Iowa Support System for Schools and Districts in Need of Assistance

Iowa Support System for Schools and Districts in Need of Assistance
Phase III: Design AEA Month Day, Year Updated August 12, 2009 --Welcome --Introductions --Go over ground rules and schedule for the day Revised August 12, 2009

Today, you will . . . Increase your understanding of the Design Phase.
Become familiar with the action plan that must be completed by an identified building/district. Access several tools for design, including template for action plan. Welcome to this module where we will take a look at Phase III – the Design Phase - to support schools and districts who are identified in need of improvement/assistance. This phase is completed after the audit and diagnosis phases; it must be completed within 90 days of notification to meet federal regulations. Our goal today will be to increase your understanding of the action planning process. We share a few tools that you might use in this phase in order to complete an action plan based on the “if. . . then” statements and/or theory of change developed in the Diagnosis Phase. You will want to explore this phase more once the audit and diagnosis are complete and you can address specific solutions to areas of concern of the identified schools and districts. If a school/district has “skipped” the diagnosis phase and jumped directly from audit to the design of the action plan, you will want to encourage them to “dig deeper” and complete the diagnosis phase. Too often schools “jump” from audit to design and have not identified the root cause(s) of their problem, and end up “band-aiding” symptoms and not solving real issues. Note: The federal government uses the term “school in need of improvement” (SINI) and “district in need of improvement” (DINI), but Iowa has chosen to use the term, “school in need of assistance” (SINA) and “district in need of assistance” (DINA), although some will use improvement in place of assistance. Please use the term that your school has chosen to use. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Phase III – The Design Phase I – The Audit Phase II – The Diagnosis
The Phases of the Support for Schools and Districts in Need of Assistance (SINA & DINA) Phase I – The Audit Phase II – The Diagnosis Phase III – The Design Phase IV – The Implementation (and Monitoring) Phase V – Monitoring and Assessment These are the five steps of the Iowa Support System for Schools and Districts in Need of Assistance. You have already looked closely at the first phase, the audit phase, which is completed immediately upon identification of a school/district in need of improvement/assistance. You have also worked through the Diagnosis Phase, where you completed a gap analysis and determined “if. . . then” statements and/or a theory of change for solutions to areas of concern. We are going to take a closer look now at the Design Phase, where we will develop an action plan based on the “if then” statements and/or the theory of change determined in the Diagnosis Phase. Note: You may want/need to explain that “school/district in need of improvement” is a federal term while “school/district in need of assistance” is a more positive and proactive Iowa term for the same thing. Schools are welcome to use either. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Guiding Principles for Iowa Support Teams
Build on school/building strengths Encourage shared school leadership Analyze data to make decisions Focus on teaching and learning through a systems approach Integrate quality professional development practices Promote alignment of all components of the system Integrate existing state initiatives Reflect collaborative efforts throughout the structure Build capacity and accountability at all levels Implement evidence-based strategies Tool(s) Used with This Slide: Guiding Principles for Iowa Support System The original Design Team for the Iowa Support System for Schools and Districts in Need of Improvement/Assistance recognized the importance of providing a set of guiding principles – norms that were based on best known practices, the expectations of the United States Department of Education, and the “charge” given to the design team by Judy Jeffrey. It’s important to note that “systems” is a key word in the document as well as in the expectations – the system of a single building but also its relationship to the district system as well. In the original guiding principles, it addressed “scientifically based research strategies.” However, the Iowa Department of Education now uses “evidence-based.” POSSIBLE ACTIVITY: Each participant completes the missing word/phrase in the “Guiding Principles.” For example: Build on ___________________ strengths. Encourage shared school _____________. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Our Norms for Today Share experiences to enrich others. Ask questions.
Learn by doing. Set aside any preconceived notions about development of action plans. Apply to your own work. Think S-A-L-S-A! Adapted from Training Manual for Assessing Impact: Evaluating Staff Development by Joellen Killion, ©2003 Share norms with participants. (Note that these are consistent in the PowerPoints for the overview and all five phases.) Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Purpose of the Design Phase
Provides for the development of an action plan to address the area(s) of concern in order to increase student achievement. Based on the prioritized solutions and resulting “if then” statements and/or theory of change of the Diagnosis Phase. Tool(s) Used with This Slide: Action Plan Template Encourage schools to use the action plan template as presented. This provides state-wide consistency and facilitates the peer review process. Previously identified schools have provided positive comments about the ease in use of the template. Schools who have chosen to use the template have not had to send in missing materials later as the template addresses those. Also, using the template is beneficial because it is dissimilar to past plans schools have learned and is, therefore, less likely to be associated with documents that leaders equate with bad planning habits. A detailed plan of action encompasses the system and provides the support necessary to ensure that the plan will be implemented. The facilitators must maintain a delicate balance between moving the work forward in a timely manner and developing leaders’ skills so that in the long term – once the school/district is “off the list, they will not depend on us to help them do the work. The facilitator’s goal is to make sure that leaders have high-quality examples of the tools developed in this stage of the work. Later, the goal is to move into a more mentoring/coaching role and ensure that leaders have the capacity to develop their action plans on their own. The facilitators must maintain a delicate balance between moving the work forward in a timely manner and developing leaders’ skills so that in the long term, they will not depend on us to help them do the work. We will be sharing examples of the action plan as well as steps to complete it as the day progresses. Note: Districts in Need of Assistance – Corrective Action MUST use the district template provided. It is located on the website especially for districts in needs of assistance. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Review the Definition of Desired State
Desired state is the picture of your school/district that you wish to reach after the completion of your improvement process (your action plan). The desired state we have all agreed to reach and be held accountable to is . . . Determined collaboratively Based on research, best practices, and promising practices Focused on the alignment of curriculum, instruction, and assessment to the standards Provides for the implementation of a process for increasing alignment of instructional strategies and learning at the classroom level “Doable” in the near future Note: Ideally, you want to focus on research-based strategies, but may need to look at best practices and/or promising practices when there is not enough/any scientifically based research available. (No Child Left Behind) For example, presently there is limited scientifically based research in mathematics, so schools will be forced to rely on best practices and other research that does not meet the standards of “scientifically based research.” Note: Focus on the term “doable.” By narrowing the scope of the action steps in the plan, it will cause your team to look at prioritizing the work you can do within the time frame, targeted on increasing student achievement, and eliminating barriers to the success/achievement of the desired state. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Preparing the Leadership Team to Develop the Action Plan:
Include key people on the leadership team (e.g., building principal, teachers of identified content area and across grade levels, content specialist(s), special needs – ELL, special education, gifted and talented, AEA staff, parents) (Note that district leadership teams should reflect central office staff , the board, and community representatives in addition to those on building leadership teams. Clarify role, function and responsibility of team members in designing the action plan Define ground rules Develop team operations (e.g., agenda, minutes, time commitment, logistics) Identify supports available (e.g., central office, AEA staff, other resources) Note: This team may already be well established due to the diagnosis phase – if not, be sure to take time to make this happen. The building principal may not want to serve as facilitator of the leadership team in designing the action plan in order to be an active participant and to model distributive leadership in the building. The same may be true of the superintendent in regard to the district leadership team. The position of facilitator might be a good role for the Iowa Support Team Lead. Be sure that teachers and other educators involved have credibility with colleagues and staff. These people should/could be the very same leadership team involved in the diagnosis phase – although you may want to be sure that others are included as needed, especially experts in the identified area if not already included. Skills that will be needed include leadership, facilitation, school/district improvement planning, presentation, data analysis (as this team will be responsible for collecting and reviewing both formative and summative data during the implementation and evaluation phases), and communication. The support team, with assistance from the AEA and/or DE, will provide assistance in developing these skills in the leadership team, as needed. AEA Technical Assistance and/or Support Team member’s participation should be considered and is even recommended Payment for leadership team’s time (e.g., substitutes, hours beyond contract) may be addressed with Title I SINA funds. Note that there are not Title I DINA funds. Resources for information about building/district leadership teams: SMART Schools Handbook Assessing Impact Handbook Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Activity: What are the essential elements of an action plan?
Brainstorm with 2 or 3 colleagues Record the elements that you determine as essential for an effective action plan Be ready to share out Activity: Complete this activity with the participants. Provide them with the opportunity to talk with two or three other individuals to identify what they believe to be important elements in an effective action plan. Have them “pop corn” (i.e., individuals call out responses randomly) their brainstormed ideas to you, and note those on large chart paper. This activity allows you to assess their background with action plans as well as honor what they already know. Charted participant responses on chart paper might include the following: Key people/ participants Dates for revisiting the plan Clear, measurable objective Goals and action steps Budget Timeline Technology Responsible parties Ties to CSIP, APR, AYP, or school/district goals Shared vision Ownership & commitment Focus Precise language, no acronyms Measurement of goals Involvement of key stakeholders (e.g., teachers, principals, parents, paraprofessionals, central office, community members, board members) Note: Rarely do participants recognize the importance of steps to monitor and evaluate their progress with the action plan as well as steps to communicate progress on the action plan. There is no need to share this now as we will address it as we go. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Essential Elements: Federal Requirements for Action Plan
Mentoring of new and experienced teachers Parent Involvement 10% of regularly allocated Title I funds must be used to support articulated professional development Peer review Due to Iowa Department of Education within 90 days of identification Notification to parents regarding school choice and transportation Explanation of why previous improvement efforts were unsuccessful Two-year plan, one-year budget Increased proficiency of students in reading or math, as identified Evidence-based research Identify essential elements – per federal requirements – compare to their list. Points to make about the federal requirements include the following: Letter of Notification: The letter of notification should be attached to the action plan when it is sent to the Iowa Department of Education. Sample letters of notification are provided to each identified district/school. Iowa Support Team members also have access to them on their web site ( Note that districts must, if identified as a District in Need of Assistance, notify their public of their identification. Failure of Previous Improvement Efforts: The explanation of why previous improvement efforts were unsuccessful must be stated in the action plan where the diagnosis summary is provided when we answer the question, “What do data tell us about student learning needs?” Federal Funding: Federal funds for schools in need of assistance (SINA) are allocated on an annual basis. Some funding will be available for schools that continue to be identified for multiple years; however, the dollar figure cannot be ascertained until August of each year. Also note that District in Need of Assistance (DINA) to not have federal funds allocated to them. They must, however, reserve 10% of their Title I allocation to professional development. Evidence-Based Research: Scientifically based research was originally required, and the research had to come from a peer reviewed journal, such as Reading Research Quarterly. While journals like The Reading Teacher have good information for teachers, this publication does not meet the standard of “peer reviewed” in most cases. In addition, most vended programs state that they are “research based”; however, a degree of caution needs to be exercised when selecting such programs because many have not been independently reviewed. Districts and school, however, may be in a position that “best practices,” rather than scientifically based research is used because there is not sufficient scientifically based research. In fact, the Iowa Department of Education is now using the term “evidence based” rather than requiring scientifically based research because there is so little “scientifically based research” at this point for reading and math. Mentoring of New and Experienced Teachers: The Iowa Mentoring and Induction Program focuses on first- and second-year teachers and offers excellent opportunities for those teachers to benefit from the guidance of experienced staff. However, experienced teachers in the building/district also need the opportunity to collaborate in a mentoring environment and/or access the skills and expertise of technical assistance providers. This mentoring of all teachers must be clearly articulated in the action plan. Parent Involvement: While most schools have a high percentage of parents’ participation at parent-teacher conferences and have parents involved in many school activities, it is important to assist parents with home activities/learning strategies that will help students be more academically successful. The IowaParents.org is a good web site for information. Title I Allocation: Schools/Districts are encouraged to contact the Iowa Department of Education’s Title I office with questions about the 10% allocation of Title I funds for professional development. Every effort should be made to maintain existing Title I programming at the local level. Peer Review: Previously identified schools/districts used a variety of mechanisms for peer review; for example, schools within a district, schools across an AEA, schools/districts across AEAs, and support-team peer reviews. The process used by each school/district for peer reviews should be documented in the action plan. (Note: you may want to encourage your schools/districts to determine their peer review date as soon as they are identified, based upon the due date – within 90 days of identification - of the action plan to the Iowa Department of Education.) Due Date: Federal law requires that the action plan be sent to the Department of Education within 90 days of the school’s /district’s identification as a school/district in need of improvement/assistance. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Essential Element: Iowa Professional Development Model
Incorporate the model to provide teachers with additional or enhanced skills within the identified area (i. e., reading, math) An essential element that will benefit you in working with buildings to develop action plans is your own knowledge and use of the Iowa Professional Development Model. AEAs have “experts” in the Iowa Professional Development Model and often provide learning opportunities to schools about the model. As support team members, you are encouraged to further your own expertise in the model by taking part in those learning opportunities. Note: Identify any opportunities in your AEA for learning more about the Iowa Professional Development Model. This topic could also be highlighted at a “mentoring” opportunity you provide your participants as the year progresses. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Essential Element: Evidence-Based Research
Access content-area networks for reading and math Consider optional participation in state-wide initiatives/programs where appropriate Every Student Counts Every Child Reads, Reading First Instructional Decision Making (IDM) Participation in existing state initiatives is NOT REQUIRED of schools/districts in need of assistance (SINA/DINA). Schools/Districts may select the strategies for increasing student achievement and may choose any of the state initiatives (e.g., Every Student Counts, Every Child Reads, Reading First, Instructional Decision Making) if they desire. What is important is that schools /districts select strategies and programs that are evidence based and that have the best possibilities for improving their students’ achievement. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Essential Element: Allocation of Resources
Action Plan must demonstrate how resources (e.g., time, dollars, expertise) are dedicated to the achievement of the plan Two-Year Plan One-Year Budget It is important that the participants understand that a two-year plan is required of buildings and districts but that only a one-year budget is required of buildings due to annual allocation of federal dollars to the buildings. The districts, when identified as a District in Need of Assistance, are not required to provide a budget but to share how they are allocating the 10% of their Title I allocation for professional development. It is also important for the participants to know that at the end of the year, they all must update their two-year plan. For example, this year, they will be putting together a plan for AND 2010 and 2011 – and next year they will be updating the plan to – Each year, the building will also provide a new budget specifically for the year. A peer review is also required each year. Each identified Title I school identified as a school in need of assistance (SINA) receives an allocation annually to support the achievement of the action plan. The number of dollars varies based on the number of Title I schools identified, the number of areas for which they are identified (i.e., reading, math), and the size of the school. All expenditures for this year’s allocation should be made by August 31, 2010. As mentioned above, the districts do not receive dollars based on identification. They must, however, verify that 10% of their dollars are allocated to professional development in identified area. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Other Essential Elements:
Alignment with District’s Comprehensive School Improvement Plan (CSIP) Incorporation of actions for appropriate critical elements for the domains based on identified areas of concern. Provision for both formative and summative evaluation strategies. Tool(s) Used with This Slide: The Domains and Critical Elements In so far as possible, coordinating the action plan of the school/district in need of assistance (SINA/DINA) with the district comprehensive school improvement plan (CSIP) will result in a more cohesive and connected action plan for the identified building(s)/district(s). Ideally, all initiatives in which the school/district is involved should directly align with the comprehensive school improvement plan (CSIP). In addition, many identified schools/districts have an existing building/district improvement plan. The action plan of the school/district in need of assistance can build on this; many previously identified schools/district have chosen to replace the existing building/district improvement plan with the SINA/DINA action plan. Although such decisions are locally determined, schools/districts are strongly encouraged to have a single plan. As one principal said, “Our SINA plan is THE plan! It’s what we are all about! It’s what we are doing!” Every effort has been made to align the work of the state-wide support team with existing efforts from the Iowa Department of Education and AEAs (e.g., Comprehensive School Improvement Plan, Iowa Evaluator Training Program, Iowa Mentoring and Induction Program, Data-Driven Leadership, Iowa Professional Development Model, Iowa Decision Making process, Learning Supports, Every Student Counts, Every Child Reads, Reading First). You are already aware of the domains that will be addressed, but we have summarized the domains and critical elements below (and in the handout) as a reminder only. Academic Domain: · Standards · Curriculum · Instruction · Assessment Quality Educator Domain: · Professional Development · Leadership/Supervision · Internal Communications · Climate and Culture District/School Domain: · External Environment · Stakeholders · Resource Allocation · Technology · Accountability The one area we have found where schools/districts really need assistance and support is in the selection, development, and use of formative and summative assessments. The plans must include a clear process of regularly checking progress through the use of the formative data, and ultimately the summative data. It is also wise to have clear checkpoints for the support team lead to check in with staff members responsible for carrying out the plan – this will assure identification of individuals responsible for monitoring the implementation of the plan, including the use of formative assessments to adjust the plan as well as the learning opportunities for students. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Questions about Essential Elements
Note: As you seek to answer questions, identify those that may require additional information and/or practice. These would be great “mentoring” sessions you might offer for your participants. You might also note those as universal training opportunities we need to add to our training packets/web site information. Some key points to remember about the review and refinement of current reality “essential elements”: Essential means essential! Lou Howell reviews all action plans when turned into the Iowa Department of Education in November. They look closely for the inclusion of the essential elements as these are required per No Child Left Behind, the US Department of Education, or the Iowa Department of Education. And they just make good sense in school/district improvement! Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Key Components of the Action Plan
So let’s take a close look at the key components of the action plan! Tool(s) Used with This Slide: Action Plan Template, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet, Diagnosis Worksheet for Westlake Middle School (See the website especially for Districts in Need of Assistance for the supporting information.) Share the blank template of the action plan with the group. You may want to give the participants a few minutes to look over the key components of the action plan. Then begin looking at each one closely – making your comments based on the diagnosis phase activities – so that the participants are achieving a plan that addresses those areas of concern that were summarized in “if. . . then” statements and/or the theory of change in the Diagnosis Worksheet. Remember that the possible solutions and then, ultimately, the “if. . . then” statements and/or theory of change will be the foundation for the goal and supporting actions and activities. Note: Talk about each area as you go! Share your experiences and let them come up with ideas and ask questions as you go. You will be looking at actual plans later in the presentation. This is just to get them familiar with the components. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

