FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard FEBRUARY 2012.

FSI Level IV

Lisa Guzzardo AsaroDr. Lisa Rivard

FEBRUARY 2012

Connector ActivityFrom Differentiated Instruction to Differentiated Assessment by Douglas Reeves

•Individually write a statement about what you believe is true about the connection between ‘Differentiated Instruction’ and ‘Differentiated Assessment’ on the table graphic

•Each person will skim and scan the article essence

•Revise individual statements after reading as necessary

•4 minute Dialogue about what Doug Reeves believes

•Create one collective statement for the team connecting the significance of using differentiated instruction and differentiated assessment

TAB 12

Today’s Outcomes

•Receive updates and new content

•Explore Data Points: Perception and Process Data

•Progress Monitor a SI strategy

•Identify steps to implement a strategy with fidelity

•Examine Formative Assessment Practices

•Network with colleagues on relevant topics

•Start, Continue or Complete SPP/A

•Explore MI School Data Web Portal and Data Director 4.0

Today’s Roadmap

• Welcome• Inclusion Activity• Noteworthy Updates• School Process Profile/Analysis: Rubrics• Formative Assessment• Implementation with Fidelity Matrix 2• Monitoring the Impact of Strategy

Implementation Matrix 3• Data Director/MISchooldata• Network and Planning

TAB 12

Key Working Agreements A Facilitation Tool

• Respect all Points of View

• Be Present and Engaged

• Honor Time Agreements

• Get All Voices in the Room

These breathe life into our Core Values

Parking LotA Facilitation Tool

• Rest questions that do not benefit the whole group

• Place questions that do not pertain to content at this time

• Place questions that pertain, but participants do not want to ask at this time

NOTEWORTHY

• Passports• MEAP and MME Cut Scores• MEAP Un-embargoed 02.14.12• MEAP Student School PDF Reports: available• MI-ACCESS Data Files Now Available• MAASE Professional Learning April 10, 2012• 2012-2013 AdvancED NCA Michigan Accreditation• MDE/AdvancED NCA Due dates• BAA• School Improvement Work Teams• 10-11 MISD Perception Data Surveys

MEAP NEWS

• Un-embargoed February 14• Permissible Use of Assessment Results• MI-Access Data Files Now Available• MEAP Student and School PDF Reports Now Available

– Individual Student– Parent Report– Class Roster– Class Item Analysis Report– School Item Analysis Report– School Demographic Report – School Summary Report

• MEAP-Access Results– Early March 2012 due to setting cut scores in late January

GatherGetting Ready

Collect School DataBuild School Profile

MASSE Professional Learning

Workshop April 10, 2012Lexington Hotel Lansing, MI

“Innovating Through the Chaos: Transforming and building Quality Student Support Systems in our

Schools”

Presenter: Dr. Rhonda Newl-Waltman

Advance Standards for Quality Schoolshttp://www.advanc-ed.org/new-standards-quality

School Process Profile: 33 Quality Indicators

Accreditation• The meaning of your accreditation “status”

• New procedures, new possibilities– Accredited: Excellence– Accredited: Distinction– Accredited– Accredited: On Advisement– Accredited: Warned– Accredited: Probation

© 2011 AdvancED 13

TAB 12

This requires an additional application.

Criteria and application process will be

available in the fall of 2012

EXAMPLE of one STANDARD

AdvancED Michigan Workshopsfor 2012-2013 Accreditation

http://www.advanc-ed.org/workshops-webinars

SCHOOL ACCREDITATION• Wayne RESA 02.08.12• AdvancED MI Office, Lansing 03.14.12• AdvancED MI Office, Lansing 04.18.12

DISTRICT ACCREDITATION• Wayne RESA 03.01.12• AdvancED MI Office, Lansing 04.25.12

http://www.advanc-ed.org/workshops-webinars

AdvancED Michiganhttp://www.advanc-ed.org/mde/online_resources_and_tools

Perception Surveys

SURVEY LINKS in Brown BoxOnline Resources and Tools in

Blue Box

Online AdvancED Surveys• FREE to both MDE and NCA this YEAR• FREE to NCA next year, $mall Cost to MDE

schools• Required for NCA schools to be administered

once prior to a QAR• Online Videos possibly• Guidebook in March• Just-in-Time training in March• Languages: Mandarin, Portuguese, Arabic, and

Spanish• Customization in the future

Document I (SDP/A)

School Data Profile/Analysis

Due Online: 09.01.12

Document III (Summary Report/Goals Management)

Summary Report/School Improvement Plan


Document II (SPP/A)

School Process Profile/Analysis


a. MDE: School Process Rubrics 90b. MDE: School Process Rubrics 40c. NCA: Assist Self Assessment (Assist SA) d. NCA: Self Assessment (SA)

Document Due DatesTAB 12

School Process Rubrics (SPR) document two

Two Road Mapswww.advanc-ED.org/mde

MICHIGAN DEPARTMENT EDUCATION

MDEAdvancED ACCREDITATION

NCASchool Process Rubrics

(CNA)90 Rubrics

Discussion Questions

ASSIST Self Assessment (ASSIST SA/ES)

56 RubricsDiscussion Questions

(Required for the year of the QAR)

EDYES! 40 Process Rubrics40 Rubrics

(Required Cycles 1-4)

Self Assessment (SA)56 Rubrics

Quality Assurance Review(QAR)

TAB 4

http://www.advanc-ed.org/mde

STANDARD 1 - Curriculum Schools/districts have a cohesive plan for instruction and learning that serves as the basis for teachers' and students' active involvement in the construction and application of knowledge.BENCHMARK A: Aligned, Reviewed and MonitoredSchool/district written curriculum is aligned with, and references, the appropriate learning standards (MCF, AUEN, ISTE, GLCE, HSCE, METS, etc.).

