Facilitators of School Improvement All Cohorts Lisa Guzzardo Asaro Deane Spencer April 2015

NETWORKING Dialogue Dice Each person in your group will take a turn rolling the dice and sharing briefly an experience in response to the written prompt. Dialogue Dice Notes Use the notes page to jot down ideas shared.

Today’s Outcomes 3 Network with colleagues from other schools Explore the 6 SIP components Access MDE/AdvancED SIP requirements Engage in NEW School Data Analysis activities Locate data to respond to SDA questions Complete the Program Evaluation Tool by responding to Impact questions

Today’s Roadmap Welcome Connector: Dialogue Dice SI Timeline for April/May MDE/AdvancED Flowcharts SIP Requirements for September 1 SDA 4 Data Points SDA connected to MI School Data Worktime throughout the Day

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

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

May-June SCHOOL IMPROVEMENT School Improvement Activities and Requirements Monthly Checklist

Professional Learning Opportunities MDE/AdvancED Fall SI Conference November 16-17, 2015 Michigan Educational Research Association Sustain Good Readers Thinking Maps MAISA Network Institutes CMP3 Flyers are on the counter up front

Noteworthy March 26 Spotlight FAY 1% MI-Access Proficiency Cap

12 MI-CSI FOCUS

GATHER STUDY PLAN DO ASSIST COMPREHENSIVE NEEDS ASSESSMENT OUTCOME DATA DEMOGRAPHIC DATA PROCESS DATA PERCEPTION DATA IDENTIFY STRENGTHS AND CHALLENGES CONDUCT RESEARCH TO DETERMINE STRATEGIES UNPACK STRATEGIES TO DETERMINE ACTION PLAN MODIFY PLAN, AS NEEDED, FOR THE NEXT CYCLE MODIFY PLAN, AS NEEDED, FOR THE NEXT CYCLE MONITOR & EVALUATE IMPLEMENTATION (ADULT BEHAVIORS) MONITOR & EVALUATE IMPLEMENTATION (ADULT BEHAVIORS) MONITOR & EVALUATE IMPACT (STUDENT GROWTH) MONITOR & EVALUATE IMPACT (STUDENT GROWTH) SCHOOL SYSTEMS REVIEW SCHOOL DATA PROFILE PROGRAM EVALUATION TOOL BEGINS TITLE I DIAGNOSTIC DATA COLLECTION TITLE I DIAGNOSTIC DATA COLLECTION SCHOOL SYSTEMS REVIEW SCHOOL DATA ANALYSIS RESEARCH TITLE I DIAGNOSTIC DATA ANALYSIS TITLE I DIAGNOSTIC DATA ANALYSIS GOALS AND PLANS TIERS IMPLEMENTATION PHASE GOALS AND PLANS TIERS IMPLEMENTATION PHASE PROGRESS NOTES PROGRAM EVALUATION FINALIZED PROGRESS NOTES PROGRAM EVALUATION FINALIZED Created by Dodie Raycraft and modified for purposes in Macomb County

PRIORITY

SIP Components for Submission C 1. School Executive Summary Diagnostic ALL, not Priority C 2. Improvement Plan Stakeholder Involvement Diagnostic ALL, not Priority N 3. School Data Analysis Diagnostic ALL, except SEE Back C 4. Additional Requirements Diagnostic ALL U 5. Goals and Plan ALL, except Priority C 6. Title I Targeted Assistance or School-wide Diagnostics (Title I Schools only) These COMPONENTS can be accessed, downloaded or copied by clicking on the DIAGNOSTIC SURVEY TAB in ASSIST How many SIP Components do you need to COMPLETE by ? C= COPY N= NEW U=Update/Create NEW

AdvancED Michigan Schools the Year of Review School Data Analysis (NOTE’S PAGE) NEW OMIT: Perception Data Say: See Stakeholder Feedback Diagnostic OMIT: Achievement Data Say: See Student Performance Diagnostic Complete all other sections

ASSIST SIP TASK for AdvancED Michigan Schools

ASSIST SIP TASK for MDE Schools

Templates Resources

April and May ASSIST Updates Look for these on the resource webpage.

These have some current information.

