Missouri School Improvement Program 4 th Cycle Overview

1. Missouri School Improvement Program 4th CycleOverview Margie Vandeven, Director Accreditation and Accountability margie.vandeven@dese.mo.gov (573) 751-4426 http://dese.mo.gov/divimprove/sia/msip/index.html

2. What’s New • Performance determines accreditation (Met/Not Met; no points) • A few changes and additions to Standards and Indicators • Fourteen performance standards • Different levels of reviews • Coordination of reviews

3. Provisional and Unaccredited Districts Third Cycle Fourth Cycle Annual Performance Report Performance ↓ Determines Review Type + ↓ Resource Review (resource and process) ↓ + School Improvement Team Process (review) ↓ = Performance = Accreditation Accreditation

4. Fourteen Performance Standards • MAP (6 Standards) • ACT • Advanced Courses • Career Education Courses • College Placement • Career Education Placement • Graduation Rate • Attendance Rate • Subgroup evaluation of (AYP)

5. Bonus Points …(Mets) To earn bonus points in science and/or social studies: • The district must have at least four years of test data in a subject area (including the latest year) in at least two out of three grade levels tested.  • The district must meet the designated scoring criteria in the subject area. • The LND criteria must be met. A K-12 district may not earn more than six “mets” from a combination of the six required MAP standards and two bonus points.  

8. 2006 DISTRICT SUMMARY OF ANNUAL PERFORMANCE REPORT (APR) DATE County/District Code: «DISTCODE» District Name: «DISTNAME» **No progress points may be earned for grade level test data in Year 1 of the Fourth MSIP Cycle.

10. Accreditation/Reviews Third Cycle Fourth Cycle Accreditation Status Review Type Accreditation Status Review Type 12+ Mets Accredited – Full Waiver Points & Criteria Accredited – Full Waiver Mini-Review Mini-Review 106 pts overall 66 performance Accredited 9-11 Mets Accredited – Limited Waiver Full Review Targeted Review 83 pts overall 46 performance Provisionally Accredited 6-8 Mets (at least 1 MAP) Provisionally Accredited Full Review Full Review <83 pts overall or <46 performance Unaccredited Full Review Full Review <6 Mets Unaccredited

11. Full Waivers • Reserved for the highest performing districts • Qualified based on APR Status and Progress measures • Maintained until no longer qualified for 2 consecutive years • AQ administered • Mini-review/desk audit coordinated with DESE program areas (Items not on waived checklist) • Report of findings to district

12. Limited Waivers • Districts with good overall performance but need improvement in some area or areas • Qualified based upon APR Status and Progress measures • Maintained until no longer qualified for 2 consecutive years • May consist of (1) a mini-review/desk audit and for the district to submit a plan to address the area(s) in need of improvement or (2) a short, targeted review w/ a small team • Items not waived checklist

13. AQ administered District Response submitted (where applicable) CSIP submitted (where applicable) Curriculum may be submitted Sample assessments may be submitted Report of findings to district Limited Waivers (continued)

14. Full Reviews • For Provisionally and Unaccredited School Districts • District documentation submitted prior to review: • AQ administered • District Response to the Standards • CSIP • Curriculum • Sample student assessments • PD Plan • Program Evaluation Plan • Building-level bell schedules, building maps, and master schedule of courses w/ room numbers and teacher names

15. Full Reviews (continued) • Items not waived checklist • Compliance paperwork submitted prior to review • Curriculum and sample assessments reviewed by a trained team of experts prior to review • Full on-site review focusing on quality criteria and technical assistance • No points accumulated or lost • Report of findings to district

16. Sample Assessments Who: DESE-selected sampling of teachers from all subject areas What: All assessments (except daily “practice” homework) used during two-week window When: The first two weeks in October Where: Schools undergoing full reviews or targeted MAP standard reviews Why: To help answer essential curriculum question, “Is the written curriculum implemented within buildings and classrooms in the district?”

17. 4th Cycle Advantages • Single-system of accountability • Resources allocated to provide assistance to schools that need it most • School improvement efforts will be better coordinated to provide ongoing support • Customized reviews will minimize paperwork/documentation necessary for on-site review • Performance • Is more stable • Identifies areas in need of improvement • Allows districts to establish goals for improvement • More accurately reflects overall performance of district

18. Part II Classroom Observations

19. Purpose of informal observation To provide the team with strategies for using an informal observation approach and data collection to inform reflective feedback on the prevailing instructional practices utilized in the district.

20. Classroom Presence: • Professional/courteous • Spend enough time to gather data (10-15 min) • Talk with students when necessary/possible • Review lesson plan • Move to next room

21. Classroom Instruction that WorksNine categories of instructional strategies

22. Instructional Delivery Methods • Lecture: Delivery of information to a group by the teacher • teacher-controlled • Question and Answer: An expression of inquiry that calls for a reply • an accountability tool • Class Discussion: Dialogue among students and teacher • Open-ended questions are used and students are encouraged to ask questions of each other • Guided Practice: Teacher-led short activities with students attempting the task at hand • The teacher must closely monitor what the students are doing to see that the instruction has "taken." Mistakes need to be corrected if seen by the teacher

23. Instructional Delivery Methods • Cooperative Learning: Students working together as partners or in structured small teams on clearly defined learning tasks • Students may be responsible for each other's learning and are held individually accountable for the group’s success. Examples include think-pair-share, round robin, jigsaw, inside/outside circle, etc. • Group Work: Students working together in partners or small groups • Groups of students sitting together doing their own work who are free to talk with each other as they work • Groups of students completing a project together without clear identification of roles • Hands-on/experiments/laboratory work: Instructional activities that include both content and process promoting student discussion • Peer evaluation: Instructional activities, such as peer review, peer assessment, peer tutoring, and peer editing, designed to give students real responsibility to assess and provide feedback

