Unified Improvement Planning DistrictLevel Planning Sponsored by The

Unified Improvement Planning: District-Level Planning Sponsored by The Colorado Department of Education Fall 2010 Version 1. 0

Introductions Center for Transforming Learning and Teaching • Julie Oxenford O’Brian • Mary Beth Romke www. ctlt. org

Today’s Purpose Ensure you are prepared to facilitate district–level unified improvement planning

One in a series of CDE sponsored sessions on UIP. . . 1. School Level Support for Schools assigned a Priority Improvement or Turnaround Plan under state accountability 2. District Level Support for Districts with schools assigned a Priority Improvement or Turnaround Plan Under State Accountability 3. District Level Support for Districts Accredited with Turnaround or Priority Improvement plans under state accountability or identified for improvement under ESEA, including Titles I, IIA and/or III 4. Using the Unified Improvement Plan for Title I Requirements (Webinar Only)

Materials

Norms The standards of behavior by which we agree to operate while we are engaged in learning together.

Introductions • Introduce yourselves to the folks at your table: – Name/Role – One question you have about Unified Improvement Planning • Select top two questions from your table to share.

Outcomes Engage in hands-on learning activities and dialogue with colleagues. Complete readings. Facilitate processes locally. • Understanding the key elements and processes embedded in the UIP Template • Recognize unique requirements for districts that are TA, PI and/or on improvement for federal programs. • Gather and organize data for planning. • Plan for developing major components of the UIP: – – Significant Trends and Prioritized Needs Root Causes Annual targets and interim measures Major Improvement Strategies • Practice root cause analysis. • Apply the UIP Quality Criteria (district level).

Activity: Progress Monitoring • Go to Progress Monitoring. • Re-write the learning targets in your own language, describing what these learning targets mean to you. • Create a bar graph which describes where you currently believe you are in relationship to each of learning target. Learning Target Understanding the key elements and processes embedded in the UIP Template This means: I know what is expected and what I need to help my team accomplish in planning. I don’t know what this Is I need more practice I’ve got It I can apply it in a new way Reflections

Agenda Unified Improvement Planning District Planning Requirements Section IV: Action Planning Section III: Data Analysis Planning to Plan

Purposes of Unified Improvement Planning • Support school and district use of performance data to improve student learning. • Transition from planning as “an event” to planning as “continuous improvement”. • Provide a mechanism for external stakeholders to learn about schools/district improvement efforts. • Reduce the number of required improvement “plans”. • Align improvement efforts within schools and districts. • Meet state and federal accountability requirements.

What District Planning Requirements will the Unified Improvement Plan Meet? • State accountability – State Accreditation – Graduation Completion Plans • Federal Accountability – Title IA – Title III • Other Grants – Tiered Intervention Grant – District Improvement Grant

Colorado Unified Planning Template for Districts Major Sections: I. Summary Information about the district II. Improvement Plan Information III. Narrative on Data Analysis and Root Cause Identification IV. Action Plan(s)

Basic Steps in Improvement Planning I. Summary Information about the district II. Additional Information III. Narrative on Data Analysis and Root Cause Identification IV. Action Planning

Theory of Action: Continuous Improvement FOCUS

Timeline August 15 th October 15 th November 15 th January 15 th February and March Aprils 15 th DPF Reports and initial accreditation categories released. District submits data and case for revising accreditation category if appropriate. Local plan development and State releases final accreditation categories and review. pre-populated district templates. Priority Improvement, Turnaround and districts on program improvement for federal programs submit plans to CDE for state review. State review, feedback to districts and revision Plans submitted for publication on schoolview. org

Submission Process for District Plans • Plans due: January 17 th and April 15 th, 2011 • Use Tracker to submit improvement plans • Each district identifies a lead submitter for improvement plans (respondent form) • Training for the lead submitters will be available (e. g. , online resources, Webinars) • Targeting mid-November to have the Tracker open to accept improvement plans

Features of Tracker • Currently used for ESEA monitoring (e. g. , desk monitoring, documentation for onsite reviews) • System is password protected. District controls who has access to system. • Districts upload and organize evidence (documents). • CDE can access districts’ documents and provide feedback. • CDE will pre-populate criteria questions. Only districts that must submit in January will be able to access the instruments for the necessary programs. • File cabinet arranged so that one plan will be linked to multiple programs (if needed).

