What you need to know about UIP for

What you need to know about UIP for the 2014 -15 School Year

Introductions CDE: Improvement Planning Unit Center for Transforming Learning and Teaching (UCD) Erin Loften Lisa Medler Julie Oxenford O’Brian

Session Purpose Develop background knowledge and provide access to tools to support schools and districts with unified improvement planning during the 2014 -15 school year.

Introductions With your Table Group Share: § Name, Job Title, School/District/Organization § Your role in: § Unified Improvement Planning § Your most important outcome for this session § Full-Group – share important outcomes.

Materials

The materials used during this session were developed in partnership with the Center for Transforming Learning and Teaching (CTLT) located in the School of Education and Human Development at the University of Colorado Denver.

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

Session Outcomes § Turn to What you Need to Know about UIP for the 2014 -15 School Year Session Overview (Tools, p. 3). § Consider: topics that will focus our work together today: § Is this what you expected to be the focus of the day? § Do you have questions? § Review Outcomes: § Do they make sense? § Do you have questions?

What do you need to know for 2014 -15? § There will be minimal updates to the UIP Template and Quality Criteria. § An online UIP tool will be tested this fall. § A good time to review the things that are staying the same through the assessment transition. § Some READ Act provisions related to UIP should be implemented for plans submitted in 2014 -15. § The state assessment transition creates an opportunity to increase focus on the use of results from locally administered assessment instruments for planning. § PWR Data Resources are underutilized for planning. § Focus local planning teams on updating rather than rewriting UIPs annually.

Agenda UIP Template and Expectations for 2014 -15 School Year Using a Variety of Data for UIP (review) READ Act and UIP Using Interim Assessment Results for UIP Maximizing PWR Data Resources Updating (rather than rewriting) UIPs Annually

UIP Updates § Revisions to UIP Templates for 2014 -15 school year were kept to a minimum, including: § Pre-Populated Report § Target Setting Form § Addenda Forms § Changes to Program Expectations (which will be represented in the Quality Criteria) related to: § READ Act (School/District) § Gifted Education Program (District/AU) § Diagnostic Review/School Improvement Support Grants (School)

UIP Template Updates § Work with a partner. Turn to Revisions to the UIP Template 2014 -15 (Tools, p. 5). Take out the School UIP Template with Addenda. § Locate each revision (listed in the Revisions table) in the school template. § For each revision listed, determine of what your local planning teams need to be made aware. § Share out revisions you plan to take back to your local planning teams. § Turn to the Gifted Education Program Addenda (District or Administrative Unit only), consider: Who will you make aware of the revisions to this addenda?

Expectations § Changes to program expectations will result in some additions to the UIP Quality Criteria. § Talk with your partner: § Which of these program revisions represent information we need to share with our local planning teams? § How will you make local planning teams aware of these changes? § Share out.

On-Line UIP Tool § Turn to Online UIP System (Tools, p. 7). § Read this overview to highlight/answer these questions: § Will districts and schools be required to use the online tool for 2014 -15? § When will the online tool be available for “early adopters”? How could your district try out this tool? § Which of the “highlights” of the new system do you think will be most helpful to your local planning teams? § Share out features that you believe will be helpful. § Questions/Concerns?

Taking it Back to Local Planning Teams § Turn to Taking it Back to Local Planning Teams (note catcher, p. 5). § Make notes regarding updates to the UIP Template and Expectations, and the on-line UIP tool that you will take back to your local planning teams. § Consider: § What critical information will you share with your local planning teams? § What tools or resources will you use? § With whom will you share this information? When? How?

Session Plan UIP Template and Expectations for 2014 -15 School Year Data for UIP (review) READ Act and UIP Using Interim Assessment Results for UIP Maximizing PWR Data Resources Updating (rather than rewriting) UIPs Annually

UIP Supports Continuous Improvement and Performance Management § Focus on the right things (Performance Indicators) § Evaluate performance (by gathering, analyzing and interpreting data about performance) § Plan (strategies for improvement) § Implement planned strategies § Evaluate (or monitor performance throughout the school year) § Make adjustments to Planned improvement strategies and Implement revised strategies as needed

Performance Management Structure § Performance Indicators – on what we focus: § Academic Achievement § Academic Growth Gaps § Postsecondary and Workforce Readiness § Measures – the tools we use to measure performance in each indicator area § Metrics § Expectations

