0. District Improvement Facilitators Network
August 18, 2014
All up front

1. Introductions – all participants Session Objectives:
SIFN/DIFN Structure
PLCs
Program Evaluation Tool
AER and DPR
MiSchoolData & CNA
Facilitated Work Time
8:30-8:45
Sandy

2. Press for Clarification Collaborate Share your Thinking
Working Agreements
Participate Fully
Press for Clarification
Collaborate
Share your Thinking
Sandy

3. Mission of DIFN and SIFN
It is the mission of the Jackson County School Improvement Consortium to support a community of collaboration using a continuous School Improvement process in order to increase student achievement.
Sandy

4. Agenda 8:30 Introductions and Session Objectives DIFN/SIFN Structure
PLCs
Program Evaluation Tool
9:30 Break
9:45 AER & District Process Rubrics
MiSchoolData & CNA
11:30 Lunch
12:00 Facilitated Work Time (Optional)
Maeghan

5. District Improvement Facilitators Network
August 18, 2014
Program Evaluation, AER, DPR, CNA
December 10, 2014
District Process Rubrics
Consolidated Application
Progress Monitoring
May 21, 2014
District Improvement Plan
Program Evaluation
Data/Assessment
Maeghan

6. School Improvement Facilitators Network Elementary & Secondary
Sept 24/Oct 1
Review SIP
Strategy Implementation Guides
Stakeholder Rollout
Perception Data
Action Step Plans
Jan 22/Jan 29
Progress Monitoring
Local Data
School Process Rubrics/ASSIST
Maeghan

7. School Improvement Facilitators Network Elementary & Secondary
March 19/March 20
Executive Summary
Stakeholder Feedback Diagnostic
Additional Requirements Diagnostic
Programs Monitoring/Program Evaluation
May 12/May 13
Data/Assessment
School Data Profile Analysis
Title One Diagnostic
Program Evaluation Tool
Maeghan

8. Jennifer

9. Understanding Change = = = = = = = Skills Resources Jennifer
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Second Order Change
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Sabotage
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Confusion
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Anxiety
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Anger
Jennifer
Optional Activity
The School Improvement process is a change process. It is important to note that not all change is of the same magnitude and some changes have greater implications than others for various stakeholders. Before implementing changes that result from the School Improvement Plan, it is important to recognize the level of change the plan calls for. Anticipating the response to the change, and even writing activities into the plan to help those implementing the plan accommodate the change, can go far in ensuring its success.
Change theorists have suggested that there are two levels of change: first order change and second order change. First order change is characterized by modifications of past practice within existing paradigms and implemented with existing knowledge and skills. It might also be thought of as doing work in new ways resulting from “in-the-box” thinking. Second order change is characterized by a break with past practice and working outside of the existing paradigms. To implement such change requires new knowledge and skills. It might also be thought of as doing new work resulting from “out-of-the-box” thinking. An example of first order change might include moving to 90-minute teaching blocks while simply doing the same thing as a 45-minute block but for twice as long; second order change would be using the teaching blocks for a different kind of learning such as projects and collaborative groups.
It is important to recognize which changes are of which order. Recognizing the difference can help leaders select practices that are appropriate for the stakeholders who will be implementing them and generally results in more sustainable efforts and a positive impact on student achievement. On the other hand, a negative impact will likely result if we use first order change when second order change is needed or if we assume that both types of changes have the same impact.
Activity: Note the elements of change identified across the top of the chart. (Payoff refers to whether those implementing the change believe that the change will benefit them in some way.) Change theorists believe that if all elements are in place, second order change will result. If one of the elements is missing, other things will result.
Post the following terms someplace in the room or have participants write them on the a piece of paper: anger, anxiety, confusion, false starts, first order change, sabotage. Have them individually or in small groups predict what will happen if each of the elements is missing. E.g., in the second row, what will result if trust is absent? Once participants have completed the activity, reveal the answers. (Note: The slide is set up so that the boxes in the last column are empty until revealed one at a time with the forward key on the computer.)
Conversation: Have participants identify a past school improvement practice that might not have been successful and indicate what kind of change might have been called for and which of the elements might have been missing that may have caused the lack of success. Also talk about what kinds of activities might be written into the plan to increase chances that changes called for in a School Improvement Plan might be successful.
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs
Sporadic Change =
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
False Starts
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
First Order Change
Ambrose, 1987 “Managing Complex Change

