SECONDARY FACILITATORS OF SCHOOL IMPROVEMENT FEBRUARY 2016 LISA GUZZARDO ASARO DEANE SPENCER

TODAY’S OUTCOMES 2 Four Levels of Feedback Receive Important Updates Engage in a Program Evaluation Tool Activity Complete and Attach the Ed YES! Report Gather and Record Data ***YOU WILL NEED YOUR MiSchoolData LOGIN!!***

3 KEY WORKING AGREEMENTS A FACILITATION TOOL RESPECT ALL POINTS OF VIEW BE PRESENT AND ENGAGED HONOR TIME AGREEMENTS GET ALL VOICES IN THE ROOM These breathe life into our Core Values

4 PARKING LOT A FACILITATION TOOL REST QUESTIONS THAT DO NOT BENEFIT THE WHOLE GROUP PLACE QUESTIONS THAT DO NOT PERTAIN TO CONTENT AT THIS TIME PLACE QUESTIONS THAT PERTAIN, BUT PARTICIPANTS DO NOT WANT TO ASK AT THIS TIME

ACTION REQUIRED CHART ANY REQUEST BY YOU THAT I NEED TO RESPOND TO MUST BE PLACED ON THE ACTION REQUIRED CHART YOU NEED TO PRINT YOUR COMPLETE NAME, SCHOOL, AND ADDRESS 5

CONNECTOR “Though each type of feedback is valuable, in specific contexts, the level of feedback must be consistent with the goals that were established as part of the feed-up process.” Frey & Fisher 2011

CREATING A FORMATIVE ASSESSMENT SYSTEM Feed Up – Where am I going? Feedback – How am I doing? Feed Forward – Where am I going next?

CRITERIA FOR FEEDBACK TIMELY SPECIFIC UNDERSTANDABLE ACTIONABLE

FOUR LEVELS OF FEEDBACK ABOUT THE TASK PROCESSING OF THE TASK SELF-REGULATION SELF AS A PERSON

FOUR LEVELS OF FEEDBACK ABOUT THE TASK CORRECTIVE FEEDBACK INDIRECT CORRECTIVE DIRECT CORRECTIVE METALINGUISTIC CORRECTIVE

FOUR LEVELS OF FEEDBACK PROCESSING OF THE TASK HOW THE STUDENT COMPLETES A TASK SCAFFOLD PROCESSES

FOUR LEVELS OF FEEDBACK SELF-REGULATION STUDENTS SELF-APPRAISAL SELF-MANAGEMENT Students must learn to assess their Ability Knowledge Cognitive strategies Achievement

FOUR LEVELS OF FEEDBACK SELF AS A PERSON MAY NOT BE EFFECTIVE IN ISOLATION PRAISE DIRECTED TOWARD THE EFFORT EXERTED SELF-REGULATION REQUIRED TASK COMPLETION

LEVELS OF FEEDBACK ACTIVITY Handout 1)As a group reflect on the Four Levels of Feedback. 2) Have a conversation around the Benefits and Errors to Avoid for each type of Feedback. 3) Use the handout to record your conversations.

STRUCTURE THE FEEDBACK FOR EFFECTIVENESS BEGIN WITH THE DESCRIPTION OF THE PERFORMANCE FOLLOW WITH GUIDELINES OF WHAT TO CONTINUE DOING, OR TO CHANGE END WITH ENCOURAGEMENT TO PERSIST Zwiers, 2008

TIME TO APPLY THE LEARNING

APPLYING THE LEARNING

APPLY THE LEARNING “He is correct for two ways because you can do 2 boxes of 9 and 3 boxes of 6.” Task: Your models to represent groups are correct! What about the size difference? Processing: Did you visualize the model before you drew it, or did you need to draw the picture to generate your answer? Self-Regulation: Drawing the potential grouping allowed your to confirm your answer with evidence. Self as a person: I observed you while you were writing in your journal, and you persevered to get your answers showing great focus

LEVELS OF FEEDBACK 1)Begin at the student sample matching the table tent at your location. 2)Read the student sample and determine if you can provide one level of feedback. Use the given slip indicated for that feedback. 3)Continue to move through the student samples until you have generated all four Levels of Feedback. 4)Use the handouts identified in your folder to assist you. Handout

DIVISION OF ACCOUNTABILITY SERVICES (DAS) ASSESSMENT AND ACCOUNTABILITY Sign up to receive

ADDING TABS TO M-STEP BINDER CONTENT ELA ELA Claims-Targets-Standards ELA Claims-Targets-Standards Crosswalk MATH Math Claims and Assessment Targets Math Claims Math Claim 2, 3, &4 Relevant Verbs

DAS GUIDE TO STATE ASSESSMENT SCAVENGER HUNT K-2 TESTING 9 TH GRADE TESTING TESTING SEQUENCING

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Plan Develop School Improvement Plan DO Implement Plan Monitor Plan Evaluate Plan

Program Evaluation Tool DUE DATE in ASSIST:

PROGRAM EVALUATION TOOL (PET) OCTOBER  COMPLETE THE WHAT YOU LEARNED/ACTION STEPS MATRIX ACTIVITY (DONE)  DECIDE TO USE THE SAME STRATEGY/PROGRAM/INITIATIVE OR IDENTIFY ANOTHER (DONE) JANUARY  CREATE A NEW PROGRAM EVALUATION TOOL DIAGNOSTIC IN ASSIST OR WORK OFF THE WORD TEMPLATE AND COPY AND PASTE LATER  USE THE PET CRITERIA PAGES TO HELP YOU REFLECT/DIALOGUE AND COMPLETE  DESCRIPTION PAGE 1 (DONE)  QUESTON 1. READINESS PAGES 2-4 (DONE) FEBRUARY  USE THE PET CRITERIA PAGES TO HELP YOU REFLECT/DIALOGUE AND COMPLETE THESE PET PARTS TODAY:  QUESTION 2. KNOWLEDGE AND SKILLS  QUESTION 3. OPPORTUNITY TO IMPLEMENT MARCH  USE THE PET CRITERIA PAGES TO HELP YOU REFLECT/DIALOGUE AND COMPLETE QUESTION 4  QUESTION 4. FIDELITY OF IMPLEMENTATION 29