UIP Performance Management Structures SMART Goals § Performance Indicators § Strategic § § Measurable § § § (Areas for Improvement) Measures (What we will use) Metrics (How we will use the measure) Expectations (points of comparison for target setting) Targets (established locally, determines when and defines good enough) § Attainable § Research-Based § Time-Bound

Unified Improvement Planning Processes Preparing to Plan Gather and Organize Data Section III: Data Narrative Review Performance Summary Section IV: Target Setting Describe Notable Trends Ongoing: Progress Monitoring Section IV: Action Planning Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Identify Interim Measures Identify Implementation Benchmarks

Unified Improvement Planning Types of data Review current performance and prior performance targets or goals Analyze data to identify notable trends State Performance data Prioritize performance challenges State and Local Performance data Identify root causes of performance challenges Establish annual performance targets Local Process and Perception data State and Local Performance data State and local expectations (comparison points) Identify measures and monitor the impact of Local Performance data action steps on student performance. Identify implementation benchmarks & monitor implementation of action steps. Local Process and Perception data

State Assessment Transition What UIP processes will be affected. . . § For 2014 -15 school year? § UIP processes that require looking forward and use state data. § Only: Setting Performance Targets. § Not: Reviewing current performance, Identifying Significant Trends, Prioritizing Performance Challenges. § For 2015 -16 school year: § UIP process that require looking backward and forward and use state data (Reviewing current performance, Identifying Significant Trends, Prioritizing Performance Challenges, Setting Performance Targets).

What do we need to know to use assessment results for planning? § What is being measured (what learning) by the assessment instrument (measure). § What metrics (or scores) will be generated. § For what “groups” of students metrics will be available. § What comparison points are available. § When data is available.

Metrics (Levels) § Two levels of metrics: § Individual § Group § Examples of groups: § All students in the school/district § All students in a grade level § Students in a disaggregated group § Students in a classroom What level of metrics do we use for planning? § Group metrics are aggregates of individual metrics (e. g. , mean, median, percent, sum).

Levels and Metric Examples Levels Example Metrics Individual § Co. ACT Composite Score, student § Classroom (formal)/Individual. Group § Aggregated at the school/district overall or grade level. § Aggregated at the disaggregated group level (ELL, IEP, FRL, minority). growth percentile, scale score. Group § School annual dropout rate (percent of students dropping out of base). § Average Co. ACT Composite Score.

Comparison Points § What is a comparison point? § Data to which school/district performance can be compared. § To determine “how good is good enough” performance. § For analyzing data and setting performance targets. § Comparison points can be criterion or norm referenced: § How did we compare to a specific expectation? § How did we compare to others? § Norm referenced scores often embed the comparison point in the score itself (e. g. , percentiles).

Comparison Point Examples § What are examples of comparison points? § Criterion Referenced (State Required Metrics): § Minimum state expectations, the value that receives a “meets” rating on the SPF/DPF. § Examples: State Mean Dropout Rate (2009 -10 baseline year) = 3. 6% § Normative: § For schools, district performance on the same metric. § For schools or districts, statewide performance on the same metric.

Gathering and Organizing Data for Planning (2014 -15) § UIP processes facilitate and support inquiry into school and district performance and continuous improvement. § Analogous to a research process, preparing data takes more time than analyzing it. § Gathering and Organizing Data (Tools, p. 13) includes: 1. Clarify purpose(s) for which data was collected and the alignment to the use(s). 2. Gather the data. 3. Consider the quality of the data source. 4. Specify what data is available (metrics, comparison points, for which groups). 5. Develop an analysis plan (path through the data).

Tools for Organizing Performance Data § Consider the following resources: § Assessment Instrument Description Elements (Tools, p. 21). § Performance Data Sources Inventory (Tools, p. 19). § Buzz with a partner: § Why might these types of tools be useful? § Have you used similar organizing tools? § Are there any components of these tools about which you have questions?

Assessment Instrument Descriptions § K-3 Reading Interim Assessments: § DIBELS (6 and NEXT versions) § DRA 2 § PALS § Interim Assessments (5 most common in Colorado): § Acuity § Galileo § NWEA MAPS § Scantron Performance Series § Star Math Enterprise and Reading Enterprise § ACCESS for ELLs § Readiness Assessment: TS Gold

Taking it Back to Local Planning Teams § Take out your Taking it Back to Local Planning Teams (note catcher, p. 5). § Consider these questions: § What critical information will you share with your local planning teams regarding gathering and organizing data for planning? § What tools or resources will you use? § With whom will you share this information? When? How?

