1. October 1, 2014 MAS/FPS Fall Directors’ Institute Oakland Schools & Wayne RESA Collaborative 1

2.  Table Introductions…30 seconds each ◦ Name ◦ District/Role ◦ What is something about program evaluation you hope to learn more about? 2

3.  Purpose: Deepen understanding of the program evaluation process through the use of visual tools.  Objectives: Participants will … 1.Understand how to use visual tools to plan for program evaluation. 2.Understand how to select “what” & “when” to monitor to inform the evaluation process. 3.Describe how the program evaluation process is linked to continuous school improvement.  Products: ◦ “Tri-Fold” of an instructional program ◦ Strategic Map of DIP/SIP goal area 3

4.  Write any burning questions NOT addressed in today’s “POP” on an index card.  Hold up when ready. 4

5. Purpose Matters

6. Is your “program” meeting its intended purpose?

7. “The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.”

8. State and Federal Requirements Related to Program Evaluation ❑ 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 MICHIGANFEDERAL 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.

9.  Needs assessment of eligible students  Supplemental Services provided only to eligible students  Research-based strategies  Ongoing review of student progress  Provide additional support, if needed  Revise Title I TA program  Provide training for educators  Measures to ensure students’ difficulties are identified  Timely & additional assistance to students having difficulty.  Research-based strategies  Annual evaluation Targeted Assistance Schoolwide 9

10. Conduct Train the Trainer workshop on Program Evaluation to include representatives from each of ISD/SIFN, OFS, OEII, AdvancED, MICSI, LEAs. ISD/MDE trainers to conduct regional workshops for LEAs Include program evaluation activities in SIP/DIP to support Program Evaluation as part of the Continuous Improvement Process Implement Program Evaluation activities throughout the 2014-2015 school year Report on the evaluation of ONE program using the MDE Program Evaluation Diagnostic (submit in ASSIST). (Required for approval of 2015 – 2016 Consolidated Application.) Sustain professional learning by reconvening trainers to discuss successes, challenges, and develop the required follow-up training materials and support systems MDE Program Evaluation Roll Out Feb-Mar 2014 Mar-Aug 2014 Spring 2014: DIP/SIP 2014-15 Summer 2015+ June 30, 2015

11. 11 http://www.youtube.com/watch?v=IGQmdoK_ZfY Best Evidence Is Collected… when the Right questions are asked..

12. MDE’s Questions for Evaluation 5. Impact on students? 2. Knowledge and skills? 1. Readiness? 3. Opportunity? 4. Implemented as intended?

13. ASSIST: Program Evaluation Diagnostic 1.What was the READINESS for implementing the strategy/ program/initiative? 2.Did participants have the KNOWLEDGE AND SKILLS to implement the program? 3.Was there OPPORTUNITY for implementation? 4.Was the program IMPLEMENTED AS INTENDED? IMPACT: What was the IMPACT of the STRATEGY/ PROGRAM/ INITIATIVE ON STUDENT ACHIEVEMENT? DESCRIPTION of the Program/Strategy/Initiative CONCLUSIONS: continue, adjust, discontinue

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15. Gather & Study Achievement & Process Data: Q4: Implemented with fidelity? Q5: Impact on Students? Michigan Continuous School Improvement “Plan”: Get Ready, Implement, Monitor, and Evaluate Michigan Continuous School Improvement “Plan”: Get Ready, Implement, Monitor, and Evaluate A Strategy/Initiative/Program A Strategy/Initiative/Program Gather & Study Process Data: Q1: Readiness to implement? Q2: Knowledge & Skills of Implementers? Q3: Opportunity to implement?

