FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard APRIL 2012.

FSI Level IV

Lisa Guzzardo AsaroDr. Lisa Rivard

APRIL 2012

Connector ActivityTAB 2

Two Measures of Describing Cognitive Rigor

Bloom’s Cognitive Process Dimensions

Webb’s Depth-of-Knowledge Levels

The National Center for the Improvement for Educational Assessment

http://www.nciea.org

Implications for schools and classroom levels:•Lesson design

•Instructional delivery

•Assessment strategies

http://www.nciea.org/

Today’s Outcomes

•Receive updates

•Provide formulas and models

•Share Matrix 1 templates to guide Strategy Development at the activity level

• Provide verbiage for Goals Management

•Share screen shots of Goals Management

•Network with colleagues on relevant topics

•Start 2012-2013 SPP/A

•Explore MI School Data Web Portal and Data Director 4.0

Today’s Roadmap

• Welcome• Connector Activity• Noteworthy Updates• Goals Management

– Set Goals– Set Measurable Objectives– Identify Strategies– Identify Activities

• Multi-Tiered Levels of Intervention• Data Director/MISchooldata• School Improvement Plan or SDP/A

TAB 12

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

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

NOTEWORTHY• Flexibility Waiver submitted February 2012 to

Fed…stay tuned • www.smarterbalanced.org• MDE/AdvancED Reporting • BAA Reports• Professional Learning• AdvancED 2012-2013 Training Dates• School Data Profile/Analysis (SDP/A) Launched• 2012 High School Student and Teacher

Surveys• Child Protection Questionnaire 2012• Streamlined School Improvement Process

http://www.smarterbalanced.org/

Flexibility Waivers

• Flexibility Regarding the 2013-2014 Timeline for determining AYP• Flexibility in Implementation of School Improvement Requirements• Flexibility in Implementation of LEA Improvement Requirements• Flexibility for Rural LEAs• Flexibility for School-wide Programs• Flexibility to Support School Improvement• Flexibility for Reward Schools• Flexibility Regarding Highly Qualified Teachers• Flexibility to Transfer Certain Funds• Flexibility to Use School Improvement Grant Funds to Support

Priority Schools

www.smarterbalanced.orgBeginning in the 2014-2015 school year, the MDE anticipates transitioning to online assessments developed by the Smarter Balanced Assessment Consortium (SBAC). While there will be a paper version of the SMAC assessments available for the first 3 years, it is important that Michigan schools make significant progress towards technology readiness in order to take advantage of this next-generation assessment system.

SBAC is going to begin Technology Readiness Assessment data collection 04.15.12 – 05.15.12. Emails have been sent on 03.04.12 to Superintendents and Technology Directors

Document I (SDP/A)

School Data Profile/Analysis

Due Online: 09.01.12

Document III (Summary Report/Goals Management)

Summary Report/School Improvement Plan


Document II (SPP/A)

School Process Profile/Analysis


a. MDE: School Process Rubrics 90b. MDE: School Process Rubrics 40c. NCA: Assist Self Assessment (Assist SA) d. NCA: Self Assessment (SA)

Document Due DatesTAB 12

MDE/AdvancED MI Reporting

Assist SA is due 4 weeks prior to QAR or March 9, whichever comes FIRST.

REPORT NAME ELECTRONICSUBMIT

ELECTRONICTRANSMIT TO

MDESchool Improvement Plan (SIP)

Yes, to District YesDue 09.01.12

School Data Profile/Analysis (SDP/A)


School Process MDE Rubrics (SPR 40 or SPR 90)


School Process NCA Indicators(SA or Assist SA)

Yes, to AdvancED/MDE

NoDue 03.09.12

District Process Rubrics(DPR 19)

SubmitDue 04.02.12

No

District Improvement Plan (DIP)

Submit06.29.12

No

Assist SA is due 4 weeks prior to QAR or March 9, whichever comes FIRST.