Key Planning Resources Resource 1. Draft Quality Criteria for Unified Improvement Plans (district level) 2. Unified Improvement Plan Draft District Example Uses • Provide a “target” for plan developers for Section III and Section IV plan elements. • Serve as the basis for plan review (local school boards, state department staff, state review panel) • Examples of what might be included in each section of the plan.

Quality Criteria • Individually read: the first 1. 5 pages of the draft UIP Quality Criteria for Districts (General Directions and Meeting Specific Requirements in the Plan) • Table Group Discussion Questions: – What information do you need to know about your district to use the quality criteria? – Which criteria apply to your district?

Quality Criteria Overview • Designed to be used in conjunction with the district UIP Template. • General criteria apply to all districts. • Criteria designated with program specific icons only apply to select districts.

Agenda Unified Improvement Planning District Planning Requirements Section IV: Action Planning Section III: Data Analysis Planning to Plan

Federal Program Requirements • Districts identified for improvement under: Title IA, Title III • Each program has some specific requirements. • Detailed in: – program-specific checklists, and – quality criteria.

Identification under Title IA • Program Improvement (PI): – If an LEA does not make AYP for two consecutive years in the same content area (Math, Reading) in the same grade span • Corrective Action (CA): – If an LEA does not make adequate progress by the end of the second full school year it has been identified for improvement

Requirements under Title I Program Improvement • LEA develops a plan to address the areas it missed district AYP (see district level Quality Criteria) • Set aside 10% of the Title IA allocation for professional development (describe in the resource column of Section IV – Action Steps)

Requirements under Title I Corrective Action • The state may defer funds until an approved plan is in place that incorporates major improvement strategy(s) that will respond directly to serious instructional, managerial, and organizational problems in the LEA.

Identification under Title IIA (2141 c) • Identification process: – Missed District AYP targets 3 consecutive years AND – Missed HQ targets 3 consecutive years • 50 districts were identified under 2141 c in 2010 -11

Requirements for 2141 c • District cannot use Title IA funds to create new Title I instructional paraprofessional positions. • District must enter into a “financial agreement” with the state. • State sets priorities for the use of Title IIA funds – Professional development – Recruitment, retention and distribution strategies – HQ strategies • Must use UIP. Make sure to complete Section V.

Title III Improvement • Why is my district required to complete the Unified Improvement Plan Template for Title III? • ESEA, Section 3122 (b)(2) requirment • ……. . If an LEA fails to make AMAOs for two or more consecutive years, the State shall make the grantee develop an Improvement Plan that will ensure that the grantee meets such objectives.

Title III – Things to Remember. . . • Narrative must address the factors that kept the grantee from meeting AMAO targets – Address for 08 -09 and 09 -10 • Address Root Causes as they relate to ELLs • Address Strengths and Weaknesses of Current Plan • Include Parent Involvement Efforts, ELD Standards and Professional Development

State Accountability Distribution of Districts by Preliminary State Accreditation Ratings

Dramatic change for “persistent lowperformance” This idea is not new. . . • Comprehensive School Reform Designs (New American Schools Development Corp. & IASA) • Restructuring (NCLB) • School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965 -January 2009 amendments – school turnaround, transformation, restart or closure. • Colorado SB 09 -163 Educational Accountability Act: Turnaround and Priority Improvement.

