GETTING RESULTS

1. GETTING RESULTS Continuous Improvement Process OVERVIEW

2. Agenda • Getting Started • IU Train-the-trainer process • Timeline for IU’s • Timeline for schools • Improvements by phase • Who submits what • How to access plans • Getting Results – Gen 6 • Document • Quality Review Criteria • Activities • Getting Results – Revision Tool • Document • Quality Review Criteria • Activities • District Supplement

3. IU Train the Trainer Process “Creative minds have always been known to survive any kind of bad training.” • Anna Freud

4. IU Train the Trainer Process Purpose of this training: Provide common framework, materials, and resources for IU personnel who are providing training and technical assistance to school leaders and teams and Encourage customization to meet the needs of schools

5. Role of Intermediate Units • The “go to” place and people for schools • DCIU serves as the back-up for IU’s

6. IU Train the Trainer Process • Designed as 2 separate trainings • Gen 6 (green folder) • Revision Tool (grey folder) • Documents, QRC’s, samples, activities, and training PowerPoints are in both

7. It’s A Two Year Plan Year 1 Phase 1 Organize and Review the Data Phase 2 Analyze Data and Discover Root Cause Phase 7 Implement the Revision Continuous Improvement Process Phase 3 Plan Solution Phase 6 Revise the Plan Phase 4 Implement the Plan Phase 5 Analyze Evidence of Effectiveness Year 2

8. Improvements to Phase 1 Year 1 Phase 1 Organize and Review the Data • No longer need to download three separate data packets • Data worksheets are organized by whole school, grade level, and subgroup • Increased focus on locally relevant data Continuous Improvement Process Year 2

9. Improvements to Phase 2 Year 1 Phase 2 Analyze Data and Discover Root Cause • Reading and Math data analysis worksheets are • pre-populated • Schools will synthesize the analysis • Root cause analysis is by content areas Continuous Improvement Process Year 2

10. Improvements to Phase 3 Year 1 • Clarified indicators of implementation vs. indicators of effectiveness • Simplified the action sequence by having one research-based, promising strategy per page • Encouraged focused plans by limiting the number of action sequences Continuous Improvement Process Phase 3 Plan Solution Year 2

11. Improvement to Phase 5 Year 1 • Pre-populated reading and math data analysis worksheets • Simplified the reflection process • Focus on evidence of implementation and evidence of effectiveness Continuous Improvement Process Phase 5 Analyze Evidence of Effectiveness Year 2

12. Improvement to Phase 6 Year 1 • Mirrors the action sequence of Gen 6 Continuous Improvement Process Phase 6 Revise the Plan Year 2

13. Improvements to Accessing and Submitting Plans • IU’s will have access to each school’s pre-populated plan • IU’s will have access to reports • Schools will have access to their correct plan • Schools will have access to a pre-populated plan • Schools will submit an electronic copy of their plan this year (NO TWO PAPER COPIES)

14. IU’s and www.pasip.org

15. How do IU’s log on? www.pasip.org

16. Who submits what?

17. GETTING RESULTSGen 6 - Overview

18. Schools and www.pasip.org

19. How do I log on?

23. Prior to pre-population After pre-population

24. Phase 1 Organize and Review Data

25. Other recommended members: Curriculum specialists, instructional coaches, ESL teachers, guidance counselors, school psychologists

26. What must be addressed in the plan? Pre-Populated

27. Samples of Pre-PopulatedWorksheet • Will not be blank even if school met all target areas • 3 Samples • Sample A - All targets met • Sample B - Minimal subgroups not meeting targets • Sample C - Numerous subgroups not meeting targets

28. Phase 2 Analyze Data and Discover Root Cause

29. No longer optional Examining other factors that may impact student achievement

30. No longer optional

33. Reorganized by whole school, grade level, and subgroup

34. Can supplement PSSA and PVAAS data with other reading data

35. If you download “early bird” release, these will be blank • ** After August 26th, these will be pre-populated

36. Sample Pre-PopulatedReading Worksheets • 3 sample pre-populated worksheets • High school example with multiple subgroups • Middle school example with multiple subgroups • Elementary school example with minimal subgroups

38. NEW

39. ActivitySynthesize Reading Data • 3 blank Synthesize Reading Data worksheets • Choose a sample packet • Read through data statements • Summarize the findings in the table • Complete the bottom table • If time, try another school

40. Answer these questions relative to the reading concerns listed on Worksheet 6

41. Reorganized by whole school, grade level, and subgroup

42. Can supplement PSSA and PVAAS data with other math data

44. Answer these questions relative to the math concerns listed on Worksheet 9

45. Phase 3 Plan Solution

46. Set reading and math goals in all grades for any relevant subgroup (N ≥ 40) School-wide goal

49. “DEEP implementation of a FEW things beats superficial implementation of many things.”Doug Reeves, April 2007

50. Concern • Root Cause • Strategy What needs to be done to implement the strategy? • Indicators of Implementation • Indicators of Effectiveness