Hosted by: Colorado Department of Education

1. Unified Improvement Planning: Implementation and Progress Monitoring Hosted by: Colorado Department of Education Provided by : Center for Transforming Learning and Teaching

2. Introductions

3. Session Purpose Ensure planning teams are prepared to monitor the progress of the implementation of their unified improvement plan.

4. Introductions Share: • Name, Job Title, School/District • Your role in supporting unified improvement planning within the district • Your most burning question about monitoring the progress of UIP implementation. Write your question on a sticky note.

5. Materials

6. Capturing Notes Today • Plan for completing Progress Monitoring using the Planning Progress Monitoring note catcher (Toolkit, p. 1). • Capture notes for the UIP Target Setting Form and UIP Action Planning Form • Use your partially completed version • Blank versions available in the Progress Monitoring Toolkit (p. 5 and p. 9)

7. The materials used during this session were developed in partnership with the Center for Transforming Learning and Teaching in the School of Education and Human Development at the University of Colorado Denver.

8. Norms The standards of behavior by which we agree to operate while we are engaged in learning together.

9. Session Outcomes Engage in hands-on learning activities and dialogue with colleagues.Access additional resources.Complete follow-up activities. • Understand the statutory and regulatory requirements for monitoring the progress of UIPs. • Identify and fully describe at least one interim measures that will be used to interpret progress made towards annual performance targets. • Develop implementation benchmarks that will be used to determine the level of implementation of each action step associated with at least one major improvement strategy. • Plan for how remaining interim measures and implementation benchmarks will be identified. • Develop a calendar for when progress monitoring will occur, what data will be reviewed, and who will participate. • Plan for engaging in collaborative data-driven inquiry process as part of regular progress monitoring.

10. Agenda Interim Measures The Role of Progress Monitoring Data-Driven Collaborative Inquiry Implementation Benchmarks PlanningProgress Monitoring

11. Unified Improvement Planning Processes Gather and Organize Data Preparing to Plan Section IV:Target Setting Section IV:Action Planning today Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks

12. Colorado Unified Planning Template Major Sections: • Summary Information about the school or District • Improvement Plan Information • Narrative on Data Analysis and Root Cause Identification • Action Plan(s)

14. Progress Monitoring Terminology • Consider the UIP Handbook Excerpt: Planning Terminology (Toolkit, p.13-14). • Mark each term using the following legend: • ? I have questions about this term. • √ I’ve got it. • + I could explain this term to someone else. • Answer these questions: • What is the difference between an interim measure and an implementation benchmark? • What is the difference between a measure and a metric?

15. Where and how is Progress Monitoring represented in the UIP? • Consider: UIP Handbook Excerpts (Toolkit, p. 11) and UIP Quality Criteria Excerpts (Toolkit, p. 15) • Interim Measures • Implementation Benchmarks • Answer the following questions: • Where in the UIP template will interim measures be captured? What information should be provided? How many should be included? • Where in the UIP template will implementation benchmarks be captured? What information should be provided? • How should progress monitoring be included in action steps?

16. Statutory and Regulatory Requirements Consider the District Accountability Handbook Excerpts (Toolkit p. 19) to answer the following questions: • What is the School Accountability Committee (SAC) role in monitoring the progress of the school’s implementation of their UIP? • How frequently must the SAC be involved in progress monitoring? • What is the District Accountability Committee role in monitoring the progress of the district’s implementation of their UIP?

17. Data Analysis: UIP Development vs. Progress Monitoring • Turn to Annual UIP Development vs. Progress Monitoring, (Toolkit, p. 53) • Work with a partner. Use a flip chart and markers. • Develop a double-bubble map to describe how Annual UIP Develop and Progress Monitoring are the same and how they are different. • What would you add/change in this table?

18. UIP Development UIP ProgressMonitoring UIP Development vs. Progress Monitoring

19. Agenda Interim Measures The Role of Progress Monitoring Data-Driven Collaborative Inquiry Implementation Benchmarks PlanningProgress Monitoring

20. Simulation

21. Agenda Interim Measures The Role of Progress Monitoring Data-Driven Collaborative Inquiry Implementation Benchmarks PlanningProgress Monitoring

22. Performance Targets and Interim Measures • What is the relationship between performance targets and interim measures? • With a partner, share a one-sentence description of how they relate to one another. • Interim measures should provide data several times during the school year about the degree to which progress is being made towards each performance target.