10. Unknowns for the Coming Year
Known changes
Program Evaluation tool
SI Framework changes and support
Uncertain
SI Framework approval timeline
Assessment details
Focus & Priority school requirements & support
Steve

11. The Premise of PLC’s
No single person has all the expertise, skill and energy to lead a district, improve a school, or meet the needs of every child in his or her classroom
Dispersed leadership is a prerequisite for bringing the big ideas of the PLC process to life
Leaders help sustain the PLC process by removing obstacles and celebrating progress
Steve: This slide introduces the PLC model.
Is there any research in any organizational context that says, “people work better in isolation?” It doesn’t exist
ndex=2&list=PLG4LE4_x42j-jbQe- S4DVo9HXQJnl0ft9
Play video from 1:26 to completion

12. The Importance of PLCS
Sandy

13. Distributed Leadership of PLC’s
Leadership is characterized by . . .
Working with others to establish a shared sense of purpose, goals, and direction
Persuading people to move in that direction
Clarifying the specific steps to be taken to begin moving in the right direction
Providing the resources and support that enable people to succeed at what they are being asked to do
Steve: If no single person has the capacity/skills/talents to ensure learning for all students, what is a leader?
This slide begins to define leader characteristics in collective terms.

14. Four Essential Questions
What do we expect our students to learn?
How will we know they are learning?
How will we respond when they don’t learn it?
How will we respond when they already know it?
This will lead to the new hand out from Mark at SolutionTree that connects the definition to the 4 questions to how we can/should respond to each

15. Four Pillars MISSION PILLAR Why Do We Exist?
Define Fundamental Purpose
Clarify Priorities & Creates Focus
The words of a mission statement are not worth the paper they are written on unless people begin to do differently.
-DuFour
Sandy

16. Four Pillars MISSION PILLAR VISION PILLAR Why Do We Exist?
What Must We Become?
Defines Fundamental Purpose
Describes A Compelling Future
Clarify Priorities & Creates Focus
Gives School A Direction
“A vision builds trust, collaboration, interdependence, motivation, and mutual responsibility for success. Vision helps people make smart choices, because their decisions are made with the end results in mind…vision allows us to act from a proactive stance, moving toward what we want… vision empowers and excites us to reach for what we truly desire.” -Blanchard, 2007, p.22
Sandy

17. Four Pillars MISSION PILLAR VISION PILLAR VALUES PILLAR
Why Do We Exist?
What Must We Become?
How Must
We Behave
Defines Funda-mental Purpose
Describes A Compelling Future
Collective Commit-ments
Clarify Priorities & Creates Focus
Gives School A Direction
Guides Individual Behavior
“(High-achieving schools) build a highly collaborative school environment where working together to solve problems and to learn from each other become cultural norms.”
(WestEd, 2000, p.12)
Sandy

18. Four Pillars MISSION PILLAR VISION PILLAR VALUES PILLAR GOALS
Why Do We Exist?
What Must We Become?
How Must
We Behave
What Steps?
When?
Defines Funda-mental Purpose
Describes a Compelling Future
Collective Commit-ments
Targets and
Timelines
Clarify Priorities & Creates Focus
Gives School Direction
Guides Individual Behavior
Establishes Incremental
Steps
Sandy

19. Seven Keys to Effective Teams
Embed collaboration in routine practices of the school with a focus on learning
Schedule time for collaboration into the school day and school calendar
Focus team on critical questions
Make products of collaboration explicit
Establish team norms to guide collaboration
Pursue specific and measurable team performance goals
Provide teams with evidence of students learning to improve professional practice
Sandy

20. “On the plus side, this gives our PLC something to chew on.”