16. Getting Ready 1. Readiness 2. Knowledge/Skills 3. Opportunity Implementation/ Monitoring 4. Implementing With Fidelity 5. Impact on Students Planning: What will we do to ensure….. ? “GR-IM-E” Evaluation Conclusions: Program Effectiveness

17. Baseline PM 1, Formative PM 2, Formative PM 3, Formative PM 4 = Program Evaluation; Summative 17 Draw Conclusions Monitor & Adjust DURING implementation. Data on AND Data on Adult Implementation AND Impact on Students

18. Q5: Impact on Students  Student Work  Assessment Results Universal Screening Benchmark Assessments Diagnostic Assessments  Observations of Students  Surveys  Others Q4: Program Implementation (What adults are doing)  Lesson Plans  Student work, artifacts  Activity Logs  Observation Data, Checklists  Self assessments of practice  Surveys  Staffing; Job Descriptions  Agendas, Minutes  Schedules  Policies & Procedures  Others 18

19.  What is making sense?  What questions might you have? 19

20. Guiding Question: What did we say we would do? 20

21.  Builds shared understanding of the program, strategy or initiative that will be implemented  Articulates critical program components ◦ Purpose ◦ Evidence of need ◦ Expected student outcomes ◦ Expected adult actions ◦ Resources needed  Helps us “see” what to monitor 21

22.  Select a supplemental program/service from your DIP or SIP.  It should meet as many of the following criteria as possible: o It is a instructional program for students. (Tier 2 or 3 program/service.) o It has been implemented for at least a semester…a year is preferable. o The process for selecting students to participate in the program is clear to you. o You understand the program/service and can describe it to others. 22 *Program = program, strategy, or initiative

23.  Be able to answer two questions: 1) WHAT… is the name of the program or service? 2) WHY…does it exist? 23

24.  Use blank paper (landscape)  Draw a line near the top to create a “header”  Draw a line near the bottom to create a “footer”  See example on next slide. 24

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27. To improve the foundational math skills of students in grades 4-6 so they can access and achieve grade-level standards. Title I Before School Math Program

28. 28 To improve the foundational math skills of students in grades 4-6 so they can access and achieve grade-level standards. Title I Before School Math Program Fold into thirds.

29. Eligibility Criteria Key Components Exit Criteria 29 Resources

30. 3) WHAT… are the Key Components or “Critical Features” of the program or service? (Refer or find in your DIP/SIP)  What “defines” this program or service?  What would observers expect to see if the program/service is implemented as intended (based on research)?  What do students “get”? 30

31. Eligibility Criteria Key Components Exit Criteria 31 Resources List the key components or “critical features”. What does the program/service look like when implemented well? What do students “get”?

32. 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete-Pictorial-Abstract) Teacher & interventionist plan weekly Key Components Exit Criteria Eligibility Criteria 32 Resources/PD

33. 4) WHAT… are the eligibility and exit criteria for the program? 5) WHAT …are the resources (including PD) needed to implement the program? 33

34. What criteria are used to identify eligible children? Consider the purpose of the program and the needs it was designed to address. What criteria are used to determine when students exit the program? Consider the eligibility criteria and how you know when a student’s needs have been met. Include the data source as well as the “cut score” and timeframe. Eligibility Criteria Key Components Exit Criteria 34 Resources/PD

35. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit Criteria Eligibility Criteria 35 Resources/PD

36. Eligibility Criteria Key Components Exit Criteria 36 What resources are needed? (materials, PD, food….?)

37. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit CriteriaEligibility Criteria 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete-Pictorial- Abstract) Teacher & interventionist plan weekly 37 Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others.., 1 3 4 4 5 2

38.  What is making sense?  What questions might you have? 38

39. Eligibility Criteria Key Components Exit Criteria 39 Resources/PD 5. Impact on students? 4. Implemented as intended? 1. Readiness? 2. Knowledge and skills? 3. Opportunity? Getting Ready

40. Randel Jasserand, Chicago Public Schools 40

41. Strategic Management Ensuring School & Student Success Selected Slides from webinar Feb. 20, 2013 Randel Josserand, Chief of Schools

