September 25, 2012 8:30 a.m.- 3:30 p.m.. “If you do what you’ve always done, you’ll get what...
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Transcript of September 25, 2012 8:30 a.m.- 3:30 p.m.. “If you do what you’ve always done, you’ll get what...
September 25, 20128:30 a.m.- 3:30 p.m.
“If you do what you’ve always done, you’ll get what you’ve always gotten.”
-Tony Robbins
Why is it sometimes difficult to solve our own problems?http://www.youtube.com/watch?v=VrSUe_m19FY
Anything to add?Anything to delete?
Small groups- try to come up with 4-5 normsHonor the ground rules createdBe ready to share possible normsDecide on norms to get our work accomplishedFewer, synthesized norms will be easier to keep each other on track
Be on time, present and focused
Respect each other’s views
Let people explain their point without interruption
Challenge each other gracefully and in love, balancing grace and truth
Maintain confidentiality Respect integrity of
group Monitor airtime
Everyone is here for a purpose; responsibility for input and output
Come prepared Recognize that we
don’t have all the answers
Voice: everyone in this room has a voice that is no more and no less important than anyone else
Take a couple of minutes to read structure/ function and guidelines for DCIT
Individually using the documents about DCIT, make a list of things you feel we will do and won’t do as part of being a member of DCIT.
Think about your previous experience and what you hope to gain and change about the team.
Then meet with a group of 4 (try to find 1-2 people you do not work with each day).
Make a chart and discuss key will and won’t (s).
Be ready to share out by group.
After looking at the “Will Do” lists, how does this change our role?
How do we communicate the “Won’t Do” lists?
Making the best use of our time What can be done to ensure our time is used
most effectively? How can we communicate the learning and
the work we do to other staff?
http://www.mdoe.state.mi.us/MDEDocuments/TTB/top_to_bottom_top_to_bottom_ranking.html
This is a presentation you might want to view and use with other staff.
The presentation provides many details on the data.
Statewide ranking of ALL schools Bottom 5% = Priority/PLA schools (starting
SY 2012-2013) Also used for Focus and Reward:
Use achievement gap component only Focus schools
Use top 5% overall Reward schools Use improvement component only
Reward schools
Three main components by subject:
Achievement Improvement in achievement over time The largest achievement gap between two subgroups calculated based on the top scoring 30% of students versus the bottom scoring 30% of students
Each component tells schools something about their overall performance and can be used for diagnostics
In addition to the achievement components, student graduation is included in the statewide top-to-bottom ranking for schools with a graduation rate in the two following ways:Graduation RateImprovement in graduation rate over time
Schools with 30+ full academic year (FAY) students over the last two years in at least two state-tested content areas; school must be OPEN at time of list generation Application Some schools do not receive a ranking if they:Have too few FAY studentsOnly have one year of data
Reading and Mathematics: Grades 3-8 and 11 In grades 3-8, testing every year allows us
to figure out student performance level change (our current “growth” metric) in reading and math
Students can either significantly improve, improve, maintain, decline or significantly decline
Writing: Grades 4 & 7 Science: Grades 5 & 8 Social Studies: Grades 6 & 9
Quick Reference for Z-Scores
Z-scores are a standardized measure that helps you compare individual student (or school) data to the state average data (average scores across populations).
Z-scores allow us to “level the playing field” across grade levels and subjects
Each Z-score corresponds to a value in a normal distribution. A Z-Score will describe how much a value deviates from the mean.
What do you need to know: Z-scores are used throughout the ranking to compare a school’s value on a certain component to the average value across all schools.
Z-scores are centered around zero Positive numbers mean the student or school is
above the state average Negative numbers mean the student or school is
below the state average
0 1 2 3-1
-2
-3
State Average Better than state
average….…Worse than state
average
Your school has a z-score of 1.5. You are better than the state average.
0 1 2 3-1
-2
-3
State Average
Better than state average….
…Worse than state average
Z-score of 1.5
Your school has a z-score of .2. You are better than the state average, but not by a lot.
0 1 2 3-1
-2
-3
State Average Better than state
average….…Worse than state
average
Z-score of 1.5
Z-score of 0.2
Your school has a z-score of -2.0. You are very far below state average.