Rapid district improvement means that there are: 1)Dramatic changes in district structures, culture, policies, and process within one to three years of the start of the improvement effort; 2)Evidence of significant improvement in instructional practices and student academic performance within three to four years of the start of the improvement effort; and 3)Evidence that changes and improvements are system-wide and sustainable. -- The Center on Innovation and Improvement

Incremental vs. Dramatic • Work with your table. Select a recorder. • Using a flip chart page create a t-chart • Brainstorm examples of incremental changes and dramatic changes • How do these compare to one another? Incremental Dramatic

Reviewing Turnaround Options • Work with a partner. Take out “District Turnaround Options” • Silently read one row in the chart (individually). • When each partner has completed a row, look up and “say something. ” Something might be a question, a brief summary, a key point, an interesting idea or personal connection to the text. • Continue until you complete all of the rows in the chart.

Essential Strategies for Dramatic District Improvement • Acknowledge poor performance and the seek solutions. • Establish a system wide approach to improving instruction—one that articulates curricular content and provides instructional supports. • Instill a visions that focuses on student learning and guided instructional improvement. • Made decisions based on data, not instinct. • Adopt new approaches to professional development that involve a coherent and district-organized set of strategies to improve instruction. • Redefine leadership roles. • Commit to sustaining reform over the long haul. BEYOND ISLANDS OF EXCELLENCE: What Districts Can Do to Improve Instruction and Achievement in All Schools -- Learning First Alliance

Resources to help. . . • Resources available through: comprehensive school reform, NCLB restructuring, Turnaround/Transformation • Centers: – The Center for Comprehensive School Reform and Improvement: http: //www. centerforcsri. org – Center on Innovation & Improvement (CII): http: //www. centerii. org/ – Learning Point Associates: http: //www. learningpt. org/ – Mass Insight Education: http: //www. massinsight. org/ – Public Impact: http: //www. publicimpact. com – U. S. Department of Education: http: //www. ed. gov/

Steps to prepare for dramatic change • Determine who will engage in planning for dramatic change. • Engage in a comprehensive qualitative review of the district (CADI). • Engage school and community stakeholders (input to the approach) • Establish the district data infrastructure. • Determine a the dramatic change approach. • Define a new vision.

Integrating your Thinking • Take out, Planning to Plan Notecatcher • Make notes about your efforts to determine a dramatic improvement approach and engage local stakeholders. • What tools will you use?

Agenda Unified Improvement Planning District Planning Requirements Section IV: Action Planning Section III: Data Analysis Planning to Plan

Section III: Narrative on Data Analysis and Root Cause Identification • Four Steps: 1. 2. 3. 4. Gather and Organize Relevant Data Analyze Trends and Prioritize Needs Root Cause Analysis Create the Data Narrative • Data Analysis Worksheet (table) • Data Narrative for School (text box)

Section III, Step One: Gather and Organize Relevant Data • Consider: – “Required reports. ” and “Suggested local data sources” UIP Template, Section III. • Team Discussion: – Have you accessed all of the required state reports? – To which local data sources do you have access? – Highlight all of the “local data sources” that you currently use.

State Performance Data Sources • School and District Growth Summary • CSAP score reporting • Colorado Growth Model (both public and private) • Student-level CSAP files (from CTB) • Student-level flat files (growth, CSAPA, PSWR) from CEDAR

Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved. -Victoria Bernhardt

What types of data do we have? • Demographics • Perceptions • Student Learning • School Processes

Demographics School Processes Provides information that allows for the prediction of actions, processes, programs that best meet the needs of all students. Student Learning Perceptions Victoria Bernhardt

For what do you use multiple data sources in UIP? • To answer questions about performance: – Significant Trends – Priority needs? Performance Measures • To determine why district performance is what it is Process Measures (root causes)? • To monitor district progress towards annual targets (interim measures). • To monitor implementation of improvement strategies (implementation benchmarks).

Using Multiple Data Sources • To answer questions about performance: – Significant trends – Priority needs • To determine why district performance is what it is (root causes)? • To monitor district progress towards annual targets (interim measures). • To monitor implementation of improvement strategies (implementation benchmarks).