Bureau of Assessment and Accountability

• Fall 2011 MEAP-Access Results– Release 1st week of March– Hard copies should have shipped end of

March– MEAP-Access Performance Levels and Scale

Scores– MEAP-Access Performance Level Descriptors

(PLDs)

Professional LearningFocusing on Instruction

Classroom Instruction that Works

3-day Professional Development

August 6-8, 2012

8:30 -3:30 pm

MISD

http://www.google.com/aclk?sa=l&ai=CXKZGpStaT6e4N4G72QX9krSvCb-4hN0C9_CLhyCH35PUfAgCEAFgyQagAe390PwDyAEHqgQPT9Ac5mhX1j-CgeYoaKvfugUTCPXej6Sa2q4CFel-TAodD1242cAFBQ&sig=AOD64_2eSgxNiEA1-3X78tRiQBaJs6Nr4g&ctype=5&ved=0CAcQwg8&adurl=http://www.ecampus.com/classroom-instruction-works-researchbased/bk/9780871205049%26referrer%3Dfrgl&rct=j&q=classroom%20instruction%20that%20works

http://www.google.com/aclk?sa=l&ai=CXKZGpStaT6e4N4G72QX9krSvCb-4hN0C9_CLhyCH35PUfAgCEAFgyQagAe390PwDyAEHqgQPT9Ac5mhX1j-CgeYoaKvfugUTCPXej6Sa2q4CFel-TAodD1242cAFBQ&sig=AOD64_2eSgxNiEA1-3X78tRiQBaJs6Nr4g&ctype=5&ved=0CAcQwg8&adurl=http://www.ecampus.com/classroom-instruction-works-researchbased/bk/9780871205049%26referrer%3Dfrgl&rct=j&q=classroom%20instruction%20that%20works

Principal Overview of Literacy in Action

Hosted by Dr. Elaine Weber and Tesha Thomas

Intended for Principals, Asst. Principals, Literacy Coaches, and Curriculum Directors

MISD05.10.12

8:00 – 10:30 am

AdvancED Michigan Workshopsfor 2012-2013 Accreditation

http://www.advanc-ed.org/workshops-webinars

SCHOOL ACCREDITATION• AdvancED MI Office, Lansing 04.18.12

DISTRICT ACCREDITATION• Wayne RESA 03.01.12• AdvancED MI Office, Lansing 04.25.12



2012 High School Student and Teacher Surveys

• Administered to all 9th and 12th grade students• 2 week window: 04.25.12 – 05.09.12• Boxed surveys delivered van mail addressed to

building principal by 04.23.12• Return by 05.14.12• Return Teacher Survey by 05.31.12• Parent Survey will be administered electronically

to all Macomb County 11/12 9th grade parents• Results share with Superintendents in Sept.

2012

Child Protection Law Questionnaire

Nancy Buyle is collection this information to better assist schools in

following the Child Protection Law

Complete Survey and return

by the end of the today.

MDE Streamlines SI

Effective 2012-2013

• 3year or 3-5 year plan• New cycle begins the year following

the SPR 90/Assist SA• In-between you will complete the

Program Evaluation Tool • Year 2 and 3 you will revise/update

plan, SDP/A and SPP/A

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 Goals Set Measurable Objectives

Research Best Practice

(MI-CSI)

One Common Voice – One Plan Michigan Continuous School Improvement

Stages and Steps

• Getting Ready• Collect School Data • Build School Profile

I. School Data Profile II. School Process Profile

• Analyze Data I. School Data Analysis II. School Process Analysis III. Summary Report/Goals

Management• Set Goals • Set Measurable Objectives• Research Best Practice

• Develop Action Plan

• Implement Plan• Monitor Plan• Evaluate Plan

Comprehensive Needs Assessment

School Improvement

Plan

Gather

Study

Plan

Do

TAB 12

Vision, Mission, and Belief Statements

• If you have a new vision, include it in your 12-13 (use and effective date) SIP

• Visions should align with where you are headed in the future

• Missions should state theschool’s purpose and lead you to your vision

I. School Data Profile/Analysis

II. School Process Profile/Analysis

III. Goals Management

III. Summary Report

StrengthsChallenges

A Comprehensive Needs Assessment

Stage Three: STUDYStep 5: Set Goals

STUDYAnalyze Data

Set GoalsSet Measurable Objectives


Website Resources and Tools

www.advanc-ed.org/mde

25

Reporting Documentswww.advanc-ed.org/mde

Goals Management Button

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

AdvancED website Screenshot of:

Goals Objectives Strategies Activities

• Goal Source

• Content Area

• Goal Name

• Student Goal Statement

• Gap Statement

• Cause for Gap

• Measures/ Sources of Data

• Criteria for Success

• Person Responsible

Goals Management

Resources

• Objective Name

• Measurable Objective Statement

• Research Best Practices

• Strategy Name

• Strategy Statement

• Target Areas

• Activity Name

• Activity Description

• Activity Type

• Planned/Actual Staff

• Planned/Actual Timeline

• Resource Name

• Funding Source

• Planned/Actual Amount

TAB 5

Goals Management Structure

Goal

Objective

Strategy

Activity

Resources

TAB 5

Requirements for Goals Goal must meet one of two requirements:

1. It is associated with a Content Area for which there are

challenges noted during your CNA PROCESS.