0 1 2 3-1
-2
-3
State Average Better than state
average….…Worse than state
average
Z-score of 1.5
Z-score of 0.2
Z-score of -2.0
West Kathleen, Gloria,
Michelle, Maria, Susan V
Holland High School
Justin, Mark, Sue, Lynette, Deb, Patsy, John
East Nery, Lara, Janette,
Jamie
Holland Heights Kevin, Susan W, Jim
, Bill, Becky Jefferson Rick, Sandy, Greg,
Ellen, Carol
For grade 3-8 reading and mathematicsTwo-Year Average
Standardized Student Scale
(Z) Score
Two-Year Average
Performance Level Change
Index
Two-Year Average Bottom 30% - Top 30%
Z-Score Gap
School Achievement
Z-Score
School Performance Level Change
Z-Score
School Achievement Gap Z-Score
School Content
Area Index
1/2
1/4
1/4
Content
Index Z-
score
For grade 3-8 reading and mathematicsTwo-Year Average
Standardized Student Scale
(Z) Score
Two-Year Average
Performance Level Change
Index
Two-Year Average Bottom 30% - Top 30%
Z-Score Gap
School Achievement
Z-Score
School Performance Level Change
Z-Score
School Achievement Gap Z-Score
School Content
Area Index
1/2
1/4
1/4
Content
Index Z-
scoreStep #1: AchievementHow well did the school do in that subject?
Positive number = better than averageNear zero = average
Negative number = worse than average
For grade 3-8 reading and mathematics
Two-Year Average
Standardized Student Scale
(Z) Score
Two-Year Average
Performance Level Change
Index
Two-Year Average Bottom 30% - Top 30%
Z-Score Gap
School Achievement
Z-Score
School Performance Level Change
Z-Score
School Achievement Gap Z-Score
School Content
Area Index
1/2
1/4
1/4
Content
Index Z-
score
Step #2: ImprovementIs the school improving in that subject?
Positive number = greater rate of improvement than average
Near zero = average improvementNegative = slower rate of improvement than average; can also mean they are
declining
For grade 3-8 reading and mathematicsTwo-Year Average
Standardized Student Scale
(Z) Score
Two-Year Average
Performance Level Change
Index
Two-Year Average Bottom 30% - Top 30%
Z-Score Gap
School Achievement
Z-Score
School Performance Level Change
Z-Score
School Achievement Gap Z-Score
School Content
Area Index
1/2
1/4
1/4
Content
Index Z-
score
Raw value is also meaningful:Positive number: More students
improving than decliningNegative number: More students
declining than improving
For grade 3-8 reading and mathematicsTwo-Year Average
Standardized Student Scale
(Z) Score
Two-Year Average
Performance Level Change
Index
Two-Year Average Bottom 30% - Top 30%
Z-Score Gap
School Achievement
Z-Score
School Performance Level Change
Z-Score
School Achievement Gap Z-Score
School Content
Area Index
1/2
1/4
1/4
Content
Index Z-
score
Step #3: Achievement GapIs the gap in that subject between top
30% and bottom 30%:(positive number) = smaller gap than
average(negative number) = larger gap than
average(near zero) = average gap
For grade 3-8 reading and mathematicsTwo-Year Average
Standardized Student Scale
(Z) Score
Two-Year Average
Performance Level Change
Index
Two-Year Average Bottom 30% - Top 30%
Z-Score Gap
School Achievement
Z-Score
School Performance Level Change
Z-Score
School Achievement Gap Z-Score
School Content
Area Index
1/2
1/4
1/4
Content
Index Z-
score
Focus Schools
Reward Schools (for
improvement)
Calculating an overall ranking for a school with a graduation rate
School Graduation
Rate Std Index
School Mathematics
Std Index
School Reading Std Index
School Science Std Index
School Social Studies Std
Index
School Writing Std Index
Overall Standardized School Index
18%
18%
18%
18%
18%%%10%
Overall School
Percentile Rank
Calculating an overall ranking for a school without a graduation rate
School Mathematics
Std Index
School Reading Std Index
School Science Std Index
School Social Studies Std
Index
School Writing Std Index
Overall School Standardized
Index
20%
20%
20%
20%
20%
Overall School Percentile Rank
Look at each subject index. Help schools understand which subjects are strong/weak
for them.Positive number: better than average
Negative number: below averageNear zero: near average
Use handout entitled “What is Important to Show Schools?” and discussion questions
Discuss among your school colleagues Use a huddle board. Take notes. Share your school’s story How does this affect our work in DCIT?
What’s the overall pattern? Low achievement? Declining achievement? Large gaps?
