below.

• The School has additional information necessary to support your improvement plan (optional).

53

Name: 2013-14 Parent Compact

Parent Compact

Firefox and Safari

54

Complete a Diagnostic

55

REOPEN BUTTON

56

Health and Safety Diagnostic Optional

This diagnostic is OPTIONAL and

should be completed ONLY

if you took the HSAT.

5

57

Title I Targeted Assistance or School-wide Diagnostic 6

HANDOUTS

See

Narrative Assistance Documents

58

Goals & Plan TABFIRST: Developing a GOALSECOND: Creating a PLAN

59

FIRST Develop Goals

60

Use the Goals & Plan TAB to develop Goals and create a

PLAN.

7

PART Name # of StepsGoals 2 StepsObjectives 5 StepsStrategy 3 StepsActivity 8 Steps

61

Part 1 - Building Goals 2 Steps

1. Goal Name

2. Goal Type

62

Goal Name“All student will be proficient in (content area).”

All student will be proficient in Math.

You must select if a goal is an

academic or organization

goal.

An academic goal is a

goal in one of the five content areas.

An organizational goal is one around

other criteria such as revamping the

school structure, school

culture/climate, student behavior,

ect.

Not Recommending at this time!

63

Part 2 - Set Measureable Objective(s) Using the Wizard

5 Steps

64

• ‘All students’ option for measureable objective–Who - “Would you like to identify any subgroup

populations for the objective? • Yes – choose subgroups• No – all students

65

Would you like to identify any

specific population?

YES, and select the targeted population.

ORNO, All Students

66

Set an Objective PART ONE WHO?

67

Set an Objective PART TWO PROPORTION?

68

Set and Objective PART THREE WHAT?

WHAT

69

Set an Objective PART FOUR MEASURED BY?

PART FIVE BY WHEN?

70

Set an Objective Preview

71

Set a Measurable Objective Let’s Take a Look

____ % of ____ (population) students will demonstrate a proficiency in (STRAND) in (content area) by (date) as

measured by (season, date, assessment).

64% of all students will demonstrate a proficiency in number fluency in mathematics by 06.15.2015 as measured by the Spring, 2015 state assessments.

Think All Students

Core Instruction

FIRST Objective

12-13 58% 13-14 61% 14-15 64% Interval

3%

72

Closing the Gap with Subgroups WE ARE ASKING TWO QUESTIONS

• How far is the school as a whole from the proficiency target?

• How far is a sub group below the school’s proficiency level?

In 11-12 55% proficient = 3% Interval

In 11-12 45% proficient = 1% Interval

49% proficient Fall 2012 53% proficient Fall 2013 57% proficient Spring 2014

3%

1%+

4% Interval for SG

AMOs

73

Set Measurable Objective

____ % of ____ (population) students will demonstrate a proficiency in (STRAND) in (content area) by (date) as


Think TIER II Students

This would be the 2nd

objective for a Math Goal.

Needs a TIER II

StrategyAMO

59%

Second Objective

74

Set Measurable Objective____ % of ____ (population) students will demonstrate a proficiency in (STRAND) in (content area) by (date) as


40% of 7th grade Black students will demonstrate a proficiency in numeration in mathematics by 05.15.2015 as measured by the Spring, 2015 local and state assessments.

Think TIER III Students

This would be the 3rd

objective for a Math Goal.

Needs a TIER

III Strategy

AMO Third

Objective

75

Calculating SUB Group to reach 85% by 2022

38% 2011-2012

Calculate the gap proficient85% - 38% = 47% GAP

47%Calculate the % gain for each year47%/10 yrs. = 4.7 % round up to 5%

5% 12-13 5% 13-14 5% 14-15

Calculate the gain for next 3 yrs.(.05) 5% x 3 = (.15) 15%

15%Calculate the 3 year AMO38% + 15% = 53% 14-15 Spring

AMOs

Interval

76

Part 3 - Identify a Strategy (ies) 3 Steps

77

Strategy 3 Steps

1. Strategy Name: TIER I Core Instruction Math Solvers Framework

2. How will the Strategy Work: Staff members will…

What Staff members will do instructionally to help students achieve the measureable objective.

