2. Provide High-Quality Professional Development School Support Team Training Day 3, Session 11

3. Session Questions How does the PTLC reflect the characteristics of effective professional development? What are the steps of PTLC? 2

4. School-Level Factors Affecting Student Achievement Challenging goals and effective feedback Parent and community involvement Safe and orderly environment Collegiality and professionalism 3

5. Instruction Curriculum Standards Assessment Alignment of Curriculum, Instruction, and Assessment to Standards 4

6. About the Curriculum, Instruction, Assessment, Standards (CIAS) Circles Each group of three participants gets two sets of the CIAS circles. The circle labeled “Curriculum” represents the district curriculum. The circle labeled “Instruction” represents all the instruction done in classrooms in a district during one school year. The other circles represent the standards (TEKS) and the assessment (TAKS). 5

7. Table Task 1 Consider the size of each circle and discuss the following: Why are the sizes of the circles different? 6

8. Table Task 2 a. Arrange one set of the circles to represent how your group perceives teachers actually align CIAS in planning for their lessons. b. Arrange the second set of the circles to show how your group perceives CIAS should be aligned to ensure student learning. Be ready to share your discussion and your CIAS representations in 4 minutes. 7

9. Instruction Curriculum Standards Assessment Misalignment of CIAS 8

10. InstructionCurriculum Standards Assessment Alignment of CIAS 9

11. Characteristics of Low-Performing Schools Extremely low standards and expectations for students Very little use of data to identify and solve specific problems Limited capacity for implementing improvement efforts Little staff interest in quality instruction Less experienced and less qualified teachers and other instructional staff High staff absenteeism and turnover rates Inadequate leadership for substantive change Atmosphere of distrust, disrespect, and barely controlled chaos Low morale Chenowith (2007), Cohen & Ginsburg (2001), & Corallo & McDonald (2002) 10

12. What is the PTLC? The Professional Teaching and Learning Cycle is a six-step process that teachers use for collaboratively planning and implementing lessons that are aligned to their state standards. PTLC was developed by SEDL and the Charles A. Dana Center. 11

13. Professional Teaching and Learning Cycle: A Research-Based Strategy for Alignment Analyze Data Identify Standard   12

14. Read and Reflect 13

15. Instructions for Carousel Task There are 6 charts, one for each of the six PTLC steps. Each group will be assigned to a chart; that is the home chart for the group. Groups will perform a task at each chart, using the handout (six steps of PTLC) for reference. (2–3 minutes at each chart) 14

16. Instructions for Carousel Task (continued) Each group will write something on each chart, so be sure you leave room for the other groups. Each group will use the same color marker for their tasks on all charts—take your markers with you. There will be a signal before groups may move to the next chart. At the signal, groups will move to the next chart on their right. 15

17. Home Chart At this chart — The group will paraphrase this step of PTLC, writing a description in their own words. 16

18. Move to Next Chart At this chart — The group will read what has been recorded and refine the description if needed. 17

19. At this chart — The group will read what has been recorded and write a specific example of an activity that could happen in this step of PTLC in practice. 18 Move to Next Chart

20. At this chart — The group will read what has been recorded and write a specific example of a challenge that may surface during this step of PTLC. 19 Move to Next Chart

21. At this chart — The group will read what has been recorded and write a specific example of an activity that should not occur during this step of PTLC. 20 Move to Next Chart

22. At this chart — The group will read what has been recorded and design a bumper sticker or illustration to represent this step of PTLC. 21 Move to Next Chart

23. Return to Home Chart At home chart — The group will read their chart and identify one interesting thing that has been recorded about the step. Be ready to share in 2 minutes. 22

24. Table Reflection Return to table groups, reflect and discuss — What do we currently have in place in our district or campus that would help us implement PTLC? You have 3 minutes. Be ready to share salient points of the reflection and discussion with the whole group. 23

25. References Chenowith, K. (2007). “It’s being done”: Academic success in unexpected schools. Cambridge, MA: Harvard Education Press. Cohen, M., & Ginsburg, A. (2001, January). School improvement report: Executive order on actions for turning around low- performing schools. Washington, DC: U.S. Department of Education. Corallo, C., & McDonald, D. H. (2002, January). What works with low-performing schools: A review of research. Charleston, WV: AEL. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. 24

26. Identify Promising Practices School Support Team Training Day 3, Session 12

27. Session Questions Why is it necessary to review research-based practices before writing the plan? What are some promising practices for each of the required areas in a comprehensive plan? 2

28. Function ii Collaborate with stakeholders to design, implement, and monitor a plan expected to improve student performance 3

29. Precursors to Planning Identify research-based and promising practices –Linked to identified needs expressed in the ideal state –Linked to the components of a comprehensive schoolwide plan –Practices that show promise for increasing student achievement 4

