Facilitators of School Improvement

1. Facilitators of School Improvement Lisa Guzzardo Asaro Lisa Rivard January 2013

2. Michigan Continuous School Improvement How to Survive Data Overload“Data are useless without a good analysis.” Connector Activity SIX STEPS Begin with a Question The Data Source The Big Picture Team Dialogue Guide: Moving from Data to Classroom Instruction Patterns in Data Data Patterns for Students • Discovery • Take Back Handout TAB TWO

3. Today’s Outcomes TAB TWELVE • Provide ASSIST and Requirement updates • Engage in activities that connect you to Michigan’s continuous school improvement process • Heighten awareness of how the Ladder of Inference influences data selection • Receive a presentation from Troy School District • Use a 3-phase, data dialogue protocol to analyze current school data • Use the 5 Whys protocol

4. Today’s Roadmap Welcome Connector: Data Overload Updates and Changes ASSIST Components of a CNA Ladder of Inference Data Dialogue Protocol 5 Whys: root cause Troy School District Presentation Tool for Learning Schools Network and Planning TAB TWELVE

5. Key Working AgreementsA 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

6. Parking LotA Facilitation Tool Rest questions that do not benefit the whole group Place questionsthat do not pertain to content at this time Place questions that pertain, but participants do not want to ask at this time

7. LIVING BELIEF STATEMENT “Networking is not an option, but a critical part of how Facilitators of School Improvement learn and share their learning.”

8. ADVANCED MIand MDE UPDATES AND CHANGES

9. New MDE Website Houses Important URL http://www.michiganccr.org This website has been created to connect users with the resources available for helping all students graduate career and college ready. • Effective Instruction • Balanced Assessment • Accountability • Supporting Quality Educators • Infrastructure • P-20 Resources • Success Stories

10. TAB TWELVE Handout

11. Professional LearningOpportunities • Assessing the Impact with Joellen Killion March 12-13, 2013 NCA Building • Common Core: Leading the Change March 19, 2013 MISD Rm. 100 A-C • MDE/AdvancED Spring SI Conference April 17-18, 2013 Lansing Center • MAISA Michigan ELA Model Curriculum Units June 24-27, 2013 Teams Lansing Center • Kagan Structures for Cooperative Learning and Active Engagement Institute August 12-16, 2013 MISD

12. TAB TWELVE Smarter Balanced Assessment Consortium • In October, higher education faculty and K-12 teachers teamed up at a 5-day workshop to draft initial Achievement Level Descriptors (ALD) for summative assessments. • This will help students, teachers, and parents interpret student scores on the SBAs. • The draft initial ALDs are available for public review and comment through January 15. The documents are located on the Smarter Balanced website: http://www.smarterbalanced.org/achievement-level-descriptors-and-college-readiness/ • ELA and Math Claims: Summative Assessment Handout

13. TAB TWELVE Spring 2013 SBA Pilot Test • Smarter Balanced is gearing up to test drive the assessments. • The Pilot Test will include several thousand items and performance tasks, giving the Consortium important information about how the items and tasks perform in a real-world setting. • Participation in the Pilot Test is voluntary and all schools in Michigan are eligible. • Two types of schools: • 1) scientifically-selected schools were notified 12.04.12 and • 2) schools can volunteer by completing the volunteer registration form at http://www.surveymonkey.com/s/SmarterBlancedPilot To complete the survey, you will need your school’s National Center for Educational Statistics (NCES) number. • Volunteer schools will be tested in mid-April to mid-May • Only one content area will be assessed/grade within a school • Schools should plan on 3 hours of testing • Important to remember that the PURPOSE is a tryout of test items and the test interface, not an assessment of student learning. Students will not receive SCORES.

14. Dynamic Learning Maps (DLM) Handout Special Education • Created Common Core Essential Elements (CCEEs) in ELA and Math which are linked to the CCSS • These provide alternate grade level content standards linked to the CCSS and are available for review • Visit the MDE MI-Access website at www.michigan.gov/mi-access • Alternate assessments based on the CCEEs are being developed by the DLM alternate assessment consortium and will be available for use in Michigan starting in the 2014-2015 school year • See handout

15. MAISA Collaborative Project Update • MAISA Units • Phase III • ELA Curriculum Leadership Team(K-12 timeline) • Math Curriculum Leadership Team

16. One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps (MI-CSI) Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

17. One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps Getting Ready Collect School Data Build School Profile I. Executive Summary IV. School Process Rubrics Analyze Data II. School Data Analysis IV. School Process Analysis Set Goals III. Additional Requirements V. Goals and Plan Set Measurable Objectives Research Best Practice Develop Action Plan Implement Plan Monitor Plan Evaluate Plan VI. Evaluation Tool (2014) Handout TAB TWELVE Gather Study Comprehensive Needs Assessment Plan School Improvement Plan Do

19. TAB TWELVE Handout

20. Handout TAB TWELVE MDE NCA

21. MDE Updates • ASSIST Updates • Not all School Data Profiles (40/90 OR ISA/SA) have been fully activated on AdvancED as an assigned task in the Overview Tab. (Was to be done by Break) • Diagnostics can be started at anytime by logging into ASSIST and using the Diagnostics and Surveys Tab • Title I Components and SIPswill be available on ASSIST with the 02.09.13 push (schools can activate a SIP by using the Goals and PlanTab • Demographic information can be updated by using the Profile Tab and clicking on the Demographic link (EEM trumps everything) • The old SDP/A questions will be located in the Diagnostic Tab after the 02.09.13 push and will be called School Data Analysis • Questions Handout