Session Plan UIP Template and Expectations for 2014 -15 School Year Using a Variety of Data for UIP (review) READ Act and UIP Using Interim Assessment Results for UIP Maximizing PWR Data Resources Updating (rather than rewriting) UIPs Annually

READ Act Requirements for UIP § The READ Act included requirements for UIP that take effect during the 2014 -15 school year. § Work with a partner to consider READ Act Provisions related to Unified Improvement Planning (Tools, p. 23). § Consider the following questions: § Which aspects of Unified Improvement Planning are addressed in the READ Act? § Can you include the required information in the school/district UIP without analyzing K-3 student literacy assessment results?

READ Act and UIP Processes § Data Analysis (Data Narrative/Data Analysis Worksheet): § Identify notable trends in K-3 reading assessment results. § Determine if K-3 reading is a priority performance challenge and identify associated root causes. § Setting Performance Targets (Target-Setting Form): § Increase # of students achieving grade-level expectations. § Reduce # of students with significant reading deficiencies. § Action Planning (Action Planning Form): § Include action steps related to addressing the needs of K-3 grade students who are identified as having significant reading deficiencies.

Using K-3 Reading Interim Assessment Results for UIP and Accountability Process Assessment Results Data Analysis: Identifying Notable Trends and Prioritizing Performance Challenges Use aggregate metrics (at the grade level, school, or district level) to identify trends over time in K-3 reading performance (spring to spring administrations). Setting Performance Targets Establish performance targets for reducing the number of students identified with a significant reading deficiency (fall) and increasing the number reading at grade level (spring). Progress Monitoring Use aggregate metrics (identified above) for fall, winter and spring administrations (within the school year). Future: SPF/DPF CMAS Results for 3 rd and 4 th graders at one time identified as having a significant reading deficiency Aggregate metrics should include the %/number reading at grade level, and %/number identified with a significant reading deficiency.

Approved K-3 Reading Interim Assessments § 2013 -14 through 2015 -16: § DIBELS (6 and NEXT edition); § DRA 2; and § PALS § Beginning in 2014 -15: § Aimsweb; § DIBELS (NEXT edition only); § Formative Assessment System for Teachers (FAST); § I Ready; § ISP ER, Istation; § Phonological Awareness Literacy Screening (PALS); and § Star Early Literacy Enterprise

READ Act Data reported to CDE § K-3 Reading interim assessment instrument used in determining students’ significant reading deficiency (and administration date). § Students identified as having a significant reading deficiency. § Students’ K-3 reading interim assessment score: § DIBELS § DRA 2 § PALS § For UIP processes Schools/Districts must use aggregated K-3 reading interim assessment results. § Vendors reports include some aggregated metrics.

Using K-3 Reading Interim Assessment Results for UIP § Assessment Instrument Descriptions available for: § DIBELS (Next and 6) § DRA 2 § PALS § Which early literacy assessment is in use in your district? § Send one representative from your table to get copies of the Assessment Instrument Descriptions and Report Examples for the literacy assessment used in your district.

K-3 Reading Interim Assessment Instrument Descriptions § Work with a partner to review the Assessment Instrument Description for your K-3 Reading Interim Assessment. § Make notes about: § What individual metrics are available? What metric is used to determine if students have significant reading deficiencies? § What aggregate metrics are available? § What comparison points are provided by the vendor? § What comparison points are provided by CDE? § About what can inferences be made based on the results?

Incorporating K-3 Strategies in the UIP Action Plan § Schools and districts are required to include the following in their UIP Action Plans. § “The strategies to be used in addressing the needs of students enrolled in kindergarten, first, second, and third grade who are identified as having significant reading deficiencies. ” § Discuss with your table: § How could you meet this READ Act requirement? § What if you don’t have a major improvement strategies related to K -3 reading? § Share out. . .

Taking it Back to Local Planning Teams § Turn back to Taking it Back to Local Planning Teams (note catcher, p. 5). § Consider these questions: § What critical information will you share with your local planning teams regarding meeting READ Act requirements in your UIP? § What tools or resources will you use? § With whom will you share this information? When? How?