21. Seven Keys to Effective Teams
Embed collaboration in routine practices of the school with a focus on learning
Schedule time for collaboration into the school day and school calendar
Focus team on critical questions
Make products of collaboration explicit
Establish team norms to guide collaboration
Pursue specific and measurable team performance goals
Provide teams with evidence of students learning to improve professional practice
Sandy

22. “Can anyone, anyone, tell me how a semicolon is used other than in an emoticons?!”

23. Seven Keys to Effective Teams
Embed collaboration in routine practices of the school with a focus on learning
Schedule time for collaboration into the school day and school calendar
Focus team on critical questions
Make products of collaboration explicit
Establish team norms to guide collaboration
Pursue specific and measurable team performance goals
Provide teams with evidence of students learning to improve professional practice
Sandy

24. Example of a Timeline of Team Products
By the end of the…
2nd week: Team norms
4th week: Team SMART goal
6th week: Common essential outcomes
8th week: First common assessment
10th week: Analysis of student performance on first common formative assessment

25. The Importance of Teams Products
Without discrete team work-products produced through the joint, real contributions of team members, the potential of teams to dramatically improve performance goes untapped.
(Katzenback & Smith, The Wisdom of Teams: Creating the High-Performance Organization, 1993, p. 90)
Sandy

26. Celebrate
Visible measure of progress are critical for motivating and encourage educators to persist in the challenging work of improvement. Even the most dedicated and optimistic among us will stop if there’s no sign that what we’re doing is making a difference, or might make a difference eventually.”
-Elmore & City, 2007

27. District Team Meeting Structure
Fall
AER
Evidence Collection
Progress Monitor
Winter
DPR
Consolidated Application/Budget Amendment
Spring
District Improvement Plan
This meeting schedule looks different from a school improvement meeting schedule

28. AERAnnual Education Report

29. Required Components Annual Education Report AER Components
District Letter
Combined Report
Posting on Website
Step by Step Guide for Completion
-handout
-posted on website

30. MiSchoolData.org

31. District Process Rubrics
Review your score in each strand…
Discuss your rankings
What were the district’s strengths?
Where did the district need improvement?
How does this impact student achievement?
Looking at the comments for each strand, what progress has been made?
What are the next steps?
What is the supporting evidence?
Print each district’s DPR Summary
Steve: Provide time for each to consider strengths and weaknesses.

32. District Process Rubrics
Plan for communicating to stakeholders
Communications: PTO, Newsletter, Website, Discussion Forums, Staff Meeting, School Board Meeting
Plan for Survey format
Through Advanc-Ed
SurveyMonkey.com
Custom through JCISD
Steve:
This is one way communication but you may also want to consider two way communication…how are stakeholders providing feedback?

33. Changes are pending to the School and District Improvement Frameworks
Revised DIF
4 Strands
10 Standards
10 indicators
Revised SIF
4 Strands
10 Standards
0 Benchmarks
26 Indicators
Steve:
Provide time to analyze the new District and School Process rubric draft documents.

34. MDE Program Evaluation Tool
Meaghan

35. Program Evaluation Tool
NEW Diagnostic for the school year
Impact student achievement and close gaps for the subgroups
To ensure that high quality planning, implementation and evaluation are part of the Continuous Improvement Process
To ensure ongoing engagement of multiple stakeholders (students, teachers, parents/community, administrators) in the planning and evaluation process
To maximize the use of resources to impact student learning
To meet state and federal requirements

