district improvement facilitators network august 18, 2014
TRANSCRIPT
District Improvement Facilitators Network
August 18, 2014
• Introductions – all participantsSession Objectives:
• SIFN/DIFN Structure• PLCs• Program Evaluation Tool
• AER and DPR• MiSchoolData & CNA
• Facilitated Work Time
Working Agreements
•Participate Fully•Press for Clarification•Collaborate•Share your Thinking
Mission of DIFN and SIFN
It is the mission of the Jackson County School Improvement Consortium to
support a community of collaboration using a continuous School Improvement
process in order to increase student achievement.
Agenda
8:30 Introductions and Session Objectives
DIFN/SIFN Structure PLCs
Program Evaluation Tool9:30 Break9:45 AER & District Process Rubrics
MiSchoolData & CNA11:30 Lunch12:00 Facilitated Work Time (Optional)
District Improvement Facilitators Network
• August 18, 2014– Program Evaluation, AER, DPR, CNA
• December 10, 2014– District Process Rubrics– Consolidated Application– Progress Monitoring
• May 21, 2014– District Improvement Plan– Program Evaluation– Data/Assessment
School Improvement Facilitators NetworkElementary & Secondary
• Sept 24/Oct 1– Review SIP– Strategy Implementation Guides– Stakeholder Rollout– Perception Data– Action Step Plans
• Jan 22/Jan 29– Progress Monitoring– Strategy Implementation Guides– Local Data– School Process Rubrics/ASSIST
School Improvement Facilitators NetworkElementary & Secondary
• March 19/March 20– Executive Summary– Stakeholder Feedback Diagnostic– Additional Requirements Diagnostic– Programs Monitoring/Program Evaluation
• May 12/May 13– Data/Assessment– School Data Profile Analysis– Title One Diagnostic– Program Evaluation Tool
Trust Vision Skills Resources Action Plan
Payoff Shared Values/Beliefs
Second Order Change
Sabotage
Confusion
Anxiety
Anger
Sporadic Change
False Starts
First Order Change
Trust Vision Skills Resources Action Plan
Payoff Shared Values/Beliefs
Trust Vision Skills Resources Action Plan
Payoff Shared Values/Beliefs
Trust Vision Skills Resources Action Plan
Payoff Shared Values/Beliefs =
Trust Vision Skills Resources Action Plan
Payoff Shared Values/Beliefs
Trust Vision Skills Resources Action PlanPayoff Shared
Values/Beliefs
Trust Vision Skills Resources Action Plan
Payoff Shared Values/Beliefs
Trust Vision Skills Resources Action Plan
Payoff Shared Values/Beliefs
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=Ambrose, 1987 “Managing Complex Change
Understanding Change
Unknowns for the Coming Year
Uncertain• SI Framework
approval timeline• Assessment details• Focus & Priority
school requirements & support
Known changes• Program Evaluation
tool• SI Framework
changes and support
The Premise of PLC’s
• No single person has all the expertise, skill and energy to lead a district, improve a school, or meet the needs of every child in his or her classroom
• Dispersed leadership is a prerequisite for bringing the big ideas of the PLC process to life
• Leaders help sustain the PLC process by removing obstacles and celebrating progress
The Importance of PLCS
https://www.youtube.com/watch?v=MnWDJFxfAKE&index=2&list=PLG4LE4_x42j-jbQe-S4DVo9HXQJnl0ft9
Distributed Leadership of PLC’s
Leadership is characterized by . . .1. Working with others to establish a shared
sense of purpose, goals, and direction2. Persuading people to move in that
direction3. Clarifying the specific steps to be taken to
begin moving in the right direction4. Providing the resources and support that
enable people to succeed at what they are being asked to do
Four Essential Questions
• What do we expect our students to learn?
• How will we know they are learning?
• How will we respond when they don’t learn it?
• How will we respond when they already know it?
Four PillarsMISSION PILLAR
Why Do We Exist?
Define Fundamental Purpose
Clarify Priorities & Creates Focus
The words of a mission statement are not worth the paper they are written on unless people begin to do differently. -DuFour
Four Pillars
MISSION PILLAR
VISIONPILLAR
Why Do We Exist?
What Must We Become?
Defines Fundamental Purpose
Describes A Compelling Future
Clarify Priorities & Creates Focus
Gives School A Direction
“A vision builds trust, collaboration, interdependence, motivation, and mutual responsibility for success. Vision helps people make smart choices, because their decisions are made with the end results in mind…vision allows us to act from a proactive stance, moving toward what we want… vision empowers and excites us to reach for what we truly desire.” -Blanchard, 2007, p.22
Four Pillars
MISSION PILLAR
VISIONPILLAR
VALUES PILLAR
Why Do We Exist?
What Must We Become?