The Action Plan – Key Components
District, Building, Draft, and Checklist Provides basic information to the DE and others reading the plan District Long-Range CSIP Goal for Identified Area e.g., All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school. Persons Writing the Plan e.g., contact person, building leadership team members, Iowa/AEA support team members, contents experts, principal, parents Diagnosis Summary – Based on Diagnosis Worksheet Answers the Constant Conversation Question: What do data tell us about student learning needs? Tool(s) Used with This Slide: Action Plan Template, Supporting Information for the Title I SINA/DINAAction Plan, Diagnosis Worksheet, Diagnosis Worksheet for Westlake Middle School Share the blank template of the action plan with the group. You may want to give the participants a few minutes to look over the key components of the action plan. Then begin looking at each one closely – making your comments based on the diagnosis phase activities – so that the participants are achieving a plan that addresses those areas of concern that were summarized in “if. . . then” statements and/or theory of change in the Diagnosis Worksheet. Remember that the possible solutions and then, ultimately, the “if. . . then” statements/theory of change will be the foundation for the goal and supporting actions and activities. Talk about each area – have the participants come up with examples after you have shared the first three (i.e., heading, district long-range CSIP goal, persons writing the plan). The heading just addresses the basic information – district, school, identification, etc. Individuals need to check all that apply. (Note that the Supporting Information for the Title I SINA/DINA Action Plan provides an explanation for each item. It would also be helpful to the facilitator of this presentation in providing details.) The District Long-Range CSIP goal should come directly from the district’s comprehensive plan – and the goal that aligns with the identified area (i.e., reading, math). Persons Writing the Plan: This should include a list of people from the leadership team that have put the plan together. There may be additional participants (e.g., parents, central office staff, AEA staff – including the Iowa/AEA support team lead/members, content specialists) Diagnosis Summary – In this area, the action plan summarizes information from multiple sources/points of data that indicate the student learning needs. Important data from the audit/diagnosis phases should be included. It is also important to provide an explanation or specific examples of why previous improvement efforts were unsuccessful. Examples of these data might include the following: Summary of analysis of ITBS/ITED scores, including scores of subgroups – noting deficit areas; Summary of other multiple measures scores (e.g., screening assessments, diagnostic assessments, criterion-referenced assessments, district assessments, classroom assessments) – noting deficit areas; Data indicating the need for alignment of standards/benchmarks with teaching and assessment; Data indicating need to increase instructional time; Data indicating need for professional development focused on strategies to alleviate deficits; Perceptual data (e.g., parent engagement, Instructional Practices Survey, What Works in Schools Survey) indicating needs of specific areas. (You may want to have the participants take a close look at the Diagnosis Worksheet from Phase II - Diagnosis and/or the Diagnosis Worksheet for Westlake Middle School, as these should help them identify the needs identified and actually impact the actions and activities in the plan as well. You also may want to share the document Supporting Information for the Title I SINA/DINA Action Plan. The schools and team members have found this information very helpful and assures all requirements are included in the plan. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Clarifying Your Program Goals
What are the program’s goals? Goal is the desired state. Improve physical well being. Actions explain how to achieve the goal Walk daily. Eat healthy foods. Goals and actions/activities differ. Actions/activities are the means to accomplish the goal. This step is knowing where you are going, knowing how to measure where you are going, and knowing what you are going to do to get you there. Review the content of the slide. A “real world” example is used to share the meaning of each. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Setting Standards for Acceptable Performance
Specifies how good is good enough Specifies “success” in advance Provides a benchmark/baseline for comparison before and after professional development Answers the question, “How good is good enough?” Standards of success answer the question: How good is good enough? Standards of success establish a benchmark against which to measure success. (If you write SMART goals, the standard of success is included in the goal itself.) Setting standards for success requires consideration of the context, history with change, past performances, and degree of underperformance. Encourage team members to remind schools to be realistic as they set the “standard of acceptable performance” – they want to push themselves, but they also want to be realistic. They also do not have much choice due to AYP and No Child Left Behind (see two slides ahead). Note: You may want to connect this to CSIP indicators! CSIP Questions: What do data tell us about our student learning needs? What do/will we do to meet student learning needs? How do/will we know student learning has changed? How will we evaluate our programs and services to ensure improved student learning? Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Identifying Indicators of Success/Progress
Indicators of success/progress specify how we will know if the goal has been achieved. They “operationalize” the goal. They identify the type of measurement. Student achievement as measured by an assessment of student learning. The indicator of success/progress specifies how we will know if the goal is achieved. It operationalizes our goal. The standard is the amount of improvement, the indicator is the type of measurement—what will we accept as proof? For the purposes of action planning and helping schools in need of assistance be successful, the goal needs to focus on STUDENT ACHIEVEMENT! Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