22. Schools Comprehensive Needs Assessment (CNA) TAB TWELVE Handout Component One Executive Summary (All Schools Yearly) Due 09.01.13 Component Two School Data Analysis (Updates) Due 09.01.13 • Student Performance Diagnostic (5th year) 4 wks. prior to External Review Date • Stakeholder Feedback Diagnostic (5th year) prior to External Review Date Component Three Additional Requirements for Title I SW &TA, and Non-Title I Schools Due 09.01.13 Component Four School Process Rubrics: Component Five Goals and Plan (All Schools every 3 to 5 years) Due 09.01.13 Component Six Strategy Evaluation Tool(All schools 2nd year in Reading and Math) MDE Rubrics 40/90 DUE 04.01.13 AdvancED MI ISA/SA

23. District CNA Component I: Due 04.15.13 OR 4 wks. Prior to an External Review District Process Rubrics (DPR) OR District Interim Self Assessment (ISA)/District Self Assessment (SA) Component II: Due 06.28.13 District Improvement Plan (DIP) ALERT: Districts may request submission of SIPS as early as 04.01.13, to complete their DIPs. ASSIST Technical Guide is located at: Macombfsi.net ASSIST TAB OR http://www.advanc-ed.org/webfm_send/372

24. Executive SummaryComponent I. Vision Mission Belief Statements Strengths/Challenges(See Slide 11)

25. Challenges Matrix I Activities FOCUS

26. MATRIX ISA/SA From your ExecutiveSummary Report Handout

27. School Data AnalysisComponent II. AdvancED Michigan Diagnostics Student Performance Diagnostic Stakeholder Feedback Diagnostic (perception surveys) External Review (ER) 5thYear MDE School Data Analysis (Was the Data Profile) Update Yearly SPDA Type QuestionsHANDOUT

28. Additional RequirementsComponent III. Content has been aligned, unduplicated, and flagged to meet multiple requirements. Unique diagnostics are available for Title I SW, TA, and Non Title I schools (This could include Priority and Focus Diagnostics and Reform and Redesign Plans).

29. School Process RubricsComponent IV. TAB TWELVE MDE NCA

30. MI-CSI Framework

31. Michigan School Improvement Framework

32. AdvancED Michigan 5 Standards Standard 3: Teaching and Assessing for Learning Standard: The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

33. Goals & PlanComponent V.

34. www.Macombfsi.net Stage Do Step 11 Component VI.

35. EVALUATE ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? Implementation: Adult Focused Impact: Student Focused MONITOR EVALUATE MONITOR EVALUATE 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? DID OUR STRATEGIES RESULT IN INCREASED STUDENT ACHIEVEMENT? WHAT UNINTENDED CONSEQUENCES (GOOD AND BAD) HAVE OCCURRED? SHOULD THE STRATEGY/ACTIVITY BE CONTINUED? DISCONTINUED? MODIFIED? WAS THE PROGRAM IMPLEMENTED AS INTENDED? DID WE IMPLEMENT THE PLAN/STRATEGIES CORRECTLY & CONSISTENTLY? DID WE GIVE IT ENOUGH TIME? RESOURCES? ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED AS INTENDED WITH FIDELITY? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATION? MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT (Formative) IS IT WORKING?

36. One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps (MI-CSI) Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

37. Stage One: GATHERStep 1: Getting Ready GATHER Getting Ready Collect School Data Build School Profile FOCUS

38. “In God we trust, everyone else brings DATA”

39. One Common Voice – One Plan Stage One Gather:Step 2 Collect School Data Demographic or Contextual Data Describes our students, staff, building, and community Achievement Student Outcome Data How our students perform on local, state and federal assessments (subgroups) 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 Definitions • 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?

40. What types of data are/are not readily available in your building? Tab Two Page 3-4 40

41. School Data Profile

43. Data Statements

45. Ladder of Inference • We live in a world of self-generating beliefs that remain largely untested. • We adopt these beliefs because they are based on our conclusions, which are inferred from what we observe, plus our past experience. • Our ability to achieve the results we truly desire is eroded by our feelings that: • Our beliefs are the truth; • The truth is obvious; • Our beliefs are based on real data; • The data we select are the real data.

46. Ladder of Inference cont’d • The ladder of inference explains how we generate assumptions, how we make observations and assessments, then act upon them. • First, we select data that makes sense to us and we want to hear. Next, we add meaning to the data based on our experience and our frame of reference. Then we make an assumption about the original data, draw a conclusion, and act on or advocate a belief based on the filtered data.

47. Source:Schools that Learn: A Fifth Discipline Handbook for Educators, Peter Senge Each trip up the ladder affects what data we select next time.

48. Ladder of Inference • I take: actions (based on beliefs) • I adopt: beliefs (about the world) • I draw: conclusions • I make: assumptions (based on meaning added) • I add: meanings (cultural and personal) • I select: “Data” (from what I observe) Observable “data” and experiences start here.

49. One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

50. Stage Two: StudyStep 4: Analyze Data STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice FOCUS