OR2. It is associated with a Key Characteristic that is identified

as a challenge on your 40/90 OR Quality Indicator that is a challenge on the SA/Assist SA/ES.

KEY CHARACTERISTIC QUALITY INDICATOR

getting started not evident

partially implemented emerging

Set Goal• Schools are required to write a minimum of three goals,

including goal for any area for which they do not meet AYP and/or are not performing at the state average on state assessments.

• Title I schools must address all four content areas as either improvement or maintenance goals.

30

Goal DevelopmentGuidelines• GOAL may contain one or multiple objectives.• OBJECTIVES may contain one or multiple

strategies.• STRATEGIES may contain one or multiple

activities.• ACTIVITIES may contain one or more

multiple fiscal resources.HANDOUT

Goal Development Guidelines

TAB 5

Adding a New GoalSTUDY

Analyze DataSet Goals

Measurable ObjectivesResearch Best Practice

Goal Details (8 parts)

Measurable Objective (2 parts)

Strategy (4 parts)

Activity (7 parts)

Fiscal Resources(4 parts)

Goal Management Template



PART OneGoal Name: Math

PART TwoContent Area:

Drop Down Menu

Goal Details: Use Example Template

Annie Smith

PART ThreePerson Responsible:

PART FourStudent Goal Statement:

All students will improve Math proficiency

Goal Details:

(All students will…)

All students will improve Math specifically numbers and numeration proficiency

PART FiveGap Statement: (Difference between current performance and goal)

Based on a review of student achievement data sources (MEAP), only 48% of all students scored proficient as compared to state proficiency level (of 100% proficient) OR of 85% proficient in ten years.

Goal DetailsSTUDY



Use multiple data sources.37

Gap Statement mischooldata.org

GAP When considering the percent proficient on MEAP, there is a 10% gap between current performance by all students and the (85%) or 100% goal.

In addition, there is a 21% difference between students without disabilities and students with disabilities.

READING 2006 2007 2008 2009 2010

Students without disabilities

93.86 92.35 89.25 89.95 83.86

Students with disabilities

82.35 56.25 66.67 70.00 62.86

Male 95.97 85.95 86.61 91.60 91.75

Female 94.39 90.82 88.28 93.55 90.63

PART SixCause for Gap: (Consider all DATA sources (Use the 5 Whys)

• Based on the following data sources, there is an achievement gap of ____% difference between subgroups and aggregate in overall achievement.

• Strand data analysis from the MEAP indicates…• Student data analysis from standardized assessments (e.g.

NWEA, SRI) indicates…• Student data analysis from local common assessments

indicates…• Process data (curriculum alignment etc.) shows….• Perception data from parent surveys indicates…

Goal DetailsSTUDY



When considering the percent of students proficient, there is a

21% difference between students

without disabilities and students with disabilities as

measured by the MEAP; additional data

analysis identifies numbers and

numeration as the primary cause for gap.

Use multiple data

sources

Gap Statement & Cause for Gap TIPS

GAP

Specific Source

for CAUSE

Cause for the Gap Statement Examples

• Overall, each grade level saw the targeted subgroups perform lower on: – Numbers and numeration strand of MEAP with AA scoring 6pts

lower than other ethnicities and SWDs scoring 19pts. lower than non SWDs.

– The same pattern exists on our end of unit tests with a gap of between 14 and 48% pts. between subgroups and those student not in a subgroup.

• The curriculum is not aligned with instructional practices • Tier III interventions have not been identified for

subgroups.

PART SevenDescribe multiple measures/source of data used toidentify this gap in student achievement:

Goal Detailswww.mischooldata.org

One Common Voice One Common Voice –– One PlanOne PlanStage One Gather:Stage One Gather: Step 2 Collect School DataStep 2 Collect School Data

What do you already know?What data do you need to know?What additional information/data do you need to know?Where can the information/data be found?