Inventory Local Performance Data • Consider the following tools: – Survey of Assessment Data Example – Survey of Assessment Data Template • Working with your team, answer: – Do you know what assessment data sources are available within your district? – Do you have a comprehensive inventory of available performance data?

Practice: Drilling-Down into Performance Data • Consider Data Analysis: Drilling Down • Choose a sub-indicator for which your district did not meet state expectations. • Select questions that would help your staff to “drill-down” to better understand performance in that indicator area.

Develop a Data Analysis Plan • Consider the data analysis plan template • Capture critical questions for your team to drill down in one indicator or sub-indicator area. • Determine what state and local data reports your team will review as part of this data analysis plan.

Using Multiple Data Sources • To answer questions about performance: – Significant trends – Priority needs • To determine why district performance is what it is (root causes)? • To monitor district progress towards annual targets (interim measures). • To monitor implementation of improvement strategies (implementation benchmarks).

If you’re only looking at Student Learning, you’re missing 65% of the data. – Victoria Bernhardt

Root Cause Analysis Data Needs • Root cause analysis will require your team to consider types of data other than performance data. • Consider the SST Evidence List • Do you have access to or could you gather these data for your district?

Using Multiple Data Sources • To answer questions about performance: – Significant Trends – Priority needs • To determine why district performance is what it is (root causes) • To monitor district progress towards annual targets (interim measures). • To monitor implementation of improvement strategies (implementation benchmarks).

Data Sources Calendar • Monitoring progress over time requires your team to know when different data become available. • Consider the sample Data Sources Calendar, – What are the benefits of having timing attached to a survey of available data sources? – What would you add, delete from this template? – How will you facilitate organization of your data sources over time?

Tools you can use Tool Multiple Measures Graphic Survey of Assessment Data Example Survey of Assessment Data Template Drilling Down Data Analysis Plan SST Evidence Data Sources Calendar Use Identify what data is needed to answer critical educational questions Build background knowledge related to inventorying local assessment data Support gathering of local assessment data. Supporting local data analysis Identify possible local process data sources Prepare to use multiple data sources in improvement planning

Integrating your Thinking • Take out, Planning to Plan Notecatcher • Make notes about your next steps in gathering and organizing data. • What tools will you use?

Section III: Narrative on Data Analysis and Root Cause Identification • Four Steps: 1. 2. 3. 4. Gather and Organize Relevant Data Analyze Trends and Prioritize Needs Root Cause Analysis Create the Data Narrative • Data Analysis Worksheet (table) • Data Narrative for School (text box)

Review UIP Quality Criteria • Work with a partner. Take out the UIP Quality Criteria for Districts, sections on Significant Trends and Priority needs. • Read (individually) the definition and criteria for Significant Trends. • Clarify any questions with your partner. • Repeat for the definition and criteria for priority needs.

Reminder: Significant Trends • Include all performance indicator areas. • Include at least three years of data. • Include positive and negative trends. • Identify where the district did not at least meet state and federal expectations. • Consider data beyond that included in the district performance framework (gradelevel data).

Reviewing priority need(s) Priority needs are. . . • Specific statements about the district’s performance challenges • Strategic focus for the district • Description of “what is” based on analysis of trends Priority needs are NOT • What caused or why we have the performance challenge • Action steps that need to be taken • Concerns about budget, staffing, curriculum, or instruction • Data interpretation

Priority Need Non-Examples • Provide staff training in explicit instruction and adequate programming designed for intervention needs. • Implement interventions for English Language Learners in mathematics. • Identify budgetary support for para-professionals to support students with special needs in regular classrooms. • No differentiation in mathematics instruction when student learning needs are varied.