Session Plan UIP Template and Expectations for 2014 -15 School Year Using a Variety of Data for UIP (review) READ Act and UIP Using Interim Assessment Results for UIP Maximizing PWR Data Resources Updating (rather than rewriting) UIPs Annually

Interim Measures § A measure and associated metric(s) of student performance used to measure performance in a specified indicator area at more than one point during the school year. § For academic achievement, academic growth, and academic growth gaps, interim measures should be interim assessments. § Discuss with a partner: What do your local planning teams currently use as interim measures? § Share out…

Interim Assessment Results & UIP § Significant Trends should include state and local data (e. g. , interim assessment results). § Plans must ID the interim measures used throughout the year to monitor the progress of their Unified Improvement Plan. § Interim assessment results can be included as part of the body of evidence for school and district Requests to Reconsider (even more important during the state assessment transition). § During the state assessment transition, one option for establishing performance targets for academic achievement and growth involves using interim assessment metrics.

Using Interim Assessments for UIP and Accountability Process Interim Assessments Data Analysis: Identifying Notable Trends and Prioritizing Performance Challenges. Use interim assessment results within a school year and across multiple years (compare spring to spring). Consider if results are consistent with or contradict state assessment results. Establishing Performance Targets Determine if interim assessments are aligned with (during state assessment transition). CMAS. Use spring administration of interim assessments, achievement and growth metrics if available. Progress Monitoring: Identifying Interim Measures, Monitoring Progress towards Performance Targets (at least quarterly). Identify interim assessments that will be used to measure progress towards each performance target. Request to Reconsider (plan type assignment, accreditation rating). Provide results from interim assessments as additional data to support request. Monitor interim assessment results throughout the school year.

Describing Interim Measures in the UIP § Included in the UIP Template. § Review Interim Measures (Tools, p. 29) excerpted from the UIP Handbook) to answer the following questions: § How frequently should data be available from the measure for it to be considered an “interim measure”? § About what should interim measures provide data? § What needs to be included about interim measures in the school/district UIP? § How many interim measures need to be identified?

District/Teacher Created Interim Assessments § Has your district created their own interim assessments? § Turn to Assessment Instrument Description Elements (Tools, p. 21). § Consider these questions? § Can you fill in this descriptive table for your locally created instrument? § Why might you want to capture this information about your locally developed assessments? § Which elements would be difficult for you to complete? Why?

Interim Assessments in Colorado § Five most commonly used in Colorado: § Acuity § Gallileo § NWEA MAPS § Scantron Performance Series § STAR § What interim assessments are used in your district? § Send someone from your table to get copies of the Assessment Instrument Description and Report Examples for the interim assessment instruments you use.

Metrics § Different interim assessments include a variety of metrics and comparison points. § Capture notes about the following: § What metrics or scores are available from the interim assessment at the individual student level? § What metrics or scores are available at the group or aggregate level? § For which “groups” of students are aggregate scores provided (district, school, grade level, others)? § About what can inferences be made based on the results?

Comparison Points § Two sources of comparison points: vendor and CDE. § Vendor provided comparison point examples: § % and number of students At Benchmark § % Advanced, Proficient, Partially Proficient or Unsatisfactory § % of students in different tiers or performance § CDE has identified points of comparison for Requests to Reconsider. § What comparison points are available for aggregate metrics for your interim assessment instrument?

Taking it Back to Local Planning Teams § Turn back to Taking it Back to Local Planning Teams, (note catcher, p. 5). § Consider these questions: § What critical information will you share with your local planning teams regarding using interim assessment results for UIP? § What tools or resources will you use? § With whom will you share this information? When? How?

Session Plan UIP Template and Expectations for 2014 -15 School Year Using a Variety of Data for UIP (review) READ Act and UIP Using Interim Assessment Results for UIP Maximizing PWR Data Resources Updating (rather than rewriting) UIPs Annually

Postsecondary and Workforce Readiness § A performance indicator area for districts and high schools. § Counts for 35% of the plan type assignment. § State-required metrics: § Dropout Rates § Graduation Rates § Disaggregated Graduation Rates § Average Colorado ACT Composite Score § Missing from plans: data analysis for PWR measures/metrics other than Co ACT

UIP Processes and PWR Data Sources UIP Process PWR Data Source Data Analysis: Identifying Notable Trends and Prioritizing Performance Challenges Dropout Data Analysis Display (DODAD) Root Cause Analysis Additional Local PWR Data Sources (most commonly available resources among Colorado districts) Colorado Graduation Pathways researchbased framework for dropout prevention Setting Performance Targets Dropout Data Analysis Display (DODAD) Progress Monitoring (Early Warning) Early Warning Data (other PWR data sources)

Deepening PWR Data Analysis and Root Causes Analysis Data Sources: § Dropout Data Analysis Display (DODAD) § Local PWR Data Sources (related to explaining dropout and graduation rates) § Colorado Graduation Pathways research-based framework for dropout prevention § Which of these data sources does your district or your school(s) currently use in developing UIPs?

