1. Title I Accountability Grant to Expand the SSOS for Schools in Phases 1 & 2 1

2. Grant Purpose To improve student achievement in Phase 1 & 2 Title 1 High Priority Schools by expanding the current Statewide System of Support (SSOS). 2

3. Grant Goals 1. Assist HP Phase 1 & 2 schools in addressing needs of target populations that did not make AYP in math or ELA 2. Use research-based strategies to change instructional practice 3. Create partnerships to customize services 4. Provide PD to school teams 5. Expand system capacity for scale-up 3

4. Theory of Action If a system of SSOS-aligned enhancements for target populations in Phase 1 & 2 HP Schools is developed, that includes  Data-driven needs assessment,  Evidence-based intervention selection, and  Coaching to support implementation fidelity, designed to influence core instruction by developing leadership capacity and changing classroom practice, then student achievement will increase. 4

5. Step-by-Step Program Design: How does it work? 1) Identify a school team 2) Attend data training  Identify needs based on data  Identify next steps 3) Select research-based interventions 4) Support implementation through coaching 5

6. Step 1 Identify a School Team Schools may modify an existing team or develop a new team The role of this team is to lead and guide the building improvement process over time 6

7. Suggested School Team Members Principal Teacher Leaders (2-3) Central Office Representative ISD/RESA Representative Process Mentor (optional) 7

8. School Team: Getting Ready to Attend Complete a “Zoomerang” self-assessment data survey Gather and bring the following documents:  School Improvement Plan  School-based Data Sign up for a regional DDNA training 8

9. Step 2: Attend Data-Driven Needs Assessment (DDNA) Training Data 4 SS - Basic Assessment (All Phase 1 and 2 schools) Two-day professional development session will:  Assess school data culture  Introduce Dynamic Inquiry tool & review detailed school data  Co-develop action plans 9

10. Data-Driven Needs Assessment Activities School teams will: Apply protocols to:  Identify questions raised by their data  Engage staff in the data analysis process  Engage staff in clarifying the problem  Identify additional data needed  Identify professional development needs 10

11. Additional Data-Driven Needs Assessment Options: School teams will assess need for: Expanded Assessment  Additional school-based PD support Intensive Assessment  Data coach provides training and decision- making support  Facilitated analysis and execution of action plan to address organizational and instructional challenges 11

12. Step 3 Select Intervention Research-based intervention selection  Review possible interventions  Collaborate with ISDs/RESAs, regional coordinators, and coaches to select interventions based on needs  Demonstrate other school-based interventions that meet selection criteria  Complete service request 12

13. Interventions Include… Program, Practice or Policy Documented Success Defined outcomes and components:  Measurable,  Replicable,  Consistent across users, and  Sustainable 13

14. Step 4 Coaching Support Instructional strategies supported by coaching Develop a statewide school-based coaching system Train coaches Regional coordinators, in partnership with ISDs/RESAs, support school teams and coaches 14

15. Research on Coaching (Joyce & Showers, 2002) Training ComponentsKnowledgeSkill Demonstration Use in the Classroom Theory and Discussion10%5%0% Demonstration in Training30%20%0% Practice & Feedback in Training60% 5% Coaching in Classroom95% 15

16. Systemic Integration Data-driven Needs Assessment Coaching to Support Implementation Fidelity Evidence-based Intervention 16

17. Mutual Benefits Increased student learning Making AYP Instructional support for teachers Coaching support Targeted professional development Other? 17

18. As a result, schools will… Use data to identify areas of need Select strategies based on needs Work with a coach to support interventions Show continuous improvement 18

19. Target School Quick Facts 50 schools in Phase 1 or 2 12 ISDs/RESAs serving these schools 3 primary areas: Wayne, Kent, and Oakland 26 in Wayne (52%) 8 in Kent 4 in Oakland Sub groups: 20 ELA, 33 Math 19

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21. Selection Formula To ensure equity, the level of services is determined by greatest need Points distributed across all subgroups and categories Total points determine the level at which schools may request services Excludes schools not meeting AYP due to participation and attendance Note: No schools missed AYP in LEP in the last 2 years. 21

22. Selection Formula School With Point totals Missed AYP =200 Made AYP =100 All Students MATH – ELA 3 pts Students w/Disab. MATH – ELA 2 pts Econ Disadv. MATH – ELA 2 pts 10 Pts Per subgroup missing AYP Pts for Student Population Range School A Total pts: 243 200 MATH 3 MATH 2 MATH & ELA 4304 School B Total pts: 103 1003 School C Total pts: 248 200 MATH & ELA 6 ELA 2 ELA 2308

23. Suggested Regions for Regional Implementation Teams Wayne RESA(26) Oakland(4), Macomb(1), Washtenaw(1) Kent(8), Muskegon(1) Allegan(1), Calhoun(1), Berrien(1) Genesee(2), Saginaw(3), Bay Arenac(1) Note: Numbers represent individual schools. 23

24. How Schools Get Started Attend an orientation webinar: Feb. 18 th & 19 th 9:00-10:30 a.m. Feb. 23 rd & 25 th 1:00-2:30 p.m. Identify a school team Register for DDNA training Complete the Data Self-Assessment Collect SIP and data materials Attend DDNA training: Calhoun, March 24-25 24

25. What questions do you have? 25

26. Contact Information Charlotte Koger, Grant Administrator ckoger@gomasa.org Cathy Owens, Instructional Specialist cowens@gomasa.org Betsy Van Deusen-MacLeod, Instructional Specialist bmacleod@gomasa.org 26

27. Plus/Delta 27