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

FSI Level IV

Lisa Guzzardo AsaroDr. Lisa Rivard

January 2012

Connector Activity

The Leadership by Douglas B. ReevesThe Write Way

•Each person will read for:

•3 Ideas

•2 Insights

•1 Question that Surfaced

As a Table Team, identify 3, 2, and I

TAB 12

The Leadership for Learning Framework, by Doug Reeves

LuckyHigh results,

low understandingof antecedents

Replication of success unlikely

LeadingHigh results,

high understandingof antecedents

Replication of success likely

LosingLow results,

low understanding of antecedentsReplication of

failure likely

LearningLow results,

high understandingof antecedents

Replication of success likely

Ach

ievem

en

t of R

esu

lts

TAB 12

Today’s Outcomes•Receive updates and new content

•Explore a Book Walk: From Questions to Actions by Victoria Bernhardt

•Progress Monitoring a SI strategy

•Hear two schools present how they collect and use SI and Walk Through data

•Network with colleagues on relevant topics

•Provide approaches for completing SPP/A

•Explore MI School Data Web Portal and Data Director 4.0

Today’s Roadmap

• Welcome• Inclusion Activity: Doug Reeves• Noteworthy Updates• School Process Profile/Analysis: Rubrics• Networking: Role the Dice• Monitoring the Impact of Strategy

Implementation• Data Director/MISchooldata• Network and Planning

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

• Cut Score Retrospective• Due Dates

– SDP/A…February rollout

• AdvancED NCA Accreditation• MDE/AdvancED NCA Due dates• Make-up Dates• BAA• School Improvement Work Teams• 10-11 MISD Perception Data Surveys

Understanding the New Michigan Cut Scores

Wayne RESA

http://www.mistreamnet.com/vidflv.php?who=resa121611



Accreditation

• The meaning of your accreditation “status”

• New procedures, new possibilities– Accredited: Excellence– Accredited: Distinction– Accredited– Accredited: On Advisement– Accredited: Warned– Accredited: Probation

© 2011 AdvancED 11

TAB 12

The Accreditation Decision

Components of the Accreditation Decision

Criteria Evaluative Tools

Organizational Performance

AdvancED Standards and Indicators

Organizational Performance 4-Level Rubric for each indicator

Student Performance Multiple sources of student assessment data (including applicable state/ assessment data)

Student Performance 4-Level Rubric

Stakeholder Perceptions AdvancED Surveys Stakeholder Data 4-Level Rubric

© 2011 AdvancED

TAB 12

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)

School Data Profile/Analysis (SDP/A)

• Collaboration between BAA, CEPI, and OEII• Information that will need to be gathered by local

schools has been greatly reduced– Students entire instructional program (k-12)– Extended Learning Opportunities available for all

students– Length of time teachers have been teaching– Total Teacher absence that resulted in a sub-teacher

assigned to classroom– The report will be pre-populated with both last year’s

evidence and the4 new and additional information MDE is gathering

Make-Up Dates

• Make-up Days: must register– 01.20.11– 04.25.12

• SB-CEUs: 2.6 completed in MAY

REMINDER to REGISTER

School Improvement TeamsWork Day

04.26.12 Title I only04.30.12 Title I only

05.01.1205.02.1205.03.1205.08.12

www.michigan.gov/baa-secure

• Aggregate Data File (ADF) for 2011 MEAP• Student Analysis File Extract (SAFE)

– 1st time last year is posted

These files allow schools and districts to review summary and item analysis data that

previously was available on the PDF or printed reports, or by districts aggregating

data locally from the student data file when it became available.

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

Common Core State Standards

Career and College Standards2012-2013

• 2012 MEAP minimally modified as necessary to reflect CCSS

• 2013 MME remains the same• State focus will be on student learning

2013-2014

• 2013 MEAP based on 2012 model• 2014 MME remains the same• State focus will be on student learning

2014-2015

Full implementation on assessment

and instruction of CCSS

From Questions to Actionsby Victoria Bernhardt

Chapter 5: Analyzing Questionnaire Data

Determine Purpose: What do you want to learn? How do you want to use the results in

conjunction with your SIP?

Determine Content: What content is desired and from whom?

Develop Instrument and Pilot: Create instrument, pilot and revise as necessary. Is the

questionnaire working the way you want it to work?

Collect the Data: How will the questionnaire be administered and when?

Analyze Results: How can the results be analyzed to show the information

gleaned from the questionnaire?