Achievement/ Student

Outcome DataLocal AssessmentsState AssessmentsNational Assessments

Demographic or Contextual

Data

Student SubgroupsEnrollmentAttendanceParent InvolvementTeaching Staff

Process Data

Policies & Procedures School Process Rubrics (40 or 90)Or SA/SAR (NCA)

Perception Data

Survey DataOpinions

*The list of data examples above is not all inclusive. Your building may have other data to consider.

STUDYAnalyze Data

Set GoalsMeasurable ObjectivesResearch Best Practice

MEAP, Pre-Reading ACT, and PLAN

e.g. NWEA , AIMSweb, Common Assessments, SRI, Dibels, Parent Surveys, EXPLORE, PLAN, ACT, D-ACT, D-EXPLORE, D-PLAN, D-WorkKeys, Student Failure Rates, Attendance Rates, Discipline Referral Rates

SCREENING TOOLS:

http://www.rti4success.org/screening Tools

http://www.mischooldata.org/

PART EightWhat is the criteria for success and what data or multiple measure of assessment will be used to monitor progress and success of this goal?

Goal Details

•We will close the gap in achievement. Students (that are identified in the gap statement) will make a % increase in achievement on interim assessments (which ones). •Progress will be monitored (connect to strategy statement).•Students identified in the gap statement will demonstrate an the objective achievement in order to close the gap. •Monitoring will be done through an ongoing dialogue of student work/assessment results (formative, benchmark, and summative). •In addition, ongoing meetings will be convened to monitor implementation and impact of the plan.

STUDYAnalyze Data


Criteria for Success Example

• On the MEAP Numbers and Numeration, African Americans will increase the % proficient by __%. SWD will increase the % proficient by __ %.

• Teachers will meet to use a data driven dialogue protocol with student work samples 8 times/ semester to adjust and inform instruction.

• On the end of unit tests in Math, there will be no more than a 10% proficiency difference between African American and other ethnic populations.

Editing FEATURE in Goals Management

• Click the "check my response for errors..." below any text box at anytime to check your response for writing errors. When you are finished correcting errors, click the "continue editing my response..." link to continue your work. Errors will be underlined as follows, spelling error, grammar suggestion, or style suggestion. Click the underlined word to see more options.





Strategy (4 parts)

Activity (7 parts)

Resources(4 parts)




Stage Three: STUDYStep 6: Set Measurable Objectives

STUDYAnalyze Data

Set Goals

Set Measurable Objectives




Strategy (4 parts)

Activity (7 parts)

Resources(4 parts)





•Goal Source

•Content Area

•Goal Name

•Student Goal Statement

•Gap Statement

•Cause for Gap

•Measures/ Sources of Data

•Criteria for Success

•Person Responsible

Goal Management

Resources

•Objective Name

•Measurable Objective Statement

Objective Screenshot

Objective DetailsSTUDY



Set SMART Measurable Objective

Specific

Measurable

Attainable

Results-focused

Time-bound

Student Goal Statement: All students will be proficient in reading.

Measurable Objective Statement: The percentage of all students proficient on the MEAP in the areas of retelling and informational text will increase from XX% (Fall, 20XX) to YY% (Fall, 20XX).

The percentage of non-disabled students proficient will increase from XX%(Fall 20XX) to YY% (Fall 20XX), and the percentage of disabled students proficient increases from XX% (Fall 20XX) to YY% (Fall 20XX).

51

“Who will be able to do what, by when,

as measured by what?”

PART OneObjective Name: Math Achievement

PART TwoSmart Measurable Objective Statement to Support Goal: (subgroup/strand/standard of greatest need (All students will…)

Measurable Objective Details

The percentage of all students proficient on the MEAP in the areas of numbers and numeration will increase from 68% (Fall 2011) to 77 % (Fall 2014). FIRST

The percentage of students with disabilities proficient on the MEAP will increase from 35% (Fall 2011) to 50% (Fall 2014). SECOND The percentage of AA students proficient on end of unit tests in numbers and numeration will increase from 48% (Fall 2011) to 65% (Fall 2014). SECOND

