indiana student achievement institute insai meeting 6 strategy chair training writing strategy...
TRANSCRIPT
IndianaStudent
AchievementInstitute
InSAI
Meeting 6STRATEGY CHAIR
TRAINING
Writing Strategy Implementation Plans
Strategy Plan ComponentsCOMPONENT REQUIRED AUTHOR
Title & Description
Required Steering Team
Task Force Roster
Optional(based on Steering Team decision)
Strategy Chair
Strategy Data
Optional(based on Steering Team decision)
Strategy Chair
To-Do List
Requiredfor high and medium energy strategies
Strategy Chair
REPORT USE
To-Do List Will guide the school next yearCheck off activities as completed
Strategy Progress Reports
Evaluate strategy implementationEvaluate adult behavior changes
Professional Development Summary
Exclusive Rep signs (PL221)Foundation for DOE PD Grant Ap
Strategy Task Force Roster
Demonstrates broad input into development and implementation of strategies.
REPORTS GENERATED FROM YOUR WORK
Who will see what you write?
A.InSAI StaffB.Local Steering TeamC.Exclusive RepD.FacultyE.SuperintendentF.DOEG. Public
(Parents, school board, anyone!)
InSAI Online System
LOGIN
InSAI Online System
SCHOOL IMPROVEMENT PLAN
TITLEAND
DESCRIPTION
(completed by the Steering Team)
Component A
Title & Description
TITLE DESCRIPTION
Short
Descriptive
What you will do?
Who will do it?
When will it occur?
Strategy Strength
FOCUS IMPACT ENERGY
Specific
General
High – Inside
High – Outside
Low
High
Medium
Low
Low-Continuation
Strategy Plan Components (Inclusion determined by the Steering Team)
Task Force Roster
Strategy Data
To-Do List
Strategy Crosswalks
InSAIFORCES
DATA TARGETS
AREAS OFCONCERNS
STUDENT GROUPS
InSAI Online System
STRATEGY PAGEFEEDBACK
InSAI Online System
TITLE & DESCRIPTION
TASK FORCEROSTER
Component B
Task Force Roster1. Delegate tasks – Plan & Implement
• Friend 1 - Strategy Implementation• Friend 2 - Anti-Resistance• Friend 3 - Professional Development• Friend 4 - Evaluation
2. Who should be task force members?
• Few teachers? • All teachers?
Task Force Roster RUBRIC
• The members of the task force have been listed and the groups represented have been identified
InSAI Online System
TASK FORCE ROSTER
STRATEGYDATA
Component C
ADULT DATA(Required if doing strategy data)
Changes in adult behaviors
STUDENT DATA(Optional if doing strategy data)
Changes in student behaviors
ADULT DATA
Question 1:Who are you trying to change?
• All teachers
• Third grade teachers
• Math teachers
• All counselors
• The principal
• Parents
• Kiwanis club members
Question 2:What do you want them to do?
We want these adults to . . . .
• Cover the Indiana Academic Standards in their teaching
• Use the XYZ method for teaching writing
• Provide after school tutoring for Algebra I students
• Differentiate their instruction
Question 3:What will you count in December and/or May next year to see if they did it?
• % of teachers who submit a weekly log of the standards they covered
• % of teachers observed teaching the XYZ method of writing
• # of after school Algebra tutoring sessions provided
• % of teachers submitting 1 lesson plan per week showing differentiated instruction
1. Who are you trying to change with this strategy?
4th grade teachers
2. What do you want this group to do?
Provide increased reading time during the school day
3. What will you count to see if they did it?
The average number of books passed out by the teachers.
Strategy Title: Increased Reading Time
Common Mistake
Doesn’t measure 6b
1. Who are you trying to change with this strategy?
4th grade teachers
2. What do you want this group to do?
Provide increased reading time during the school day.
3. What will you count to see if they did it?
The average number of minutes teachers provide for student reading in class each marking period.
