1. Oakland County Title I Program Administrators September 25, 2014

2. Welcome!  Please sign in and pick up handouts.  Make a name tag (on the tables)

3. Opening  Welcome  Introductions  Name  District/role  Overview of Agenda  Burning Questions

4. MDE OEII Curriculum & Instruction School/District Improvement MI Excel State System of Support SIG OFS Consolidated Application Title I School Selection DIP Section 31a DAS Assessment Accountability Scorecard Top-to-Bottom Ranking (Priority, Focus Reward) SRRO Priority Schools: Reform Plans

5. Key to MDE Departments  OEII = Office of Education Improvement & Innovation  OFS = Office of Field Services  DAS = Division of Accountability Services (new name for BAA?)  SRRO = School Reform/Redesign Office

6. MDE Field Services Update District Timeline of Activities Monitoring GEMS Section 31a

7. OFS: District Monthly Activity Organizer  Read through July – September  Note activities that are completed in your district  Note activities that are NOT yet completed o Who is responsible? o What needs to be done? o Get help from Tablemates  Share any Burning Questions

8. OFS: On-Site Reviews SHIFTS  Collaboration across departments—at all levels  USED  MDE  Local Districts  Balance compliance with performance  MDE  Local Districts GEMS  On hold (Boo hoo)  Workgroup to diagnose problems  On-Site last year?  Use GEMS for monitoring  On-Site this year?  Early—NO  Later—Maybe, when fixed

9. MDE’s Findings: Performance Audit by USED  Support with best practices—models of effective instruction/programs  “Consultant independence”—to avoid conflict of interest  Follow-up on monitoring  Waiting on final report, then will submit corrective action plan

10. USED: Special Ed (IDEA)  Revising indicators (affects CIMS—special ed monitoring system)  New : State Systemic Improvement Plan (SSIP)  Cut across all offices  Focused on the same metrics  Achievement for Students w/Disabilities (overlap with Economically Disadvantaged, homeless, migrant populations)  MDE’s last plan for ESEA (NCLB) funds was a 2002 application.

11. Partners Turn and Talk  What is making sense?  What questions might you have?  What are some Next Steps your district/school might take?

12. Purpose of Section 31a (Amended 7/16/2014) To ensure that pupils are proficient in reading by the end of grade 3 and that high school students are career and college ready.

13. Section 31a Documents & Reading Assignments  Section 31a Legislation  Reader A:  Start: “Purpose”  Read through: “Allowable Uses: Instructional Programs”  Reader B:  Start: “Allowable Uses: Non-Instructional Programs”  Read through the end.  Companion Document  Reader C: Questions 1-3  Reader D:  Direct Non-Instructional Services (Q 4-6)  Unallowable Uses of Funds (Q 1-4)

14. Section 31a  Get into groups of four.  Assign one “section” of the reading to each team member (A, B, C, D).  Read your section on your own.  Highlight key points  Note your questions  Round Robin: Provide your team a summary of your section (2 minutes)  Discuss. Jot down notes—what makes sense, what doesn’t. (5 minutes)

15. Section 31a: MDE’s Position  “Be clear about the ambiguity.” Mike Radke  Changes are “disjointed, inconsistent, unclear, and in conflict with itself “[the legislation]  MDE took “liberties” with Companion Document, based on intent of legislators  First objective—make it understandable and “implementable”  Then address technical issues  “At-risk” definition  Clarify accountability  Determine what measures will be used

16. Section 31a: BIG Ideas  Programs can be conducted before, [during], after school  “Supplement, not Supplant” rule was taken out (even though law still says “supplement”)  Districts held accountable for achieving the purpose  Administrative costs—NOT allowed  State’s Allocation = about 3/5ths of Title I allocation

17. Debrief: Take 3  What is making sense?  What questions might you have?  What are some Next Steps your district/school might take?