How MustWe Behave
Defines Funda-mental Purpose
Describes A Compelling Future
Collective Commit-ments
Clarify Priorities & Creates Focus
Gives School A Direction
Guides Individual Behavior
“(High-achieving schools) build a highly collaborative school environment where working together to solve problems and to learn from each other become cultural norms.” (WestEd, 2000, p.12)
Four Pillars
MISSION PILLAR
VISIONPILLAR
VALUES PILLAR
GOALSPILLAR
Why Do We Exist?
What Must We Become?
How MustWe Behave
What Steps?When?
Defines Funda-mental Purpose
Describes a Compelling Future
Collective Commit-ments
Targets andTimelines
Clarify Priorities & Creates Focus
Gives School Direction
Guides Individual Behavior
Establishes IncrementalSteps
Seven Keys to Effective Teams
1. Embed collaboration in routine practices of the school with a focus on learning
2. Schedule time for collaboration into the school day and school calendar
3. Focus team on critical questions4. Make products of collaboration explicit5. Establish team norms to guide collaboration6. Pursue specific and measurable team
performance goals7. Provide teams with evidence of students
learning to improve professional practice
“On the plus side, this gives our PLC something to chew on.”
Seven Keys to Effective Teams
1. Embed collaboration in routine practices of the school with a focus on learning
2. Schedule time for collaboration into the school day and school calendar
3. Focus team on critical questions4. Make products of collaboration explicit5. Establish team norms to guide collaboration6. Pursue specific and measurable team
performance goals7. Provide teams with evidence of students
learning to improve professional practice
“Can anyone, anyone, tell me how a semicolon is used other than in an emoticons?!”
Seven Keys to Effective Teams
1. Embed collaboration in routine practices of the school with a focus on learning
2. Schedule time for collaboration into the school day and school calendar
3. Focus team on critical questions4. Make products of collaboration explicit5. Establish team norms to guide collaboration6. Pursue specific and measurable team
performance goals7. Provide teams with evidence of students
learning to improve professional practice
Example of a Timeline of Team Products
• By the end of the…– 2nd week: Team norms– 4th week: Team SMART goal– 6th week: Common essential outcomes– 8th week: First common assessment– 10th week: Analysis of student
performance on first common formative assessment
The Importance of Teams Products
Without discrete team work-products produced through the joint, real contributions of team members, the potential of teams to dramatically improve performance goes untapped.
(Katzenback & Smith, The Wisdom of Teams: Creating the High-Performance Organization, 1993, p. 90)
Celebrate
Visible measure of progress are critical for motivating and encourage educators to persist in the challenging work of improvement. Even the most dedicated and optimistic among us will stop if there’s no sign that what we’re doing is making a difference, or might make a difference eventually.”
-Elmore & City, 2007
District Team Meeting Structure
• Fall– AER– Evidence Collection– Progress Monitor
• Winter – DPR– Consolidated Application/Budget Amendment– Progress Monitor
• Spring– District Improvement Plan– Progress Monitor
AERAnnual Education Report
Required Components
• Annual Education Report AER– Components
•District Letter•Combined Report•Posting on Website
Step by Step Guide for Completion-handout-posted on website
MiSchoolData.org
District Process RubricsReview your score in each strand…
• Discuss your rankings – What were the district’s strengths?– Where did the district need improvement?– How does this impact student achievement?– Looking at the comments for each strand,
what progress has been made?– What are the next steps?– What is the supporting evidence?
District Process Rubrics
• Plan for communicating to stakeholders– Communications: PTO, Newsletter,
Website, Discussion Forums, Staff Meeting, School Board Meeting
– Plan for Survey format•Through Advanc-Ed•SurveyMonkey.com•Custom through JCISD
Changes are pending to the School and District Improvement Frameworks
Revised SIF• 4 Strands • 10 Standards • 0 Benchmarks• 26 Indicators
Revised DIF• 4 Strands • 10 Standards • 10 indicators
MDE Program Evaluation Tool
Program Evaluation Tool
NEW Diagnostic for the 2014-2015 school year
Impact student achievement and close gaps for the subgroups
To ensure that high quality planning, implementation and evaluation are part of the Continuous Improvement Process
To ensure ongoing engagement of multiple stakeholders (students, teachers, parents/community, administrators) in the planning and evaluation process
To maximize the use of resources to impact student learning
To meet state and federal requirements
State and Federal Requirements
❑ Annual evaluation of the implementation and impact of the School Improvement Plan
❑ Modification of the plan based on evaluation results
❑ Annual evaluation of all federal programs—effectiveness & impact on student achievement, including subgroups
❑ Modification of the plan based on evaluation results
MICHIGAN FEDERAL
ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations. ESEA requires annual evaluations of programs funded by the federal programs such as Title I, Part A, C, D; Title II and Title III.