30. Investigate Research-Based Practices Possible areas of inquiry: –Alignment of curriculum, instruction, and assessment to state standards –Job-embedded professional development –High-yield instructional strategies –Creating a culture for collaboration –Leadership roles to support implementation 5

31. Ten Components of a Title I, Part A Schoolwide Program 6

32. Open the CD and double-click on the “start” icon 7

33. Texas Education Agency, NCLB Division USDoE –Doing What Works –National Center for Education Research –Comprehensive Centers –Regional Education Laboratories –What Works Clearinghouse Professional organizations Universities Others? Other Resources 8

34. Analyze the Existing Plans School Support Team Training Day 3, Session 13

35. Session Questions What should SSTs look for in school and district improvement plans? What are some tools SSTs can use to analyze school and district plans in terms of how they address identified needs? How can SSTs use the analysis of the plan to guide school improvement? 2

36. Delightful School’s Improvement Plan ABC District’s Improvement Plan 3

37. Reviewing Existing Plans Review both the campus and district plans. Are they based on a comprehensive needs assessment? What is the degree of coherence? –Focus –Mutual support 4

38. Analyzing Plans Student achievement Required plan components Problem statement/Ideal state 5

39. Analyzing Plans 3–5 major observations Guidance on focus –Standards –Curriculum –Instruction –Assessment –Resources –Other? 6

40. Rubric for Monitoring and Evaluation USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 47–51. 7

41. Reflection How might the plan analysis help an SST guide a school in improvement? 8

42. Develop or Revise an Improvement Plan School Support Team Training Day 3, Session 14

43. Session Questions How can SSTs help the school use the ideal state to develop an improvement plan? How can SSTs help the school plan for monitoring of implementation and impact of plans? What should school leaders do after the plan is written? 2

44. SST Function ii ii.Collaborate with stakeholders to design, implement, and monitor a plan expected to improve student performance 3

45. Handout 1 GOSA chart: Goal Objectives Strategies Action Steps 4

46. Ideal State The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 5

47. Developing S.M.A.R.T. Objectives Specific Measurable Attainable Relevant Time-bound Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA: ASCD. 6

48. Unpack Ideal State to Identify Objectives Ideal State: The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. Underline key aspects 7

49. From Ideal State to Objectives Ideal State: The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 8

50. From Ideal State to Objectives Objective 1 100% of teachers will learn four research-based literacy practices in the 2008–2009 school year. Objective 2 100% of teachers will collaborate to plan lessons that incorporate the four research-based practices in the 2008–2009 school year. 9

51. Ideal State The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 100% of teachers will learn at least 4 research-based literacy strategies in the 2008-2009 school year. 100% of teachers will collaborate to plan lessons with at least three research-based literacy practices in the 2008-2009 school year. Objectives Your turn… 10

52. 51 Ideal State The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 100% of teachers will learn at least 4 research-based literacy strategies in the 2008-2009 school year. 100% of teachers will collaborate to plan lessons with at least three research-based literacy practices in the 2008-2009 school year. Objectives 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year. 11

53. From Objective to Strategy Strategy: Is a plan of action to achieve an objective Addresses how objective will be met Identifies a sustained course of action Is small enough to be manageable Is significant enough to accomplish the objective Usually 1–3 for each objective 12

54. 100% of teachers will learn four research-based literacy strategies in the 2008-2009 school year. 100% of teachers will collaborate to plan lessons with the four research-based literacy practices in the 2008- 2009 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year. Ideal State Objectives Strategies 13

55. Identify a variety of ways to learn research-based literacy practices Provide professional development in a variety of ways Provide needed time & resources for collaborative planning Monitor the effectiveness of collaborative planning 100% of teachers will learn four research-based literacy strategies in the 2008-2009 school year. 100% of teachers will collaborate to plan lessons with the four research-based literacy practices in the 2008- 2009 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year. Ideal State Objectives Strategies 14

56. Identify a variety of ways to learn research-based literacy practices Provide professional development in a variety of ways Provide needed time & resources for collaborative planning Monitor the effectiveness of collaborative planning Monitor the use of research- based literacy practices for continuous improvement 100% of teachers will learn four research-based literacy strategies in the 2008-2009 school year. 100% of teachers will collaborate to plan lessons with the four research-based literacy practices in the 2008- 2009 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year. Ideal State Objectives Strategies 15

57. Identifying Action Steps to Carry out Strategies Action Step: Provides a detailed step-by-step process for implementing the strategies Leadership roles should be considered and written into plan: –Communicating clear expectations –Building capacity –Monitoring and reviewing 16

