1. The 90 Day Action Plan Approach
School Improvement Conference
June 25, 2015

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3. Vision
To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens
Mission
To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community

4. State Board of Education Goals 5-Year Strategic Plan for 2016-2020
All Students Proficient and Showing Growth in All Assessed Areas
Every Student Graduates High School and is Ready for College and Career
Every Child Has Access to a High-Quality Early Childhood Program
Every School Has Effective Teachers and Leaders
Every Community Effectively Using a World-Class Data System to Improve Student Outcomes

5. Office of Federal Programs Mission
In support of this vision, the mission of the Office of Federal Programs (OFP) is to provide leadership in the effective use of federal funds so that all students are prepared to compete in the global community.
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OFP Goals
The Office of Federal Programs uses an outcome-based focus to achieve the following goals: (absolutes)
To collaborate across the agency and support state initiatives
To support district planning and implementation
To evaluate and monitor performance
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Session Overview
The purpose of this session is to provide participants with a thorough overview of the development and implementation of a 90 Day Action Plan.
Expected Outcomes:
Understanding of convergence between leadership teams, data-driven decision making, and planning
Development of a 90 Day Action Plan
Importing elements of the 90 Day Action Plan into MCAPS (LEA & School Planning components)
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8. Leadership Team Members
Composed of administrators, principals, teachers, counselors, instructional coaches, interventionists, and any other designated personnel
Meet regularly

9. Leadership Team Roles and Responsibilities
Teams
All teams operate with work plans for the year and specific work products to produce.
Instructional Teams meet for blocks of time (4 to 6 hour blocks, once a month; whole days before and after the school year) sufficient to develop and refine units of instruction and review student learning data.
Teachers
All teachers maintain a record of each student’s mastery of specific learning objectives.
All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.
Principals
The principal spends at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations.
The principal challenges, supports, and monitors the correction of unsound teaching practices.

10. Leadership Team Expectations
Meet a minimum of twice per month
All team members attend scheduled leadership team meetings
Review data on a regular basis to improve instruction
Monitor and make adjustments in response to the data

11. Effective School Level Leadership Practices
School leadership team meets regularly to manage its school improvement process.
School aligns professional development programs with teacher evaluation results.
All teachers meet in teams with clear expectations and time for instructional planning.