3 Year PLAN

2012-2013

2013-2014

2014-2015

85.0% 85.0% 85.0% 85.0% 85.0% 85.0% 85.0% 85.0% 85.0% 85.0%

53.5%57.0%

60.5%64.0%

67.5%71.0%

74.5%78.0%

81.5%85.0%

8.5%

17.0%

25.5%

34.0%

42.5%

51.0%

59.5%

68.0%

76.5%

85.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

Profi

cien

cy T

arge

t (A

MO

)

Year

School Proficiency Targets (AMOs)

School A

School B

School C

Calculating Waiver Goal of 85% by 2022

38%

Calculate the gap proficient

85% - 38% = 47% GAP

47%

Calculate the % gain for each year

47%/10 yrs. = 4.7 % round up to 5%

5%

Calculate the gain for next 3 yrs.

(.05) 5% x 3 = (.15) 15%

15%

Calculate the 3 year objective target

38% + 15% = 53%

TAB 6

Reading Example

3-year Target Objective StatementCore Instruction The percentage of all students proficient on the MME in the area of reading will increase from 38% (Fall, 2012) to 53% (Fall, 2015).2012-2013 Target 43% proficient2013-2014 Target 48% proficient

You will write an OBJECTIVE STATEMENT for each GAP STATEMENT.

Math Example

3-year Target Objective StatementCore Instruction

The percentage of all students proficient on the 10th

grade PLAN in the area of math will increase from 46% (Fall, 2012) to 57.7% (Fall, 2015).

2012-2013 Target 49.9% proficient 2013-2014 Target 53.8% proficient

You will write an OBJECTIVE STATEMENT for each GAP STATEMENT.

Calculating Waiver Goal of 85% by 2020 (2 year cushion)

38%

Calculate the gap proficient

85% - 38% = 47% GAP

47%

Calculate the % gain for each year

47%/8 yrs. = 5.87 % round up to 6%

6%

Calculate the gain for next 3 yrs.

(.06) 6% x 3 = (.18) 18%

18%

Calculate the 3 year objective target

38% + 18% = 56%

TAB 6

60

What research-based strategies will we use to ensure that students make progress toward meeting the goal and the measurable objective?

Research Based Best Practices

61

Is this the Right Thing to do?

•Does the practice align to our CNA?

•How similar to the research situation is our situation? If our situation is not the same, can we still implement the practice with fidelity?

•How does this practice align with other school, building and district initiatives and priorities?

•Can we build the capacity, knowledge, skills, resources, and support structures to implement this practice?

Research Based Best Practices

This information is listed under each strategy statement.This section must be COMPLETED

What research did you review to support the use of this strategy and action plan? * (Cite Journal, book, or article).

MDE: Provide a list of the key characteristics identified as challenge areas (getting started or partially implemented) in the SPR(90) or SPR(40). For example, I.1.A.1: "The curriculum documents are the basic framework for instruction".

NCA CASI: Provide the indicators identified as challenge areas (emerging or not evident) in the ASSIST SA or in the Self Assessment. For example, 1.1: "The school establishes a vision for the school in collaboration with its stakeholders".

You may enter key characteristics/indicators that are in addition to challenge areas.

Strategy DetailsResearch Best Practice

What research did you review

to support the use of this

strategy and action plan?

One Common Voice – One Plan

Michigan Continuous School ImprovementStages and Steps

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data

Set Goals Set Measurable Objectives


Stage Three: PLANStep 8: Develop Action Plan

PLANDevelop Action

Plan


• Goal Source

• Content Area

• Goal Name


• Gap Statement

• Cause for Gap




Goals Management

Resources

• Objective Name


• Strategy Name


• Target Areas

• Research



Strategy (4 parts)

Activity (7 parts)

Resources(4 parts)




Strategies Screenshot

Strategy Details

Strategy Statement

Details

Cite Target Area

Pre-populated or Add Target

Add Target Area

Scroll and Click

Strategy Details

Numbers and Numeration

Strategy Name:

Strategy Statement:* (Teachers will/Staff will…

Teachers/staff will utilize manipulatives while instructing in standards related to numbers and numeration.