42. Typical School Improvement 42 Student Outcome Metric Improve State Reading Assessment from 56.2% Meet/Exceed to 64.2% M/E (+8% Points) Lunch Bunch Program (GR 3-8) Reading Recovery Program (GR K-2) After School Tutoring (3-8) Balanced Literacy Program ( GR 3-5) Extended Small Group (K-2) SS & Reading / Lit Circles ( GR 6-8) Guided Reading Program ( GR K-2) Lunch Bunch Program (GR 3-8) Writer’s Workshop Program ( GR 6-8)

43. Typical School Improvement 43 Student Outcome Metric Improve State Reading Assessment from 56.2% Meet/Exceed to 64.2% M/E (+8% Points) Lunch Bunch Program ( GR 3-8) Reading Recovery Program ( GR K-2) After School Tutoring (3- 8) Balanced Literacy Program ( GR 3-5) Extended Small Group( GR K-2) SS & Reading / Lit Circles ( GR 6-8) Guided Reading Program ( GR K-2) Lunch Bunch Program ( GR 3-8) Writer’s Workshop Program ( GR 6-8) Computer Program ( GR K-2) Math Literacy Program ( GR 6-8) Silent Reading ( GR 3-5) SSR ( GR K-2) Reading Workshop ( GR K-2) After School Tutoring (3- 8) Breakfast Club (3-8) Before School Tutoring (3-8) Small Group Reading (K- 2) New Grade Card ( GR 6-8)

44. Typical School Improvement 44 Student Outcome Metric Improve State Reading Assessment from 56.2% Meet/Exceed to 64.2% M/E (+8% Points) Running Record (K-2) Running Record (3-5) Interim Assessment (3-5) Interim Assessment (6-8) DIBELS Assessment (K-1) Reading Recovery Program ( GR K-2) After School Tutoring (3-8) Balanced Literacy Program ( GR 3-5) Extended Small Group (GR K-2) SS & Reading / Lit Circles ( GR 6-8) Guided Reading Program ( GR K-2) Lunch Bunch Program ( GR 3-8) Writer’s Workshop Program ( GR 6-8) Lunch Bunch Program (GR 3-8) Lunch Bunch Program ( GR 3-8) Reading Recovery Program ( GR K-2) After School Tutoring (3- 8) Balanced Literacy Program ( GR 3-5) Extended Small Group( GR K-2) SS & Reading / Lit Circles ( GR 6-8) Guided Reading Program ( GR K-2) Lunch Bunch Program ( GR 3-8) Writer’s Workshop Program ( GR 6-8) Computer Program ( GR K-2) Math Literacy Program ( GR 6-8) Silent Reading ( GR 3-5) SSR ( GR K-2) Reading Workshop ( GR K-2) After School Tutoring (3- 8) Breakfast Club (3-8) Before School Tutoring (3-8) Small Group Reading (K- 2) New Grade Card ( GR 6-8)

45. Strategically Managing School Improvement 45 Student Outcome Metric Improve State Reading Assessment from 56.2% Meet/Exceed to 64.2% M/E (+8% Points) Reading Recovery Program ( GR K-2) After School Tutoring (3-8) Balanced Literacy Program ( GR 3-5) Extended Small Group (GR K-2) SS & Reading / Lit Circles ( GR 6-8) Guided Reading Program ( GR K-2) Lunch Bunch Program (GR 3-8) Writer’s Workshop Program ( GR 6-8) Running Record (K-2) Running Record (3-5) Interim Assessment (3-5) Interim Assessment (6-8) DIBELS Assessment (K-1) Develop Project Plans Each New Intervention MUST Have a Fully Developed Project Plan. GR-IM-E