Priority Need Examples For turnaround and priority improvement districts: • Math achievement across all elementary grade-levels and all disaggregated groups over three years is persistently less than 30% proficient or advanced. • Median Student Growth Percentiles in reading in middle and high school levels for all disaggregated groups is below 30 and has declined over the past three years. • For the past three years, English language learners (making up 60% of the student population) have had median growth percentiles below 30 in all content areas and grade/school levels.

Steps in Analyzing Data 1. Focusing on each indicator area, identify performance questions. 2. Consider relevant data reports/views. 3. Interact with the data. 4. Look things that pop out, patterns over time (three years). 5. Capture a list of facts statements/observations about your data (identify significant trends). 6. Identify indicator/sub-indicator areas where the district did not meet state/federal expectations. 7. Prioritize your observations in these areas. 8. Re-write priority observations as priority needs.

Capturing your Data Analysis in the UIP template • Capture significant trends and priority needs in the data analysis worksheet • Data narrative will include: – What data you reviewed – The process in which your team engaged to analyze the school’s data – The results of the analysis

Apply Quality Criteria Section III: Significant Trends and Priority Needs • Use the Quality Criteria for Unified Improvement Planning, Significant Trends and Priority Needs. • Use your district plan, or the sample district plan, consider: – How are the significant trends and priority needs similar and/or different from that reflected in quality criteria – How could these sections be improved upon in this plan?

Integrating your Thinking • Take out, Planning to Plan Notecatcher • Make notes about your efforts to support your schools in identifying significant trends and priority needs • What tools will you use?

Section III: Narrative on Data Analysis and Root Cause Identification • Four Steps: 1. 2. 3. 4. Gather and Organize Relevant Data Analyze Trends and Prioritize Needs Root Cause Analysis Create the Data Narrative • Data Analysis Worksheet (table) • Data Narrative for School (text box)

Moving up the Data Continuum Brieter & Light, Wexlar, Heinze, 2004

The Role of Root Cause Analysis Action Plan Priority Needs/ Performance Challenges

Root Causes are. . . • Statements describing the deepest underlying cause, or causes, of performance challenges. • Causes that if dissolved would result in elimination, or substantial reduction of the performance challenge(s). • Why. . . • Things we can change and need to change • The focus of our major improvement strategies.

Non-examples of Root Causes • What is NOT a root cause? – Student attributes (poverty level) – Student motivation • With your table, identify two explanations that might appear to be root causes but don’t qualify (2 min).

How to engage in Root Cause Analysis • Stay open to multiple possibilities. • Keep multiple voices in the conversations. • Generate possible theories of causation (testable explanations). • Dig deeper to organize and integrate our thoughts. • Identify additional data sources to confirm causal theories.

Steps in Root Cause Analysis 1. Identify questions about the priority need. 2. Generate explanations (brainstorm). 3. Categorize/ classify explanations. 4. Narrow (eliminate explanations over which you have no control). 5. Prioritize. 6. Get to root cause(s). 7. Validate with other data.

Practicing Root Cause Analysis • Select one priority need for your district. • Remember priority needs are performance challenges. • Write that priority need at the top of a flip chart page. • Whip around to share priority needs.

Activity: Brainstorm Explanations 1. Brainstorm testable explanations for your priority need. 2. Formulate as many explanations or theories of causation as possible 3. Post those on your data wall

Steps in Root Cause Analysis 1. Identify questions about the priority need. 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

Practice: Categorize your Explanations • Options: – Fishbone Diagram (tool), p. 71 – Diagnostic Tree (tool), 73 – Re-labeling (on your flip chart) • Consider the fishbone and diagnostic tree tools. • As a group, select one strategy. • Categorize/organize your explanations.

Steps in Root Cause Analysis 1. Identify questions about priority need(s) 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

Activity: Deepening our Thinking 1. Take out “Narrow Your Explanations” 2. Cross out any explanation which the school cannot influence or control (student characteristics). 3. Eliminate additional explanations which fail to meet the following criteria: 4. 5. • It derives logically from the data • It is an explanation, not just an opinion • It is plausible, it could be verified or tested Prioritize your remaining explanations (getting down to at most two). Clarify the language, if needed, for your priority explanations.