PART One

PART Two

STUDYAnalyze Data


STRATEGY STATEMENT (Adult Actions)

• Linked to the measurable objective which is linked to the student goal

• Uses specific, planned, research-based and/or evidence-based instructional practices

• Addresses system practices that were identified as challenges in the needs assessment, specifically School Process Profile: 40/90 rubrics OR SA/Assist SA quality indicators

• Focuses on maximizing each student’s growth and individual success

• Done to, or with, students to develop a specific result


Stage Three Plan Step 8: Develop School Improvement PlanStep 8: Develop School Improvement Plan

Having clarified/discussed gaps and challenges utilizing your data, the next step is to merge these ideas into teacher strategy statements (which may be grade level specific).


Plan: Develop Action Plan

Criteria for Strategy Statement1. Begin each statement with “Teachers/Staff will...” (and/or

which specific group of teachers and staff).2. Use an action verb of observable behavior which must be

done.3. Write clear, concise statements that describe what you intend

to accomplish. (Be specific.)4. Make sure each teacher/staff strategy addresses the issue and

connects back to the measurable objective.

Courtesy of Jackson County ISD

Examples of Strategy Statements

• Teachers/staff will use non-linguistic representation, specifically flow maps, to teach critical thinking skills in order to increase student capacity for retelling.

• Teachers/staff will implement a common writing rubric based on an identified research-based model (6+1 writing). Specific emphasis will be placed on main idea and details.

• Teachers/staff will utilize manipulatives while instructing in standards related to numbers and numeration.

• Teachers/staff will incorporate Marzano’s note-taking strategies into science and social studies instruction.

Pink = Teachers/staff will Blue = Observable Action Verb Green = Intended Accomplishment

One Common Voice – One Plan Stage Three Plan

Step 8: Develop School Improvement Plan

TAB 6

REFLECTION QUESTIONS

• Is this the right strategy to Implement? (determined during your research study)

• Can we Implement the strategy the right way?


• Goal Source

• Content Area

• Goal Name


• Gap Statement

• Cause for Gap





Resources

• Objective Name


• Strategy Name


• Target Areas

• Research

• Activity Name


• Activity Type





Strategy (4 parts)

Activity (7 parts)

Resources(4 parts)




Activities Screenshot

Activity Details

Activity Details

Data Teams

Activity Name:*

Activity Type:

PART One

PART Two

DROP DOWN BOXProfessional Development

TechnologyOther

Activity Details

PART ThreePlanned Begin DatePlanned End Date

PART FourActual Begin DateActual End Date

Click Calendar Button

Connection to SPR 40/90,

SA/ASSIST SA/ES

Getting Ready to Implement

ImplementMonitoring Fidelity of Implementation and

Impact

How will you address the targeted areas in your comprehensive needs assessment School Summary Report?

How will you ensure readiness for implementation?

How will you ensure that participants have the knowledge and skills to implement?

POSSIBILE ACTIVITIES

How will you ensure successful implementation for your selected activities?

POSSIBLE ACTIVITIES

How will you ensure the program/activity is implemented with fidelity?

How will you monitor the program’s impact on student achievement?

POSSIBLE ACTIVITIES

FOCUS

MA

TR

IX 1

Think Challenge Targets Identifiedto include at the ACTIVITY LEVEL

Select Challenges: From School Process Profile/Analysis (SPP/A)

– Challenge (Key Characteristics) from the 5 STRANDS of the School Process Rubrics 40/90 where you indicated:

“getting started” or “partially implemented”

– Challenge (Quality Indicators) from the 5 STANDARDS of the SA or Assist SA/ES: where you indicated:

“emerging” or “not evident”

Summary ReportsAdvancED Michigan NCA

5 StandardsQuality School Indicators

Michigan Department of Education

5 StrandsKey Characteristics

Connection to SPR 40/90,

SA/ASSIST SA/ES

Getting Ready to Implement

ImplementMonitoring Fidelity of Implementation and

Impact

How will you address the targeted areas in your comprehensive needs assessment School Summary Report?

How will you ensure readiness for implementation?

How will you ensure that participants have the knowledge and skills to implement?

POSSIBILE ACTIVITIES Professional

development around strategy for staff and leadership

Purchase materials Planning for

implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc.

Communication vehicles

How will you ensure successful implementation for your selected activities?

POSSIBLE ACTIVITIES Communication – to

whom? How? Support structures been

identified and put in place Barriers for

implementation have been removed, ie. policy revisions? Process changes?