58. Step 4: Step 5: Step 1: Conduct walk-throughs focused on use of literacy practices Action Steps Step 2: Analyze data on the use of research-based literacy practices Step 3: Use the data to plan next steps Strategies Strategy 1: Monitor the use of research- based literacy practices for continuous improvement Objective 3: 100% of teachers will apply the four research-based literacy practices in classrooms in the 2008-2009 school year Objectives Ideal State 17

59. Objective 3: 100% of teachers will apply the four research-based literacy practices in classrooms in the 2008-2009 school year Objectives Ideal State Strategies Strategy 1: Monitor the use of research- based literacy practices for continuous improvement Step 1: Conduct walk-throughs focused on use of literacy practices Action Steps Step 2: Analyze data on the use of research-based literacy practices Step 3: Use the data to plan next steps Step 4: Share the data on use of practices with others Step 5: Provide continuous coaching to teachers on practices 18

60. Handout 3 19

61. Identifying Action Steps to Carry out Strategies For each action step, identify or describe... –person(s) ultimately responsible –needed resources –expected completion date –benchmarks for monitoring –evidence of implementation –evidence of impact 20

62. Implementation: Did we do what we said we would do? Determining Evidence of Implementation and Impact 21

63. Action Step 1: Conduct walk-throughs focused on use of literacy practices. Evidence of Implementation: Principals and reading coaches conduct at least one walk-through per week in every classroom and record the use of literacy practices. Determining Evidence of Implementation and Impact 22

64. Impact: Did it make any difference? Did it result in expected outcomes? Determining Evidence of Implementation and Impact 23

65. Action Step 2: Analyze data on the use of research-based literacy practices. Evidence of Impact: The leadership team considers information about the use of research-based literacy practices to plan ongoing support for teachers. Determining Evidence of Implementation and Impact 24

66. Your Turn… Action Step 5: Provide continuous coaching to teachers on research- based practices. Evidence of Implementation: How would we know whether or not we completed this step? Evidence of Impact: What would we look for to determine whether or not this step made any difference? 25

67. Improvement Plan Example 26

68. Key to Title I Schoolwide Components 27

69. After the Plan Is Completed Ensure alignment of district and school plans –Mutually supportive –School representation on district leadership team –District representation on campus leadership teams 28

70. Establish processes and procedures for monitoring the plan –At least quarterly reviews of the whole plan in leadership team meetings –Important dates in the plan on a calendar –Provide progress updates to district and others –Provide for professional development as needs emerge After the Plan Is Completed 29

71. Establish processes and procedures for adjusting and revising the improvement plan –At least quarterly at leadership team meetings –Revisions, deletions, additions –Tracking changes to plan –Communicating plan and changes to plan After the Plan Is Completed 30

72. SST Functions i.Review all facets of the school’s operation ii. Collaborate with stakeholders to design, implement, and monitor a plan expected to improve student performance iii. Evaluate effectiveness of school personnel iv. Make recommendations as the school implements the plan 31

73. Provide Leadership for Implementation School Support Team Training Day 3, Session 15

74. Session Questions: Why is leadership critical for the effective implementation of the plan? What roles must leaders carry out in the implementation of the plan? What are the implications for SSTs? 2

75. Experts say…. Schools won’t improve until the average building leader begins to work cooperatively with teachers to truly, meaningfully oversee and improve instructional quality. Schmoker, M. (2006). Results now: How we can achieve unprecedented improvement in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development. 3

76. A highly effective school leader can have a dramatic influence on the overall academic achievement of students. Marzano, J., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. Research says…. 4

77. Communicate Clear Expectations Build Capacity Monitor and Review Leadership Roles 5

78. With your partner, sort the leadership action cards into the appropriate categories on your Leadership Actions Mat. Leadership Roles 6

79. Was it difficult to decide which category to select for the actions? Did you find that the number of actions identified fell equally across the categories? Did one category have more actions than the others? Reflect on the Sorting Activity 7

80. Barriers What are some barriers that you think leaders might encounter when carrying out these roles? 8

81. School Support Teams What are some ways the SST can provide support to the leaders to help them overcome these barriers in order to carry out these roles? 9

82. Points to Remember Leaders at all levels of the system play important roles in ensuring that the improvement plan is implemented. These roles are communicating clear expectations, building capacity, and monitoring and reviewing progress. SST members can provide critical support to leaders in fulfilling these roles. 10

83. Assess Progress for Continuous Improvement School Support Team Training Day 3, Session 16

84. Leadership Roles Communicate Clear Expectations Build Capacity Monitor and Review Progress 2

85. Session Questions When, why, and how might the SST guide the school in monitoring and assessing progress? What processes are needed to support continuous improvement? In what ways might celebrating success sustain momentum during the improvement process? How might the SST make recommendations to the school and district? 3