Strategy Title: Increased Reading Time
BETTER
1. Who are you trying to change with this strategy?
All teachers
2. What do you want this group to do?
Align their instruction with the Indiana Academic Standards
3. What will you count to see if they did it?
% attending a curriculum alignment seminar
Strategy Title: Instructional Alignment with Standards
Common Mistake
Attendance ≠ change
1. Who are you trying to change with this strategy?
All teachers
2. What do you want this group to do?
Align their lesson plans with the Indiana Academic Standards
3. What will you count to see if they did it?
% turning in weekly lesson plans aligned with standards
% observed teaching lessons that are aligned with standards
Strategy Title: Instructional Alignment with Standards
BETTER
1. Who are you trying to change with this strategy?
All parents
2. What do you want this group to do?
Attend non-sports related events at school
3. What will you count to see if they did it?
Number of parent who attend non-sports related events
Strategy Title: Parents in the Building Project
Common Mistake
Doesn’t measure # 2
Attendance ≠ change
1. Who are you trying to change with this strategy?
All parents
2. What do you want this group to do?
Talk to their children daily about school
3. What will you count to see if they did it?
% of students reporting their parents talk to them daily about school
% of parents reporting they talk to their children daily about school
Strategy Title: Parents in the Building Project
BETTER
WHAT TO COUNT
TIME RELIABILITY
Self Report (survey)
Fast Least Reliable
DocumentationSomewhatTime Consuming
Less Reliable
Observation Time Consuming Most Reliable
EXAMPLE FOR XYZ WRITING METHOD
DATA TYPE EXAMPLE
Self Report (survey)
Survey teachers to find out if they implemented the XYZ writing method
DocumentationSomewhatTime Consuming
Observation Time Consuming
Lessons Learned – Adult Data
Who? A group of adults
What do you
want to see?
No attendance.
Think: Why do you want them to attend?
What will you count?
Make sure what you’re counting reflects the behavior you’re
trying to bring about.
STUDENT DATA
(optional)
1. Who are you trying to change with this strategy?
9th grade students
2. What do you want this group to do?
Pass all classes first semester.
3. What will you count to see if they did it?
% of 9th graders who pass all classes
Strategy Title: Success Strategies Lesson in AA
Common Mistake
Not a behavior
Doesn’t measure a behavior
1. Who are you trying to change with this strategy?
9th grade students
2. What do you want this group to do?
To be engaged in learning
3. What will you count to see if they did it?
% who turn in all homework on a given day
% who bring materials to class on a given day
% who participate in Homework Club during activity period.
Strategy Title: Success Strategies Lesson in AA
BETTER
Lessons Learned – Student Data
Who? A group of students
What do you
want to see?
No attendance.
Think: Why do you want them to attend?
What will you count?
Make sure what you’re counting reflects the behavior or attitude
you’re trying to bring about.
NO ACHIEVEMENT
Strategy DataRUBRIC• The strategy data indicate the group of
adults whose behavior will change.
• The strategy data measure the degree to which the desired behavior is demonstrated.
InSAI Online System
STRATEGY DATA
TO-DOLISTS
Component D
Four To-Do Lists
D1 IMPLEMENTATION TOOLS
D2 ANTI-RESISTANCE
D3 PROFESSIONAL DEVELOPMENT
D4 EVALUATION
TO-DOImplementation
To-Do List ComponentsStrategy: Benchmark Assessment
Activity / ActionPerson
ResponsibleCalendar
Date
Select benchmark test provider Jane Doe May 30, 2010
Order benchmark tests Harry Smith July 1, 2010
Establish benchmark calendar Jane Doe May 30, 2010
Frequency choices: Month by weekday (e.g. third Wednesday)Month by date (e.g. 15th)9 weeks6 weeks1 week
Common Mistake
ACTIVITY / ACTION PERSON DATE
Give learning style assessment J. Doe 9-1-10
Strategy: Learning Style Assessment
ADVANTAGE
Saves Time This Year
DISADVANTAGE
No To-Do List Next Year
Strategy Implementation ActivitiesRUBRIC
• The strategy implementation activities hold high promise for enabling the strategy to be successfully implemented.