Rubric DefinitionsGetting Started:

Less than half of the local curriculum includes the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework, CTE program standards or course content expectations as appropriate.

The curriculum is not aligned to the standards.

Content AreaPlease check the content areas that this impacts:

ELA M S SS

Enter Evidence

TAB 4

Standard 4 - Documenting & Using Results

STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.

Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.

Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

TAB 4

One Common Voice – One Plan Michigan Continuous School Improvement

Stages and Steps

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action

Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

(MI-CSI)

One Common Voice – One Plan Michigan Continuous School Improvement

Stages and Steps

• Getting Ready• Collect School Data • Build School Profile

I. School Data Profile II. School Process Profile

• Analyze Data I. School Data Analysis II. School Process Analysis III. Summary Report/Goals

Management• Set Goals • Set Measurable Objectives• Research Best Practice

• Develop Action Plan

• Implement Plan• Monitor Plan• Evaluate Plan

Comprehensive Needs Assessment

School Improvement

Plan

Gather

Study

Plan

Do

TAB 12

Stage One: GATHERStep 2: Collect School Data

GATHERGetting Ready


One Common Voice – One Plan Stage One Gather: Step 2 Collect School Data

What do you already know?What data do you need to know?

What additional information/data do you need to know?Where can the information/data be found?

Definitions

AchievementStudent

Outcome Data

How our students perform on local, state and federal

assessments (subgroups)

Demographic or

Contextual Data

Describes our students, staff, building, and community

Process Data

The policies, procedures, and systems we have

in place that define how we do

business

PERCEPTION DATA

Opinions of

staff, parents, community and

students regarding our

school

TAB 2

What types of data are/are not readily available in your building?

26

Demographic Data Achievement/Outcome Data

Process Data Perception Data

•Enrollment•Subgroups of students•Staff•Attendance (Students and Staff)•Mobility•Graduation and Dropout•Conference Attendance•Education status•Student subgroups•Parent Involvement•Teaching Staff•Course enrollment patterns•Discipline referrals•Suspension rates•Alcohol‐tobacco‐drugs violations•Participation extra‐curriculars•Physical, mental, social and health

•Local assessments: District Common Assessments, Classroom Assessments, Report Cards•State assessments: MME, ACT, MEAP, MI-Access, MEAP Access, ELPA• Nationalassessments: ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT•GPA•Dropout rates•College acceptance

•Policies and procedures (e.g. grading, homework, attendance, discipline)•Academic and behavior expectations•Parent participation – PT conferences, PTO/PTA, volunteers•Suspension dataSchool Process Profile Rubrics(40 or 90) or SA/SAR (NCA)•Event occurred: Who, what, when,where, why, how•What you did forWhom: Eg. All 8th gradersreceived violencePrevention

•Survey data (student, parent, staff, community)•Opinions•Clarified what others think•People act based on what they believe•How do they see you/us?

TAB 2

Overview of Differences

ASSESSMENT

FORLEARNING

ASSESSMENT

OF LEARNING

REASONS FORASSESSING

Promote increases in achievement to help students meet more standards; support ongoing student growth; improvement

Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting; accountability

AUDIENCE Students about themselves Others about students

TAB 4

Determining Where I Am Now: Assessment FOR Learning and Assessment Quality

Directions:Evaluate the classroom practice of yourself, your building, district, or clients for each of the nine statements below, according to the following scale:

1 = I don’t do this, or this doesn’t happen in my classroom.

2 = I do this infrequently, or this happens infrequently in my classroom.3 = I do this sometimes, or this sometimes happens in my classroom.4 = I do this frequently, or this happens frequently in my classroom.5 = I do this on an ongoing basis, or this happens all the time in my classroom.

TAB 4Study

Analyze DataSet Goals

Set Measurable ObjectivesResearch Best Practice

Learning ForwardLearning Organizer

and Participant Needs Templates

• The Learning Organizer template will help session participants crystallize their understanding of new content and record it for future use.

• The Names and Needs template will help the presenter understand better the CONTENT/PROCESS needs of those participating

TAB 12

One Common Voice – One Plan

Michigan Continuous School ImprovementStages and Steps

DoImplement Plan


PlanDevelop Action Plan

GatherGetting Ready


StudentAchievement

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

Stage Four: DOStep 10: Monitor Plan

DOImplement Plan


ESEA and PA 25 require annual evaluation of the following:

• Implementation of the plan• Student achievement results by subgroup

using data from state assessments and other indicators

• Modifications to plan as needed

ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations.

