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

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

Connector Activity TAB 12 The Leadership by Douglas B. Reeves The Write Way •

Connector Activity TAB 12 The Leadership by Douglas B. Reeves The Write Way • Each person will read for: • 3 Ideas • 2 Insights • 1 Question that Surfaced As a Table Team, identify 3, 2, and I

The Leadership for Learning Framework, by Doug Reeves Achievement of Results Lucky Leading High

The Leadership for Learning Framework, by Doug Reeves Achievement of Results Lucky Leading High results, low understanding of antecedents Replication of success unlikely High results, high understanding of antecedents Replication of success likely Losing Learning Low results, low understanding of antecedents Replication of failure likely Low results, high understanding of antecedents Replication of success likely TAB 12

Today’s Outcomes • Receive updates and new content • Explore a Book Walk: From

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

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

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 Lot A Facilitation Tool • Rest questions that do not benefit the whole

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

NOTEWORTHY • Cut Score Retrospective • Due Dates – SDP/A…February rollout • • •

NOTEWORTHY • Cut Score Retrospective • Due Dates – SDP/A…February rollout • • • Advanc. ED NCA Accreditation MDE/Advanc. ED NCA Due dates Make-up Dates BAA School Improvement Work Teams 10 -11 MISD Perception Data Surveys

TAB 2

TAB 2

Understanding the New Michigan Cut Scores Wayne RESA http: //www. mistreamnet. com/vidflv. php? wh

Understanding the New Michigan Cut Scores Wayne RESA http: //www. mistreamnet. com/vidflv. php? wh o=resa 121611

TAB 12 Accreditation • The meaning of your accreditation “status” • New procedures, new

TAB 12 Accreditation • The meaning of your accreditation “status” • New procedures, new possibilities – Accredited: Excellence – Accredited: Distinction – Accredited: On Advisement – Accredited: Warned – Accredited: Probation © 2011 Advanc. ED 11

TAB 12 The Accreditation Decision Components of the Accreditation Decision Criteria Evaluative Tools Organizational

TAB 12 The Accreditation Decision Components of the Accreditation Decision Criteria Evaluative Tools Organizational Performance Advanc. ED Standards and Indicators Student Performance Multiple sources of Student Performance 4 student assessment data Level Rubric (including applicable state/ assessment data) Stakeholder Perceptions Advanc. ED Surveys © 2011 Advanc. ED Organizational Performance 4 -Level Rubric for each indicator Stakeholder Data 4 Level Rubric

Document I (SDP/A) School Data Profile/Analysis Due Online: 09. 01. 12 Document II (SPP/A)

Document I (SDP/A) School Data Profile/Analysis Due Online: 09. 01. 12 Document II (SPP/A) School Process Profile/Analysis Due Online: 03. 09. 12 a. MDE: School Process Rubrics 90 b. MDE: School Process Rubrics 40 c. NCA: Assist Self Assessment (Assist SA) d. NCA: Self Assessment (SA) Document III (Summary Report/Goals Management) Summary Report/School Improvement Plan Due Online: 09. 01. 12

School Data Profile/Analysis (SDP/A) • Collaboration between BAA, CEPI, and OEII • Information that

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 the 4 new and additional information MDE is gathering

Make-Up Dates • Make-up Days: must register – 01. 20. 11 – 04. 25.

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 Teams Work Day 04. 26. 12 04. 30. 12

REMINDER to REGISTER School Improvement Teams Work Day 04. 26. 12 04. 30. 12 Title I only 05. 01. 12 05. 02. 12 05. 03. 12 05. 08. 12

www. michigan. gov/baa-secure • Aggregate Data File (ADF) for 2011 MEAP • Student Analysis

www. michigan. gov/baa-secure • Aggregate Data File (ADF) for 2011 MEAP • Student Analysis File Extract (SAFE) – 1 st 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.

Common Core State Standards Career and College Standards 2012 -2013 • 2012 MEAP minimally

Common Core State Standards Career and College Standards 2012 -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 Actions TAB 4 by Victoria Bernhardt PERCEPTION DATA Chapter 5: Analyzing

From Questions to Actions TAB 4 by Victoria Bernhardt PERCEPTION DATA 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: can the results be analyzed to show the information from the questionnaire? How gleaned

Advanc. ED Perception Surveys 2011 -2012…Late February • FREE • Paper copies available for

Advanc. ED 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 • pre. K-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 (MI-CSI) Stages and Steps

One Common Voice – One Plan Michigan Continuous School Improvement (MI-CSI) Stages and Steps Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement Plan Develop Action Plan Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

One Common Voice – One Plan Michigan Continuous School Improvement TAB 12 Stages and

