Provided by: the Center for Transforming Learning and Teaching

1. Unified Improvement Planning: Updating your Toolkit Sponsored by The Colorado Department of Education Provided by: the Center for Transforming Learning and Teaching

2. Introductions Colorado Department of Education Center for Transforming Learning and Teaching Julie Oxenford O’Brian Mary Beth Romke • Jamie Baker • Judy Huddleston • Erin Loften • Lisa Medler • Somoh Supharukchinda • Julie Oxenford O’Brian • Mary Beth Romke www.ctlt.org

3. Introductions Share: • Name, Job Title, School/District • Your role in facilitating unified improvement planning • Your most important outcome for this session

4. Today’s Purpose Ensure participants understand changes to the UIP template and supporting resources, and are prepared to use updated resources in building local capacity for continuous improvement.

5. Making the most of the day. . . • Assumptions • Participants are familiar with the basics of Unified Improvement Planning. • Participants need information about updates and revisions. • Materials should be immediately usable with local audiences. • What does participation look like? • Learning about what has been revised. • Planning for bringing this content back to your district (Planning to Build UIP Capacity).

6. Materials Put a sticky note on “Planning to Build Local UIP Capacity” All materials used today will be available electronically on the UIP web site.

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. Learner Outcomes Engage in hands-on learning activities and dialogue with colleagues. Access follow-up resources • Describe implications of the ESEA waiver for changes in SPF, DPF and UIP Template. • Accurately use new and frequently misused planning terminology. • Describe changes to SPF reports. • Access required data reports. • Describe changes to UIP template. • Access UIP resources and be aware when additional resources will be available. • Plan for using the following resources in building local planning capacity: the UIP Handbook, Quality Criteria, UIP Training Materials. • Explore what other districts are doing to build capacity.

10. Agenda UIP Template Revisions Changes: what and why SPF/ DPF Report Revisions Building Local Capacity with UIP Resources and Tools

11. What remains the same? • Purposes and Theory of Action behind UIP • Most planning requirements met by UIP • Structure (performance indicators, measures, metrics, expectations, targets) • Performance Indicator Categories • Most measures and metrics • Planning Processes (Describing Trends, Identifying Priority Performance Challenges, Root Cause Analysis, Setting Performance Targets, Action Planning) • Review Process • Timeline

12. Sources • ESEA Waiver • Lessons Learned from plan review • UIP Needs Assessment Survey

13. Lessons From. . . • CDE Staff/State Review Panel Review of Plans • Turnaround, Priority Improvement Schools and Districts • Districts on Federal Program Improvement • 212 School Plans • 92 District Plans • Staff Notes, Lead Reviewers Focus Group, Sample of Plans/Feedback • UIP Needs Assessment Survey • 133 respondents • 120 unique district respondents • 3 unique BOCES respondents

14. Federal Accountability Requirements • Colorado received a waiver from some federal ESEA accountability requirements 2/2012. • Greater alignment of federal to state accountability requirements. • This included, waiving certain provisions of ESEA: • Title I • Title II • Still pending: Title III (AMAOs)

15. UIP Meets State Accountability Requirements SB09-163 Planning Requirements for districts and schools: • Targets • Trends • Priority Performance Challenges • Root Causes • Major Improvement Strategies (appropriate in scope, intensity, and type) • Resources • Interim Measures and Implementation Benchmarks How does the UIP process, as it has been defined by CDE, meet SB09-163 planning requirements?

16. Activity: Exploring Revisions Jigsaw • Turn to: Lessons Learned from UIP Reviews (Toolkit, p.3), UIP Needs Assessment Overview (Toolkit, p. 11), and ESEA Waiver Implications for UIP (Toolkit, p. 19) • Form a triad and number off (1= Lessons Learned from UIP Reviews, 2 = UIP Needs Assessment Overview, 3 = ESEA Waiver Implications for UIP) • As you read your document, consider these questions: • What are the most significant revisions to the SPF/DPF and UIP template and processes? Why were these revisions made? • Which of the revisions would be a high priority for our district? Schools in our district? • Triads: • Share critical insights from each document, • Identify questions/concerns (capture each concern on a sticky note).