One Common Voice – One Plan

Do: Requirements

MATRIX 1 MATRIX 1 ActivitiesActivities

Connection to SPR 40/90, SA/Assist

SA*

Getting Ready to Implement

ImplementMonitoring Fidelity of Implementation and

Impact

How will you address the targeted areas in your Summary Report (SPP)?

How will you ensure readiness for implementation?

How will you ensure that participants have the knowledge and skills to implement?

POSSIBILE ACTIVITIES Professional

development around strategy

Purchase materials Planning for

implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc.

Communication vehicles

How will you ensure successful implementation for your selected activities?

POSSIBLE ACTIVITIES Communication – to whom?

How? Instructional technology* Activities to support at-risk

students (For Title One students)*

• Parent Involvement

*Required Components

How will you ensure the program/activity is implemented with fidelity?

How will you monitor the programs impact on student achievement?

POSSIBLE ACTIVITIES Walkthroughs PLC/CASL meetings Documentation of impact Demonstration classrooms Gathering achievement

data

3333

April/May 2011

PlanDevelop Action

Plan

MATRIX 2 Classroom Strategy Implementation

Goal Focus Area:

WHAT and HOW

January - February

District Administrator (Actions) Will…

Administrator (Actions) Will…

"Why Are We Doing This, This Way?"

Teacher (Actions) Will…


Student (Actions) Will…


DoImplement Plan


TAB 9

MONITORMONITOR IMPLEMENTATION OF THE PLAN

(Formative)

IS IT WORKING?

EVALUATEEVALUATE ADULT IMPLEMENTATION and the

IMPACT ON STUDENT ACHIEVEMENT(Summative) DID IT WORK?

ARE STRATEGIES AND ACTIVITIES

BEING IMPLEMENTED

WITH FIDELITY?

ARE WE COLLECTING &

USING STUDENT AND ADULT DATA

TO MODIFY & ADJUST ONGOING IMPLEMENTATIO?

IS WHAT WE ARE DOING WORKING?

ARE WE SHOWING EVIDENCE OF STUDENT

GROWTH?

WHAT INTERIM ADJUSTMENTS ARE

SUGGESTED BY IMPLEMENTATION

DATA? HOW MIGHT THESE ADJUSTMENTS

AFFECT THE INTEGRITY OF THE

RESULTS?

Implementation: Adult Focused Impact: Student Focused

MONITOR EVALUATE EVALUATEMONITOR

DoImplement Plan


Just Do IT!Just Do IT!

• Monitor ImplementationMonitor Implementation

• Evaluate ImplementationEvaluate Implementation

• Monitor ImpactMonitor Impact• Evaluate ImpactEvaluate Impact

Adult Focused

Student Focused

DoImplement Plan


37

Michigan Continuous School ImprovementMichigan Continuous School Improvement Plan, Monitor, and Evaluate Plan, Monitor, and Evaluate A Strategy/Initiative/Program A Strategy/Initiative/Program

MONITOR - to be used on an on-going basis during implementation

Question 4: Is the strategy/initiative/program implemented as intended?Question 5: What is the impact on students?

Do

Plan

Gather

Student Achievement Study

MATRIX 3 Progress MonitoringWHAT and HOW

March - April

District Administrator Monitored by…

Administrator Monitored by…

What We Learned?


Teacher Monitored by…

What We Learned?


Students Monitored by…

What We Learned?


TAB 10

Leadership and Learning Center 2010

• Are you meeting on a regular basis to monitor implementation of your plan?

• -What does the data say when you monitored implementation?

• -What evidence have you collected to determine if adults are implementing with fidelity?

• -What evidence have you collected to determine the impact of implementation?

• -What adjustments are suggested by implementation and impact data?

• -How might these adjustments affect the integrity of results?

How will you communicate progress with stakeholders?

One Common Voice – One PlanMonitoring Implementation and Impact

1.Standards-based

professional learning

2.Changes

in educator knowledge, skills and dispositions

3.Changes in student

results

4.Changes in educator

practice

Relationship between Professional Learning and Student Results

LEARNING COMMUNITIES:• Professional learning that increases

educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

LEADERSHIP• Professional learning that increases

educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Data:• Professional learning that

increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Hybrid Classes

Fraser High School

Presenters: Principal, Michael Lonze

Director of Online Learning, Luke Woods

Stage One: GATHERStep 1: Getting Ready

GATHERGetting Ready


A Discussion Protocol

COLLABORATIVE TEAMS

ANLAYZE DATA

SOURCE: Institute for Research and Reform in Education.

TAB 4

STUDYAnalyze Data

Set GoalsSet Measurable ObjectiveResearch Best Practice

Data Director 4.0MISchooldata.org

Presenter Dr. Jennifer Parker-Moore

MI School Data

HS-District Graduation and Dropout Rates

GATHERGetting Ready


MI School Data Web Portal

Network and Team Time

• School Process Profile/Analysis

• Monitoring School Improvement

• Network with Colleagues

• Seek Assistance

FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard FEBRUARY 2012.

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Transcript of FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard FEBRUARY 2012.