23 Stage Three PLAN Develop Action Plan

School Executive Summary Diagnostic 1 Executive Summary for Schools The Executive Summary (ES) provides the school an opportunity to describe in narrative form its vision as well as strengths and challenges within the context of continuous improvement. Use the links below to navigate the Executive Summary and respond to the various questions. The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below. Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? School’s Purpose (VISIONS, MISSION, BELIEF STATEMENTS) Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. Priority Schools not assigned

Copying a Diagnostic from the Portfolio Tab Select last year’s Executive Summary

Attaching the Diagnostic in the Portfolio Tab C lick the pencil Checkmark the box Click Save Selection

Executive Summary Worktime ACTION STEPS Copy the Executive Summary Update it with new information reflective of the school year that was not included Identify the effective date for new information you are adding Priority Schools, update yours as well. It may not be included currently, but may reappear as a requirement in the near future.

Improvement Plan Stakeholder Involvement Diagnostic 2 Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. Priority Schools not assigned

Stakeholder Involvement Worktime ACTION STEPS Copy the Improvement Plan Stakeholder Involvement Update it with new information reflective of the school year that was not included Identify the effective date for new information you are adding Priority Schools, update yours as well. It may not be included currently, but may reappear as a requirement in the near future.

30 Stages Two and Three STUDY Analyze Data Set Goals Set Measurable Objectives Study Research PLAN Develop Action Plan

School Data Analysis Diagnostic 3 AdvancED MI Schools see the NOTES PAGE Under revision to align to the NEW SDA

School Data Analysis As of March Questions

Demographic Data Questions 1-9

Process Data Questions 10-18

Achievement Data Reading, Writing, Math, Science, and Social Studies Questions Each questions has four parts: Strengths, Challenges, Trends, and Summary

STAKEHOLDERS Students Teachers Parents Community Perception Data Questions (a-c)

Summary Data Questions 28 (a-c) Synthesize analysis from the 4 data points to formulate your response.

School Data Analysis Worktime ACTION STEPS Create the SDA Diagnostic Use the screenshots provided document to search for data to respond to questions AdvancED MI Schools who had a review this year use the notes page to complete the correct data sections

Additional Requirements Diagnostic 4 School Additional Requirements Diagnostic This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools. Literacy and math are tested annually in grades 1-5. Our school published a fully compliant Annual Ed Report. (The Annual Education Report (AER) satisfies this). If yes, please provide a link to the report in the box below. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file. Our school reviews and annually updates the EDPs to ensure academic course work alignment. The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion. The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field. The institution has a School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy. If yes, please attach the School- Parent Involvement Plan below. The institution has a School-Parent Compact. If yes, please attach the School-Parent Compact below. The School has additional information necessary to support your improvement plan (optional).

Additional Requirements Worktime ACTION STEPS Copy the Additional Requirements Update it with new information reflective of the school year that was not included Identify the effective date for new information you are adding

Goals Completion Timeline Have you registered your SI Team? 4/27, 4/28, or 4/29 Title I SI Team Days 5/4, 5/5, 5/6, 5/12, or 5/13 Non-Title I SI Team Days Goals completed and submitted to be viewed by District 5/15

BEST RECOMMENDATION ONE Develop Goals using dates that reflect one year. TWO Include TIER Objectives but do not Triangulate Objectives THREE If you do not include TIER II and III Objectives, make sure you track them elsewhere.

Goal Parts 1. Type of Goal –Academic –Organizational 2. Measureable Objective 3. Strategy 4. Activity Use the Goals & Plan TAB 5 Building Goals Quick Guide Available Not Priority Schools

DO NOT create a Plan until your GOALS have been updated or created.

Goals and Plan TAB Modifying a Goal at any level: UPDATE your Goals by clicking the Goals/Plan Tab and entering the Goal here.

Adding a NEW GOAL If absolutely necessary!

Part One Goal Name “All student will be proficient in (content area).” All student will be proficient in Math. You must select if a goal is an academic or organization goal. An academic goal is a goal in one of the five content areas. An organizational goal is one around other criteria such as revamping the school structure, school culture/climate, or student behavior, ect.

Part Two Set Measurable Objectives ____ % of ____ (population) students will demonstrate a proficiency in (STRAND) in (content area) by (date) as measured by (season, date, assessment). 85% of all students will demonstrate a proficiency in all strands in mathematics by as measured by the Spring state assessment. Core Instruction Always the 1 st OBJECTIVE

Part Two Set Measurable Objectives ____ % of ____ (population) students will demonstrate a proficiency in (STRAND) in (content area) by (date) as measured by (season, date, assessment). % of all students will demonstrate a proficiency in all strands in mathematics by as measured by the NWEA/AimsWEB. Core Instruction Always the 1 st OBJECTIVE using local data.