What is the Dropout Data Analysis Display? v The DODAD is an analytic tool designed to help administrators at Colorado high schools interpret and investigate the dropout rates and counts for their school. v The tool allows users to view the dropout rates, counts and trends for a high school in context by comparing the data for the school against the aggregated data for a group of similar high schools (either Alternative Education Campuses or non. AEC schools). v All data in the DODAD are drawn from the finalized set of student records submitted and approved by Colorado’s school districts via the Student End of Year data collection. 56

Benefits of the DODAD v Easily understandable – graphic display of data makes it easier to identify trends and potential issues and to communicate findings to staff, administrators, and other stakeholders. v Puts the data in context – compares a school’s data to aggregated averages for a similar group of schools. v In-depth – allows users to view dropout data from multiple “angles. ” Several of the metrics used, such as dropouts by age or by grade-level, are not available elsewhere. v Requires no additional data reporting – uses existing data already provided to CDE by schools or districts. 57

Limitations of the DODAD v Information is exclusively quantitative vs. qualitative – findings from the tool can help answer questions regarding who dropped out and when, but not why. v Data are not “real time” – information in the DODAD relates to students who were in attendance 1, 2 or 3 years ago. v The quality and accuracy of the information in the DODAD tool is limited by the quality and accuracy of the student records submitted by the district via the Student End of Year data collection. 58

Notes and cautions when using the DODAD Goals for tool included to make high school dropout data: 1) legitimately comparable to other high schools and 2) “statistically meaningful. ” To that end … v Grade levels 7 and 8 were excluded from the data: o The official Colorado dropout rate calculation includes all students in grades 7 -12. The DODAD focuses exclusively on grades 9 -12. o While most high schools serve grades 9 -12, some schools are designated as K-12, 7 -12, etc. Since relatively few 7 th and 8 th grade students drop out, including the numbers from these lower grades for the high schools that serve them would make the comparison data less valid – an “apples to oranges” comparison.

Notes and cautions when using the DODAD (continued) v Certain high schools were removed from the DODAD and from the comparison groups: o v To ensure valid comparisons, certain school types were excluded – including detention centers, schools opened or closed within the past three years, and high schools with no reported 12 th graders. Most data were aggregated from the prior three years: o Aggregation of multiple years of data helps address issues with groups of students that may have a small single-year sample size (e. g. , American Indian students or homeless students) or schools with a small population overall. Aggregation also compensates for single year “anomalies” in the data or rates. For these reasons, dropout rates and counts from the DODAD should NOT be interpreted or used as equivalent to or interchangeable with other official CDE data sources such as the School Performance Frameworks, End of Year Summary Reports, or School. View.

Organizing for Data Analysis with DODAD § Turn to Organizing DODAD for Planning (note catcher, p. 11). § Talk with a partner to make notes about: § Step 1: Purpose and alignment with use. § Step 3: Quality of the data source – what could effect the quality of your school’s data in the DODAD? § Turn to: Dropout Data Analysis Display Description (Tools, p. 33): § One row for each view/report available in DODAD (Worksheet/Chart). § The worksheets/charts used depend on AEC status. § Discuss: What analysis is possible using this tool?

A Path through the drop-out Data § Consider the Dropout Data Analysis Display Description (Tools, p. 33) and turn to A Quick Path through the DODAD Data (Tools, p. 39). § Make notes in Organizing for Analysis with DODAD about which views you will use, and the questions that will guide your analysis: § Take the perspective of a particular high school. § Consider is the school an AEC?

Viewing and Analyzing Your School’s drop -out Data To download a copy of the DODAD: 1. Access the CDE website at www. cde. state. co. us 2. Type “Colorado Graduation Pathways” in the search field near the top right corner of the page. 3. Look under the “Important Information, Tools and Resources” section and click on the link titled “Dropout Data Analysis Display (DODAD)”.