46. Strategically Managing School Improvement 46 Student Outcome Metric Improve State Reading Assessment from 56.2% Meet/Exceed to 64.2% M/E (+8% Points) Reading Recovery Program ( GR K-2) After School Tutoring (3-8) Balanced Literacy Program ( GR 3-5) Extended Small Group (GR K-2) SS & Reading / Lit Circles ( GR 6-8) Guided Reading Program ( GR K-2) Lunch Bunch Program (GR 3-8) Writer’s Workshop Program ( GR 6-8) Running Record (K-2) Running Record (3-5) Interim Assessment (3-5) Interim Assessment (6-8) DIBELS Assessment (K-1) Identify Fidelity Metrics for Each Intervention Each New Intervention MUST Have One Or More Fidelity Metrics Fidelity Metrics

47. Are the RIGHT PEOPLE… Doing the RIGHT THINGS… In the RIGHT WAY… At the RIGHT TIME… …for the benefit of Students?

48. Strategically Managing School Improvement 48 Student Outcome Metric Improve State Reading Assessment from 56.2% Meet/Exceed to 64.2% M/E (+8% Points) Running Record (K-2) Running Record (3-5) Interim Assessment (3-5) Interim Assessment (6-8) DIBELS Assessment (K-1) Reading Recovery Program ( GR K-2) After School Tutoring (3-8) Balanced Literacy Program ( GR 3-5) Extended Small Group (GR K-2) SS & Reading / Lit Circles ( GR 6-8) Guided Reading Program ( GR K-2) Lunch Bunch Program (GR 3-8) Writer’s Workshop Program ( GR 6-8) Fidelity Metrics

49. 49 Quarter 1 “CPA” Level of Use (Rating = 0 - 4) Percent Proficient (Benchmark) Sept.3.570% Oct.3.053% Nov.3.051% Dec.2.548% Fidelity Metric (Process Data) Outcome Metric (Impact Data)

50. Leadership and Learning Center 2010 CPA Strategy Implementation Data “Level of Use”, Rating Scale 0-4 Fidelity = 3.0

51. Leadership and Learning Center 2010 CPA Strategy Implementation Data “Level of Use”, Rating Scale 0-4 Fidelity =3.0 Outcome Metric = 75% What is the relationship between Fidelity & Achievement?

52. 52 Same Data….Different View (3.5, 70%)

53. Fidelity Indicator “Level of Use” Fidelity Indicator Title I Math Lab # Minutes Direct Instruction Fidelity Indicator 53 MATH Obj. 60% students proficient by June 2016 Title I Before School Lunch Bunch Online Courses TIER I (CORE) TIER II (SUPPLEMENTAL) TIER III (SUPPLEMENTAL) ASSESSMENT Math Workshop Curriculum-Based Assessments NWEA District Benchmark DIBELS-Math Concrete- Pictorial-Abstract SIP

54. Fidelity Indicator 54 MATH Obj. 70% students proficient by June 2016. Research-Based Math Strategies (CPA, ….) Everyday Math Title I Extended Day Programs (K-6) Pull-Out Programs Title I Summer School Reading Recovery TIER I (CORE ) TIER II (SUPPLEMENTAL) TIER III (SUPPLEMENTAL) DIBELS-Math ASSESSMENT District Benchmark NWEA Curriculum-Based Assessments DIP Title I Tech- Based Math Workshop

55.  What would your map look like? ◦ Core Instruction ◦ Supplemental instruction ◦ Assessments  What is making sense?  What questions might you have? 55

56. Step-by-Step Process SIP/DIP 56

57. 57 SIP/DIP GOAL AREA Measurable Objective ASSESSMENT Step 1 Step 1. Step 2: List all local assessments used to measure and/or monitor student achievement in this content area List all local assessments used to measure and/or monitor student achievement in this content area. Link to Measurable Objective. Step 2: List all local assessments used to measure and/or monitor student achievement in this content area List all local assessments used to measure and/or monitor student achievement in this content area. Link to Measurable Objective.