3. State the Research Used to Support this Strategy

This section will also include HOW you engaged in

studying and selecting the research-based strategy.

78

STRATEGY

All staff will implement the Math Solvers Instructional Framework into their lessons

to increase student engagement and learning in problem solving.

Name: TEIR I Core Instruction Math Solvers

Framework

79

STRATEGY

Tier II Staff will implement the Star Math into their lessons to increase student engagement and learning in numeration. TIER II

Tier III Staff will implement the Corrective Math into their lessons to increase students ability to solve word problems. TIER III

All staff will implement the Math Solvers Instructional Framework into their lessons to increase student

engagement and learning in problem solving.

TIER I

80

• Share strategies and activities across multiple objectives–Goal Builder Step 3: Strategy – “Add Strategy”

or “Choose Existing Strategy”.

81

Adding the Same Strategy

82

Part 4 Identify Activities 8 Step

Start: The Staff Will….

83

Activity Name

Activity Type

Activity Description

Begin Date

End Date

Funding Source

Funding Amount

Part 4 Adding Activities

Description includes Staff Responsible

85

Funding Source, Funding Amount

Science Teachers and Administrator

86

Preview, Back, & Accept and Finish BUTTONS

90

SECOND Create the PLAN

91

CREATING a PLAN

13-14 RHS SIP

13-14 School SIP

92

Selecting Goals to include in PLAN

93

After Selecting Goals, Click SAVE

94

Presentation

Presenter Donny Sikora, PrincipalWarren Woods, Pinewood Elementary

Organizing and Tracking your AMO Targets and Growth.

95

Assessing the Impact of

Strategy Implementation

What needs to happen prior to STRATAGY Development -

Identifying Activities?

96

Understanding the Impact of 2012-2013 Strategy Implementation

KEY ACTIVITIES and/or PROCESSES that should occur:

1. Current Reality Activities (WHERE ARE WE?)

2. Assessing Impact Activity and Tool (HOW DO WE KNOW IT IS WORKING?)

3. Researching Best Practice (Is it the Right Fit?)

4. 40/90 OR ISA/SA Challenges (Process Data Analysis)

97

Multi-Tiered System of Support 1. Current Reality Activity

CONNECTOR ACTIVITY

How Do Your School’s Current Practices Align

with the Essential Elements of MTSS?

Matrix Worksheet

2. Assessing the Impact Activity and Tool

• This tool is located at www.macombfsi.net.• Click on Stage Four DO tab on the left• Click on Step 11 Evaluate• Locate Tool and Rubric

http://www.macombfsi.net/

3. Study Research

101

102

4. School Process Rubric Summary Report

Challenges

103

ISA/SA

MATRIX

List Challenges from SPR

1 per square

4. Select One Strategy

104

Submitting Your SIP Components

In ASSIST by09.01.13

105

Submitting the SIP ComponentsStart in Overview

Tab and Click School Improvement

Plan

Click the Add/Remove button.

This will open a window that allows

you to select the diagnostic/plan you would like to attach.

Click Save Selection button and it will now appear in the

Components Section.

106

Hitting Submit

107

A School’s Reopen Button and Enter Comment Box

108

District Review and Approval of School Improvement Plan Components

109

District Clicks ACCEPT or Reopen Button

110


Stages and Steps

DoImplement Plan


PlanDevelop Action

Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data



(MI-CSI)

111

Stage One: GATHER Step 1: Getting Ready

GATHERGetting Ready


112

Stage One: Gather Step 2: Collecting School Data Step 3: Build School Profile

Presenter Dr. Jennifer Parker-Moore

Data Director D4SS

MISchooldata.org

GATHERGetting Ready


113

FSI Team Work Time

• Start your Diagnostics, Label them, and ADD• Develop One Goal in ASSIST• Locate data in MISchoolData• Plan for SI TEAM Work date• Visit the Smarter Balance Consortium website

www.smarterbalanced.org

http://www.smarterbalanced.org/

Facilitators of School Improvement · Facilitators of School Improvement ALL COHORTS ... complete...

Documents

Transcript of Facilitators of School Improvement · Facilitators of School Improvement ALL COHORTS ... complete...