The Action Plan – Key Components
Indicators of Progress Formative data indicating progress of students toward the identified building/district goal. Summative data indicating increased student achievement Answers the Constant Conversation Question: How will/do we know student learning has changed? Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan Be specific in identifying what you will be looking for to indicate you have been successful in increasing student learning. (Note: You may want to have the participants come up with examples, or you may want to provide them with examples.) Summative Assessments: Be specific in identifying multiple data sources and points which will be used to determine student achievement of the identified goal(s) Examples of these summative assessments include the following: ITBS/ITED scores – e.g., the percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Math Text AYP (Adequate Yearly Progress) trajectory building information; e.g., the percentage of increase for low SES, African-American, Hispanic, and special education students will be proportionately higher each year for all 8th graders to reach 74% proficiency in math by the end of the school year. ICAM scores Stanford scores Measurement of Academic Progress (MAP) scores Criterion-referenced assessments results Year-end district assessment results Formative Assessments: Be specific in identifying multiple data sources and points which will be used to determine student progress towards the identified goal(s). Examples of these formative assessments include the following: Teacher observation of students Review of student work Probes (e.g., Jamestown Readers, Measurement of Academic Progress, DIBELS, ALEX, BRI) Teacher-constructed assessments (e.g., quiz, chapter test) Formative assessments are given periodically to inform instruction and to answer these questions: 1) How does student progress compare to past performance? 2) How does student progress compare to peers? 3) How well is the student responding to instruction? Some assessments can be used both at the formative and summative levels: e.g., average daily attendance rates, participation rates in assessments, teacher professional development in the identified area, assessments aligned with standards and benchmarks. Some examples of indicators of progress could include the following: The percentage of eighth grade students who participated in ITBS will be at least 95%; The mapping of the curriculum will be aligned to focus on the teaching of appropriate standards and benchmarks before the formative/summative assessments. The students will take part in math activities at least 60 minutes each day. Formative and summative assessments that align with the standards and benchmarks will have been developed in and piloted in Math teachers will participate in professional development focused on problem solving and interpretation of data using graphs and charts. All staff will participate in professional development (including subsequent implementation expectations) related to the interconnection of math to all content areas, focusing on problem solving and use of graphs and charts. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

SMART Goals Specific change Measurable change
Attainable, realistic outcome Results driven – student achievement Timebound Garmston, JSD, Summer 1997, pp 64-65 From The Handbook for SMART School Teams by Anne Conzemius and Jan O’Neill (Note that each AEA’s support team received this resource in the fall of 2005.) As mentioned earlier, SMART goals are being used by many across the state and nation – they combine goals and objectives and describe what is wanted as well as the standard of success. When goals are written in this format, they specify the kind of change desired. To be evaluable, a program needs either goals and objectives or SMART Goals! Strategic and specific: means that these goals will have both broad-based and long-term impact because they are focused on the specific needs of the students for whom the goal is intended. Measurable: means being able to know whether actions made the kind of difference we wanted: being able to measure change in results because of those actions. Attainable: goals need to be within the realm of our influence or control, and doable given current resources. You must know your starting point (baseline), how much time you have to accomplish the goal and what kinds of resources you have to make the necessary changes. Results-based: goals aimed at specific outcomes that can be measured or observed. Results-based goals define not only what is expected, but they also communicate a desired end point. Time bound: Putting a time element in a goal helps you determine attainability. In short, SMART goals let us monitor which of our efforts are making a difference and by how much. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

The Action Plan – Key Components (Con’t)
Building/District Goal Statement Supports prioritized learning needs SMART – specific, measurable, attainable, results-driven, time bound Questions to ask Is/are the goal(s) a result of the gap analysis? Is/are the goal(s) focused on increased student learning? Is/are goal(s) measurable and specific? Is/are the specific result(s) identified for the goal? Is/are the goal(s) attainable? Is there a timeline? Are measurement tools identified for each goal? Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School. Many schools in Iowa are using “SMART” goals because they meet the expectation of the qualities of a goal, as determined by the Iowa Department of Education. The January, 2002, technical assistance from the Iowa Department of Education recommends that the following components be included in a goal: Time frame for goal; Target group - which students, such as cohort, cross-sectional, all; Desired behavior – what do you want students to achieve; Measurement - if the assessment is “one shot,” how will you monitor along the way; and Criteria for decision making - such as percentage (%) or number (#). SMART goals meet these expectations because they assure that the goal is specific, measurable, attainable, results-driven, and timebound. An example of a “SMART” goal might be: By May, 2009, 75% of students at grade 8 will be performing at the proficient level and above in mathematics as measured by the mathematics assessment of ITBS using national norms and with at least 95% participation. Identified subgroups’ achievement will be proportionately higher each year. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Sample SMART Goals By 2011, student achievement in mathematics at all grade levels 3-8 will increase by 15% as measured on the ITBS assessment. By 2011, 90% of the 10th graders will demonstrate proficiency in writing on the district writing assessment. These are two sample SMART goals. Activity: Ask participants to analyze both these goals to determine if they are SMART goals. Suggest that they look for the SMART goal elements in each. S – Is it specific? M – Is it measurable? A – Is it attainable? R – Is it results-driven? T – Is it time bound? Suggest that they review their own goals – are they SMART GOALS? Writing SMART goals really shortens the assessment of evaluability as you look at the evaluation phase as they include both the goal and the standard of success. More about that later! Note: There would be several ways to meet each goal that is connected to the annual yearly progress (AYP) for No Child Left Behind: Attain the percentage increase as specifically stated, Meet the goal through the “confidence band”; Meet the goal through “safe harbor”; Meet the goal through biennium data; Meet the goal through the growth model. If there are questions about “confidence band,” “safe harbor,” “biennium data,” or “growth model” as you work with schools, you and/or the school are encouraged to call the Iowa Department of Education for clarification. The person(s) to contact are Tom Deeter ( ) or Paul Cahill ( ). Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Questions about the goals, standards and indicators of success/progress …
Clarify any questions or concerns that participants have at this point. (This may be a natural place to take a short break, if needed.) Remember that the supporting document to the action plan is very helpful in explaining and understanding each area of the action plan. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