58. 58 SIP/DIP GOAL AREA Measurable Goal/Objective TIER I (CORE) TIER II (SUPPLEMENTAL) TIER III (SUPPLEMENTAL) ASSESSMENT Step 3: Identify core and supplemental programs, strategies or initiatives that support student learning in the content area. (DIP/SIP) Step 3: Identify core and supplemental programs, strategies or initiatives that support student learning in the content area. (DIP/SIP)

59. 59 Mathematics Measurable Goal/Objective “CPA” Strategy Title I Before School Lunch Bunch Title I Lab Online Courses TIER I (CORE) TIER II (SUPPLEMENTAL) TIER III (SUPPLEMENTAL) ASSESSMENT Math Workshop Step 4: Sort and label programs/initiatives. Title I Math Lab

60. 60 Mathematics Measurable Goal/Objective “CPA” Strategy Title I Before School Lunch Bunch Title I Lab Online Courses TIER I (CORE) TIER II (SUPPLEMENTAL) TIER III (SUPPLEMENTAL) ASSESSMENT Step 5: Link assessments to programs Title I Math Lab Math Workshop

61. Fidelity Indicator Title I Math Lab # Minutes Direct Instruction Fidelity Indicator 61 Math Obj. 60% students proficient by June 2016 “CPA” Title I Before School Online Courses TIER I (CORE ) TIER II (SUPPLEMENTAL) TIER III (SUPPLEMENTAL) DIBELS-Math ASSESSMENT District Benchmark District Benchmark NWEA Curriculum-Based Assessment Math Workshop Step 6: Identify Fidelity Indicators

62. Monitoring Adult Practice 62

63. “Title I Before School Math Program” Purpose: To improve the foundational math skills of students in grades 4- 6 so they can access and achieve grade-level standards. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit Criteria Eligibility Criteria 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete-Pictorial- Abstract) Teacher & interventionist plan weekly 63 Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others.., MONITOR Fidelity Indicator: # Minutes Instruction “Implementing w/fidelity ” “Getting Ready”

64. MEAP: Level 3 or 4 for two consecutive years District Benchmark Assessment: below 65% on 2 of last 3 assessments NWEA: 0-25 th percentile on most recent assessment MEAP: Level 1 or 2 on most recent assessment District Benchmark: at least 70% on 2 of last 3 assessments NWEA: 26 th percentile or higher on last assessment C or better semester grade in math. Key Components Exit CriteriaEligibility Criteria 30 min., 2-3x week, a.m. Breakfast snack 10:1 stud:tchr ratio Students grouped by need Pre-teaching of skills to support access to grade-level curriculum Aligned to daily classroom instruction Use research-based strategies (i.e., Concrete- Pictorial-Abstract) Teacher & interventionist plan weekly 64 Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others.., “Implementing w/fidelity ”

65. “Critical Features” Learning GoalsBaseline Data Organize content into concepts Use 3-step approach 1.Introduce concepts using concrete materials (i.e., manipulatives, measurement tools) 2.Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model. 3.Formal work with symbols (abstract) to represent numerical operations. Common grade-level planning 2x/month Use Lesson Plan/Data templates 65 Resources/PD Research Base Local Expectations for Implementers

66. “Critical Features” Learning GoalsBaseline Data Organize content into concepts Use 3-step approach 1.Introduce concepts using concrete materials (i.e., manipulatives, measurement tools) 2.Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model. 3.Formal work with symbols (abstract) to represent numerical operations. Common grade-level planning 2x/month Use Lesson Plan/Data templates 66 Resources/PD Fidelity Indicator: Level of Use, 0-4

67. Assessing the Fidelity Protocols Classroom Observations Staff Self- Assessments/Surveys Walk Through Data Focus Group Interviews

68. “Program” Eligibility CriteriaExit Criteria 68 Resources/PD 5. Impact on students? 4. Implemented as intended? 1. Readiness? 2. Knowledge and skills? 3. Opportunity? Key Components