17. Capture your Thinking • Turn to Planning to Build Local UIP Capacity. • Capture your notes on the first row: • How will you help local stakeholders understand why revisions to the SPF/DPF and UIP Template have occurred? • Who needs to understand this? When? • What tools will you use?

18. What remains the same? • Purposes and Theory of Action behind UIP • Most planning requirements met by UIP • Structure (performance indicators, measures, metrics, expectations, targets) • Performance Indicator Categories • Most measures and metrics • Planning Processes (Describing Trends, Identifying Priority Performance Challenges, Root Cause Analysis, Setting Performance Targets, Action Planning) • Review Process • Timeline

19. Purposes of Unified Improvement Planning • Provide a framework for performance management. • Support school and district use of performance data to improve system effectiveness and student learning. • Shift from planning as an event to continuous improvement. • Meet state and federal accountability requirements. • Give external stakeholders a way to learn about how schools and districts are making improvements.

20. Theory of Action: Continuous Improvement Evaluate Evaluate FOCUS Implement Plan

21. Coherence in Planning Elements Unified Improvement Planning/ Continuous Improvement Improvements in Student Learning

22. Planning Requirements met by Unified Improvement Plan

23. School Performance Indicators • Academic Achievement • Academic Growth • Academic Growth Gaps • Post-Secondary and Workforce Readiness

24. District Performance Indicators Education Accountability Act of 2009 • Student Achievement • Student Academic Growth • Growth Gaps • Post-Secondary and Workforce Readiness In addition, ESEA includes: • Title III: English Language Proficiency Attainment (Additional USDE Waiver pending)

25. Accountability Timeline

26. Schedule for Planning • When should local teams engage in developing or revising unified improvement plans? • Consider the Sample Planning Calendar for Developing/Revision UIPs (Toolkit, p. 25) • What are the strengths and weaknesses of engaging in planning activity with this kind of timeline? • How does this calendar compare to the timeline in which your schools engaged in planning for the 2011-12 school year?

27. Planning Terminology • Consider the Unified Improvement Planning Terminology (Unified Improvement Planning Handbook, Appendix A, p. 28) • Work in a triad to answer the following questions: • Which schools will be designated as a “Focus School”? How long does this designation last? • What is the difference between a 4, 5, 6, or 7 year “graduation rate”? • What is difference between TCAP/CSAP and CELApro “adequate growth”? • How will you ensure local stakeholders are using planning terminology appropriately? Make notes in Planning to Build Local UIP Capacity.

28. Agenda UIP Template Revisions Changes: what and why SPF/ DPF Report Revisions Building Local Capacity with UIP Resources and Tools

29. Performance Indicators Slide 12

30. New Measures and Metrics • Indicator: Student Academic Growth • Sub-Indicator: English Language • Measure: CELApro • Metrics: Median Student Growth Percentile, Median Adequate Growth Percentile (interpreted differently) • Indicator: Postsecondary and Workforce Readiness • Sub-Indicator: Graduation Rate • Measure/Metrics: Disaggregated 4,5,6,7 year graduation rates

31. Other Revisions to SPF/DPF Reports • Participation Rates • Additional information • Revised requirements • New information included in rubrics • Disaggregated graduation rates • Other Formatting Revisions • Participation rates moved to first page • Sub-indicator information extended to pages 2-3

32. Explore SPF Revisions • Take Out: • Revisions to the District and School Performance Framework (Toolkit, p. 27) • Sample SPF Report (revised format) • Exploring SPF Revisions (Toolkit, p. 29) • Work with a partner to answer the questions in the Exploring SPF Revisions chart. • Identify questions/concerns about revisions and capture them on sticky notes (one per sticky note).

33. English Language Proficiency Growth • Additional Resources: • CELApro and TCAP/CSAP growth Metric Comparison • School Performance Framework Scoring Guides and Reference Data (Toolkit, p. 31) • Talk with a partner: • How is the application of the Colorado Growth model to CELApro different from TCAP/CSAP?