Steps in Root Cause Analysis 1. Identify questions priority needs 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

Practice: Getting to Root Causes 1. Use the 5 Whys -- Root Cause Identification Form 2. Choose someone to be the recorder and to write one priority explanation at the top of the worksheet. 3. Begin the process of asking “why” and identifying “because” for your explanation, following the directions on the form. 4. Circle your “root cause” explanation(s).

Practice: Are we at “root cause(s)” • Ask the key questions for identifying a root cause of your explanations – Would the problem have occurred if the cause had not been present? – Will the problem reoccur if the cause is corrected or dissolved? – Will correction of dissolution of the cause lead to similar events? • Make revisions to your root cause explanation if needed.

Steps in Root Cause Analysis 1. Identify questions about priority needs 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause 7. Validate with other data.

What additional information do we need to validate our “root cause” explanations?

Demonstrating the thinking. . . Priority Need Explanations Questions to Explore Data Sources Reading scores in grades 4 and 5 have declined for 3 years. K-3 is using new teaching strategies, 4 -5 are not. What strategies are primary vs. intermediate teachers using ? Curriculum materials and Instructional plans for each grade. Less time given to direct reading instruction in 45 How much time is devoted to reading in primary v. intermediate grades? Daily schedule in each grade level. More ELL students in grades 4 & 5 Is there a difference between ELL and other students scores? NWEA results disaggregated by ELL status.

Activity: Validating Our Theories 1. Use the “Validating with Data” job aide to identify additional data needed to verify your explanations. 2. Identify at least two additional data sources that could help validate your explanation. 3. Post a list of your additional data needs to your data wall.

Data Wall Chart Priority Need: Root Cause Explanation: Questions to explore: Data sources:

Quality Criteria for Unified Improvement Planning • Review: UIP Quality Criteria, Section III, Root Cause Analysis. • Consider: – To what degree do the root causes in your district’s plan or the example plan meet the quality criteria? – How could these root causes be improved?

Tools you can use Tool/ Resource Use Diagnostic Tree Support organizing and categorizing root causes. Fishbone Diagram (Blank) Brainstorming in categories Narrowing Explanations (CTLT, 2009) Apply criteria to eliminate explanations that are not actionable The five why’s Deepen thinking about root causes Validate with Data (CTLT, 2009) Identify additional data sources to use to validate root causes

Integrating your Thinking • Take out, Planning to Plan Notecatcher • Make notes about your next steps to identify root causes. • What tools will you use?

Section III: Narrative on Data Analysis and Root Cause Identification • Four Steps: 1. 2. 3. 4. Gather and Organize Relevant Data Analyze Trends and Prioritize Needs Root Cause Analysis Create the Data Narrative • Data Analysis Worksheet (table) • Data Narrative for School (text box)

Data Narrative • Tells the story of the district’s data. • Describes the process in which the planning team engaged to identify trends, priority needs and root causes. • Identifies data that was analyzed • Provides a Description of: – Trend Analysis and Priority Needs – Root Cause Analysis – Verification of Root Causes

Generating a Data Narrative 1. Identify critical elements of the data narrative 2. A small group (or individual) generate a draft of data narrative based on data analysis and root causes analysis notes. 3. Reach consensus among all planning participants that the narrative: – tells the “data story” for the district. – meets state criteria 4. Revise data narrative as needed.

Quality Criteria: Data Narrative • • Review: UIP Quality Criteria, Data Narrative Consider the Data Narrative from your district’s draft plan (or the example district plan). – How does the data narrative differ from the quality criteria? – How could the data narrative be improved (what might be next steps)?

