FSI Level IV Lisa Guzzardo Asaro Dr Lisa

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

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

Connector Activity TAB 12 From Differentiated Instruction to Differentiated Assessment by Douglas Reeves •

Connector Activity TAB 12 From Differentiated Instruction to Differentiated Assessment by Douglas Reeves • Individually write a statement about what you believe is true about the connection between ‘Differentiated Instruction’ and ‘Differentiated Assessment’ on the table graphic • Each person will skim and scan the article essence • Revise individual statements after reading as necessary • 4 minute Dialogue about what Doug Reeves believes • Create one collective statement for the team connecting the significance of using differentiated instruction and differentiated assessment

Today’s Outcomes • Receive updates and new content • Explore Data Points: Perception and

Today’s Outcomes • Receive updates and new content • Explore Data Points: Perception and Process Data • Progress Monitor a SI strategy • Identify steps to implement a strategy with fidelity • Examine Formative Assessment Practices • Network with colleagues on relevant topics • Start, Continue or Complete SPP/A • Explore MI School Data Web Portal and Data Director 4. 0

Today’s Roadmap • • Welcome Inclusion Activity Noteworthy Updates School Process Profile/Analysis: Rubrics Formative

Today’s Roadmap • • Welcome Inclusion Activity Noteworthy Updates School Process Profile/Analysis: Rubrics Formative Assessment Implementation with Fidelity Matrix 2 Monitoring the Impact of Strategy Implementation Matrix 3 • 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 • • • Passports MEAP and MME Cut Scores MEAP Un-embargoed 02. 14.

NOTEWORTHY • • • Passports MEAP and MME Cut Scores MEAP Un-embargoed 02. 14. 12 MEAP Student School PDF Reports: available MI-ACCESS Data Files Now Available MAASE Professional Learning April 10, 2012 -2013 Advanc. ED NCA Michigan Accreditation MDE/Advanc. ED NCA Due dates BAA School Improvement Work Teams 10 -11 MISD Perception Data Surveys

TAB 6

TAB 6

TAB 6

TAB 6

MEAP NEWS • • Gather Getting Ready Collect School Data Build School Profile Un-embargoed

MEAP NEWS • • Gather Getting Ready Collect School Data Build School Profile Un-embargoed February 14 Permissible Use of Assessment Results MI-Access Data Files Now Available MEAP Student and School PDF Reports Now Available – – – – Individual Student Parent Report Class Roster Class Item Analysis Report School Demographic Report School Summary Report • MEAP-Access Results – Early March 2012 due to setting cut scores in late January

MASSE Professional Learning Workshop April 10, 2012 Lexington Hotel Lansing, MI “Innovating Through the

MASSE Professional Learning Workshop April 10, 2012 Lexington Hotel Lansing, MI “Innovating Through the Chaos: Transforming and building Quality Student Support Systems in our Schools” Presenter: Dr. Rhonda Newl-Waltman

Advance Standards for Quality Schools http: //www. advanc-ed. org/new-standards-quality School Process Profile: 33 Quality

Advance Standards for Quality Schools http: //www. advanc-ed. org/new-standards-quality School Process Profile: 33 Quality Indicators

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 This requires an additional application. Criteria and application process will be available in the fall of 2012 13

EXAMPLE of one STANDARD

EXAMPLE of one STANDARD

Advanc. ED Michigan Workshops for 2012 -2013 Accreditation http: //www. advanc-ed. org/workshops-webinars SCHOOL ACCREDITATION

Advanc. ED Michigan Workshops for 2012 -2013 Accreditation http: //www. advanc-ed. org/workshops-webinars SCHOOL ACCREDITATION • Wayne RESA 02. 08. 12 • Advanc. ED MI Office, Lansing 03. 14. 12 • Advanc. ED MI Office, Lansing 04. 18. 12 DISTRICT ACCREDITATION • Wayne RESA 03. 01. 12 • Advanc. ED MI Office, Lansing 04. 25. 12

Advanc. ED Michigan http: //www. advanc-ed. org/mde/online_resources_and_tools Perception Surveys Online Resources and Tools in

Advanc. ED Michigan http: //www. advanc-ed. org/mde/online_resources_and_tools Perception Surveys Online Resources and Tools in Blue Box SURVEY LINKS in Brown Box

Online Advanc. ED Surveys • FREE to both MDE and NCA this YEAR •

Online Advanc. ED Surveys • FREE to both MDE and NCA this YEAR • FREE to NCA next year, $mall Cost to MDE schools • Required for NCA schools to be administered once prior to a QAR • Online Videos possibly • Guidebook in March • Just-in-Time training in March • Languages: Mandarin, Portuguese, Arabic, and Spanish • Customization in the future

TAB 12 Document Due Dates Document I (SDP/A) School Data Profile/Analysis Due Online: 09.

TAB 12 Document Due Dates 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

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 School Process Rubrics (CNA) 90 Rubrics Discussion Questions ASSIST Self Assessment (ASSIST SA/ES) 56 Rubrics Discussion Questions MDE EDYES! 40 Process Rubrics 40 Rubrics (Required Cycles 1 -4) NCA (Required for the year of the QAR) 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

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.

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 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 on i t i in What do you already know? Def 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?