PE

RC

EP

TIO

N D

AT

A

TAB 4

AdvancED Perception Surveys

2011-2012…Late February• FREE• Paper copies available for a small fee• Paper will be integrated into online and then

aggregated• Surveys for Parent, Staff and Student Stakeholders• Strongly Agree to Strongly Disagree• preK-2, 3-5, 5-13+• Directly aligned to quality indicators• Provide number of responses and % selected for the

5 choices• Turn around 10-15 business days

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)


Stages and StepsI.-III. Comprehensive Needs Assessment Components

DoImplement Plan


PlanDevelop Action

Plan

GatherGetting Ready


StudentAchievement

III. Summary Report/ Goal Management

StudyAnalyze Data



I. School Data Profile/Analysis

II. School Process Profile/Analysis

I. School Data Profile/Analysis

II. School Process Profile/Analysis



TAB 12


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

Stage One: GATHERStep 2: Collect School Data

GATHERGetting Ready


One Common Voice – One Plan Stage One Gather: Step 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?

Definitions

AchievementStudent

Outcome Data

How our students perform on local, state and federal

assessments (subgroups)

Demographic or

Contextual Data

Describes our students, staff, building, and community

Process Data

The policies, procedures, and systems we have

in place that define how we do

business

PERCEPTION DATA

Opinions of

staff, parents, community and

students regarding our

school

TAB 2

What types of data are/are not readily available in your building?

26

Demographic Data Achievement/Outcome Data

Process Data Perception Data

•Enrollment•Subgroups of students•Staff•Attendance (Students and Staff)•Mobility•Graduation and Dropout•Conference Attendance•Education status•Student subgroups•Parent Involvement•Teaching Staff•Course enrollment patterns•Discipline referrals•Suspension rates•Alcohol‐tobacco‐drugs violations•Participation extra‐curriculars•Physical, mental, social and health

•Local assessments: District Common Assessments, Classroom Assessments, Report Cards•State assessments: MME, ACT, MEAP, MI-Access, MEAP Access, ELPA• Nationalassessments: ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT•GPA•Dropout rates•College acceptance

•Policies and procedures (e.g. grading, homework, attendance, discipline)•Academic and behavior expectations•Parent participation – PT conferences, PTO/PTA, volunteers•Suspension dataSchool Process Profile Rubrics(40 or 90) or SA/SAR (NCA)•Event occurred: Who, what, when,where, why, how•What you did forWhom: Eg. All 8th gradersreceived violencePrevention

•Survey data (student, parent, staff, community)•Opinions•Clarified what others think•People act based on what they believe•How do they see you/us?

TAB 2

• All previous progress comments will migrate to new format

• Cannot edit previously made notes

• Communicates a historical picture

Document II (SPP/A)

School Process Profile and Analysis


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

TAB 4

School Process Rubrics (SPR) document two

Two Road Mapswww.advanc-ED.org/mde

MICHIGAN DEPARTMENT EDUCATION

MDEAdvancED ACCREDITATION

NCASchool Process Rubrics

(CNA)90 Rubrics

Discussion Questions

ASSIST Self Assessment (ASSIST SA/ES)

56 RubricsDiscussion Questions

(Required for the year of the QAR)

EDYES! 40 Process Rubrics40 Rubrics

(Required Cycles 1-4)

Self Assessment (SA)56 Rubrics

Quality Assurance Review(QAR)

TAB 4

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

STANDARD 1 - Curriculum Schools/districts have a cohesive plan for instruction and learning that serves as the basis for teachers' and students' active involvement in the construction and application of knowledge.BENCHMARK A: Aligned, Reviewed and MonitoredSchool/district written curriculum is aligned with, and references, the appropriate learning standards (MCF, AUEN, ISTE, GLCE, HSCE, METS, etc.).

Rubric DefinitionsGetting Started:

Less than half of the local curriculum includes the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework, CTE program standards or course content expectations as appropriate.

The curriculum is not aligned to the standards.

Content AreaPlease check the content areas that this impacts:

ELA M S SS

Enter Evidence

TAB 4

Clickable

POSSIBLE DATA SOURCE(S)

EXAMPLES OF DOCUMENTABLE/

OBSERVABLE RESULTS

Curriculum guides Guides reference the Michigan Curriculum Framework and contain benchmarks and content expectations.

Guides contain scope and sequence

Curriculum maps:Maps contain specific information regarding what is taught and where it is taught

Pacing guides/curriculum calendars Guides organized with detailed information useful in daily instructional practice

TAB 4

Standard 4 - Documenting & Using Results

STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.

Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.

Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

TAB 4

INDICATORSIn fulfillment of this standard, the school:

Not Evident

Emerging

Operational

Highly Functional

4.1

Establishes performance measures for student learning that yield information that is reliable, valid, and bias free

4.2

Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning

4.3

Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

4.4

Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance

4.5

Communicates the results of student performance and school effectiveness to all stakeholders

4.6

Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness

4.7

Demonstrates verifiable growth in student performance

4.8

Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

‘Ladder of Inference’Peter Senge 1994

TAB 4

One Common Voice – One Plan

Michigan Continuous School ImprovementStages and Steps

DoImplement Plan


PlanDevelop Action Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data



Stage Four: DOStep 10: Monitor Plan

DOImplement Plan


MONITOR MONITOR IMPLEMENTATION OF THE PLAN

(Formative)

IS IT WORKING?