Agenda Unified Improvement Planning District Planning Requirements Section IV: Action Planning Section III: Data Analysis Planning to Plan

Action Planning 1. School Goals Worksheet – Annual Targets (2010 -2011 and 2011 -2012) – Interim Measures 2. Action Planning Worksheet – Major Improvement Strategies – Root Cause(s) addressed – Action Steps (timeline, key personnel, resources, implementation benchmarks)

Clarify Annual Targets: Federal • For federal performance indicators, annual targets have been set. • AYP and Safe Harbor targets available on www. cde. state. co. us • Highly Qualified Target 100% • Title III AMAO targets available on www. cde. state. co. us

Setting Annual Targets for State Indicators Focus on priority need(s) Review state or local expectations Determine progress needed in first two years Determine timeframe (max 5 years) Describe annual targets for two years

How good is good enough? General guidelines: • Median student growth percentile targets should not be less than 50 • If median growth percentile is < median adequate growth percentile, targets should not be less than 55. • No penalty for not making targets in one year. • Targets can be set for any state metric, but should include median growth percentile.

Apply Quality Criteria for Annual Targets • • Review: UIP Quality Criteria, Section IV. Annual Targets Consider the Annual Targets from your district’s draft plan (or the example district plan). – How do the annual targets differ from the quality criteria – How could the annual targets be improved (what might be next steps)? – What specific metrics must be used in setting targets for districts identified for Student Graduation and Completion Plan

Interim Measures • Interim measures must be identified for each annual target. • Data from interim measures should allow districts to monitor progress quarterly. • Examples: District Benchmark Assessment, NWEA MAPS, Progress Monitoring assessments • Table discussion: – Review Quality Criteria, Section IV, Interim Measures – What interim measures are available in your district?

Review Interim Measures • What would be appropriate interim measure(s) for the targets in your districts’ plan (or the example district plan)? • Write a description of the interim measure, include: – – Assessment or performance measures only Administered during the school year (more than once). Specify how frequently the data will be available. Specify what metrics will be used.

Integrating your Thinking • Take out, Planning to Plan Notecatcher • Make notes about your efforts to support your schools in identifying annual targets, and interim measures • What tools will you use?

Action Planning 1. School Goals Worksheet – Annual Targets (2010 -2011 and 2011 -2012) – Interim Measures 2. Action Planning Worksheet – Major Improvement Strategies – Root Cause(s) addressed – Action Steps (timeline, key personnel, resources, implementation benchmarks)

Major Improvement Strategies • Respond to root causes of the performance problems you are attempting to remedy. • Reflect an understanding that state takeover will occur in 5 years if performance does not meet expectations. • Are of appropriate intensity and scope for the level of change that is needed. – For 2010 -2011 school year – reflect planning for dramatic change. – 2011 -2012 – beginning to implement dramatic change.

Implementation Benchmarks • Implementation Benchmarks are. . . – how districts will know major improvement strategies are being implemented; – measures of the fidelity with which action steps are implemented; and – what will be monitored. • Implementation Benchmarks are NOT: – performance measures (assessment results).

Action Planning • Work with a partner. Consider the Unified Improvement Planning Quality Criteria: Action Planning Worksheet. • Individually read the criteria for the first element (major improvement strategies). • Look at your partner and “say something”. Something can be a question, a brief summary, a key point, an interesting idea or personal connection to the text. • Read the criteria for the next element, interacting with your partner after each row/element until you have come to the end of the document. .

Agenda Unified Improvement Planning District Planning Requirements Section IV: Action Planning Section III: Data Analysis Planning to Plan

Planning to Plan • Go back to your Planning to Plan note catcher. • Fill in any gaps related to taking the next steps in developing your district unified improvement plan. • On sticky notes. . . identify remaining support needs.

Your Feedback!!! • Written: – Take out several sticky notes. – Identify additional support needs (one per sticky note) – For the parking lot • + the aspects of this session that you liked or worked for you. • The things you will change in your work or would change about this session. • ? Questions that you still have • Light bulb: ideas, a-has, innovations • Oral: Your current thinking