A Good Question . . . Carefully and thoughtfully crafted evaluation questions give structure and focus to the evaluation framework. Focuses your evaluation. Guides the design of the evaluation framework. Clarifies what the intended users want to know. Facilitates both the design of evaluation and the use of findings. Good evaluation questions are important to our action plan and to achieving the desired state. The quality and type of evaluation questions impacts the design and the use of the findings. It is important to align evaluation questions with program goals and outcomes. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Attributes of An Evaluation Question
Reasonable Appropriate Answerable Specific in terms of program success Specific in terms of measure of performance Review the above attributes, noting key points below. Reasonable – doable Appropriate – aligned with goals/actions Answerable – data can be collected Specific in terms of program success – an established standard defines the success Specific in terms of measures of performance – leaders have selected specific measures to get the necessary data to answer the question(s). Narrow enough focus… There are no guidelines about how many questions an action plan strives to answer – important to answer those questions that will be most helpful to policy makers and program managers. Keep it MANAGEABLE!!!! What questions will get you the information you need/want? (Note: not every action needs to be evaluated every year. Choose those actions that are most important to you.) Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Sample Evaluation Questions
Goal: By May, 2011, improve student writing performance by 8% as measured on the district grade-level writing rubric. Did students’ classroom writing performance as measured by the district’s grade-level rubric increase by 8% as a result of teachers’ use of process writing? Goal: By May, 2011, increase student performance in math problem solving by 5% on the ITBS math assessment. Did students’ scores on the ITBS math assessment in the area of problem solving increase by 5% in classrooms where teachers were using new instructional strategies to teach students how to solve problems? Paired Activity: Both of the questions are acceptable, but one is better than the other. Which one? Why? Consider how each demonstrates the attributes of evaluation questions: Reasonable? Appropriate? Answerable? Specific regarding the standard of success/progress? Specific in terms of measure of performance. The 2nd one is somewhat better because it reflects that professional development activities that result in the use of NEW instructional strategies are paramount. The 2nd one reflects an implied Logic Model. There should be a direct correlation to teachers’ changed behaviors. Ask the Audience if this is: Reasonable – doable Appropriate – aligned with goals/actions Answerable – data can be collected Specific in terms of program success – an established standard defines the success Specific in terms of measures of performance – leaders have selected specific measures to get the necessary data to answer the question(s). Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Writing Evaluation Questions
What are your Westlake evaluation questions? Be sure that the questions align with the program’s goals. Write two formative questions. Write one summative question. Review the theory of change you developed for Westlake to see if it is possible to answer your questions given the program’s design. Tool(s) Used with This Slide: Writing Evaluation Questions, Evaluation Questions: Examples and Commentary Activity: Define and give examples of formative and summative questions. Ask participants to write evaluation questions for the Westlake Middle School staff development program described in their theory of change and logic model. Participants are advised to write at least one summative question and one or more formative questions. A summative question is one about the impact of the program. One way to write a summative evaluation question is to turn the program goal statement into a question. Formative evaluation questions are those that ask about the program’s implementation. If participants are part of a team, the team can work together to write questions. However, it will be helpful for each person on the team to write out questions – so they can receive feedback from others. 20-30 minutes – Use the handout Writing Evaluation Questions. Have them write questions and then pair with a person to discuss the questions as compared to the attributes of evaluation questions. Note: Use the handout Evaluation Questions: Examples and Commentary for further information on the critiquing evaluation questions. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Questions about Formulating Evaluation Questions…
Address any questions the participants have. Key Points: Formulate Evaluation Questions – provides structure and focus to the action plan. The action plan is based on questions – clear, focused questions that answer what stakeholders want to know about the program. Evaluation questions should be reasonable, appropriate, answerable, specific in terms of program, and specific in terms of measure of performance. When evaluation questions are written well and acceptable to stakeholders, evaluators are ready to move to the final step in creating an action plan. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Measuring Change If you are seeking to determine impact, what form of comparison would be desirable and feasible for your evaluation? Consider the types of comparisons that we just reviewed – which are most appropriate for your evaluation questions? Remind them that their formative evaluation questions may not require a comparison. Their summative evaluation questions, however, will always require a comparison if they want to assess impact. Obviously, in determining the Adequate Yearly Progress, the panel group comparison is used, according to the Iowa accountability plan for No Child Left Behind. (4 minutes for this activity) Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Data Sources and Data Points
Data Sources – Origin of information (e.g., teacher, student, principal, system data) Data Points – Type of information (e.g., achievement data, observation summaries) Who and what are possible data sources and points for each of your evaluation questions? Data sources are the people that provide evidence to answer the evaluation questions. Data points are the actual artifacts/evidence that answer the evaluation questions. Let’s say we want to know if teachers are implementing new instructional strategies in their mathematics classrooms. Who or what might tell us if those strategies are being used? (Seek responses from participants and write them on a piece of chart paper. Possible ideas that will occur: teachers, principals, students, coaches. Data points would be the student work, lesson plans, coaching logs, observation notes. Remind them that data sources/data points are not HOW the data will be collected but rather from whom or what data will be collected. Artifacts and documents that exist within a system can be very powerful evidence for an evaluation and may be better than data points that would require additional work for teachers or principals. If data points exist, use them to the extent possible to answer the evaluation questions. If new data points are necessary, the intrusiveness may create resistance to providing the data and interfere with the accuracy and thoroughness of the data or the implementation of the innovation. Once evaluators identify possible sources of data, they will make a decision about which they will tap. They consider which data sources and data points are most appropriate and most authentic. They eliminate those that would be less reliable. For example, the evaluation may require data on student attendance. Possible data sources include the technology system’s data or the teachers. The points would include teacher attendance records, office records, and nurse log books. Information from students is probably less reliable, and the other data sources/points are more appropriate and authentic. Activity: Ask participants to identify some potential data sources/data points for one table member’s evaluation questions. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Types of Comparisons To others (state/nation)
To a criterion (41st percentile) To ourselves (over time) COMPARE TO OURSELVES: easiest type of comparison is individual pre- and post-test comparison of the scores for the same individuals. For example, each of Mrs. Smith’s 4th graders’ BRI score in the fall compared to their achievement on that same assessment in the spring. This type of comparison results in a number of difference scores, one for each individual student. COMPARE TO COHORT GROUP: Cohort group comparison compares pre- and post-test scores for same group of students. For example, all the 8th graders’ mathematics scores on a local measure in the fall compared to the scores of the same students in the spring. It is the same cluster of people from beginning to end – all of the group members are the same. This type of comparison examines how a group of students changed from the beginning of the program to its end. COMPARE TO PANEL GROUP – A panel group comparison compares the results of two groups whose members are not the same. For example, the ITBS spring test scores of this year’s 8th graders compared with ITBS scores of last year’s 8th graders. Panel group comparisons are typical of statewide assessments. This type of comparison will result in a single score of two groups assumed to be the same because they share common characteristics, and which in actuality have none of the same members. SELECTED/CONSTRUCTED COMPARISON - This is the comparison of two different groups – one that received the intervention, with another that did not. This information would be helpful to you as you read scientifically based research, recognizing the type of comparison addressed in each study. There are three possible types of selected/constructed comparisons. RANDOM – randomly assigned group – members of the group are assigned through a random selection process, such as computer-generated numbers, random-number tables, etc. Randomization can occur at the student, teacher, or school level. This kind of comparison has some potential drawback and is challenging to use in public education. MATCHED – matched comparison compares two groups matched on a set of predetermined criteria. To use a matched comparison, the evaluator seeks a group not participating in the intervention that is as similar to the group receiving the intervention as possible. If a matched comparison were between two schools, the criteria to match the schools might include the size of the school, student achievement levels, the number of teachers, the average SES, percentage of minority students, student mobility rate, etc. (Note that when comparing schools or districts in an evaluation where professional development is the intervention, the evaluator might want to consider matching factors for teachers – e.g., years of experience, degrees held, years in the system – as well as student characteristics. The more similar the two groups, the higher the validity of the comparison.) GENERIC – means comparing those receiving the intervention to a generic group. For example, if we wanted to know if the performance of 8th graders whose teachers were participating in a particular mathematics staff development program increased, and no other type of comparison were possible, we might compare the achievement scores of the participating teachers’ students to the score of some generic group of students such as the district mean score, the state mean score, or a cluster group’s mean score. This comparison allows for a comparison when a specific comparison group is not available. DIFFERENT INTERPRETATIONS WILL OCCUR WHEN DIFFERENT KINDS OF COMPARISONS ARE MADE. THE TYPE OF COMPARISON USED ALLOWS FOR DIFFERENT TYPES OF CLAIMS. THE EVALUATOR CHOOSES THE TYPE OF COMPARISON BASED ON THE QUESTION, THE DESIRE FOR A VALID AND RELIABLE EVALUATION, AND THE USER’S EXPECTATIONS OR REQUIREMENTS. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Data Points and Their Collection
Specific processes used to collect the desired data points Surveying – survey summaries Interviewing – interview summaries Logging – log summaries Observing – observation summaries Testing – test summaries Focus Groups’ Conversations – conversation summaries Others Tool(s) Used with This Slide: Data Collection Methods Data collection methodology and data sources/points are not the same thing. For example, if the evaluator seeks to determine the level of implementation of new instructional strategies, one source of data might be the teachers. There are several data collection methods that can be employed to collect the data points from the identified source, the teachers. To collect teacher data, evaluators might survey, interview, log, or observe in order to get the intended points. Resources for data collection tools include the following: Online Evaluation Resource Library: The Evaluation Center: The National Center for Evaluation, Standards, and Student Testing: The National Science Foundation: Surveys – measures of personal opinion, beliefs, or values; surveys can be done orally or in writing. Most believe surveys are written instruments (those done orally are often called interviews). Online surveys are increasingly being used because they don’t require budget for postage, paper, personnel, and they make tabulation easier. Surveys typically measure attitudes and aspirations and can, to some limited degree, assess behaviors. (The sites mentioned above are resources for example surveys for educators. Resources for student surveys are also available at some of these sites. ) Interviews – oral data collection processes in which the interviewer typically uses standard predetermined questions and follow-up questions (probes) to ask respondents about their knowledge, skills, attitudes, behaviors, or aspirations. Interviews can be done in person, over the phone, or through other electronic media. Interviews can be recorded for further analysis. Some interviews are less structured and more free flowing, although there are limitations in compiling data from multiple interviews where there are no standard questions. Logs – used to document occurrences of particular behaviors or practices. Logs may be kept by program participants, other “noninvolved” stakeholders who may be beneficiaries of the participants’ services, or by trained observers. Logs may record actions that occur such as particular teaching strategies used, time invested, or reactions. Observations – visitations to the site of the intervention for the purpose of collecting information about behaviors – usually observers have a tally sheet, a list of specific items to look for, or some other way to record their observations. Sometimes observers write scripts of the observation, recording what is happening and what participants are saying. These scripts are later analyzed using a structured process. In other cases, observers record their perceptions about the situation or combine their perceptions with anecdotal data. This type of observation is often referred to as field notes. Observations are best done by trained observers. Sometimes observations can be audio-taped or videotaped for later analysis. Even though it may be difficult, it can be worthwhile to use recording devices to ensure a complete picture of what occurred. Focus Group – a group discussion moderated by a facilitator who uses a prepared set of three or four questions to engage a small group of 6-10 participants in discussion of the questions. The questions are limited, as is the size of the group, to ensure that all participants have the opportunity to share their views. Focus groups are usually recorded for later analysis. What we have learned about evaluating the impact of professional development is that it isn’t about THE tool, but rather about the tools that the evaluator will use to gather multiple forms of data to answer both summative and formative questions – we call this triangulation or converging of data. See next slide. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Triangulation of Data Sources and Points
Multiple sources of information to answer the same question One way to reduce threats to validity is to triangulate the data sources and data points. Triangulation means using multiple data sources and points to answer the same question. Triangulation simply means evidence “converging” toward the same conclusion. For example, if the evaluator wanted to know if student achievement increased, he or she might gather standardized test scores, student grades, and student portfolios. Triangulation could also include collecting data from reading documents, making classroom observations of reading instruction, and listening to teachers’ perceptions about the new reading program. Activity: Ask participants to analyze the following example: If an evaluator wanted to know if teacher behaviors changed (a formative question), who or what would be sources and points of information? Make a list of their suggestions. Would you expect the data from each to converge toward the same answer to the questions? Would you expect these data to give you better, or more reliable, information than others? Why? 3 minutes for this activity. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Reasonable in terms of human capacity
Determine Appropriateness of Data Collection Methodologies to Achieve Data Points Financially feasible Reasonable in terms of human capacity Appropriate for type of evidence desired Authentic vs approximate Tool(s) Used with This Slide: Data Collection Methods Evaluators at this point of their evaluation framework planning make a decision about the best method(s) for collecting data from their identified data sources. They ask themselves this question: Given the data source, what is the best data collection method to use? While there is no one best method, several factors influence this decision. Efficiency, effectiveness, time, and costs are some factors considered. The evaluator will find a balance between authentic methods, which may be expensive and time consuming, and approximate methods, which are more efficient but less reliable. These decisions are challenging, yet critical. (Remember Data Driven Leadership - DDL training – where we identified the amount and type of data needed to make the decision, as determined by the level of consequences – the higher the consequence the more reliable the data must be.) If possible, an evaluator chooses a method for collecting data that aligns with the program’s goal. For example, in a professional development program in literacy that uses professional learning communities, the evaluator might choose to use focus groups rather than interviews to model or even enhance collaboration. Share the Data Collection Methods summary if you haven’t already. Highlight ones most commonly used (e.g., testing, observing). Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Scientifically Based (SBR) or Evidence-Based Research Source Focuses the content of the professional development Content Area Networks: Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School There is a federal expectation that scientifically based research is used whenever possible. However, the state of Iowa has recently focused on Evidence-Based Research. It is important to identify in the action plan the specific scientifically based or evidence-based research used to focus the plan. Use a citation the provides the bibliographic reference and chronicles the title, author, origin, date, etc. Several schools have actually just attached to the action plan a bibliography of research used; others have just indicated they have used the research aligned with the state initiatives (e.g., Reading First, Every Child Reads, Every Student Counts). Just as a reminder to all of you, the Content Network at the Iowa Department of Education as well as the OPTIONAL state/AEA initiatives available to the schools (e.g., Every Student Counts, Every Child Reads, Reading First strategies, E2T2, Instructional Decision Making) are excellent resources for scientifically based research. There are also national resources available for scientifically based research. For example, National Council of Teachers of Mathematics MAPPS – engagement of parents in mathematics (University of Arizona) Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Content for the Professional Development Identified through Research Answers the Constant Conversation Question: What will be done to meet student learning needs? Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School The details here are based on the results of the audit and diagnosis phases, and especially the “if then” statements and/or theory of change, and are specific strategies/programs to impact student needs in the identified area (e.g., reading, math). Have participants review the Diagnosis Worksheet for Westlake Middle School to identify possible professional development. While the school may focus on specific instructional strategies, they might also identify other professional development needed to assure the achievement gap is being eliminated. The question to answer here is “What will be done to meet student learning needs?” Examples might include: The teachers will map their teaching to align with the standards and benchmarks and assessments. Formative and summative assessments will be developed that align with the standards and benchmarks as well as the instruction. The teachers will study and implement strategies and tools that focus on developing problem solving and interpreting data using charts and graphs. Once developed, formative assessments will be administered and analyzed to monitor progress, with a focus on multi-step problem solving and interpretation of data using charts and graphs. The formative and summative data will also assist in identifying additional student needs as well as informing decisions regarding the professional development of teachers. These assessments will also serve to keep parents informed of student progress. Each unit taught in math will have included opportunities for parents to support the learning of math at home, especially in the areas of problem solving and interpretation of graphs and charts. All teachers in the building/district will make math connections with their contents, especially in the areas of problem solving and interpretation of data using charts and graphs. 10% of regularly allocated Title I funds is reserved for articulated professional development. (See previous slides.) Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Peer Review Process Should include the involvement of parents May want to consider using the configuration map as a tool for reviewing the action plan May want to consider using the Tuning Protocol for the review of the action plan; the Beach Ball Conversation (Fierce Conversations) would also be appropriate. Feedback on the action plan is provided by the Iowa Department of Education once the two-year action plan is submitted The one-year budget requires approval by the Iowa Department of Education’s Title I staff (Appropriate for buildings only) Tool(s) Used with This Slide: Configuration Map for Action Plan, Tuning Protocol, Checklist for Analysis of SINA/DINA Action Plan, Peer Review Agenda Sample The purpose of the peer review process is to collect feedback or input into the quality of the action plan that will be submitted to the Iowa Department of Education. The peer review process is a federal requirement and occurs annually during the 90-day action plan development time frame. The review would be conducted after a draft of the action plan has been created and prior to submission to the Iowa Department of Education. Information relative to peer review that is included in the action plan initially would be the following: Date planned for the peer review (This is a place holder as the team works on the plan – it assures that they set up the date of the review early on in the process); Schools/AEA/Individuals involved in the peer review (Participants in the review might include Iowa Support Team members, AEA consultants, external/internal district personnel, other schools’ teachers or principals, parents, and community members); Process for peer review (e.g., tuning protocol, focused conversations, configuration map, checklist) Note: the date of the actual peer review would be indicated on the final draft of the plan once the peer review has taken place and before the action plan is submitted to the Iowa Department of Education. Configuration map for action plan – this tool allows you to double check progress toward a quality action plan. It is much like a rubric used for scoring student work but the focus is on the action plan. Checklist for Analysis of SINA Action Plan – this tool allows you and the building with whom you are working to self-check progress toward a quality plan. You could certainly use both the configuration map and the checklist, but you might choose to use just one of them. The Tuning Protocol is a process that can be used to complete the peer review in an effective but very efficient way. You might also consider the Beach Ball Conversation (Fierce Conversations). Contact the facilitator of Fierce Conversations in your AEA or Lou Howell at or The Peer Review Agenda is a sample agenda that you might consider as you prepare for the peer review. The tool included in it is helpful in focusing individuals’ and the group’s thinking during the process. Reminder: You will want to encourage schools, as soon as they are identified or have completed their audit, to identify their peer review date. It should be at least one week in advance of the final due date of action plans to the Iowa Department of Education. Note: You will want to consider the “peer review process” as a mentoring focus for the participants. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Questions about Key Components
Note: As you seek to answer questions, identify those that may require additional information and/or practice. These would be great “mentoring” sessions you might offer for your participants. You might also note those as universal training opportunities we need to add to our training packets/web site information. Some key points to remember about the key components shared: Diagnosis Summary: Multiple sources and points of data are important to note; it is also important to provide an explanation or specific examples of why previous improvement efforts were unsuccessful. The federal reviewers look closely for this. Building Goals: Be sure they are specific, measurable, attainable, results-driven, and time-bound. If participants need more practice in writing these goals, you may want to plan additional follow-up in this area. Indicators of Progress: These must address both summative and formative data. You will find that successful schools use formative data – often – and actually make adjustments based on those data. We have tended in the past to use implementation data to adjust our plans; we must also use student data “along the way” to assure that the changes in teachers is having an impact on student learning. Scientifically based/Evidence-based research: Scientifically based research is a federal requirement although because of the lack of availability of “scientifically based research,” the state of Iowa has been focusing on “evidence-based research” and the federal government seems very comfortable with this approach. Content of Professional Development: Much of the professional development will focus on instructional strategies. The alignment of the instruction with the standards, curriculum, and assessments is very important and professional development can and should address those as well. Peer Review Process: Make sure it is planned for and completed. Schools that chose to use our template could easily articulate their review. Its purpose is to give “feedback” to the writers before they finalize the plan. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Implementation – How will the goal be achieved? Identifies the specific action steps and activities Answers the Constant Conversation Question: What actions/activities will we use to address prioritized needs, established goals, and any gaps between current and research-based practice? Addresses expected changes of students/learning and teachers/teaching as well as the data to support each Notes the alignment and responsibilities for each action Iowa Professional Development Model Component, Person(s) Responsible, Time, Resources Monitoring and Adjustment Provides for the adjustment of plan based on the analysis of formative and summative data collected When working with the “implementation” area of the action plan, we pay very close attention to the Iowa Professional Development Model – While the plan will address both proximal and distal activities, approximately 80% of time allocated to the actions should focus on those things that have a direct impact on the students in the classroom, which means that most of the actions and accompanying activities/action steps will have to do with the professional development of teachers and those things that immediately impact the students and their learning in the classroom. Let’s take a look at each part of Implementation in the following slides. Note: The Logic Model With intention, the elements of the logic model were embedded in the Iowa Support Team Plan. However, you may find it helpful to review the logic model from the evaluation phase to strengthen the understanding of participants on the logic model and what it brings to the action plan. The Logic Model supports the action plan. It may be different from typical action plans (embedded in Iowa Support Team Action Plan) in that it identifies increments of change over time. A logic model includes five components: inputs, activities, initial outcomes, intermediate outcomes, and intended outcomes. When you look at the action plan for Westlake Middle School, you see the “inputs” in the column, Alignment and Responsibilities. There are also “actions and activities” that set the stage for the professional development that might be included in this box (e.g., setting up a leadership team). The “activities/processes” are the actions and activities; the “initial outcomes of the activities” and the “intermediate outcomes of the activities” are the teacher changes and student changes at the formative levels; and the “results intended from the activities” are the student changes and teacher changes at the summative levels. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