Instructional technology* Activities to support at-risk

students (For Title One students)* are delineated

• Parent Involvement has been planned

*Required Components

How will you ensure the program/activity is implemented with fidelity?

How will you monitor the program’s impact on student achievement?

POSSIBLE ACTIVITIES Walkthroughs PLC/CASL meetings Documentation of

implementation is occurring

Documentation of impact is occurring

Demonstration classrooms

Gathering achievement data and process data

Schedule for monitoring/evaluating has been developed

MA

TR

IX 1

Activity Details

Teachers will meet in collaborative teams to analyze student data and work products to inform instructional practice and monitor student achievement.

PART Five

Activity Description: (Teachers will/Staff will…

8989

One Common Voice – One Plan ExampleExample of of Components of an Components of an

ActivityActivity• ActivityActivity: Create common lesson plans using : Create common lesson plans using

manipulatives for math instructionmanipulatives for math instruction• Staff responsibleStaff responsible: All math teachers: All math teachers• TimelineTimeline: Fall 20XX through Spring 20XX: Fall 20XX through Spring 20XX• Human and Financial Resources neededHuman and Financial Resources needed: Time for : Time for

collaboration for math teacherscollaboration for math teachers• Monitoring planMonitoring plan: : Math chair/principal will check lesson Math chair/principal will check lesson

plans and do walkthroughs every two weeksplans and do walkthroughs every two weeks• Evidence of successEvidence of success: : Use of manipulatives reflected in Use of manipulatives reflected in

lesson plans and documented in walk-through lesson plans and documented in walk-through observationsobservations

Considering the components of effective implementation….

Strategy StatementStrategy Statement:: Teachers/staff will use specific non-linguistic representation, specifically flow maps, for sequencing to teach critical thinking skills to increase student capacity for retelling.

Given the strategy above…

MATRIX 1

What activities would be needed to “get ready to implement (column 2)”, “implement (column 3)”, and “monitor implementation and impact (column 4)”, of this strategy?

Activity Details

PART SixPlanned staff responsible for implementing activity

PART SevenActual staff responsible for implementing activity

Activity Details:Planned and Actual Staff



Strategy (4 parts)

Activity (7 parts)

Resources(4 parts)

Goals Management Template



Progress Log

Activity Progress Log Information

Progress Status Description Added by Added On

CLICK ON:Add

Progress Update

Add Progress UpdateProvide and update explanation for the status selected including applicable evidence to support that decision. Describe modifications (if any) that will be made to this goal based on this progress update.

CHECKCompletedDropped

In ProgressInactiveOpen

Drop Down Box

Monitoring Close and Critical Reading

Draft CCR Check List for Walk Throughs

Teacher Practice Instructional Delivery

FRAMING THE TEST

Provides Background (context)

Taps Prior Knowledge

Communicates the Objective to students stating purpose and relevance

Communicates the Enduring Understanding for text

TAB 6

1.Standards-based

professional learning

2.Changes

in educator knowledge, skills and dispositions

3.Changes in student

results

4.Changes in educator

practice

Relationship between Professional Learning and Student Results



Strategy (4 parts)

Activity (7 parts)

Resources(4 parts)





• Goal Source

• Content Area

• Goal Name


• Gap Statement

• Cause for Gap




Goals Management

Resources

• Objective Name


• Strategy Name


• Target Areas

• Research

• Activity Name


• Activity Type



• Resource Name

• Funding Source

• Planned/Actual Amount

Resources for Activity

Resource Details

4 PARTSName

Funding Source(drop down box)

Planned Amount

Actual Amount



Strategy (4 parts)

Activity (7 parts)

Fiscal Resources(4 parts)




History Button

HISTORY Record

Every component of Goals

Managementhas a

HistoryButton

Multi-Tiered System of Support

MTSSContinuous School Improvement

RtIPresenter: Dr. Maureen Staskowski

Rti Website: http://misdrti.weebly.com/

http://misdrti.weebly.com/

Data Director 4.0www.mischooldata.org

Presenter Dr. Jennifer Parker-Moore

MI School Data Web PortalAnd

Data Director

GATHERGetting Ready



MI School Data Web Portal

Team Time

• School Process Profile/Analysis

• Monitoring School Improvement

• Network with Colleagues

• Seek Assistance

FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard APRIL 2012.

Documents

Transcript of FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard APRIL 2012.