Where are the actionable areas? Which subjects need the most attention? Is everyone doing poorly (small gap, low
achievement) or are some students doing well and others falling behind (decent achievement, but large gap)
Taking a look at Professional Development written into the plans
You will work in teams by school with other team members
You will look at your SIP
Work with other members from your schoolOther staff, please find a group to work with
Go to HPS website Find your school Find your SIP Take a few minutes
to review with your colleagues
Complete PD chart for each plan
What trends did you see? What problems may arise?
Ranked as #1 school level factor (Marzano, Lezotte, Edmonds)
Guaranteed, viable curriculum is cornerstone of rigor Impossible to raise and maintain high achievement levels
without Guaranteed, Viable curriculum Greatest impact on student achievement, more than
programs or materials Focus on differences between intended and implemented
(must have it in place first) Road map for principals’ to support teaching and learning Will allow conversation around teaching and learning
http://www.youtube.com/watch?v=2IGTjrYOUYE
Thoughts? More than a textbook or series These are essential resources A curriculum should lay out what is to be
taught, how and how it will be assessed Intended Implemented Tested
A textbook is a book on a specific topic, like biology.
A curriculum is what is contained in the courses, the materials to be covered, what tests and books will be used by a school. It can also apply to the materials to be covered in a particular field of study, such as biology.
Content is CCSS Includes use of text or other resources Not only text or resources We should be able to teach without the
text….does not mean we want to or should but we could.
Books should be listed but where in map?
Kindergarten- Ellen, Carol, Gloria
1st- Maria, Deb 2nd - Michelle,
Nery, Phil 3rd- Lynette, Jim 4th- Becky, Lara,
Kevin
5th- Bill, Sandy V, Rick, Suzanne W
6th- Mark, Patsy, Kathleen, Susanne V
7th- Sue, John, Greg, Jamie
In assigned groups Work on grade level
maps Maps are located on
HPS School Improvement Site
Complete an audit form for each content by grade level
Provide input
What trends did you see?
What does this mean for our next step?
How do we ensure secondary classes that are commonly taught have a articulated curriculum?
Details, details, details
Nov. 6…..3:30-5:30 p.m.
Dec. 4…..12-3:00 p.m.
Jan. 16….12-3:00 p.m.
Jan. 29….3:30-5:30 p.m.
Feb. 12….12-3:00 p.m.
March 5….3:30-5:30 p.m.
March 19….12-3:00 p.m.
April 16….12-3:00 p.m.
May 14….12-3:00 p.m. May 21….3:30-5:30
p.m.
www.hollandpublicschools.org
What is it?Does it apply to my school/program?
Yes!
Title I Title II a Title III At-Risk/31 A All HPS buildings receive
funding/services from some or all programs listed above
To fulfill MDE’s oversight responsibilities for State and Federal programs
To encourage program coordination and collaboration
To help MDE consultants identify programs that need improvement
To identify effective programs and practices
Visit from Michigan Department of Education, Office of Field Services
For purpose of monitoring how programs are operated
To review how closely the School Improvement Plans reflect the money spent from Consolidated Application Programs
To meet with staff from Central Office, buildings and discuss progress and data to support work
District Study Guide Each building will complete a Building
Study Guide This needs to be done with entire staff or
reviewed with staff Lists of identified students for each
program should always be on file and used to collect data on program
Data to back up lists of identified students Logs for all staff who are paid for from
identified funding sources
Agendas, minutes and sign in sheets (Google doc) for CSI, SIT, and other curriculum related meetings
Logs and PARS are kept for all staff funded Be able to demonstrate how each school is
monitoring the SIP (through use of data and other documentation)
Parent Representation on SIT Title I Schools- additional parent who has a Title I
student List of staff funded by various programs Completion and evidence for Study Guide Title I buildings have other responsibilities
Inventories, check out procedure, Parent Involvement Policy and Compact
Brainstorm ideas/topics you feel we need to explore.
Review the book Focus Bring 3 things we should focus on during
DCIT Be able to tell us “why” If you have not read the book, please
read for next time
Norms Agenda Key Tasks
Process of DCIT Purpose refined Learned about TTBL Developed plan for PD based on SIP Audited/provided feedback for Grade Levels
Homework: Focus; 3 areas and why
Talking Football???
When it comes your way, say what the day has been for you or meant to you…if you don’t have anything to say you can “pass” and keep passing it to your right until we are finished. This may take several rotations of the stick.