36. State and Federal Requirements
MICHIGAN
FEDERAL
Annual evaluation of the implementation and impact of the School Improvement Plan
Modification of the plan based on evaluation results
Annual evaluation of all federal programs—effectiveness & impact on student achievement, including subgroups
Modification of the plan based on evaluation results
Share the federal mandates listed below with participants and use the citation as needed:
Guided by evidence-based practices, ESEA requires all states and their districts (subgrantees) to progress monitor and evaluate the effectiveness of strategies/initiatives/programs/reforms funded by federal monies in order to examine their impact on students’ academic achievement. For example,
Schoolwide programs must include annual evaluation as part of the annual cycle for examining successful implementation and impact on the success of all subgroups;
Plans of Targeted assistance schools must be progress-monitored and evaluated for impact on the achievement of targeted students.
(Title I Part A: 34 CFR (c); Title I, Part A [Sec (c)(2)(B) - Targeted Assistance;
Sec (b)(1)(B)(iii)(II) – Schoolwide]
Title III -English Language Acquisition Program (English learners) requires districts to fulfill the program improvement responsibilities, annually evaluate the English learner program and use ELs’ academic and language outcomes to determine action steps for restructuring, reforming and improving all relevant EL programs, activities and operations relating to language instructional education programs and academic content instruction. [ESEA Sec. 3115(a)(3) and 3121]
Title I Part C Migrant Education Program requires conducting a comprehensive needs assessment, establishing clear goals whose implementation is monitored to ensure impact on migrant students’ achievement. Local migrant programs are required to conduct an annual program evaluation to determine impact of programs and services on academic achievement of migrant students
Sections 1301(4); 1304 (b)(1,2); 1306 (a, c & d)
Title I Part D, Subpart 1 or 2: Neglected and Delinquent Programs Entities receiving these funds are required to be evaluated annually for impact of eligible students’ achievement and program outcomes.
Section 1432 (a) (1-5)
Title II The district must have a written process in place to evaluate how Title II, Part A activities will impact student achievement; Title II Program services must be evaluated annually for effectiveness and impact on student achievement. ESEA Section 2122(b)(9)(D)
The Title II, Part A Class-Size Reduction initiative must follow Michigan Department of Education policy requirements and the district must have a process in place to evaluate the effectiveness of the initiative
ESEA Sections 2122(b)(1)(B) and 2122(b)(2)
If asked whether priority schools are required to use the MDE Evaluation Tool, respond by saying that Years 2 and up priority schools are required to use the Tool.  Year 1 schools could use it more as a planning tool as they haven’t implemented their plan yet.  SRO is looking at it as a way to assess the readiness of schools to implement their plans.  
Note on slide: The picture to the left is an insert with a summary of the NCLB requirement and an excerpt of the Michigan’s Revised School Code.         
ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations. ESEA requires annual evaluations of programs funded by the federal programs such as Title I, Part A, C, D; Title II and Title III.

37. Program Evaluation Timeline
District/School Improvement Plans for :
Include program evaluation activities to support Program Evaluation as part of the Continuous Improvement Process
Implement Program Evaluation activities throughout the school year
Summer 2015 and Beyond
Sustain professional learning to discuss successes, challenges, and any necessary follow-up training materials and support systems
June 30, Program Evaluation submitted in ASSIST
A completed program evaluation using the MDE Program Evaluation Tool will be required for submission of the Consolidated Application for 2015 – 2016.
Read through the timeline and address any items that need clarification. Spell out the acronyms:
OFS= Office of Field Services
ISD= Intermediate School Districts
SIFN= School Improvement Facilitators’ Network
OEII: Office of Education Improvement and Innovation
MICSI=MI Continuous School Improvement
LEAs= Local Educational Agencies
SRO= School Reform Office
If asked whether priority schools are required to use the MDE Evaluation Tool, respond by saying that Years 2 and up priority schools are required to use the Tool.  Year 1 schools could use it more as a planning tool as they haven’t implemented their plan yet.  SRO is looking at it as a way to assess the readiness of schools to implement their plans.  

38. Program Evaluation Tool

39. Program Evaluation Tool
What are districts required to evaluate?
ONE evidenced-based strategy/program/initiative that would make greatest impact on student achievement
District level initiative

40. Questions for Evaluation
Knowledge and skills?
Readiness?
Opportunity?
Planning for evaluation!
The main questions used in the MDE Program Evaluation Tool are:
What was the impact of the strategy/program/initiative on students?
What was the readiness for implementing the strategy/program/initiative?
Did participants have the knowledge and skills to implement the plan?
Was there opportunity for high quality implementation?
Was the strategy/program/initiative implemented as intended?
Impact on students?
Implemented as intended?