Program Evaluation TimelineDistrict/School Improvement Plans for 2014-2015: • Include program evaluation activities to support Program Evaluation as
part of the Continuous Improvement Process• Implement Program Evaluation activities throughout the 2014-2015 school
year
Summer 2015 and Beyond• Sustain professional learning to discuss successes, challenges, and any
necessary follow-up training materials and support systems
June 30, 2015 Program Evaluation submitted in ASSIST• A completed program evaluation using the MDE Program Evaluation Tool will
be required for submission of the Consolidated Application for 2015 – 2016.
Program Evaluation Tool
Program Evaluation Tool
• What are districts required to evaluate?– ONE evidenced-based
strategy/program/initiative that would make greatest impact on student achievement
– District level initiative
Questions for Evaluation
Impact on students?
Knowledge and skills?Readiness?
Opportunity?
Implemented as intended?
Program Evaluation Tool
• Select Diagnostics & Surveys tab
Program Evaluation Tool
• Select Start Diagnostic
Program Evaluation Tool
• Under Choose a Template, select Program Evaluation Tool
Program Evaluation Tool
• Name it under Description and select Start
Program Evaluation Tool
• Select the section heading to view and/or respond
Program Evaluation Tool
• Select respond to answer a question
Program Evaluation Tool
Strategy/Program/Initiative Description• Review your District Improvement Plan• Select a strategy • Login to ASSIST• Respond to questions from first
section
Program Evaluation Tool
Resources• ASSIST Guide• MDE Program Evaluation Tool FAQ• MDE Rubric for Review• MDE Program Evaluation Tool Chart
Scorecard Accountability
Scorecard Accountability
Scorecard
Top to Bottom Ranking
Scorecard Summary
Top/Bottom 30 analysis
Identifying Bottom 30% students
Identifying Bottom 30% students
Identifying Bottom 30% students
Identifying Bottom 30% students
• Once file is downloaded, you can filter to find student-level information
• Bottom 30% students list are unique for each subject area
• In bottom 30% columns:– 1=top 30%– 2=Middle 40%– 3=bottom 30%
Key columns in the BAA data file
Reading: AB= True & AG = 3
Writing: AB=True & AS=3
Math: AB=True & BB=3
Science: AB=True & BN=3
Social St.: AB=True & BW=3
Additional Training Support
For additional support
➢ Maeghan McCormick ([email protected])➢ Sandy White ([email protected])➢ Steve Doerr ([email protected]) ➢ Jennifer Fox ([email protected])
Contact your Region SI Coordinator
What do we monitor?
Adults are implementing the strategy with fidelity
Impact implementation is having on students
Leadership and Learning Center 2010
Monitoring Implementation
Demographics
Student Outcomes
Perceptions
School Processes
Comprehensive Needs Assessment
• Why?
❖ A “needs assessment” is a systematic set of procedures that are used to determine needs, examine their nature and causes, and set priorities for future action
❖ Helps to provide a basis for the allocation of funds
❖ Places data in one location for access/transparency
❖ Multiple formats but three key components: Exploring Status Quo, Gathering & Analyzing Data, Decision Making
❖ Could use multiple formats
Comprehensive Needs Assessment• How? Some Basic Suggestions for Steps you Might
Take…❖ Step One: Determine Purpose
What decisions will be made/enhanced with information?
❖ Step Two: Determine what existing information is available and who and how will it be collected and analyzed?
❖ Step Three: Determine what information is still needed to make the best possible informed decision. How will it be collected, analyzed and compared to existing information?
❖ Step Four: How will decisions be made regarding the information? How will stakeholders be involved?
Comprehensive Needs Assessment
• Multiple Samples Online• Under Resources, template following the old MDE
process• Design to align with a strategic plan or other
initiative• District Plan for collecting:
• Process Data-SPR/DPR comparison?• Student Achievement-consistent areas of
concern/success?• Student Outcomes-graduation, attendance,
course alignment/success?• Perception Data-district alignment of survey
schedules/information?
District Data Profile Analysis/CNA-
– Data•Demographic•Grade Level Achievement•Subgroups•Gaps and Trends •Non Academic Data•Summary Data
Students Near Proficiency
Students Near Proficiency
Students Near Proficiency
Cohort Proficiency
Monitoring Implementation
Demographics
Student Outcomes
Perceptions
School Processes
Questions
Lunch
Facilitated Work Time
Evaluation and Feedback
Questions/Comments?Please contact:
➢ Susan Townsend ([email protected])➢ Maeghan McCormick ([email protected])➢ Sandy White ([email protected])➢ Steve Doerr ([email protected]) ➢ Jennifer Fox ([email protected])
Or visit the MDE - School Improvement website