To populate the graphs with your school’s data 1. Click on the worksheet tab titled “Cover & Instructions” at the bottom of the page. 2. After clicking on cell B 17, click on the arrow to the right of the blank cell. 3. Select your high school from the pulldown menu. Schools are listed alphabetically by district then school.

Practice dropout Data Analysis 1. Consider the DODAD Description, Questions to Guide Analysis for each table. 2. Open DODAD and access data for a school in your district. 3. Use your “path through the data” to guide your analysis. 4. Review data views/reports. 5. Identify things that “pop out. ” 6. Include both strengths and challenges. 7. Capture observations!

What other PWR data could be used? § Student attendance and truancy. § Credit accrual (within and across grade levels) and recovery. § Student suspension/expulsions. § Higher education pursuit (e. g. , ICAP participation, college application rates, concurrent enrollment, AP participation). § Student perception surveys (student engagement and socialemotional health). § School process for dropout prevention (framework for dropout prevention). § Multi-Purpose – identifying root causes, interim measures (tracking progress moving forward) /early warning.

Example Credit Accrual Metrics § Number and percent of students in grades 9 -12 earning a year's worth of credits. § Number and percent of students with the opportunity to be in attendance the entire year who earned a year's worth of credits. § Number and percent of students who earned more than one quarter of the credits necessary to graduate. § Number of students enrolled who started the year 2 or more years behind.

Accessing other PWR Data Resources § What additional data sources should we consider in our root cause analysis? § To what data related to PWR do we have access? § Consider the Other PWR Data Sources table (Tools, p. 41). § Identify which data resources are available to schools in your district. § Make notes about data report/view name and how to access each data resource.

Using the Framework for drop-out Prevention § The Framework for Dropout Prevention provides a starting point for identifying school process data that may be important to review for root cause analysis. § Take out Framework for Dropout Prevention (Tools, p. 49) and Dropout Prevention Framework Data Sources (Tools, p. 51). § What data sources are available to schools regarding their processes related to each step in the framework? § How could schools use this data in root cause analysis?

The Colorado Graduation Pathways Research-based Framework for Dropout Prevention Essential Elements Identification Institutional Change Methods & Tactics 1. Data Analysis 2. Early Warning Systems 3. 4. Tracking Out-of-School Youth Assess and Enhance School Climate 5. Policy and Practices Review 6. 7. Community Engagement Family Involvement 8. Transition Programs (middle school to high school, high school to postsecondary) Intervention & Support 9. Alternative Pathways to Graduation (expanded curriculum, CTE, concurrent enrollment, etc) 10. Reengagement of Out-of-School Youth 11. Enhanced Counseling and Mentoring 12. Credit Recovery Options

Setting PWR Performance Targets § Requirement: Set at least one target for each priority performance challenge. § Targets include: performance indicator (PWR), metric, which students, current performance, comparison point, gain in metric (based on comparison point), and timeframe. § Example: The percentage of students in grades 9 -12 who drop out will decrease from 20% in 2012 to 15% in 2013. § Metrics: § Include state required PWR metrics (dropout rates, Graduation rates, Disaggregated Graduation rates, and average Colorado ACT Composite score). § Additional related metrics (defined locally).

Postsecondary and Workforce Readiness Comparison Points Metrics Possible Comparison Points Graduation Rate (4 -, 5 -, 6 -, 7 -year) Minimum state expectation = 80% Exceeds rating: at or above 90% Disaggregated Graduation Rate (4 -, Minimum state expectation = 80% 5 -, 6 -, 7 -year) Exceeds rating: at or above 90% Dropout Rate Minimum state expectation • 3. 6% (1 -year) or • 3. 9% (3 -year) Exceeds rating: at or below 1% Average Colorado ACT Composite Score Minimum state expectation • 20. 0 (1 -year) • 20. 1 (3 -year) Exceeds rating: at or above 22

Setting Postsecondary and Workforce Readiness Targets § What metric(s) will be the focus of your postsecondary and workforce readiness target(s)? § Are you currently below minimum state expectations for that metric? If so, select minimum state expectations as your comparison point. § If not, select the state “exceeds” rate for your comparison point. § Consider: For what other postsecondary and workforce readiness metrics you could set performance targets?