The Action Plan – Key Components of Implementation
Actions and Activities/Action Steps Notification of parents’ rights and responsibilities Demonstration of mentoring and collaboration for new and experienced teachers Engagement of parents/families Evaluation of professional development and the action plan itself Formative Summative Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School In the section of Implementation, we seek to answer the question “How will this goal be achieved?” This is the question, Constant Conversation 2f (CC2f), in Comprehensive School Improvement Planning (CSIP). We look closely at the actions and activities that we will use to address prioritized needs, established goals, and any gaps between current reality and research-based practice. The potential solutions and the “if then” statements and/or theory of change of the Diagnosis Worksheet are instrumental in identifying the actions and activities. It should be noted here that, per federal expectations, parent involvement is essential in the development of the Action Plan and in the Actions and Activities/Action Steps, as appropriate. It is also important to recognize that the Actions and/or Activities/Action Steps meet other federal expectations: Notification of the parents’ rights and responsibilities will actually have happened before the action plan is designed, but the United States Department of Education (USDE) representatives of No Child Left Behind would like the process documented in the action plan. As mentioned earlier, the identified school/district receives sample letters from the Iowa Department of Education; these can be used as the basis of the notification to parents. You may want to encourage schools to consider other avenues of notification in addition to the letter. This is especially important for parents new to the building (e.g., parents of kindergartners, parents who have recently moved into the neighborhood) as well as to parents whose first language is not English. Carmen Sosa of the Iowa Department of Education has suggested having an interpreter explain the information in the letter; it would be important that the interpreter has a good understanding of those rights and responsibilities. Demonstration of mentoring and collaboration for new and experienced teachers: Be sure that this section addresses time for mentoring of new teachers and time for collaboration of all teachers. This might be attained by allocating specific time in the professional development activities for peer coaching or classroom observations/reflection by teachers. It might also make a connection to the building’s/district’s mentoring and induction plan. Engagement of parents/families: The plan might reflect the parent engagement activities within each action (e.g., parents will be made aware of the newly aligned curriculum) or be a separate action (e.g., parents will take part in the MAPPS program where they will develop their understanding of math in the area of problem solving). Evaluation of professional development and the action plan itself: No Child Left Behind requires that professional development programs be evaluated. In the past, the focus was on the efforts of adults – how many attended the workshops/learning opportunities, how many hours the adults participated in the workshops/learning, and the adults’ satisfaction with the workshop (e.g., breaks, assignments, temperature of room, pleasantness of presenter). While efforts of adults are important, the focus – the ultimate goal – now is the impact on student learning. The teachers’ application of their new learning on students and their learning is looked at closely. Teachers are developing skills in a collaborative atmosphere and using them in the classroom; implementation data is collected on the use of the strategies. As a result of this application in the classroom, students are actually using the strategies and learning from their use. Therefore, it is important that the plan address the evaluation of the professional development as well as its impact on student learning through both formative and summative assessments. We address this more deeply in the area of planning for the evaluation. Action: This is a description of the specific events that will play out in the implementation of the Action Plan. The focus is on results and processes; examples are notification of parental choice, alignment of curriculum, professional development related to instructional practices/program, implementation of instructional program, school/community activities. These are critical success factors that support successful learning and achievement. Activities or Action Steps: These include specific activities or strategies to address the goals and objectives of the action component. For SINA/DINA Action Plans, these are the specific events that will culminate in increased student achievement in reading or math through increased teacher competencies and elimination of barriers in the three domains of academics, quality educator, and building/district systems. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Administrators and Staff Work with Data
The Iowa Professional Development Model suggests answering these questions Describe how data will be collected on both frequency and skill of use with the planned change. Determine who will collect these data and at what intervals. Determine how data will be shared and with whom. Determine how often there will be a comparison of implementation data with formative data on student achievement. Will this occur in collaborative teams, school-wide, other? Source: Adapted from the Iowa Professional Development Model Tool(s) Used with This Slide: Action Plan Implementation Review, Charting the Actions There are really two levels of “monitoring” that should take place and be noted in each action plan – 1) monitoring of the implementation of the plan itself; 2) monitoring of the professional development. It is important to note that this is often the weakest step in a district/building – and yet the most important if change is to occur. Monitoring the Implementation of the Plan: You will want to be sure that your action plan specifically addresses the monitoring of the action plan itself – because it is that constant, ongoing look at implementation of the plan that assures the growth and needed adjustments when “pitfalls” are met. It is suggested that a clear process for the support lead regularly checking in with the principal and staff members responsible for carrying out the plan be noted in the plan. You become the person that can get updates on progress, provide direction and support, and identify whether additional resources or professional learning opportunities need to be provided to ensure successful implementation. A question each lead should ask is, “Does this plan address monitoring and implementation of the plan? Participants may want to use the Action Plan Implementation Review to document their visits. Remember, “what gets looked at, gets done.” We have found that some schools want you often while others appreciate your checking with them two to four times a year after the development of the plan. The participants may also want to use Charting the Actions to summarize the timeframe of actions. Monitoring the Implementation of Professional Development: Previously identified math SINA schools have recognized the value of diagnostic assessments that assist teachers with instructional decisions for teaching math. Formative assessments were also used to check for students’ understanding and adjust teaching to meet the students’ needs. It will be important for identified schools to use effective assessments – either text-related or teacher-created – to assist in this process. We will be addressing this more in our review of the implementation phase – but this is definitely new to many districts and schools. They often “look at their data” but do not “use” those data to adjust instruction to meet students’ needs. The schools that have been identified in the past have put “faces to the data” and are using both their implementation data (teacher effort) and their formative assessment data (impact on students) to adjust their teaching. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Implementation – How will the goal be achieved? Questions to guide the identification of actions and activities: Have we reviewed closely the “If Then” statements/theory of change on the Diagnosis Worksheet? Is the building/district vision focused on student learning which guides the actions and activities in the plan? Have the three domains and the critical elements been addressed? Is the plan for professional development based on student data and does it provide for increased teacher effectiveness that will impact student achievement? Has the team identified and focused on an appropriate number of instructional strategies? More is not necessarily better. Focusing on fewer actions with supporting activities in a single year often attains higher results! The “if then” statements/theory of change found on the Diagnosis Worksheet are the foundation for the actions and activities. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Implementation – How will the goal be achieved? More questions to guide the identification of actions and activities: Are the components of theory, demonstration, practice, collaboration and feedback included? Does the principal/central office and AEA learn along with teachers as aligned with the Iowa Professional Development Model? Do the actions address the federal requirements (e.g., scientifically based research, mentoring of new and experienced teachers, parent involvement, peer review)? More is not necessarily better. Focusing on fewer actions with supporting activities in a single year often attains higher results! While there are federal requirements, it is important to remember that these components have resulted in positive results on student achievement. Access the skills of AEA and other resources for technical assistance; establish a system that supports utilizing the technical assistance. Design or utilize an existing system of monitoring implementation to assure integrity of the initiative. Assure the use of formative assessments to determine the impact of the new instructional strategies on student learning. Assure that time has been allocated for teachers and the administrator(s) to meet and work collaboratively. Make data real – once teachers use data in a “user-friendly” format, they recognize the impact on their students’ achievement. Previously identified schools have found once teachers have and use the data, they want more! Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Implementation – How will the goal be achieved? More questions to guide the identification of actions and activities: Is technical assistance embedded into the plan to support the fidelity of implementation on a regular basis? Has specific time been allocated for the administrator(s) and entire staff to work with the data – both formative and summative in order to adjust instruction to meet the needs of student learning? Are there actions within the plan for the communication and review of implementation of the plan and the professional development? More is not necessarily better. Focusing on fewer actions with supporting activities in a single year often attains higher results! While there are federal requirements, it is important to remember that these components have resulted in positive results on student achievement. Access the skills of AEA and other resources for technical assistance; establish a system that supports utilizing the technical assistance. Design or utilize an existing system of monitoring implementation to assure integrity of the initiative. Assure the use of formative assessments to determine the impact of the new instructional strategies on student learning. Assure that time has been allocated for teachers and the administrators to meet and work collaboratively. Make data real – once teachers use data in a “user-friendly” format, they recognize the impact on their students’ achievement. Previously identified schools have found once teachers have and use the data, they want more! Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Changes or Impact on Stakeholders and the Data to Inform Those Changes Students Teachers Administrators Parents Others Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School On these next few slides we will explore the changes or impact we want this plan to have on the stakeholders, knowing that the ultimate changes must be on our students. We will also explore examples of the data we would use to support those changes. Some stakeholders we want to address in those changes are students, teachers, administrators (building and district), parents, and others, like the community or the school board. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Expected Changes – Students Impact on students and/or student learning Student data to demonstrate impact Formative Summative Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School, KASAB for Students Expected Changes/Impact - Students: Impact on students and/or student learning: Examples of this include improved or increased student achievement, increased student participation, students’ increased use of instructional strategies, increased differentiation of information by students, students’ increased use of special or content vocabulary, increased time-on-task, fewer office referrals, etc. Some activities or action steps may be solely for expected teacher changes and may not be applicable (NA) for student change. An example is “study by the Building Leadership Team (BLT) to amend the daily schedule.” Student data to demonstrate impact (formative and summative assessments): Formative: This includes various assessments that will assist the building in determining progress toward the goal. Formative assessments are those interim assessments used to identify progress and adjust activities/action steps to increase probability of achieving the long-term goal of increased student achievement. Some examples of formative assessments would be BRI (Basic Reading Inventory), CBM (Curriculum Based Measurement), DIBELS (Dynamic Indicators of Basic Early Literacy Skills), ICAM (Iowa Collaborative Assessment Modules), building/district assessments in math and/or reading, pre- and post-assessments for units or identified benchmarks, summary of reading materials checked out of media center, student testimonials, numbers of students and amount of time spent in supervised study centers, numbers of student with office referrals, Iowa Youth Survey, summary of school attendance, etc. Summative: The summative assessments are those long-term assessments that answer the question, “Did we reach our goal?” In most cases, these would be the ITBS (Iowa Test of Basic Skills) or the ITED (Iowa Test of Educational Development). Note: Buildings will want to have used screening and diagnostic assessments to determine student needs as well as provide a baseline. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Expected Changes – Teachers Impact on teachers and/or teaching Teacher Data – frequency and quality of teacher implementation Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School, KASAB for Teachers and Administrators Expected Changes - Teachers: Impact on teachers and/or teaching: Activities or action steps in this area could include completing curriculum mapping for math and/or reading, providing time for teachers to collaborate to insure uniform curricular implementation, providing training in specific strategies, logging implementation of specific strategies, delivery of daily focus lessons, etc. It is important to note that mentoring and/or collaborative (e.g., peer coaching) activities for both new and experienced teachers is a required activity/action step in the action plan per federal requirements. Teacher Data (formative data) – Frequency of teacher implementation; Fidelity of teacher implementation: This includes analysis of data based on several possibilities, including log of activities, gap analysis, teacher implementation logs, formative student assessment data, formative assessment analysis, discipline referral data, team meeting notes, lesson plans, observations of teachers’ implementation of strategies, alignment of personal career development plans with building SINA plan, utilization of professional resources, etc. It’s important not to overwhelm teachers immediately with “fidelity” data; they need to focus on just trying the strategies at first – so “frequency data” will be most important initially, followed then by “fidelity data” to help perfect the teacher’s use of the new strategies and determine their impact on student learning. Note: Buildings/Districts may want to consider screening and diagnostic assessments in advance to determine where teachers are before finalizing the professional development. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Expected Changes – Administrators Walk-throughs Use of data Professional development Coaching Data Coaching Summaries Analyses Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School, KASAB for Administrators and Teachers Expected Changes/Impact - Administrators: Impact on Administrators: Examples of this include consistent use of standardized walk-throughs, reporting of findings to staff, participation in professional development for teachers, participation in professional development for leadership, demonstration of coaching conversations, addressing incompetence or failure of staff to demonstrate required expectations, partnering with parents and community to achieve expectations, demonstrating competence as an instructional leaders, demonstration of shared leadership, articulation of a shared vision, stating and supporting high expectations of staff and students, development of purposeful community, use of data to inform decisions. Administrative Data: This includes analysis of walk-through data, teacher perception surveys, documentation of reflective/coaching conversations, data summaries shared with staff and others, sign-in sheets/registration/grade for participation in professional development, documentation of coaching/ feedback/ evaluation, minutes of community/parent meetings, customer satisfaction survey, evaluation of principals by superintendent, evaluation of superintendent by board, etc. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Expected Changes – Parents Impact on learning at home and/or communication Parent/Family Data – participation in activities, change in attitudes/behaviors, contacts with parents, participation in class/ school activities Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School, KASAB for Parents and Families Expected Changes - Parents: Impact on Parents/Families: Examples of this include opportunities to learn about how parents/families can impact learning at home and/or communication. Actions could include development/distribution/completion of math/reading activities for the home; Math/Reading Nights/Days; Family Book Clubs; MAPPS Math activities; home visits; phone calls; class activities involving parents and families; membership and participation in leadership teams; participation in peer review of action plan. Parent/Family Data: Examples of this include reporting of participation in activities (e.g., math activities at home, Math/Reading Nights/Days), change in attitude/behaviors (e.g., survey, focused conversations), contacts with parents (e.g., phone logs, home visit logs, classroom visit logs), participation in class activities. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Expected Changes – Others Community Board of Education Others Expected Changes - Others Impact on others: Activities or action steps in this area could result in increased participation of community members in educational opportunities (e.g., career days, financial planning for parents, development of health/social services at/near school site) as well as changes in the board of education (e.g., discussions on student learning). Other Data: This includes data that provides clear evidence of the action, activities, and results, e.g., survey of community members, participation log in/brochure for career night, establishment of social/health services. Board minutes would be another example. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Types of Change Knowledge Attitude Skill Aspiration Behavior
Tool(s) that may be used with this slide: KASAB, KASAB for Administrators and Teachers, KASAB for Students, and KASAB for Parents/Families There are five types of change – KASAB – this is a new acronym for many. We know for any type of professional development change, we must go beyond changes in knowledge and skills; we must make sure that our program addresses the participants’ changes in attitudes, aspirations, and behaviors if the program is to have a long-lasting impact on instructional practices and students’ learning. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