69. MDE Program Planning Tool http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc DESCRIPTION of the Program/Strategy/Initiative Q1. How will we ensure readiness for implementing the strategy/program/initiative? Q2. How will we ensure that staff and administrators have the knowledge and skills to implement the strategy/program/initiative? Q3. How will we ensure that there is opportunity to implement the strategy/program/initiative with fidelity? Q4. How will we ensure that the strategy/program/ initiative will be implemented as intended? Q5. How will we ensure a positive impact on student achievement? Getting Ready

70. MDE Program Planning Tool http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc http://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc DESCRIPTION of the Program/Strategy/Initiative Q1. How will we ensure readiness for implementing the strategy/program/initiative? Q2. How will we ensure that staff and administrators have the knowledge and skills to implement the strategy/program/initiative? Q3. How will we ensure that there is opportunity to implement the strategy/program/initiative with fidelity? Q4. How will we ensure that the strategy/program/ initiative will be implemented as intended? Q5. How will we ensure a positive impact on student achievement? Implementing & Monitoring, to inform Evaluation

71. Created by Beth Brophy, State School Support Team Coordinator

72. Michigan Continuous School Improvement District & School: Plan, Monitor, and Evaluate Michigan Continuous School Improvement District & School: Plan, Monitor, and Evaluate

73.  Take 5  Big Ideas  Next Steps  Feedback: +/∆/? 73

74.  Oakland Schools: ◦ Jan Callis, Title I: jan.callis@oakland.k12.mi.usjan.callis@oakland.k12.mi.us  WAYNE RESA: ◦ Jolia Hill, Title I: hillj@resa.nethillj@resa.net 74

75. 75

76. Current State Preferred Future Baseline Data  Implement “Program”  Summative Data 76

77. “Critical Features” (“Gold Standard”) Learning Goals (Evidence of Success) Baseline Data (Evidence of Need) 77 Supports, Resources, PD

78. “Critical Features” (“Gold Standard”) Learning Goals (Evidence of Success) Baseline Data (Evidence of Need) 78 Supports, Resources, PD Current State Preferred Future

79. “Critical Features” (“Gold Standard”) Learning Goals (Evidence of Success) Baseline Data (Evidence of Need) 79 Supports, Resources, PD Are we READY to implement?

80. “Critical Features” (“Gold Standard”) Learning Goals (Evidence of Success) Baseline Data (Evidence of Need) 80 Supports, Resources, PD Are we implementing with fidelity?

81. MEAP: 40% of students successful (80% correct) on numeration/ operation items Benchmark Assessments: Error analysis suggests misconceptions with numeration concepts impacting performance on operations. Classroom Assessments: 60% students performing at grade- level on operations 55% students proficient on numeration/operation items (80% correct) on state assessment, May 2015 Benchmark Assessments: Increase proficiency on numeration items by 10% or more for each grade level Classroom Assessments: 80% students at grade level on operations by June 2014 “Critical Features” Learning GoalsBaseline Data Organize content into concepts Use 3-step approach 1.Introduce concepts using concrete materials (i.e., manipulatives, measurement tools) 2.Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model. 3.Formal work with symbols (abstract) to represent numerical operations. Common grade-level planning 2x/month Use Lesson Plan/Data templates 81 Manipulatives, PD for All Math Teachers (registration, sub costs),; others..,

82. Parents will: Students will:Teachers will: 82 Resources, Workshops, PD

83. 83 “Tri-Fold” Brochure: Outside Cover School Improvement Goals Achievements Important Dates Who to Call: School Name Logo Address Principal Contact Information

84.  Oakland Schools: ◦ Jan Callis, Title I: jan.callis@oakland.k12.mi.usjan.callis@oakland.k12.mi.us  WAYNE RESA: ◦ Jolia Hill, Title I: hillj@resa.nethillj@resa.net ◦ Ann LaPointe, School Improvement: lapoina@resa.netlapoina@resa.net 84