Additional PWR Metrics for Target Setting § 4 -, 5 -, 6 - and 7 -year completion rates. § Percent of students earning a year’s worth of credits in a year’s time. § Career and Technical Education course completion rate. § Number and percentage of students successfully transitioning into a recognized adult education program (w/out diploma or GED). § Percent/number of students enrolling in a Colorado postsecondary institution within one year after graduation. § Percent of recent graduates attending Colorado public institutions that required remediation. § AP/IB participation. § Percent/number of students scoring high enough on AP/IB tests to receive college credit. § ACT scores by content area.

Target-Setting Advice § § § Review the number of students that have dropped out over the past four years. Track the school’s reengagement outcomes (the percent of students who dropped out, returned and completed school). Review the GED transfer rate and the number of these students who completed their GED each year. (Tools, p. 53) § § § Consider the change in membership base (rates of mobility, stability, enrollment of students under credit). Quantify the school’s proposed rate of improvement numerically (what does the rate of improvement in graduation or dropout mean in terms of the number of students). Look at the percent of students that accrue a year’s worth of credit or more in a year.

Example § Credit Accumulation in 2012 -13 SY – Less than 62% of students with the opportunity to be in attendance earned a year’s worth of credits during that year. Consider setting a goal of increasing this rate to at least 70% in two years. § Student Re-Engagement Outcomes - 26 of the students enrolled at CGP HS in 2012 -13 dropped out in a prior school year as indicated by the school’s End-of-Year records. Of these 26, six graduated or completed another six were still enrolled as of the end of the year, which results in a 46. 2% reengagement outcome rate. The six students that graduated were enrolled in a CTE school. Consider a goal to increase the re-engagement rate to 61. 5%.

Taking it Back to Local Planning Teams § Turn back to Taking it Back to Local Planning Teams (note catcher, p. 5). § Consider these questions: § What critical information will you share with your local planning teams regarding maximizing PWR resources for UIP? § What tools or resources will you use? § With whom will you share this information? When? How?

Session Plan UIP Template and Expectations for 2014 -15 School Year Using a Variety of Data for UIP (review) READ Act and UIP Using Interim Assessment Results for UIP Maximizing PWR Data Resources Updating (rather than rewriting) UIPs Annually

To Re-Write or to Update. . . § How could a planning team decide if they should rewrite or update their UIP? § What does it mean for a planning team to update their UIP each fall? § How do the UIP processes change if a team is building upon an existing plan? § What does the planning process (continuous improvement) look like over the course of a school year?

Rewrite or Update the UIP? § Select a partner that you haven’t worked with today. Turn to Preliminary Considerations: Rewrite or Update the UIP (Tools, p. 55). § Talk about these questions: § Are these questions your local planning teams consider as they determine the level of revision to make to their UIPs each fall? § What other topics/issues should planning teams consider? § Is this helpful? § Capture additional considerations on a sticky note. § Share out.

What does it mean to update UIPs? § Turn to Comparison of UIP Processes: Rewriting vs. Updating (Tools, p. 57). For each UIP Process, a comparison between writing for the first time and updating. § Work with a partner: § Read individually one row in the chart. § 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 table.

How could the process of continuously improving the UIP happen over a school year? § Turn to the Sample Calendar for Updating the UIP (Month by Month) (Tools, p. 61). § Consider, what does this calendar suggest about the following: § At what points during the school year should planning teams update their UIPs? § How are SACs involved in providing input into updating the school’s UIP? § Does anything surprise you about this sample calendar?

What does it mean to update UIPs? § Discuss with your table group: § To what degree do the processes described in UIP Processes: Rewriting vs. Updating and the timeline provided in the Sample Calendar for Updating the UIP reflect the processes in which your local planning teams already engage as they annually update their UIPs? § Are these resources that you would share with local planning teams? Why or why not? § How could this resource be strengthened? What would you add? What might you leave out? § Share out: ideas for strengthening these resources.

Taking it Back to Local Planning Teams § Turn back to Taking it Back to Local Planning Teams, (note catcher, p. 5). § Consider these questions: § What critical information will you share with your local planning teams regarding updating rather than rewriting UIPs annually? § What tools or resources will you use? § With whom will you share this information? When? How?

Give us Feedback!! § Written: Use sticky notes §+ the aspects of this session that you liked or worked for you. § The things you will change in your practice or that you would change about this session. § ? Question that you still have or things we didn’t get to today. § Ideas, ah-has, innovations. § Oral: Share one ah ha!