18. MDE OEII Curriculum & Instruction School/District Improvement MI Excel State System of Support SIG OFS Consolidated Application Title I School Selection DIP Section 31a DAS Assessment Accountability Scorecard Top-to-Bottom Ranking (Priority, Focus Reward) SRRO Priority Schools: Reform Plans

19. State Assessments, 2014-15  State Assessment Schedule http://www.michigan.gov/documents/mde/Spring_2015_Testing_Schedule_Update_464310_7.pdf  Grades 3-8 and 11  Michigan’s current content standards  Tested on content taught during current year  Science: Grades 4, 7, and 11  Social Studies: Grades 5, 8, and 11  ELA: Reading and Writing, Grades 3-8, and 11  ACT Plus Writing & WorkKeys, Grade 11 (& 12)

20. Accountability  Use state assessment data  Achievement  Gap (Top 30% - Bottom 30%)  Will not have growth data--yet  Still lots of questions

21. MDE OEII Curriculum & Instruction School/District Improvement MI Excel State System of Support SIG OFS Consolidated Application Title I School Selection DIP Section 31a DAS Assessment Accountability Scorecard Top-to-Bottom Ranking (Priority, Focus Reward) SRRO Priority Schools: Reform Plans

22. Education Improvement & Innovation Revised SI and DI Frameworks Program Evaluation Diagnostic

23. http://www.michigan.gov/documents/mde/School_Improvement_Framework_2_-_07-28-14_465125_7.pdf

24. http://www.michigan.gov/documents/mde/District_Improvement_Framework_2_-_07-28-14_465127_7.pdf

25. Planning for Program Evaluation MDE Program Evaluation Diagnostic MDE Program Planning Tool http://www.michigan.gov/mde/0,4615,7-140-6530_30334_51051-328384--,00.html

26. Conduct Train the Trainer workshop on Program Evaluation to include representatives from each of ISD/SIFN, OFS, OEII, AdvancED, MICSI, LEAs. ----------------------------------------------------------------------------- ISD/MDE trainers to conduct regional workshops for LEAs ---------------------------------------------------------------------------- Include activities in SIP/DIP to support Program Evaluation as part of the Continuous Improvement Process Implement Program Evaluation activities throughout the 2014-2015 school year ---------------------------------------------------------------------------- Report on the evaluation of ONE program using the MDE Program Evaluation Diagnostic (submit in ASSIST). (Required for approval of 2015 – 2016 Consolidated Application.) ---------------------------------------------------------------------------- Sustain professional learning by reconvening trainers to discuss successes, challenges, and develop the required follow-up training materials and support systems MDE Program Evaluation Roll Out Feb-Mar 2014 Mar-Aug 2014 Spring 2014: DIP/SIP 2014-15 Summer 2015+ June 30, 2015

27. Requirements ALL DistrictsALL Schools

28. ASSIST: Program Evaluation Diagnostic 1. What was the READINESS for implementing the strategy/ program/initiative? 2. Did participants have the KNOWLEDGE AND SKILLS to implement the program? 3. Was there OPPORTUNITY for implementation? 4. Was the program IMPLEMENTED AS INTENDED ? IMPACT: What was the IMPACT of the STRATEGY/ PROGRAM/ INITIATIVE ON STUDENT ACHIEVEMENT ? DESCRIPTION of the Program/Strategy/Initiative CONCLUSIONS: continue, adjust, discontinue Summative, “The End”

29. “Evaluation” begins with Planning Getting Ready 1.Readiness 2.Knowledge/Skills 3.Opportunity Implementation/ Monitoring 4. Implementing With Fidelity 5. Impact on Students Planning: What will we do to ensure….. ? “GR-IM-E” Evaluation Conclusions: Program Effectiveness

30. Baseline PM 1, Formative PM 2, Formative PM 3, Formative PM 4 = Program Evaluation ; Summative “Body of Evidence”  Program Evaluation 30 Data on AND Data on Adult Implementation AND Impact on Students Monitor & Adjust DURING implementation. Draw Conclusions

31. Plan and Schedule Monitoring Activities  Timeline for collecting and analyzing data  Adult Progress: Quality of Implementation  Verify implementation with fidelity  Make mid-course corrections or adjustments, if needed  Student Progress, Learning  Which programs/strategies are working for which students?  What additional supports/time are needed?  Incorporate monitoring activities into the SIP/DIP