KASAB Knowledge Attitude Skill Aspiration Behavior
Conceptual understanding of information, theories, principles, and research Attitude Beliefs about the value of particular information or strategies Skill Strategies and processes to apply knowledge Aspiration Desires, or internal motivation, to engage in a particular practice Behavior Consistent application of knowledge and skills Tool(s) that may be used with this slide: KASAB, KASAB for Administrators and Teachers, KASAB for Students, and KASAB for Parents/Families When we plan theories of change, we think about the kinds of change we expect the program to produce and those changes are naturally in the long-term intended result but also in the knowledge, skills, attitudes, aspirations, and behaviors of the participants. Knowledge – Conceptual understanding of information, theories, principles, and research Attitude – Beliefs about the value of particular information or strategies Skill – Strategies and processes to apply knowledge Aspiration – Desires, or internal motivation, to engage in a particular practice Behavior - Consistent application of knowledge and skills Remember: Ask yourself, “What is changing?” “What do we hope to change?” If developing knowledge is the focus, it cannot be assumed that people will change their beliefs concerning that knowledge. Just because people have participated in learning about the inquiry process does NOT necessarily mean that they believe it is appropriate for them or their students. Likewise, if knowledge is developed, it cannot be assumed that people will know how to do it or develop the skill. Similarly, having knowledge might not create the desire or aspiration to use new strategies – Do I want to? Do I have the desire to? Lastly, having knowledge and skills does not mean that regular and consistent application of that knowledge and skill will occur, or – in other words – new behavior is not automatically ensured; however, it can be developed. When professional development programs are designed, the focus is usually on knowledge and skills development change – only two of five of the changes that typically accompany deep and lasting change. For a program to produce deep change, it is important to change attitudes, aspirations, and behavior as well as knowledge and skill. Activity: Give participants time to digest the KASAB – give them time to talk at the tables – what experiences have they had to assure that all of KASAB is dealt with in a professional development program? What are some ideas they have to help change attitude, aspiration, and behavior? Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