One Common Voice – One Plan Michigan Continuous School Improvement TAB 12 Stages and Steps I. -III. Comprehensive Needs Assessment Components Gather III. Summary Report/ Goal Management Do Implement Plan Monitor Plan Evaluate Plan Getting Ready Collect School Data Build School Profile Student Achievement I. School Data Profile/Analysis II. School Process Profile/Analysis Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice I. School Data Profile/Analysis III. Summary Report/ Goal Management Plan Develop Action Plan II. School Process Profile/Analysis III. Summary Report/ Goal Management

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Gather

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Gather TAB 12 • Getting Ready • Collect School Data • Build School Profile Ø I. School Data Profile Ø II. School Process Profile • Analyze Data Study Ø I. School Data Analysis Ø II. School Process Analysis Ø III. Summary Report/Goals Management • Set Goals • Set Measurable Objectives • Research Best Practice Plan Do • Develop Action Plan • Implement Plan • Monitor Plan • Evaluate Plan Comprehensive Needs Assessment School Improvement Plan

Stage One: GATHER Step 2: Collect School Data GATHER Getting Ready Collect School Data

Stage One: GATHER Step 2: Collect School Data GATHER Getting Ready Collect School Data Build School Profile

One Common Voice – One Plan Stage One Gather: Step 2 Collect School Data

One Common Voice – One Plan Stage One Gather: Step 2 Collect School Data TAB 2 s n o i t i in What do you already know? f e D What data do you need to know? What additional information/data do you need to know? Where can the information/data be found? Demographic or Contextual Data Describes our students, staff, building, and community Achievement Student Outcome Data Process Data PERCEPTION DATA Opinions of The policies, How our students procedures, and staff, parents, perform on local, systems we have community and state and federal students in place that assessments define how we do regarding our (subgroups) school business

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

What types of data are/are not readily available in your building? Demographic 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 Achievement/ Outcome Data • Local assessments: District Common Assessments, Classroom Assessments, Report Cards • State assessments: MME, ACT, MEAP, MI-Access, MEAP Access, ELPA • National assessments: ACT Plan, ACT Explore, ACT Work. Keys, NWEA, ITBS, CAT, MET NAEP, PSAT • GPA • Dropout rates • College acceptance 26 TAB 2 Process Data Perception Data • Policies and procedures (e. g. grading, homework, attendance, discipline) • Academic and behavior expectations • Parent participation – PT conferences, PTO/PTA, volunteers • Suspension data School Process Profile Rubrics (40 or 90) or SA/SAR (NCA) • Event occurred: Who, what, when, where, why, how • What you did for Whom: Eg. All 8 th graders received violence Prevention • Survey data (student, parent, staff, community) • Opinions • Clarified what others think • People act based on what they believe • How do they see you/us?

Document II (SPP/A) School Process Profile and Analysis Due Online: 03. 09. 12 a.

Document II (SPP/A) School Process Profile and Analysis Due Online: 03. 09. 12 a. MDE: School Process Rubrics 90 b. MDE: School Process Rubrics 40 c. NCA: Assist Self Assessment (Assist SA) d. NCA: Self Assessment (SA) TAB 4 • All previous progress comments will migrate to new format • Cannot edit previously made notes • Communicates a historical picture

Two Road Maps www. advanc-ED. org/mde TAB 4 School Process Rubrics (SPR) document two

Two Road Maps www. advanc-ED. org/mde TAB 4 School Process Rubrics (SPR) document two MICHIGAN DEPARTMENT EDUCATION Advanc. ED ACCREDITATION MDE NCA School Process Rubrics (CNA) 90 Rubrics Discussion Questions ASSIST Self Assessment (ASSIST SA/ES) 56 Rubrics Discussion Questions (Required for the year of the QAR) EDYES! 40 Process Rubrics 40 Rubrics (Required Cycles 1 -4) Self Assessment (SA) 56 Rubrics Quality Assurance Review (QAR)

TAB 4 STANDARD 1 - Curriculum Schools/districts have a cohesive plan for instruction and

TAB 4 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 Monitored School/district written curriculum is aligned with, and references, the appropriate learning standards (MCF, AUEN, ISTE, GLCE, HSCE, METS, etc. ). Rubric Definitions Getting 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 Area Please check the content areas that this impacts: ELA M Enter Evidence S SS

Clickable POSSIBLE DATA SOURCE(S) TAB 4 EXAMPLES OF DOCUMENTABLE/ OBSERVABLE RESULTS Curriculum guides Guides

Clickable POSSIBLE DATA SOURCE(S) TAB 4 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

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.