32. MDE Program Planning Tool http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc DESCRIPTION of the Program/Strategy/Initiative Q1. How will we ensure readiness for implementing the strategy/program/initiative? Q2. How will we ensure that staff and administrators have the knowledge and skills to implement the strategy/program/initiative? Q3. How will we ensure that there is opportunity to implement the strategy/program/initiative with fidelity? Q4. How will we ensure that the strategy/program/ initiative will be implemented as intended ? Q5. How will we ensure a positive impact on student achievement ? Getting Ready

33. MDE Program Planning Tool http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc DESCRIPTION of the Program/Strategy/Initiative Q1. How will we ensure readiness for implementing the strategy/program/initiative? Q2. How will we ensure that staff and administrators have the knowledge and skills to implement the strategy/program/initiative? Q3. How will we ensure that there is opportunity to implement the strategy/program/initiative with fidelity? Q4. How will we ensure that the strategy/program/ initiative will be implemented as intended ? Q5. How will we ensure a positive impact on student achievement ? Implementing & Monitoring, to inform Evaluation

34. 1.What “it” is. 2.What fidelity looks like. 3.Evidence of need. (CNA) 4.The results we expect. 5.The research base.

35. Structure of 5 Questions “Big” Question

36. Structure of 5 Questions “Ideal” Program Whose job is it?

37. Structure of 5 Questions Sub-Questions

38. Partners Turn and Talk  What is making sense?  What questions might you have?  How “ready” is your district for “Program Evaluation”?  How might OS support you?

39. Professional Organizations

40.  National Association of Federal Education Program Administrators (NAFEPA, www.nafepa.org) www.nafepa.org  National Title I Association (www.nationaltitleiassociation.org)www.nationaltitleiassociation.org Professional Organizations: NATIONAL

41.  Michigan Association of State/Federal Program Specialists (MAS/FPS, www.masfps.org) www.masfps.org  Subscription--$85 for both MAS/FPS and NAFEPA.  Board includes elected Congressional District reps from each Congressional District Professional Organizations: STATE

42. MAS/FPS Update Michigan Association of State/Federal Program Specialists

43. MAS/FPS MISSION Build capacity of educational leaders to implement effective State and Federal programs to increase achievement for all students.

44. MAS/FPS: Our Functions The Michigan Association of State and Federal Program Specialists exists to organize, unify, and nourish an alliance of individuals and organizations concerned with Compensatory Education by:  Professional Learning: Conducting programs to enhance the professional competence and status of members;  Legislative Impact: Participating in the development and enactment of state and federal legislation affecting education;  Communication: Facilitating communication among members; and  Aligning for Action: Discussing, proposing and taking action on matters of common interest and concern.

45. Upcoming Conferences & Workshops MDE MAS/FPS Oakland Schools

46. Workshops & Conferences  MDE  School Improvement Conference, Nov. 18 – 19, Lansing  Special Pops  Oakland Schools  Program Evaluation Tool  Program Evaluation Technical Assistance  Data Rich School Improvement

47. Workshops & Conferences  MAS/FPS  Fall Directors’ Institute, Oct. 1-3, Traverse City  Principal/Leadership Team Bootcamp, Nov. 6 at Oakland Schools (register @ www.masfps.org )www.masfps.org

48. Closing

49. OS Contact Information  Federal/State Programs  Jan Callis: jan.callis@oakland.k12.mi.usjan.callis@oakland.k12.mi.us  248-209-2596  Program Evaluation  Jason Almerigi: jason.almerigi@oakland.k12.mi.usjason.almerigi@oakland.k12.mi.us  248-209-2340  School Improvement  Scott Felkey: scott.felkey@oakland.k12.mi.usscott.felkey@oakland.k12.mi.us  248-209-2289

50. Guiding Question: What did we say we would do? 50

51.  Builds shared understanding of the program, strategy or initiative that will be implemented  Articulates critical program components ◦ Purpose ◦ Evidence of need ◦ Expected student outcomes ◦ Expected adult actions ◦ Resources needed  Helps us “see” what to monitor 51