86. School Support Team Functions in PUBLIC LAW 107–110—JAN. 8, 2002 115 STAT. 1499 ‘‘(iii) evaluate, at least semiannually, the effectiveness of school personnel assigned to the school, including identifying outstanding teachers and principals, and make findings and recommendations to the school, the local educational agency, and, where appropriate, the State educational agency; and 4

87. Function (ii): Design, implement, and monitor plan (Phases III and IV) Function (i): Conduct comprehensive needs assessment (Phases I and II) Function (iii): Check progress of school personnel Function (iv): Provide additional recommendations (Phases IV and V) 5

88. Review: Implementation and Impact Implementation: Did we do what we said we would do? Impact: Did we get the outcomes we wanted? Both are important to monitor! 6

89. Examples of Implementation Data Did we do what we said we would do? Example: Action Step From Plan: Analyze and report student focus group data to teachers and principals in all intermediate, middle, and high schools. Implementation Data: The district leadership team analyzed the student focus group data at their November 4th meeting and reported a summary of the data to teachers and principals in grades 5–12 schools during the week of November 10, 2008. 7

90. Examples of Impact What were the results ? Is there data to suggest that our actions resulted in…. lower failure rate? increased parent involvement? higher student attendance? more active student engagement? more students enrolled in after-school tutorials? fewer discipline referrals? greater alignment of instruction to our curriculum? 8

91. Refer to CIP for Delightful School 9

92. Consider… What measures is this school using to determine the level of implementation and impact? What other measures would help to monitor implementation and impact they might include in their plan? Are there other elements of the plan that could be clarified? 10

93. # visits = the number of walk-through visits during the semester # objective = the number of instances in which the instructional objective was stated or observed # strategies = the number of instances in which a research-based instructional strategy was observed # engagement = the number of instances in which high levels of student engagement were observed 11

94. # visits = the number of walk-through visits during the semester # objective = the number of instances in which the instructional objective was stated or observed # strategies = the number of instances in which a research-based instructional strategy was observed # engagement = the number of instances in which high levels of student engagement were observed 12

95. 13

96. Guiding Questions Are an adequate number of walkthroughs being completed? Is the appropriate walkthrough data being collected? Are research-based strategies being implemented... –in 5 th grade? –in 6 th grade? Are strategies having an impact on student learning? Are there teachers that need assistance? Or a grade level? What assistance might be necessary? 14

97. Reviewing and Revising the Plan Processes that should be in place for reviewing and revising the plan –Specific dates for review –Data to be reviewed –Documentation of revisions –Communication to others –Alignment of district/campus plans 15

98. School Support Team Functions in PUBLIC LAW 107–110—JAN. 8, 2002 115 STAT. 1499 ‘‘(iv) make additional recommendations as the school implements the plan to the local educational agency and the State educational agency concerning additional assistance that is needed by the school or the school support team. 16

99. Additional Recommendations What next steps might the SST take after reviewing the responses to the questions in the Summative Analysis and Reflection Guide? In what ways might responding to these reflective questions help establish a culture of continuous improvement in the district or school? 17

100. Informing Stakeholders After reviewing results and identifying both successes and ongoing challenges, leaders at the district and school levels need to communicate decisions and accomplishments. The SST can assist and support the leadership in developing a strategy for sharing this information using the responses collected with the Summative Analysis and Reflection Guide. 18

101. Recognizing and Celebrating Success 19

102. Celebrating Success Contextual factors must be considered when deciding what is a reward or recognition. Would a visit to the principal’s office be a reward? 20

103. Celebrating Success Contextual factors must be considered when deciding what is a reward or recognition. What are some examples of what might be a reward in one place, but not in others? 21

104. Celebrating Success at Delightful Identify 3 things that might be considered successes at Delightful Intermediate. With other at your table brainstorm some ways, both small and large, that Delightful might celebrate those successes. Use the ideas on Handout 2 to stimulate your thinking. You have 5 minutes 22

105. Reflections How might the SST make recommendations to the school and district leadership teams during the process of assessing outcomes? In what ways might the process help establish a culture of continuous improvement in the district or school? 23

106. Plan for Next Steps School Support Team Training Day 3, Session 17

107. Session Questions 1.How will the SST begin its work with the school and district? 2.How can the SST identify team strengths and needs in order to help the school and district? 2

108. After Assembling the Team Lead contact conducts initial data scan Team reviews data and analysis Team plans presentation to school and district 3

109. Decisions Decisions to Be Made?By Whom?When? 4

110. Who Does What? Data analysis? Remaining up-to-date regarding funding regulations? Mathematics instruction? 5

111. Areas of Expertise What are some potential areas of expertise or support a school might need when moving from targeted assistance to a schoolwide program? What are some potential areas of expertise or support a school might need when in one of the stages of school improvement? 6