Facilitators of School Improvement Lisa Guzzardo Asaro Deane

Facilitators of School Improvement Lisa Guzzardo Asaro Deane Spencer January 2014

Feedback for Learning Connector Activity “ 7 Keys to Effective FEEDBACK” Grant Wiggins Visible Learning for Teachers Ch 7 The flow of the lesson: the place of feedback John Hattie “Dropping Balls” Uncovering Student Ideas in Science

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. 2. 3. 4. Deal the Keys like playing cards to each person at the table. Make sure each Key has a reader. Silently read the Key you have been dealt. Once all have read their Key, one at a time teach the meaning of your Key to the rest of the table. 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?

Focus Question: In what order will the balls hit the floor? Sample Exemplar All 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. 10

Gravity causes objects to fall at the same rate, Claim Exemplar Evidence but air resistance can cause some things to All three balls will hit the floor at the same time. The reason is fall slower. The shape and size of an object that they are all the same shape and size. Gravity causes objects to fall at the same rate, but air resistance can cause determines how much air pushes up on it and some things to fall slower. The shape and size of an object slows down its fall (air resistance). When determines how much air pushes up on it and slows down its objects are the same size and shape, they have 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 so they will fall at the same rate. Since the same size and shape, they will fall at the same rate and hit the balls are all the same size and shape, they will ground at the same time. Some people might think that mass will matter and that the metal ball will hit the ground first fall at the same rate and hit the ground at the because it is heavier. We observed in class that only shape same time. and size matter. Science Reasoning 11

Use the Keys to analyze Feedback 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. 12

Use the Keys to analyze Feedback 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. Teacher 1 Great !! 13

Use the Keys to analyze Feedback 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. Teacher 2 What was it about the metal ball and the wooden ball that made them fall at the same rate? 14

Use the Keys to analyze Feedback 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. Teacher 3 What about the golf ball? 15

Use the Keys to analyze Feedback 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. Teacher 4 Too vague. 16

Use the Keys to analyze Feedback Now 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. 17

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Today’s Outcomes • 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 19

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 20

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 21

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 22

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

principal resource handout Harvey Silver – The Core Six Professional 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 21 st 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. Register at gomiem. org 25

Principal Resource Packet • Listening to the Data Student 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 • Advanc. ED Creating the Student Performance Data Document

FSI Website www. macombfsi. net Facilitators of School Improvement Website Update • MDE School Reporting Requirements TAB • School Improvement Framework • MDE District Reporting Requirements TAB • District Improvement Framework 27

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Stage One Gather Steps 2 -3 Collect Data and Build Profile GATHER Get Ready F Collect Data s u oc Build Profile Process Data 29

DUE DATE:

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 31

handout School Improvement Framework School Systems Review (SSR) 26 Indicators W E N 32

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 33

handout District Improvement Framework District Systems Review (DSR) 10 Indicators W E N 34

Advanc. ED ISA handouts MDE SSR One or the Other; NOT BOTH

Advanc. ED Michigan Summary Report ? s a e e ar g n e l l cha t a h W r u o y are 36

MDE: School Systems Review (SSR) Advanc. ED: 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 Advanc. ED: standard and indicator. 37

Stage One Gather Steps 2 Collect Data GATHER Get Ready s u c o F Collect Data Build Profile Achievement Data 38

Division of Accountability Services Assessment and Accountability handout 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

handout THE JOURNAL 10 Lessons Learned from the Assessment Field Test ü ü ü Prioritize Your Infrastructure Do A Dry Run Prepare Staff for New Priorities Try a “SWAT” Approach Adjust on the Fly 40

handout THE JOURNAL 10 Lessons Learned from the Assessment Field Test ü ü ü Get All Hands on Deck Try Out Various Scheduling Scenarios Deal With Keyboards Practice the Sample Tests Put Your Communications Experts to Work 41

handout What’s NEW • Improving Michigan’s Accountability System to Better Measure Student Growth 42

Student Growth Percentile 43

Three measures for Accountability Achievement Improvement(PLC) Achievement Gap 44

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 SGPs Students 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 questions What 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

Took Jane 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?

Also John took the most recent grade 4 mathematics test Also received a scaled score of 434, which happened to be the state average, and he was also in the “Proficient” performance level. But what is his progress? How much growth has he demonstrated?

One way to better understand Jane’s growth would be to look at students who scored the same as Jane on last year’s mathematics test.

One way to better understand Jane’s growth would be to look at students who scored the same as Jane on last year’s mathematics test.

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

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

375 376 382 390 395 408 421 430 Let’s order these students by their score on this year’s mathematics test. 432 448

All these students had the same 3 rd grade mathematics score (301). 375 376 382 390 395 408 421 430 432 448 But each of them scored differently on the 4 th grade mathematics test. 434

All these students had the same 3 rd grade mathematics score (301). 375 376 382 390 395 408 421 430 432 434 448 A Student Growth Percentile (SGP) of 90 indicates that Jane scored better on the 4 th grade mathematics test than 90% of the students who started at the same point based on the previous test.

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.

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

418 428 452 469 478 Once again, let’s order these students by their score on this year’s 4 TH grade mathematics test. 484 490 499 501 502

Last year’s mathematics score was 364 for all these students. 418 428 452 469 484 478 But each of them scored differently on the 4 th grade mathematics test. 434 490 499 501 502

Last year’s mathematics score was 364 for all these students 418 428 434 452 469 478 484 490 499 501 502 A Student Growth Percentile (SGP) of 20 indicates that John scored better on the 4 th 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 3 rd 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 (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

Stage Four: Do Step 8 Develop Improvement Plan PLAN Develop Improvement Plan 66

handout STRATEGY IMPLEMENTATION GUIDE 67

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Stage Four Do Step 11 Evaluate Plan DO Implement Plan Monitor Plan Evaluate Plan 70

PURPOSE ONE Evaluating the Fidelity of Implementation qimplemented as intended? qimplemented consistently and with fidelity? qenough time and resources available and used for implementation? Did the strategy work?

PURPOSE TWO Evaluating Impact (Student Achievement) q increased student achievement? q unintended consequences (good and bad)? q be continued? discontinued? modified? Demographics School Processes Student Outcomes Perception

Deconstruct a STRATEGY at the ACTIVITY Level Created a Strategy Addendum 73

Done Not Now 1 -3 y r a u r b e F y r a u n Ja 74

Program Evaluation Diagnostic: Due June 30 OCTOBER Work During FSI • • e n Do 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 2 What 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 2 nd 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. 75

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 FO S U C 76

Program Evaluation Diagnostic handout Pages 5 -6 1. ) Readiness: What was the readiness for Implementing the strategy/program/initiative? Part A Part B 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? 77

Program Evaluation Diagnostic handout Pages 7 -8 2. ) Knowledge and Skills: Did staff and administrators have the knowledge and skills to implement the strategy/program/initiative? Part A Part B 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? 78

Program Evaluation Diagnostic handout Pages 9 -10 3. ) Opportunity: Was there opportunity for high quality implementation of the strategy/program/initiative? Part A Part B 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? 79

Advanc. ED and MDE RESOURCES http: //advanc-ed. org/partnership/mde Located Here 80

STUDY Analyze Data GATHER Get Ready Collect Data Build Profile Set Goals Set Measurable Objectives Research Best Practice Presenter: Dr. Jennifer Parker-Moore MISchooldata. org Data Director 81

Team Work Time • Create an PE Strategy Addendum • Complete page one- of the Program Evaluation Diagnostic in ASSIST • Network with Colleagues 82