52.  Select a supplemental program/service from your DIP or SIP.  It should meet as many of the following criteria as possible: o It is a instructional program for students. (Tier 2 or 3 program/service.) o It has been implemented for at least a semester…a year is preferable. o The process for selecting students to participate in the program is clear to you. o You understand the program/service and can describe it to others. 52 *Program = program, strategy, or initiative

53.  Be able to answer two questions: 1) WHAT… is the name of the program or service? 2) WHY…does it exist? 53

54.  Use blank paper (landscape)  Draw a line near the top to create a “header”  Draw a line near the bottom to create a “footer”  See example on next slide. 54

55. 55

56. 56

57. To improve the foundational math skills of students in grades 4-6 so they can access and achieve grade-level standards. Title I Before School Math Program

58. 58 To improve the foundational math skills of students in grades 4-6 so they can access and achieve grade-level standards. Title I Before School Math Program Fold into thirds.

59. Eligibility Criteria Key Components Exit Criteria 59 Resources

60. 3) WHAT… are the Key Components or “Critical Features” of the program or service? (Refer or find in your DIP/SIP)  What “defines” this program or service?  What would observers expect to see if the program/service is implemented as intended (based on research)?  What do students “get”? 60

61. Eligibility Criteria Key Components Exit Criteria 61 Resources List the key components or “critical features”. What does the program/service look like when implemented well? What do students “get”?

62. 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete-Pictorial-Abstract) Teacher & interventionist plan weekly Key Components Exit Criteria Eligibility Criteria 62 Resources/PD

63. 4) WHAT… are the eligibility and exit criteria for the program? 5) WHAT …are the resources (including PD) needed to implement the program? 63

64. What criteria are used to identify eligible children? Consider the purpose of the program and the needs it was designed to address. What criteria are used to determine when students exit the program? Consider the eligibility criteria and how you know when a student’s needs have been met. Include the data source as well as the “cut score” and timeframe. Eligibility Criteria Key Components Exit Criteria 64 Resources/PD

65. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit Criteria Eligibility Criteria 65 Resources/PD

66. Eligibility Criteria Key Components Exit Criteria 66 What resources are needed? (materials, PD, food….?)

67. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit CriteriaEligibility Criteria 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete-Pictorial- Abstract) Teacher & interventionist plan weekly 67 Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others.., 1 3 4 4 5 2

68.  What is making sense?  What questions might you have? 68

69. Eligibility Criteria Key Components Exit Criteria 69 Resources/PD 5. Impact on students? 4. Implemented as intended? 1. Readiness? 2. Knowledge and skills? 3. Opportunity? Getting Ready (Program Planning)

70. Monitoring Adult Practice 70

71. “Title I Before School Math Program” Purpose: To improve the foundational math skills of students in grades 4- 6 so they can access and achieve grade-level standards. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit Criteria Eligibility Criteria 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete-Pictorial- Abstract) Teacher & interventionist plan weekly 71 Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others.., MONITOR Fidelity Indicator: # Minutes Instruction “Implementing w/fidelity” “Getting Ready”

72. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit CriteriaEligibility Criteria 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete- Pictorial-Abstract) Teacher & interventionist plan weekly 72 Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others.., “Implementing w/fidelity”

73. “Critical Features” Learning GoalsBaseline Data Organize content into concepts Use 3-step approach 1.Introduce concepts using concrete materials (i.e., manipulatives, measurement tools) 2.Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model. 3.Formal work with symbols (abstract) to represent numerical operations. Common grade-level planning 2x/month Use Lesson Plan/Data templates 73 Resources/PD Research Base Local Expectations for Implementers

74. “Critical Features” Learning GoalsBaseline Data Organize content into concepts Use 3-step approach 1.Introduce concepts using concrete materials (i.e., manipulatives, measurement tools) 2.Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model. 3.Formal work with symbols (abstract) to represent numerical operations. Common grade-level planning 2x/month Use Lesson Plan/Data templates 74 Resources/PD Fidelity Indicator: Level of Use, 0-4

75. 75

76. Assessing the Fidelity Protocols Classroom Observations Staff Self- Assessments/Surveys Walk Through Data Focus Group Interviews

77. 77

78. 78

79.  What is making sense?  What questions might you have?  What are some next steps for your district/school?