INDICATORS In fulfillment of this standard, the school: 4. 1 Establishes performance measures for

INDICATORS In fulfillment of this standard, the school: 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 Not Eviden t Emer ging Operat ional Highly Functional

‘Ladder of Inference’ Peter Senge 1994 TAB 4

‘Ladder of Inference’ Peter Senge 1994 TAB 4

 One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement Plan Develop Action Plan Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

Stage Four: DO Step 10: Monitor Plan DO Implement Plan Monitor Plan Evaluate Plan

Stage Four: DO Step 10: Monitor Plan DO Implement Plan Monitor Plan Evaluate Plan

EVALUATE ADULT IMPLEMENTATION and the IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? Implementation:

EVALUATE ADULT IMPLEMENTATION and the IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? Implementation: Adult Focused Impact: Student Focused MONITOR EVALUATE MONITOR ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED WITH FIDELITY? DID WE IMPLEMENTTHE PLAN/STRATEGIES CORRECTLY & CONSISTENTLY? IS WHAT WE ARE DOING WORKING? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATIO? Do Implement Plan Monitor Plan Evaluate Plan DID WE GIVE IT ENOUGH TIME? ENOUGH RESOURCES? 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? MONITOR IMPLEMENTATION OF THE PLAN (Formative) IS IT WORKING? EVALUATE DID OUR STRATEGIES RESULT IN INCREASED STUDENT ACHIEVEMENT? WHAT UNINTENDED CONSEQUENCES (GOOD AND BAD) HAVE OCCURRED?

EVALUATE ADULT IMPLEMENTATION and the IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? Implementation:

EVALUATE ADULT IMPLEMENTATION and the IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? Implementation: Adult Focused MONITOR ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED WITH FIDELITY? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATIO? Do Implement Plan Monitor Plan Evaluate Plan Impact: Student Focused EVALUATE MONITOR 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? MONITOR IMPLEMENTATION OF THE PLAN (Formative) IS IT WORKING? EVALUATE

Activities MATRIX Connection to SPR 40/90, SA/Assist SA* How will you address the targeted

Activities MATRIX Connection to SPR 40/90, SA/Assist SA* How will you address the targeted areas in your Summary Report (SPP)? Getting Ready to Implement Do Implement Plan Monitor Plan Evaluate Plan Monitoring Fidelity of Implementation and Impact How will you ensure readiness for implementation? How will you ensure that participants have the knowledge and skills to implement? How will you ensure successful implementation for your selected activities? How will you ensure the program/activity is implemented with fidelity? How will you monitor the programs impact on student achievement? POSSIBILE ACTIVITIES Professional development around strategy Purchase materials Planning for implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc. Communication vehicles POSSIBLE ACTIVITIES Communication – to whom? How? Instructional technology* Activities to support at-risk students (For Title One students)* • Parent Involvement POSSIBLE ACTIVITIES Walkthroughs PLC/CASL meetings Documentation of impact Demonstration classrooms Gathering achievement data *Required Components 38

Just Do IT! • Monitor Implementation • Evaluate Implementation • Monitor Impact • Evaluate

Just Do IT! • Monitor Implementation • Evaluate Implementation • Monitor Impact • Evaluate Impact Do Implement Plan Monitor Plan Evaluate Plan Adult Focused Student Focused

Progress Monitoring Matrix Every 2 Months conduct Progress Monitoring at the STRATEGY LEVEL. –

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

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 PRESENTERS David Lavender, Principal Bob

School Improvement and Walk Through Data Jefferson Middle School PRESENTERS David Lavender, Principal Bob Schneider, Computer Teacher

School Improvement Data Collection: Quick and Dirty Richards Middle School PRESENTERS Jessica Carrier, Principal

School Improvement Data Collection: Quick and Dirty Richards Middle School PRESENTERS Jessica Carrier, Principal Kris Robinson, Asst. Principal Christine Biondo, Co-Chair Andy Brody, Co-Chair

Stage One: GATHER Step 1: Getting Ready GATHER Getting Ready Collect School Data Build

Stage One: GATHER Step 1: Getting Ready GATHER Getting Ready Collect School Data Build School Profile

A Discussion Protocol A protocol for discussing a short reading. STUDY Analyze Data Set

A Discussion Protocol A protocol for discussing a short reading. STUDY Analyze Data Set Goals Set Measurable Objective Research Best Practice TAB 4 Adapted from the National School Reform Faculty, www. nsrfharmony. org

School Data Inventory GATHER Getting Ready Collect School Data Build School Profile TAB 2

School Data Inventory GATHER Getting Ready Collect School Data Build School Profile TAB 2 Data Source External Types of Data Who Uses the Data? Purpose of this Data? Accessibility How is the Data Used? Next Use Steps

Data Director 4. 0 MISchooldata. org GATHER Getting Ready Collect School Data Build School

Data Director 4. 0 MISchooldata. org GATHER Getting Ready Collect School Data Build School Profile Stage One: Gather Step 2: Collecting School Data Step 3: Build School Profile Presenter Dr. Jennifer Parker-Moore

Network and Team Time • • School Process Profile/Analysis Monitoring School Improvement Network with

Network and Team Time • • School Process Profile/Analysis Monitoring School Improvement Network with Colleagues Seek Assistance