12. Assessing School Needs

13. What is a Needs Assessment?
A systematic process used to acquire an accurate, thorough picture of the strengths and weaknesses of a school community.
Used in response to the academic needs of all students for improving student achievement and meeting challenging academic standards.
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14. Why Conduct a Needs Assessment?
A Needs Assessment yields information about schoolwide issues and allows school leaders to utilize data to determine priority goals, to develop a plan, and to allocate funds and resources.
Students, parents, teachers, administrators, and other community members should be included in gathering data.
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What does the Data Say?
Data is the catalyst for improvement.
Unwrapping data is a means of making visible the invisible and reveal insights on student needs.
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Data Analysis
Data analysis is to examine any whole by dividing it, breaking it into component parts, looking for relationships and functions. 
The analysis of data is best done when it is collaborative. 
Summarize results and make data-driven decisions according to your findings.
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17. Data Analyses Outcomes
Improve instruction
Provide students with feedback on their performance
Gain common understanding of what quality performance is and how close we are to achieving it
Measure program success and effectiveness
Understand if what we are doing is making a difference
Make sure students “do not fall through the cracks”
Know which programs are getting the results we want
Get to the “root causes” of problems
Guide curriculum development and revision
Promote accountability to meet state and federal requirements
Determine goals for increased student achievement, benchmarks for progress, and measurable outcomes
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18. Data Question (Table Talk)
What are your systems for collecting, monitoring, and responding to the data in your district?
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AMO Reports
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AMO Reports
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MCAPS Home Page
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What is MCAPS?
Mississippi’s online federal application:
Submit and revise district and school-level plans
Apply for federal funding to support plans
Request reimbursements and report expenditures
Reduces the administrative burden placed on LEAs when applying for grant funding
Process budget amendments and program revisions when needed
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MCAPS Potential Leverage Points
How many plans are required for districts today and what are those plans?
List them… (Table talk)
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The PLANS!
MS SOARS
Accreditation
Dropout (new restructuring plan)
Schoolwide plan (SWP)
Monitoring Corrective Action
Professional development
Curriculum/instructional management
Highly qualified teachers (HQT)
Literacy
Transportation
English Learners (EL)
Crisis management/safety
Mississippi Principal Evaluation System (MPES)/Mississippi Teacher Evaluation System (M-STAR)
Strategic plan
Consolidated Federal Program Application (CFPA)
Comprehensive needs assessment (CNA)
Individuals with Disabilities Education Act (IDEA)
Technology
Career and Technical Education (CTE)
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Points of Convergence
Needs Assessment
Data Analysis
Budget
Narrative
Benchmark Indicator
Timeline
Performance Goal
What’s at the core?
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What is at the core?
Bill Jensen writes in Simplicity, “Our biggest limit is no longer the reach of our imagination. It’s not our inability to order, make sense of, and connect everything that demands our attention. We are failing to make the complex clear.”
Clear Goals
Clear Action Plans
Clear Methods
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MCAPS Potential Leverage Points
Reduce number of viable plans
Less redundancy in plan overlap
Enhanced review and feedback
More “hands on deck”
Stronger alignment between plan and resources
Common Plan Relationships
Common Stakeholder Access
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MCAPS Potential Leverage Points
Enhanced Cycle II Monitoring (Technical Assistance Phase) by ability to review artifacts and provided real-time recommendations.
New repository for monitoring documents and finalized reports.
Best Practices consistent for all end-users
MDE and LEA Document Library
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MCAPS Potential Leverage Points
Clear Alignment of Fiduciary Component
Consistent Communication Tool
Stronger Segregation of Duties and Accountability (Internal Controls)
End-user flexibility
History and Comment Repository (SEA and LEA)
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MCAPS Potential Leverage Points
Data Driven and Performance-based
Distant Technical Support in Real-time
Action Oriented
Others…
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31. Why SMART Goals
Goals are something that you want to achieve in the future
SMART goals assist in “getting focused” on what to focus efforts toward
SMART goals help define exactly what the “future state” looks like and how it will be measured
SMART goals show others how their work “aligns” and relates to the focus of the school
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32. SMART Goals Specific, strategic Measurable Attainable Results-oriented
Time-bound
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33. How to write a SMART Goal
Identify the “big, hairy audacious, critical-few” goals that need to be worked on (The Most Important Ones!)
Consult the data!
What are the greatest areas in need of improvement?
Dig deep and get specific (disaggregate!)
If all you did was spend time on the identified SMART goals, would the time be well-spent?
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SMART Goals
Specific
What do we need to accomplish?
Measurable
What is the target outcome?
Attainable
What is a reasonable target?
Relevant
Does the goal address an area of need?
Time-bound
Is there a specific time for attainment?
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Create a Goal
Click on Create Goal
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Create a Goal
Enter the Goal Title
Enter Goal Description
Use specific measurable terms
Enter Performance Measure
Criteria used to measure goal achievement
Click Save
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37. Click on Create Strategy – means used to achieve the established goal
Create Strategies
Click on Create Strategy – means used to achieve the established goal
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Create Strategies
Enter the Strategy Title
Enter Strategy Description
Click Save
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Create Action Step
Click on Create Action Step – specific action to be taken in support of a strategy
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Create Action Step
Enter the Action Step Title and Description
Enter Benchmark Indicator – tool used to determine if goal is met
Select Person Responsible
Select an Estimated Completion Date
Click Save
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Create Funding Source
Click on Create Funding Source
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Create Funding Source
Identify amount of funds being used toward this action step
Enter amount
Click Save
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MCAPS…
MCAPS captures the accountability data trends. It streamlines the data and helps districts/schools make more data-driven decisions.
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90 Day Action Plan
The 90 Day Action Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days.
The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s improvement initiative.
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90 Day Action Plan
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90 Day Action Plan
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90 Day Action Plan
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Resources
Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving instruction. Thousand Oaks, Calif.: Corwin Press.
Boudett, K. (2005). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.
Love, N. (2008). The data coach's guide to improving learning for all students: Unleashing the power of collaborative inquiry. Thousand Oaks, CA: Corwin Press.
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49. Office of Federal Program
OFP University for New Federal Programs Directors
Contact Information
Office of Federal Programs (601)
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Title I, II and VI