41. Program Evaluation Tool
Select Diagnostics & Surveys tab

42. Program Evaluation Tool
Select Start Diagnostic

43. Program Evaluation Tool
Under Choose a Template, select Program Evaluation Tool

44. Program Evaluation Tool
Name it under Description and select Start

45. Program Evaluation Tool
Select the section heading to view and/or respond

46. Program Evaluation Tool
Select respond to answer a question

47. Program Evaluation Tool
Strategy/Program/Initiative Description
Review your District Improvement Plan
Select a strategy
Login to ASSIST
Respond to questions from first section

48. Program Evaluation Tool
Resources
ASSIST Guide
MDE Program Evaluation Tool FAQ
MDE Rubric for Review
MDE Program Evaluation Tool Chart

49. Scorecard Accountability
Jennifer:
Scorecard Accountability-system changes in colors
MDE-changes in a few tags-still same system-results released in August sometime

50. Scorecard Accountability
Open to the public

51. Scorecard
Open to the public

52. Top to Bottom Ranking
Open to the public

53. Scorecard Summary
From MDE website or BAA or MiSchoolData-No log in needed for the list

54. Top/Bottom 30 analysis
Hover over graph it will give you the number of students in each category
Choose one content area to look at per report.

55. Identifying Bottom 30% students
Steve:
Downloading the file

56. Identifying Bottom 30% students
Downloading the file
You can further select individual school buildings for their data files

57. Identifying Bottom 30% students
Downloading the file

58. Identifying Bottom 30% students
Once file is downloaded, you can filter to find student-level information
Bottom 30% students list are unique for each subject area
In bottom 30% columns:
1=top 30%
2=Middle 40%
3=bottom 30%
Working with the file
File is huge! (52 X # of students)

59. Key columns in the BAA data file
Reading: AB= True & AG = 3
Writing: AB=True & AS=3
Math: AB=True & BB=3
Science: AB=True & BN=3
Social St.: AB=True & BW=3
Working with the BAA data file:

60. Additional Training Support
Additional support is available on the JCISD website, under Programs and services, data resources.
A 10 minute webinar is available to support you. It starts assuming you have downloaded the file in XL format & guides you through basic data filtering. From this, you can create student lists of your bottom 30% in each subject area.

61. For additional support
Contact your Region SI Coordinator
Maeghan McCormick
Sandy White
Steve Doerr
Jennifer Fox
Here’s where to turn if you have further questions.

62. Impact implementation is having on students
What do we monitor?
Jennifer
Adults are implementing the strategy with fidelity
Impact implementation is having on students

63. This slide from Dr. Doug Reeves shows data comparing what happens to student achievement when adult implementation is or is not monitored. Essentially, research indicates that this is a direct correlation between the degree of implementation and the impact it will have.
Leadership and Learning Center 2010

64. Monitoring Implementation
Demographics
Student Outcomes
Perceptions
School Processes
Four different kinds of data that you have available.
How does your district approach them?/align them?
Think about each type of data and for what goal/strategy/activity that you might collect for.
Increase enrollment of females in Science courses.-demo data-counselors pull enrollment numbers
Increase proficiency by 2.5% on MEAP-student outcome-analyze state testing results (end of year)
Teachers will implement PLCS-school processes-meeting agendas
Perceptions-increase math proficiency-perception from parent-analyze survey results
The data you collect should be measurable and not only based on opinion or observation. Remember to collect the four different types of data – demographic, student outcome, perception and process – as much as possible. Using multiple types of data gives a more accurate picture of what is really happening. Meeting schedules, meeting minutes, ongoing student data and walkthrough data are just a few types of evidence that can provide useful data. See Question #4 in the MDE Program Evaluation Tool using the Course Resources link for more ideas and suggested evidence on monitoring implementation fidelity.

65. Comprehensive Needs Assessment
Why?
A “needs assessment” is a systematic set of procedures that are used to determine needs, examine their nature and causes, and set priorities for future action
Helps to provide a basis for the allocation of funds
Places data in one location for access/transparency
Multiple formats but three key components: Exploring Status Quo, Gathering & Analyzing Data, Decision Making
Could use multiple formats
Take from processes already completed-targeted/schoolwide
Re-assess needs for allocations
Places data/transparency all in one location
Could use multiple formats/tied to strategic plan, in community teams, etc.