23. Effective Feedback Clear, descriptive, criterion-based, and indicate: √ how their response differed from that reflected in the UIP quality criteria, and √ how they can move forward (what they might do next).

24. Provide Feedback about Performance Targets • Choose a partner group/table. Exchange Target Setting Forms (with performance targets identified). • As you review their targets, consider the following questions: • To which students do the targets pertain? On what content is the target focused? For what metric is the target set? • To what degree do the targets meet the relevant quality criteria? • How could they improve their annual performance targets? • Provide feedback to your partner group/table.

25. Responding to Feedback • Consider the feedback you received • How will you respond to the feedback you received? What will you do next to incorporate this feedback into your annual performance targets? • How did it go providing feedback about another district’s plan? What did you learn? • Large-group share out

26. Currently Available Performance Data • Take out your Inventory of Performance Data Sources. • Determine which of the identified resources could be used as “interim measures” • Administered more than once a year. • Provide data related to your performance targets.

27. Describing Interim Measures Consider the Describing Interim Measures: Legend (Toolkit, p. 29). Ensure you can explain what will information should be captured in each row of this table. • Data Source (assessment name) • Purpose • Related Performance Target • Content Focus • Which Students • When Available • Metrics • Comparison Point(s) • Questions

28. Purposes of Interim Assessment • Consider excerpts from Benchmark Assessment for Improved Learning (Toolkit, p. 23) • Work with a partner to answer these questions: • What are different purposes of benchmark (or interim) assessments? • What best describes our purpose(s) for the benchmark (interim) assessments we currently administer? • What purpose(s) are we serving when we use interim assessments as part of our school/district improvement efforts?

29. How do Performance Targets Shape Interim Measures Interim measures should: • Provide data several times during the school year about the degree to which progress is being made towards each performance target. • Provide data about the same students as the performance target • Provide data about the same content focus.

30. Describing Interim Measures For at least one performance target, use the Describing Interim Measures worksheet (toolkit p. 29) and identify: • The name of the interim measure. • The purpose(s) of administering the interim measure. • The performance target (including on which students and on what content the target is focused) about which this interim measure will provide data. • The content focus (or foci) for interim measure analysis. • Student group(s) results that will be the focus of the analysis. • When data will be available (be specific).

31. Metrics (Levels) • Two levels of metrics (interim assessment results): • Individual • Group • Examples of groups: • All students in the school • All students in a grade level • Students in a disaggregated group • Students in a classroom • Group metrics are aggregates of individual metrics.

32. Levels and Performance Metrics Individual Levels Performance Metric (examples) individual performance rating, student growth percentile, scale score. %/number scoring at each performance level, MGP, & AGP, average scale score. %/number meeting scoring proficient or better by standard %/number (within group) scoring at each performance level, MGP, AGP (overall and by grade-level) • Classroom (formal)/Individual • Aggregate school/district over-all or grade-level • Standard/strand (grade-level) • Disaggregated group Group

33. Individual Metrics/Scores • Raw Scores • Number correct • Percent correct • Number of points earned (may incorporate item difficulty) • Standardized scores (T-Scores) • Scaled Scores (often incorporates item difficulty IRT) • Norm Referenced • Percentile Ranks • Grade Equivalent • Criterion Referenced • Performance Category Ratings • Lexile Rating, Estimated Oral Reading Fluency, etc.

34. Comparison Points • What is a comparison point? (Consider definition in UIP Handbook Excerpt, Toolkit, p. 13) • Comparison points can be norm or criterion referenced. • Norm referenced scores often embed the comparison point in the score itself. • Each interim assessment metric that is used to evaluate progress towards performance targets, needs an associated comparison point. • What are examples of comparison points?

35. Metrics and Comparison Points for Assessments most used by Colorado Districts • Consider Typical Interim Assessments: Metrics and Comparison Points, (Green Sheets on your table) • Job aide for identifying metrics and comparison points for interim and early literacy assessments most frequently used by Colorado districts. • Are any of these “typical” interim assessments being used in your school/district?