KASAB – An Example for Your Review
Type of Change Example Knowledge Understanding of problem -solving strategies Attitude All students can learn to problem solve Skill Application of the steps for math problem solving Aspiration Desire to teach all students to problem solve Behavior Daily application of research-based strategies Tool(s) that may be used with this slide: KASAB, KASAB for Administrators and Teachers, KASAB for Students, and KASAB for Parents/Families Let’s look at the examples and remember that . . . Knowledge is factual information. Attitudes are the beliefs we want participants to have. Skills are the capacities we want participants to acquire. Aspirations are the desires we want participants to have. Behaviors are the consistent application of the knowledge and skills that are driven by the attitudes and aspirations. These examples are for a professional development plan focused on increasing reading achievement. What would be other changes in each of these areas for which we could/would be looking? Knowledge – teachers would be able to explain the underlying theory and concepts of a balanced literacy program. Attitudes – teachers now believe that balanced literacy is a better approach to improve student achievement than the whole language program that had been used previously. Skills – teachers have adopted instructional strategies specifically outlined in the balanced literacy program (e.g., guided reading, word wall, modeled reading, shared reading) Aspirations – teachers want to use balanced literacy with ELL students. Behaviors – teachers are routinely using appropriate instructional strategies in their classroom practice such as guided reading, word wall, modeled reading, and shared reading. Now consider other stakeholders – e.g., principal, parents, students – what would you like them to have about a balanced literacy program in the areas of . . . Knowledge Attitudes Skills Aspirations Behaviors Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Activity for KASAB Take a look at the Westlake Middle School theory of change Select at least two audiences influenced by that theory of change e.g., students, teachers, principals, central office, parents Now complete a KASAB for each of the audiences of your theory of change Tool(s) that may be used with this slide: KASAB, KASAB for Administrators and Teachers, KASAB for Students, and KASAB for Parents/Families Encourage participants to think about KASAB for a professional development opportunity in which they have been involved - either as a participant or trainer. Using the Westlake Middle School theory of change, have participants think about the roles/audiences for the program (e.g., students, teachers, principals, central office, parents) and then determine the Knowledge, Attitudes, Skills, Aspirations, Behaviors they would want each audience to possess/demonstrate). Encourage participants to focus the KASAB for ONLY those audiences in which they would have influence Using the KASAB form, have them complete their KASAB for Westlake Middle School and transfer it to a large chart paper – and then have participants complete a gallery tour of the information, noting “Wonder” and “Wow” with sticky notes. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Alignment and Responsibilities Iowa Professional Development Model Person(s) Responsible Time – When and How Much Resources Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Diagnosis Worksheet for Westlake Middle School, Charting the Actions Alignment and Responsibilities: 1) Iowa Professional Development Model (IPDM): The model was developed collaboratively by the Iowa Department of Education with input from stakeholders and provides a structure for professional development that supports the Comprehensive School Improvement Process (CSIP) goals for student achievement. Scientifically based research and best known practices form the basis for the professional development. The model represents a recommended framework designed to assist educators in the design of high quality staff development. For SINA/DINA Action Plans, statements such as “Aligns with fundamentals of the IPDM steps 3, 4, and 6,” are sufficient. 2) Person Responsible: This identifies the person(s) responsible for the action and/or activities/action steps. Examples might include the literacy/math cadre, core grade-level teachers, principal and building leadership team; building principal; special education instructors, math team leaders, AEA consultants, central office personnel, etc. 3) Time (when and how much): This identifies when the action and/or activity/action step takes place and for how long. Examples include monthly meetings; January through March, 2008; daily; reviewed quarterly at monthly meeting, etc. In addition, the leadership team may want to chart their actions (See Charting the Actions). 4) Resources: This identifies the time, money, materials, or personnel needed to achieve the action and/or activity/action step. Examples might include a specific amount of money, specific math or reading materials, purchased time, access to AEA consultants or content specialists, access to district curricular leaders or instructional staff, strategists or technical assistance for math and/or reading, tutors, etc. It is recognized that the dollar amounts are estimates that help develop the one-year budget. It should also be noted that as schools address their resources, they must keep the focus on sustainability. Please strive to get the team to specifically identify the dollar allocation as they will then have the information throughout the year as well as be able to address expenditures when we make site visits. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Budget One year Clearly connected to actions and activities of the action plan Focus of use of funds on sustainability Expected expenditures would include materials, supplies, books, professional development time, content expertise, substitutes, pay for off-contract teacher time All expenditures completed by August 31, 2009 This is a good place to insert information about the budget. While the building is developing a two-year action plan, they must align a one-year budget with the actions of the first year. (Note: Districts only to show how they have reserved 10% of their Title I budget for professional development in the identified area (i.e., reading, math). Each identified Title I building receives an allocation based on several factors – number of students in building, number of areas (i.e., reading, math) of identification, number of schools identified, federal allocation available to the state for distribution to schools. It is important that the schools focus on actions/activities that can be sustained after the federal dollars are no longer available. It is appropriate to use funding for training in the professional development program, including resources for the training, expert’s time, technical assistance, etc. It is also appropriate to pay for substitutes or teachers’ time beyond the regular work day. Stipends for building leadership team members are also appropriate when they have expectations that go beyond the regular work day. There are a few “warnings” for inappropriate expenditures. These include the following: Major technology purchases are discouraged due to future expense and sustainability issues. A rationale should be provided for any technology requests. Hiring long-term staff is not allowed. If the continuation of this individual’s role is integral to the success of the plan and beyond, then this would be an inappropriate use of funds, as the goal is “sustainability” of the actions to achieve the goal. If there are questions about expenditures, contact Lou Howell at or Paul Cahill at Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Monitoring and Adjustments PLAN for the monitoring Select specific dates to review the plan (e.g., 3-4 per year, monthly) Identify person(s) responsible for leading the monitoring and communicating the progress Adjust plan to meet the needs of students and teachers Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan, Action Plan Implementation Review Monitoring and Adjustment: Key Points: This area of the action plan is not completed in the development of the plan. Instead, as formative data are analyzed throughout the implementation, adjustments to the plan may be necessary. Those adjustments can be noted in this section. Very rarely does a plan get implemented just as planned. The Leadership Team must continually monitor, evaluate, and adjust as necessary each action, the activities/action steps, and the overall plan. A lack of student progress and/or lack of consistency of implementation indicate the need for adjustments. The formative and summative data sources and points used to make needed adjustments have been identified within the “Indicators of Progress” section and listed under the “Expected Changes” columns in the implementation section. Information will be shared with you later as we look at implementation and evaluation that will impact this column. Note: You may want to share the Action Plan Implementation Review form as it could be used by the school to address monitoring on a regular basis. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Questions about Implementation Components
Note: As you seek to answer questions, identify those that may require additional information and/or practice. These would be great “mentoring” sessions you might offer for your participants. You might also note those as universal training opportunities we need to add to our training packets/web site information. Some questions to ask about the implementation: Does the plan map out a clear course of action? As support team members, you will examine whether and to what degree plans provide clear direction about who will take which action and by when. Does the plan address monitoring the implementation of the plan? As support team members, you will encourage/ “nag” them to monitor the implementation of the plan. We encourage you to check the plan to determine whether and to what degree the building has a clear process for regularly checking that the plan is being carried out. We suggest that you set up 3-4 specific dates to meet with person(s) (e.g., principal, leadership team, implementation team, central office personnel) responsible for monitoring the implementation of the plan. Does the plan identify evidence of implementation and outcomes? Examine the plan to determine whether the team has clearly identified the goals and expectations that will be used to measure whether the plan is implemented and whether they result in the intended outcomes. (You will want to pay close attention to the “planning” segment of the evaluation phase as it is very important and should be included in the plan.) Does the school implement the plan with fidelity? This question will be answered through your ongoing involvement with the leadership team through implementation and evaluation. Schools in need of assistance (SINA) usually do not have a past history of implementation of plans with fidelity, so they will need your coaching and guidance along the way. This may also be true for districts in need of assistance. Look for indications of high expectations shared by the administrator and the leadership team, holding staff members accountable for the plan, providing ongoing support as needed, and updating the actions and deadlines in the plan as the work unfolds throughout the year. Does the plan identify the professional learning and resources required for implementation? Look closely for the identification of the skills, knowledge, and resources that staff members need in order to implement this plan of action. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Professional Development – Dates, Times, Focus Be sure to list dates and times If for a specific group of teachers, be sure to indicate that Identify the focus of each professional development opportunity Team may adjust based on teacher implementation and student formative data as the year progresses Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan Schools need to keep the focus on the quality professional development tied to the identified area (i.e., reading, math). For schools/districts that are dually identified in both reading and math, finding an appropriate balance is difficult but is doable. Some schools/districts may choose to do equal time; others may choose to emphasize one more than the other. The fact is both need to be addressed, per federal requirements. Your professional development dates/times/focus may also want to include time allocated for collaboration. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Leadership Team Identify names and roles of each participant Identify projected meeting dates and times Tool(s) Used with This Slide: Action Plan, Supporting Information for the Title I SINA/DINA Action Plan Leadership team membership should reflect the involvement of teachers across grade levels, the principal, parents, content experts, Iowa/AEA support team lead/members, specialists (e.g., ELL, talented and gifted, special education), central office personnel where appropriate. Some schools/districts have chosen to include parents as well. Others have had the administrator share information of the leadership team with a parent advisory and receive recommendations/considerations from them. It is important that each person on the leadership team know their role and responsibilities as well as meeting times and purposes. You may even have “sub-committees” within the leadership team responsible for specific things – for instance, one subgroup might be responsible for completing the scientifically based research; another subgroup might have responsibility for “marketing” the action plan within the school and the community; another subgroup might be responsible for collecting and analyzing the implementation data; another responsible for brokering/providing the professional development. Note: If you as support team members are going to be part of the leadership team, be sure that you are available and committed. If not a member, the meeting dates identified would be helpful for you in assuring follow-up “checks” regarding implementation of the plan. (See Action Plan Implementation Review) Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Questions about the Action Plan
Note: As you seek to answer questions, identify those that may require additional information and/or practice. These would be great “mentoring” sessions you might offer for your participants. You might also note those as universal training opportunities we need to add to our training packets/web site information. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Let’s Work Together… Each table has an action plan.
Using the Action Plan Checklist and/or Configuration Map, as a team, determine the strengths and weaknesses of your action plan. Highlight and celebrate the strengths. What changes would you make to the action plan to address the weaknesses? Tool(s) Used for This Slide: Action Plan Checklist, Configuration Map for Action Plan, Sample Action Plan – Math, Sample Action Plan – Reading, Supporting Information for the Title I SINA/DINA Action Plan Participants in the past have really “gotten into” this activity. We will allocate AT LEAST 20 MINUTES for the work, another 15 to process aloud/ compare examples of essential elements. We ask you to look at the sample action plan for math or reading and determine strengths according to what we have talked about – and identify any problems that you see in this action plan. Think about as well some common problems you might expect as you work with buildings in addressing the components of the action plan. Most common problems with action plans: Vision is not clearly stated. Goals are not measurable and specific (e.g., defined, what is success). Baseline information is not available. “On-going” is not clearly defined (e.g., weekly, monthly). Parent involvement activities are absent or are not focused on increasing student achievement. Theory and demonstration are not integral parts of the professional development. Technical assistance is not scheduled and accessed. Checkpoints for progress toward completion of the action plan are not scheduled nor observed. Analysis and reporting of implementation data is not a fundamental part of the plan. (See the form to analyze the data, included in the Implementation Phase.) It has been stressed often the importance of considering the impact on students and not just the impact on teachers - We must look at the effort of adults and their impact on students’ learning. Therefore, the use of both formative and summative data should be included in the plan. Schools should be encouraged to look at both screening and diagnostic assessment of staff and students to determine where they are in advance of this action plan. Time line of Design: Depending on the timeframe for the audit and diagnosis phases; most schools have taken between two to four weeks to complete their action plan. Ideally, the peer review should be pre-scheduled based on the due date of the action plan to the Iowa Department of Education. Note: Make the participants aware of the sample action plans for both reading and math. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