Do NOT use your AMO intervals

Measurement Proficiency Target YEAR MEASURING TOOL MEAP FALL MEAP FALL State/Local Data, State/Local Data, State Assessment Spring, State Assessment Spring, State Assessment Spring, State Assessment Spring, State Assessment Spring, State Assessment Spring, 2022 TARGET

Multi-Tiered System of Support How Do Your School’s Current Practices Align with the Essential Elements of MTSS?

TIERED Objectives School Year 85% by 2022 % TIER I Core Instruction TIER II Push In TIER III Pull Out

Part Two Objective Wizard Bottom 30% Focus Schools

Set Measurable Objectives ____ % of ____ (population) students will demonstrate a proficiency in (STRAND) in (content area) by (date) as measured by (season, date, assessment). What % of bottom 30% students will demonstrate a proficiency in numeration in mathematics by as measured by the Spring, NWEA/AimsWEB/DRA, etc. 2 nd OBJECTIVE for Focus Schools Think Bottom 30% 2 nd OBJECTIVE is for TIER II

Set Measurable Objectives ____ % of ____ (population) students will demonstrate a proficiency in (STRAND) in (content area) by (date) as measured by (season, date, assessment). 20% of English Learners students will demonstrate a proficiency in problem solving in mathematics by as measured by the NWEA/AimsWEB/DRA, etc. 3 rd Objective TIER III

Part Three Strategy Development NEW Spring 2014 STRATEGY Poor, but identify a high leverage and comprehensive core instructional strategy. THINK

STRATEGY What Staff members will do instructionally to help students achieve the measureable objective. All staff will implement the CITW ‘Creating the Environment for Learning’, non-negotiables into their Math instructional practice to increase student engagement and learning. This section will also include what and how you engaged in studying the research. Start with Core Instruction FIRST

STRATEGY What Staff members will do instructionally to help students achieve the measureable objective. TIER II staff will utilize the elements of Star Math to increase student engagement and learning in the classroom. TIER II TIER III staff will implement Constructive Math into their lessons to increase students computational skills. TIER III TIER I All staff will implement the CITW, ‘Creating the Environment for Learning’, non-negotiables into their Math instructional practice to increase student engagement and learning.

What Works Clearinghouse To research effective strategies utilize this website:

Part Four Activity Tier I, II, or III Getting Ready, Implement, Monitor, Evaluate

Developing a STRATEGY at the ACTIVITY Level 62

Strengthen Strategy Implementation by including all PHASES at the ACTIVITY LEVEL READINESSKNOWLEDGE and SKILLS OPPORTUNITY TO IMPLEMENT Staff will work together to create a common understanding and shared vision for how CITW will seamlessly integrate within the context of the building ’ s other initiatives. Teacher Learning Teams utilize the CITW Implementation Guide which identifies Critical Components and Non-negotiables required to understand as a school the expectations for implementation in their classrooms. Teachers will identify a colleague to engage in peer coaching during the implementation of math models as an instructional practice. ImplementMonitorEvaluate All teachers will implement all elements of setting objectives and critical feedback into their lessons Monitors will use the Strategy Implementation Guide to focus their walk Throughs on the Creating an Environment for Learning non-negotiables of Classroom Instruction That Works AND Teachers will use common formative assessment to analyze student results and identify next instructional steps. Staff will use the Strategy Implementation Guide during their evaluation process to ensure they analyze their impact and fidelity of implementation the way the research intended.

STRATEGY IMPLEMENTATION GUIDE Critical 64

School Process Rubrics and CNA, So What?

Do you need to add ACTIVITIES to existing STRATEGIES????? Reflective Question

CONNECTING Fidelity of Implementation to Impact Data Guiding Questions to lead the identification of ACTIVITIES Current Reality Where are we now? –Assessing Fidelity of Implementation How do you know the adult implementation is working? –Assessing the Impact on Student Achievement How do you know there is a connection between the adult behaviors and the impact on student achievement? SSR or ISA/SA challenges Process Data Analysis and Perception Data challenges Researching Best Practice Is it the Right Fit?

68 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 Question 5 Spring 2015

Macombfsi.net Stage 4, Step 10

Title I Targeted Assistance or School-wide Diagnostic 6

Create a Plan to Submit with your SIP Report

ONLY Click Goals, Objectives, Strategies and Activities you are including in your submission. Creating Plan Quick Guide Available

74 Program Evaluation Tool

Program Evaluation Two Impact Sections 1 2

Two Impact Sections

Stage Three: Plan Step 9: Develop Improvement Plan Plan Develop Improvement Plan Connecting SDA to MI School Data Presenter Dr. Jennifer Parker-Moore

Team Work Time Update Diagnostics Revise and updates Goals