36. Identifying Metrics and Comparison Points for Interim Assessments • Consider Report Examples • Review several reports. • Use Identifying Metrics and Comparison Points (Toolkit, p. 31) • For each report reviewed, identify: • What metrics are available on the report? • To what could performance on each metric be compared (comparison points)? How good is good enough?

37. Identify your metrics and Comparison Points • Use the Describing Interim Measures worksheet (Toolkit, p. 29). • For at least one interim measure, identify what you will use to track and evaluate progress toward the associated performance target : • Metrics • Comparison points • If you know, identify what reports will be used to analyze the identified metric(s) and comparison points for your performance target group and content focus?

38. Questions Different metrics make it possible to answer different questions. What metrics would help answer the following questions: • How many students in the school are likely to score proficient or better in mathematics within the next three years? • Are most of our students meeting minimum expectations in reading? • How does student achievement writing compare across the grades in the school? • Are there differences in the rates of growth in math between ELL and non-ELL students in the school?

39. Questions to Guide Analysis • Work with a partner to identify what questions can be answered with the metrics and comparison points you have identified on the Describing Interim Measures worksheet. • Capture those questions in the final row of that work sheet for at least one interim measure.

40. Planning for Progress Monitoring • How will remaining interim measures be identified and fully described? • Take out: Planning for Progress Monitoring (Toolkit, p. 1) • Make notes about: • Current status • How you will complete this task • Who will complete it? When?

41. Agenda Interim Measures The Role of Progress Monitoring Data-Driven Collaborative Inquiry Implementation Benchmarks PlanningProgress Monitoring

42. Role of Implementation Benchmarks Consider UIP Handbook Excerpts (Toolkit, p. 11) to answer the following questions: • What are implementation benchmarks? • What would not be an example of an implementation benchmark? • Where are implementation benchmarks captured in the UIP Template?

43. Different Types of Implementation Benchmarks • Two basic “types”; • Outputs (e.g. professional development sessions held) • Adult Outcomes (e.g. new instructional strategy implemented) • Can be different “types” of data too: • Qualitative • Quantitative

44. Logic Model A Logic Model can be used to describe your theory of: • How major improvement strategies will result in improved student performance. • The outputs and adult outcomes that will result from each action step. • The outputs and adult outcomes that will result in desired changes in student outcomes (performance). • About what implementation benchmarks should provide information.

45. Example Logic Model Consider the Example Logic Model (Toolkit, p. 33) Work with a partner to answer the following questions: • What outputs are expected for different action steps? • What adult outcomes are expected? • What student outcomes are expected? • What evidence would you collect to determine if the expected outputs and adult outcomes are being met (implementation benchmarks)? Be prepared to share some suggested implementation benchmarks for this major improvement strategy.

46. Create a Logic Model • Select at least one major improvement strategy on which to focus. • Use the Logic Model Template (Toolkit, p. 35) to describe the logic model behind your Major Improvement Strategy. • Include: • Action Steps • Associated Outputs and Adult Outcomes • If time, student outcomes

47. Identifying Implementation Benchmarks • Consider your Logic Model and your Inventory of Data Sources other than Performance Data. • Use the Identifying Implementation Benchmarks worksheet (Toolkit, p. 37). • Capture: • Action Steps • Associated Outputs and Adult Outcomes • Identify Implementation Benchmarks associated with each Output and Adult Outcome. What will count as evidence?

48. Planning for Progress Monitoring • How will remaining implementation benchmarks be identified and fully described? • Take out: Planning for Progress Monitoring (Toolkit, p. 1) • Make notes about: • Current Status • How this will be completed • Who will complete it and when

49. Agenda Interim Measures The Role of Progress Monitoring Data-Driven Collaborative Inquiry Implementation Benchmarks PlanningProgress Monitoring

50. Institutionalizing Progress Monitoring • How can progress monitoring become key to how we do business? • Consider the following resources: • Case study of West Denver Prep: Using Data to Drive Instruction and Improve Achievement. (Toolkit, p. 39) • Sample Planning Calendar for Developing and Revising UIPs (Toolkit, p.47). • Institutionalizing Progress monitoring includes building it into the regular schedule of the school/district.