The Action Plan – Some Key Questions
Does the membership of the leadership team consist of principals, teachers, parents, etc.? Is the building/district vision focused on student learning which guides action and decisions? Has the team identified scientifically based research? Does the plan for implementation align with the Iowa Professional Development Model? Is technical assistance embedded into the plan to support the integrity of implementation on a regular basis? Has specific time been allocated for the principal and entire staff to work with the data? Tool(s) Used for This Slide: Checklist for Analysis of Action Plan, Configuration Map for Action Plan As you work with buildings/districts on their action plans, consider using the configuration map or check list to review the action plan created. This is especially important in advance of the peer review. Also, ask yourselves these questions to be sure you have it all! Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

The Action Plan – Key Questions about Timelines
Is the timeline realistic for staff to reach the goal? Do the actions have a completion date? Do they target incremental progress and support the plan? Does the leadership team have time for specific follow-up to assure achievement of the actions and sustainability of the progress? Does the leadership team study implementation data and share it with staff on a regular basis? Do they use that data to adjust their plan? Here are some additional questions you might consider as you “double check” the action plan. It is especially important that the building has addressed the use of implementation data. Sharing implementation data helps people see that the data collected is being used, and that efforts are not for nothing. Most schools will need help with implementation data. (We will look closely at this in Phase IV – Implementation and Monitoring.) Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

The Action Plan – More Questions about Timelines
Are student formative data and teacher implementation data analyzed and shared with staff on a regular basis? Is this analysis completed at a time to have a positive impact on student achievement? Is the analysis of the student summative data and the evaluation of the professional development completed at a time to have a positive impact on student achievement? Are there opportunities for parents and other stakeholders to learn about the professional development and its impact on student achievement? Examples of Formative: BRI, end of chapter, DIBELS (in reading) Examples Summative: ITBS Marketing the plan is a must! You may want to look at Phase IV – Implementation and Phase V – Evaluation to get more ideas in this area. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

And Don’t Forget the Peer Review
Should include the involvement of parents May want to consider using the configuration map as a tool for reviewing the action plan May want to consider using the Tuning Protocol for the review of the action plan Make adjustments in the plan once the peer review has been completed Share the updated version of the action plan with the staff as well as the Iowa Department of Education by the deadline. Be sure the one-year budget and a sample of the letter of notification to parents is included with the plan sent to the Iowa Department of Education Feedback on the action plan is provided by the Iowa Department of Education once the two-year action plan is submitted The one-year budget requires approval by the Iowa Department of Education’s Title I staff. Tool(s) Used with This Slide: Configuration Map for Action Plan, Tuning Protocol, Checklist for Analysis of SINA/DINA Action Plan, Peer Review Agenda Sample Just a reminder about the Peer Review. It’s required and must be documented to meet federal requirements. Earlier, you encouraged the team to determine the date. The action plan draft is complete now, so we must proceed with getting “another set of eyes” to look at the plan, make adjustments, The purpose of the peer review process is to collect feedback or input into the quality of the action plan that will be submitted to the Iowa Department of Education. The peer review process is a federal requirement and occurs during the 90-day action plan development time frame. The review would be conducted after a draft of the action plan has been created and prior to submission to the Iowa Department of Education. Information shared in the action plan initially would include the following: Date planned for the peer review (This is a place holder as the team works on the plan – it assures that they set up the date of the review early on in the process); Schools/AEA/Individuals involved in the peer review (Participants in the review might include Iowa Support Team members, AEA consultants, external/internal district personnel, other schools’ teachers or principals, parents, and community members); one building chose to do their peer review with another school in another district in another AEA that had similar demographics, had been identified, and was now “off the list”; Process for peer review (e.g., tuning protocol, focused conversations, configuration map, checklist, beach ball conversation) Note: the date of the actual peer review, which must happen annually, would be indicated on the plan once the peer review has taken place and before the action plan is submitted to the Iowa Department of Education. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Sharing the News Share the action plan with building staff,
with parents, with district staff, and with the community! It is very important that the action plan is communicated with teachers and other staff members of the building as well as with parents, district staff, and the community. The leadership team will want to have a “marketing” plan to introduce the action plan as well as provide regular updates. This document is going to drive the actions of the building/district for the next two years – and have a tremendous impact on the students’ learning. The leadership team is encouraged to include their marketing plan as an “action” within their action plan. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

Questions about the Design Phase…
Thank participants for their involvements. Address any questions they have. Remind the team to check that . . . The actions are small enough to be manageable. And if the action requires multiple steps to complete, they are listed as activities within the action plan and follow a timeline The actions are significant enough to accomplish the student achievement goals. Remind them that you will be completing the Planning for the Evaluation if you chose not to do it within this PowerPoint. Iowa Support System for Schools and Districts in Need of Assistance ©2009 Revised August 12, 2009

End of Design Training Slides
Proceed to Implementation and Evaluation Phases Tool(s) Used with This Slide: Configuration Map for Design, Participants’ Evaluation, Training Team’s Summary Evaluation It is important to gather information about your participants’ understanding of the Iowa Support System. You are encouraged to have them complete the Participant’s Evaluation or the Configuration Map for Design. Using those evaluations and your own experience with the training, complete, as a training team, the Training Team’s Summary Evaluation and send it to Lou Howell at Then proceed with overview of implementation and evaluation phases. This will be just an overview in the fall – as you will want to “dig deeper” into the separate presentations on implementation/monitoring and monitoring/evaluation phases in November or December. You may be especially interested in sharing the PowerPoints on Evaluation as they are closely connected to the Design Phase. Especially helpful at the time of the design would be the PowerPoint on Planning for Evaluation. Revised August 12, 2009

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