• The combined implementation activities will provide individuals with what they need to implement the strategy (materials, instructions, forms, timelines, etc.)
• Activities that occur more than once have been set to recur appropriately
TO-DOAnti-Resistance
RESISTANCE
is normal!
RESISTANCE
is healthy!
SOMETIMES resisters are right!
LOOKS LIKE• x
SOUNDS LIKE• x
Identifying resistance:What does resistance look / sound like?
RESISTANCE
is the outward expression
of the fear of losing something
COMMON FEARS
What might people be afraid of losing?
X
PEOPLE MAY BE AFRAID OF LOSING. . .
Fear of losing TIME X
ANTI-RESISTANCE STRATEGIES
Fear of losing CONTROL
• X
ANTI-RESISTANCE STRATEGIES
HELP SHEET
6.9
Person or group?
What are they afraid of losing?
What are you going to do?
REMEMBER
Resistance is triggered by fear.
Listen. What is the fear?
No resistance = Not Engaged
Don’t take it personally
Anti-Resistance ActivitiesRUBRIC
• Anti-resistance activities are provided if needed
• Activities that occur more than once have been set to recur appropriately
TO-DOProfessional Development
Teachers deserve help in developing the new
knowledge and skills they need to successfully
implement a new strategy.
WHY PROFESSIONAL DEVELOPMENT?
Professional Development
Sit &Get
CONTINUUM OVER TIME
Stage Question Need Activity
1. No Awareness
What is this?
Why should I care?INFORMATION ?
2. Interested How do I do this? SKILL BUILDING ?
3. Early
UseDid I do ok? FEEDBACK ?
4. Routine Use
Can I do it better? REFINEMENT ?
FINDING TIME FOR PROFESSIONAL DEVELOPMENT
State Requires: 5 hours of instruction for grades 1-66 hours of instruction for grades 7-12
INSIDE CONTRACT OUTSIDE CONTRACT
Student arrive late on PD days • Run a “delay” schedule• Only possible if school day lasts longer than 5-6 hours
Token stipend ($20)
Teachers arrive “late” every day – bank time•School starts at 8:00•Contract time starts at 7:30•Teachers arrive daily at 7:35•Available – 100 minutes per month of teacher banked time
Door prizes• TV• Refrigerator• Vacations• Restaurant coupons
Prep Time• Presenter presents multiple times• Webcasts / webinars
Release from duty
Add contract days (180+)
ACTIVITY FOCUS
Document 6.10
ACTIVITY FORMAT
Document 6.11
Professional Development ActivitiesRUBRIC
• Each description adequately describes the activity (ASAI)
• The intended participants of each activity have been identified (ASAI, DOE)
• The purpose of each activity has been identified
• The format of each activity has been identified (ASAI, DOE)
• The activities include an appropriate mix of awareness and skill-building (ASAI, DOE)
• The activities ensure that educators receive feedback after strategy implementation (ASAI, DOE)
• The professional development activities address a variety of learning styles (ASAI, DOE)
• The activities foster collegiality and cooperation (ASAI, DOE)
• The activities are integrated into the school day. (ASAI, DOE)
• Activities that occur more than once have been set to recur appropriately (ASAI)
TO-DOStrategy Evaluation
• Design the XYZ evaluation tool THIS YEAR
• Collect baseline dataTHIS YEAR
• Collect follow-up dataNEXT YEAR – DECEMBER 1
• Collect follow-up dataNEXT YEAR – MAY 1
Common Evaluation Activities
Evaluation ActivitiesRUBRIC
• Activities include the collection of baseline data
• Activities include the collection of follow-up data
• Activities that will occur more than once have been set to recur appropriately
InSAI Online System
STRATEGY TO-DO LIST
IndianaStudent
AchievementInstitute
InSAI
Meeting 6STRATEGY CHAIR
TRAINING
Writing Strategy Implementation Plans