Overview of Differences ASSESSMENT LEARNING Promote increases in achievement to help students meet more

Overview of Differences ASSESSMENT LEARNING Promote increases in achievement to help students meet more standards; support ongoing student growth; improvement Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting; accountability Students about themselves Others about students FOR REASONS FOR ASSESSING AUDIENCE TAB 4 OF

Determining Where I Am Now: Assessment FOR Learning and Assessment Quality TAB 4 Study

Determining Where I Am Now: Assessment FOR Learning and Assessment Quality TAB 4 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Directions: Evaluate the classroom practice of yourself, your building, district, or clients for each of the nine statements below, according to the following scale: 1 = I don’t do this, or this doesn’t happen in my classroom. 2 = I do this infrequently, or this happens infrequently in my classroom. 3 = I do this sometimes, or this sometimes happens in my classroom. 4 = I do this frequently, or this happens frequently in my classroom. 5 = I do this on an ongoing basis, or this happens all the time in my classroom.

Learning Forward TAB 12 Learning Organizer and Participant Needs Templates • The Learning Organizer

Learning Forward TAB 12 Learning Organizer and Participant Needs Templates • The Learning Organizer template will help session participants crystallize their understanding of new content and record it for future use. • The Names and Needs template will help the presenter understand better the CONTENT/PROCESS needs of those participating

 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

One Common Voice – One Plan Do: Requirements ESEA and PA 25 require annual

One Common Voice – One Plan Do: Requirements ESEA and PA 25 require annual evaluation of the following: • Implementation of the plan • Student achievement results by subgroup using data from state assessments and other indicators • Modifications to plan as needed ISDs/RESAs are required by PA 25 to provide technical assistance to schools and districts to develop annual evaluations.

MATRIX 1 Activities Connection to SPR 40/90, SA/Assist SA* How will you address the

MATRIX 1 Activities Connection to SPR 40/90, SA/Assist SA* How will you address the targeted areas in your Summary Report (SPP)? April/May 2011 Getting Ready to Implement Plan Develop Action 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 33

MATRIX 2 Classroom Strategy Implementation Goal Focus Area: WHAT and HOW January - February

MATRIX 2 Classroom Strategy Implementation Goal Focus Area: WHAT and HOW January - February District Administrator (Actions) Will… "Why Are We Doing This, This Way? " Teacher (Actions) Will… "Why Are We Doing This, This Way? " Student (Actions) Will… "Why Are We Doing This, This Way? " Do Implement Plan Monitor Plan Evaluate Plan TAB 9

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

EVALUATE ADULT IMPLEMENTATION EVALUATE 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

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

Michigan Continuous School Improvement Plan, Monitor, and Evaluate A Strategy/Initiative/Program Gather Do Student Achievement

Michigan Continuous School Improvement Plan, Monitor, and Evaluate A Strategy/Initiative/Program Gather Do Student Achievement Study Plan MONITOR - to be used on an on-going basis during implementation Question 4: Is the strategy/initiative/program implemented as intended? Question 5: What is the impact on students? 37

MATRIX 3 Progress Monitoring WHAT and HOW March - April District Administrator Monitored by…

MATRIX 3 Progress Monitoring WHAT and HOW March - April District Administrator Monitored by… What We Learned? "Why Are We Doing This, This Way? " Teacher Monitored by… What We Learned? "Why Are We Doing This, This Way? " Students Monitored by… What We Learned? "Why Are We Doing This, This Way? " TAB 10

Leadership and Learning Center 2010

Leadership and Learning Center 2010

One Common Voice – One Plan Monitoring Implementation and Impact • Are you meeting

One Common Voice – One Plan Monitoring Implementation and Impact • Are you meeting on a regular basis to monitor implementation of your plan? • -What does the data say when you monitored implementation? • -What evidence have you collected to determine if adults are implementing with fidelity? • -What evidence have you collected to determine the impact of implementation? • -What adjustments are suggested by implementation and impact data? • -How might these adjustments affect the integrity of results? How will you communicate progress with stakeholders?

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Relationship between Professional Learning and Student Results 1. Standards-based professional learning 3. Changes in

Relationship between Professional Learning and Student Results 1. Standards-based professional learning 3. Changes in student results 2. Changes in educator knowledge, skills and dispositions 4. Changes in educator practice

LEARNING COMMUNITIES: • Professional learning that increases educator effectiveness and results for all students

LEARNING COMMUNITIES: • Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

LEADERSHIP • Professional learning that increases educator effectiveness and results for all students requires

LEADERSHIP • Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Data: • Professional learning that increases educator effectiveness and results for all students uses

Data: • Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Hybrid Classes Fraser High School Presenters: Principal, Michael Lonze Director of Online Learning, Luke

Hybrid Classes Fraser High School Presenters: Principal, Michael Lonze Director of Online Learning, Luke Woods

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

STUDY A Discussion Protocol Analyze Data Set Goals Set Measurable Objective Research Best Practice

STUDY A Discussion Protocol Analyze Data Set Goals Set Measurable Objective Research Best Practice TAB 4 COLLABORATIVE TEAMS ANLAYZE DATA SOURCE: Institute for Research and Reform in Education.

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 Presenter Dr. Jennifer Parker-Moore MI School Data HS-District Graduation and Dropout Rates

MI School Data Web Portal

MI School Data Web Portal

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