30 Program Evaluation Tool January – February Work Complete Readiness Complete Knowledge and Skills Complete Opportunity

Guided PET Activity Pamphlet for school- wide input. Handout

2. GETTING READY: KNOWLEDGE AND SKILL Handout

3. GETTING READY: OPPORTUNITY FOR HIGH QUALITY IMPLEMENTATION Handout

March Work Complete Implementation with Fidelity Program Evaluation Tool

4. IMPLEMENTATION WITH FIDELITY: WAS THE STRATEGY/PROGRAM/INITIATIVE BEING IMPLEMENTED AS INTENDED? Handout

37 Monitoring Plan Examples (October Handout) Handout

38 Fidelity of Implementation Current Reality (Statements & Rubric Score) Data Program Evaluation Requires all THREE types of Activities Walk Through (Adult Implementation) Data Measurement (Student Achievement) Data Ready to Answer PET Question 5 in May Handout

PROGRAM EVALUATION TOOL (PET) STARTING, ATTACHING AND SUBMITTING Handout

STAGE TWO STUDY STEP 4 ANALYZE DATA (4 DATA POINTS) 40 STUDY Analyze Data Set Goals Set Measurable Objectives Study Research

WHAT 10/10/2014 Office of Education Improvement & Innovation Demographic DataAchievement/ Outcome Data Process DataPerception Data Enrollment Subgroups of students Staff Attendance (Students and Staff) Mobility Graduation and Dropout Conference attendance Education status Student subgroups Parent involvement Teaching staff Course enrollment patterns Discipline referrals Suspension rates Alcohol ‐ tobacco ‐ drug violations Extracurricular participation Physical, mental, social and health Local assessments: District Common Assessments, Classroom Assessments, Report Cards State assessments: MME, SAT M-STEP, MI- Access, ELPA National assessments: SAT, PSAT8/9, PSAT10 WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT GPA Dropout rates College acceptance Policies and procedures (e.g. grading, homework, attendance, discipline) Academic and behavior expectations Parent participation: PT conferences, PTO/PTA, volunteers Suspension data School Process Indicators (SSR 26 Indicators) or (ISA/SA) Event occurred: Who, what, when, where, why, how What you did for whom: E.g. All 8th graders received violence prevention Survey data (student, parent, staff, community) Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?) What Data Do YOU Collect?

SCHOOL PROCESS PROFILE DUE DATE: MARCH 18, Quality Indicators MDE Accredited Interim Self- Assessment Self- Assessment AdvancED Michigan

AdvancED ISA MDE SSR One or the Other…. NOT BOTH Revisit Review Recalibrate Revisit Review Recalibrate

MDE: SCHOOL SYSTEMS REVIEW (SSR) ADVANCED: INTERIM SELF ASSESSMENT (ISA) TASKS: 1) COMPLETE EITHER THE SCHOOL SYSTEMS REVIEW, INTERIM SELF ASSESSMENT OR SELF ASSESSMENT 2) USE YOUR COMPLETED ED YES! REPORT TO RECORD YOUR STRENGTHS AND CHALLENGES IN YOUR DATA PLANNER 3) DETERMINE IMPACTS AND ACTIONS ASSOCIATED WITH EACH 44

45 Under Components, click on the 2015 Ed YES! diagnostic and label the diagnostic 2016 Ed YES! Report. Make any and all changes based on current information, data and results. Handout You can attach the 2014 Ed YES! diagnostic by….. CLICK ATTACH YOUR DIAGNOSTIC

MDE MEMORANDUM STREAMLINE SCHOOL IMPROVEMENT PLANS

MDE MEMORANDUM ACCOUNTABILITY AND ACCREDITATION SCHOOL/DISTRICT REPORTING REQUIREMENTS

STAGE TWO STUDY STEP 4 ANALYZE DATA 48 STUDY Analyze Data Set Goals Set Measurable Objectives Study Research

UPDATE YOUR PLAN! 49 Continue to update and examine your current Data Plan. As you complete the table, consider where you have deficits and where you have strengths. Handout

COLLECT AND COMPARE YOUR DATA USE YOUR ‘DATA PLANNER’ AND YOUR ‘DATA WORKSHEET’ TO COLLECT DATA TO INFORM YOUR PLAN 50

UPDATE YOUR DATA WORKSHEET WITH RESULTS AS YOU GATHER THEM EDYES!, SURVEYS, DEMOGRAPHIC DATA

52 PRESENTER: DR. JENNIFER PARKER-MOORE MISCHOOLDATA.ORG DATA DIRECTOR GATHER Get Ready Collect Data Build Profile STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice Handouts

TEAM WORK TIME NETWORK WITH COLLEAGUES PLAN WHAT TO BRING BACK TO SHARE WITH SI TEAM UPDATE ED YES! REPORT AND ATTACH TO TASK TO SUBMIT WORK TO COMPLETE KNOWLEDGE AND SKILLS AND OPPORTUNITY TO IMPLEMENT IN PET GATHERING AND RECORDING DATA 53