34. Disaggregated Graduation Rates • Additional resources: • School Performance Framework Scoring Guides and Reference Data (Toolkit, p. 31) • State disaggregated graduation rates (last page) • Why would it be helpful to know the state graduation rates for disaggregated groups?

35. Building Local Capacity • Consider the most critical revisions to the SPF. . . • Make notes in the Planning to Build Local UIP Capacity chart. • What will you do to ensure local stakeholders understand changes to the SPF? • Who needs to know about this? When? • What tools will you use?

36. Required Data Reports (www.schoolview.org) • Equitable Distribution of Teachers • Always required for consolidated applications. • Now included in UIP required reports. • Disaggregated Achievement • AYP Summary report no longer provided. • New guidance on setting performance targets for achievement of disaggregated groups.

37. Accessing Equitable Distribution of Teachers Data • www.schoolview.org, Data Center • Review, Accessing Equitable Distribution of Teacher Data (Toolkit, p. 37) • Have you used this data report/view before? • What, if anything, was difficult about accessing this data report/view?

38. Accessing Disaggregated Achievement Data • Most districts already use this data and access it through a local data tool. • Available through: www.schoolview.org, data center • Job-aide: Accessing Disaggregated Achievement Data (Toolkit, p. 39)

39. Agenda UIP Template Revisions Changes: what and why SPF/ DPF Report Revisions Building Local Capacity with UIP Resources and Tools

40. Unified Improvement Planning Processes Gather and Organize Data Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Data Analysis (Data Narrative) Set Performance Targets Identify Major Improvement Strategies Progress Monitoring Identify Implementation Benchmarks Identify Interim Measures Action Planning Target Setting

41. 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)

43. Explore UIP Template Revisions • Take Out: • UIP Template (revised draft) • Revisions to the UIP template (Toolkit, p. 41-42) • Exploring UIP Template Revisions (Toolkit, p. 49-50) • Work with a partner to answer the questions in the Exploring UIP Template Revisions chart that pertain to the UIP Template • Identify questions/concerns about UIP template revisions and capture them on sticky notes (one per sticky note).

44. Building Local Capacity • Consider the most critical revisions to the UIP Template. . . • Make notes in the Planning to Build Local UIP Capacity chart. • What will you do to ensure local stakeholders understand changes to the UIP template? • Who needs to know about this? When? • What tools will you use?

45. Agenda UIP Template Revisions Changes: what and why SPF/ DPF Report Revisions Building Local Capacity with UIP Resources and Tools

46. Key Planning Resources Resource Uses Primer on UIP Target for plan developers and basis for plan review Resources for training local staff on unified improvement planning Examples of what should and should not be included in each section of the plan Information about how different districts have engaged in planning • UIP Handbook • Quality Criteria for Unified Improvement Plans (school and district levels) • Unified Improvement Planning Training Resources • Unified Improvement Plan School and District Examples • District Case Stories

47. UIP Handbook: Exploring Revisions • Take out: • UIP Handbook (version 2.0) • Revisions to UIP resources: UIP Handbook (Toolkit, p. 45-48) • Exploring Revisions to the UIP Handbook (Toolkit, p. 51-52) • Work with a partner • Answer the questions for exploring the revisions to the UIP Handbook • Make notes about your questions/feedback • Full-Group Dialogue about revisions

48. Using the UIP Handbook • On an index card, list: • How your district has used the UIP Handbook in building local capacity for planning. • One additional idea about how you could use the UIP Handbook moving forward. • Give one, get one. . . • Find one person you haven’t talked with yet today. • Share ideas about how to use the UIP Handbook. • Add new ideas to your index card. • Repeat

49. Using the UIP Handbook • Return to your table group. • Make notes in the Planning to Build Local UIP Capacity chart. • How will you use the UIP Handbook to build local capacity? • What will you do? When? With Whom?

50. UIP Quality Criteria • Organization • Designed to be used in conjunction with the UIP Template. • General criteria apply to all schools/districts. • Criteria designated with program specific icons only apply to select schools/districts. • Revisions Include . . . • Changes in the categories of schools for which different criteria apply. • Clarifying expectations for the data narrative (trends and priority performance challenges) • Removal of AYP related criteria • Addition of “Focus School” criteria