EVALUATEEVALUATE ADULT IMPLEMENTATION and the

IMPACT ON STUDENT ACHIEVEMENT(Summative) DID IT WORK?

ARE STRATEGIES AND ACTIVITIES

BEING IMPLEMENTED

WITH FIDELITY?

ARE WE COLLECTING &

USING STUDENT AND ADULT DATA

TO MODIFY & ADJUST ONGOING IMPLEMENTATIO?

DID WE IMPLEMENTTHE

PLAN/STRATEGIES CORRECTLY &

CONSISTENTLY?

IS WHAT WE ARE DOING WORKING?

ARE WE SHOWING EVIDENCE OF STUDENT

GROWTH?

WHAT INTERIM ADJUSTMENTS ARE

SUGGESTED BY IMPLEMENTATION

DATA? HOW MIGHT THESE ADJUSTMENTS

AFFECT THE INTEGRITY OF THE

RESULTS?

DID WE GIVE IT ENOUGH TIME?

ENOUGH RESOURCES?

Implementation: Adult Focused Impact: Student Focused

MONITOR EVALUATE EVALUATEMONITOR

DID OUR STRATEGIES RESULT

IN INCREASED STUDENT

ACHIEVEMENT?

WHAT UNINTENDED

CONSEQUENCES (GOOD AND BAD) HAVE OCCURRED?

DoImplement Plan


MONITORMONITOR IMPLEMENTATION OF THE PLAN

(Formative)

IS IT WORKING?

EVALUATEEVALUATE ADULT IMPLEMENTATION and the

IMPACT ON STUDENT ACHIEVEMENT(Summative) DID IT WORK?

ARE STRATEGIES AND ACTIVITIES

BEING IMPLEMENTED

WITH FIDELITY?

ARE WE COLLECTING &

USING STUDENT AND ADULT DATA

TO MODIFY & ADJUST ONGOING IMPLEMENTATIO?

IS WHAT WE ARE DOING WORKING?

ARE WE SHOWING EVIDENCE OF STUDENT

GROWTH?

WHAT INTERIM ADJUSTMENTS ARE

SUGGESTED BY IMPLEMENTATION

DATA? HOW MIGHT THESE ADJUSTMENTS

AFFECT THE INTEGRITY OF THE

RESULTS?

Implementation: Adult Focused Impact: Student Focused

MONITOR EVALUATE EVALUATEMONITOR

DoImplement Plan


Activities MATRIXActivities MATRIX

Connection to SPR 40/90, SA/Assist

SA*

Getting Ready to Implement

ImplementMonitoring Fidelity of Implementation and

Impact

How will you address the targeted areas in your Summary Report (SPP)?

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

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? Instructional technology* Activities to support at-risk

students (For Title One students)*

• Parent Involvement

*Required Components

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

How will you monitor the programs impact on student achievement?

POSSIBLE ACTIVITIES Walkthroughs PLC/CASL meetings Documentation of impact Demonstration classrooms Gathering achievement

data

3838

DoImplement Plan


Just Do IT!Just Do IT!

• Monitor ImplementationMonitor Implementation

• Evaluate ImplementationEvaluate Implementation

• Monitor ImpactMonitor Impact• Evaluate ImpactEvaluate Impact

Adult Focused

Student Focused

DoImplement Plan


Progress Monitoring Matrix

Every 2 Months conduct Progress Monitoring at the STRATEGY LEVEL.

– District Administrators will…– Administrators will….– Teachers will…– Students will…

Baseline, Benchmark/Interim, and Summative

NETWORKING

Dialogue Dice• Each person in your

group will take a turn rolling the dice and sharing briefly an experience in response to the written prompt.

TAB 12

School Improvement and Walk Through Data

Jefferson Middle School

PRESENTERSDavid Lavender, Principal

Bob Schneider, Computer Teacher

School Improvement Data Collection:

Quick and Dirty

Richards Middle School

PRESENTERSJessica Carrier, Principal

Kris Robinson, Asst. PrincipalChristine Biondo, Co-Chair

Andy Brody, Co-Chair

Stage One: GATHERStep 1: Getting Ready

GATHERGetting Ready


A Discussion Protocol

A protocol for discussing

a short reading.

Adapted from the National School Reform Faculty, www.nsrfharmony.org

TAB 4

STUDYAnalyze Data

Set GoalsSet Measurable ObjectiveResearch Best Practice

School Data Inventory

Data Source

External Types of Data

Who Uses the Data?

Purpose of this Data?

Accessibility How is the Data Used?

Next Use Steps

TAB 2

GATHERGetting Ready


Data Director 4.0MISchooldata.org

Stage One: GatherStep 2: Collecting School Data

Step 3: Build School Profile

Presenter Dr. Jennifer Parker-Moore

GATHERGetting Ready


Network and Team Time

• School Process Profile/Analysis

• Monitoring School Improvement

• Network with Colleagues

• Seek Assistance

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

Documents

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