66. Comprehensive Needs Assessment
How? Some Basic Suggestions for Steps you Might Take…
Step One: Determine Purpose
What decisions will be made/enhanced with information?
Step Two: Determine what existing information is available and who and how will it be collected and analyzed?
Step Three: Determine what information is still needed to make the best possible informed decision. How will it be collected, analyzed and compared to existing information?
Step Four: How will decisions be made regarding the information? How will stakeholders be involved?
Steps you might consider

67. Comprehensive Needs Assessment
Multiple Samples Online
Under Resources, template following the old MDE process
Design to align with a strategic plan or other initiative
District Plan for collecting:
Process Data-SPR/DPR comparison?
Student Achievement-consistent areas of concern/success?
Student Outcomes-graduation, attendance, course alignment/success?
Perception Data-district alignment of survey schedules/information?
-When do you compare Improvement Plans or Process Rubrics-How do you set goals?
-What do you do with last years achievement data/how is this shared? What effect might this have on teaching and learning?
-Are student outcomes/soft skills/study skills compared to achievement data-number of students passing AP compared to attendance?
-Are multiple surveys from multiple grades each year taken? What is done with the results-what is the focus of the survey? What is done with the information?

68. District Data Profile Analysis/CNA-
Demographic
Grade Level Achievement
Subgroups
Gaps and Trends
Non Academic Data
Summary Data
CNA is required for Title 1 and Priority schools
Why do it if not a Title or Priority school? Gives a clear snapshot of the district make-up, organized MISchoolData information into a cohesive format, only necessary to update after you complete it the first time, should have understanding of the data.
Handout #1-Step by Step Guide and Template (older with some N/A items)
Handout #2-So, what do other schools do with it-Sample Waterford District Profile-step above the AER-used then as communication documentation
Handout #3-for JCISD-Sample excel pre-loaded with county/state charts/graphs file but not with subgroups for a one, two three building
**Everything on flash drive including prior SPR 40 DPR 40 items-step by step guides and templates

69. Students Near Proficiency
After or before BAA you might want to look at MiSchoolData
D 4 SS Reports
Who are the bubble students? How did a cohort do?
For students Near Proficiency choose a cut score of 5

70. Students Near Proficiency
Bubble students-with log in only
Click on graph and the student list with names and pic numbers will appear

71. Students Near Proficiency
Ance was the only one student who scored the highest
Then this report give you the breakdown of content area
Imagine what teachers might do with this information?

72. Cohort Proficiency
MEAP-Kids who moved in one year from 3 low to 3 high
Hover above circles to click and see scale scores and student names
Arrow is to level fours who stayed level fours-
Read to the right, 4’s that went to 3’s, 4’s that went to 2’s, next row would be 4’s that went to 1’s big jump-what could you do? Have next level teachers look at student bubble scores and those who moved. Look for teachers from those kids that moved.

73. Monitoring Implementation
Demographics
Student Outcomes
Perceptions
School Processes
Four different kinds of data that you have available.
How does your district approach them?/align them?
Think about each type of data and for what goal/strategy/activity that you might collect for.
Increase enrollment of females in Science courses.-demo data-counselors pull enrollment numbers
Increase proficiency by 2.5% on MEAP-student outcome-analyze state testing results (end of year)
Teachers will implement PLCS-school processes-meeting agendas
Perceptions-increase math proficiency-perception from parent-analyze survey results
The data you collect should be measurable and not only based on opinion or observation. Remember to collect the four different types of data – demographic, student outcome, perception and process – as much as possible. Using multiple types of data gives a more accurate picture of what is really happening. Meeting schedules, meeting minutes, ongoing student data and walkthrough data are just a few types of evidence that can provide useful data. See Question #4 in the MDE Program Evaluation Tool using the Course Resources link for more ideas and suggested evidence on monitoring implementation fidelity.

74. Questions
All of us:
Field questions / updates about ASSIST

75. Lunch
11:30-12:00

76. Facilitated Work Time
12:30-3:30

77. Evaluation and Feedback

78. Questions/Comments? Please contact:
Susan Townsend
Maeghan McCormick
Sandy White
Steve Doerr
Jennifer Fox
Or visit the MDE - School Improvement website