24. Instructional Delivery Methods • Learning Centers: Designated classroom areas where students partake in specific learning activities • Distance Learning: Usually involves a situation in which the teacher and students are separated by time, location, or both • It can be used to supplement or enhance curriculum and assessment through real-time electronic field trips or videoconferencing, to deliver and/or receive courses in real time from remote sites, or to take online courses. • Seat Work: Worksheets or textbook reading assigned for individual practice or study • Student presentations: Students present projects, experiences, or discoveries to their classmates in a formal setting

25. Instructional Strategies • Advance Organizer: An instructional unit that is used before direct instruction or before a new topic; allows the learner to recall and transfer prior knowledge to the new information being presented in the lesson • Graphic Organizer: a visual communication tool using symbols to convey meaning, express ideas, or depict relationships between facts, terms, and/or ideas within a learning task • May be referred to as knowledge maps, concept maps, story maps, cognitive organizers, or concept diagrams. • Nonlinguistic representations: Students acquire and retain knowledge through visual imagery, kinesthetic activity, auditory experiences, and so forth. Students may create concept maps, idea webs, dramatizations, or computer simulations to represent their thinking. • Problem-based/Project-based learning: A teaching method that requires students to use knowledge and skills they have acquired or need to develop to solve a real-world problem through an extended inquiry process

26. Instructional Strategies • Research-generating and testing hypotheses: Students make predictions or draw conclusions and explain their thinking as they test and generate hypotheses. • Similarities or differences: Students identify similarities and differences using or creating comparisons, classifications, metaphors, or analogies. • Summarizing/note-taking: Students learn to identify the most important aspects of what they are learning by taking notes or summarizing material.

27. Instructional Activity Example Students are evaluating text from two sources in small groups.Directions:-Examine both a non-curricular article and curriculum-based text to compare and contrast ideas. -Transfer the similarities and differences of ideas onto Venn diagrams.-Make oral presentations explaining your group’s Venn diagram. Baleen Whales Toothed Whales

28. Depth of Knowledge (DOK) Norman Webb’s alignment system • Categorical Concurrence --- measures the extent to which the same or consistent categories of content appear in the standards and the assessments. • Depth-of-Knowledge Consistency --- measures the degree to which the knowledge elicited from students on the assessment is as complex within the context area as what students are expected to know and do as stated in the standards. • Range-of-Knowledge Correspondence --- determines whether the span of knowledge expected of students on the basis of a standard corresponds to the span of knowledge that students need in order to correctly answer the corresponding assessment items/activities.  • Balance of Representation --- measures whether objectives that fall under a specific standard are given relatively equal emphasis on the assessment. • Source of Challenge --- determines whether the primary difficulty of the assessment items is significantly related to students’ knowledge and skill in the content area as represented in the standards. Adapted from pages 4-5 36 of Web Alignment Tool (WAT) Training Manual http://www.wcer.wisc.edu/wat/Training%20Manual%202.1%20Draft%20091205.doc

29. Depth of Knowledge Consistency Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as stated in the curriculum/GLEs/Show-Me Standards

30. Depth of Knowledge "The mind is not a vessel to be filled but a fire to be kindled." —On Listening to Lectures (Plutarch)

31. Depth of Knowledge Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. http://www.wcer.wisc.edu/wat/TILSA%20Dissemination%20Webb%20presentation%20for%20Training%20%20July%2024%20%202005.ppt#286,12,Slide 12

32. Expectations for Student Performance Acquire Use Extend Recall Skill/Concept Strategic Thinking Extended Thinking Memorize Perform Procedures Demonstrate Understanding Conjecture, Generalize Prove Solve non- routine/ make connections Memorize Conduct Investigations Communicate Understanding Analyze Information Apply concepts /make connections Recall Demonstrate /Explain Analyze/ Investigate Evaluate Generate /Create Dr. Bonita Potter, Office of Academic Education – Mississippi http://www.mde.k12.ms.us/C&Ipresentation.ppt#327,30,Slide 30 This information is adapted from Webb, Norman L., Research Monograph No. 8, “Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education,” Council of Chief State School Officers, 1997.

33. BLOOM’S TAXONOMY WEBB’S DOK RECALL Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?) KNOWLEDGE / REMEMBERING “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” SYNTHESIS and EVALUATION / EVALUATING and CREATING “Putting together elements & parts to form a whole, then making value judgments about the method.” COMPREHENSION / UNDERSTANDING “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” APPLICATION / APPLYING “Using information in another familiar situation.” SKILL/CONCEPT Use of information, conceptual knowledge, procedures, two or more steps, etc. ANALYSIS / ANALYSING “Breaking information into parts to explore understandings and relationships.” STRATEGIC THINKING Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer EXTENDED THINKING Requires an investigation; time to think and process multiple conditions of the problem or task. Wyoming School Health and Physical Education Network (2001).  Standards, Assessment, and Beyond.  Retrieved May 25, 2006, from http://www.uwyo.edu/wyhpenet

34. When assigning the DOK level, consider… • the level of work students are most commonly required to perform • the complexity of the task, rather than its difficulty. • The DOK level describes the kind of thinking involved in a task, not the likelihood that the task will be completed correctly. • the complete domain of items that would be appropriate for completing the task. • Identify the DOK level of the most common of these items. If there is a question regarding which of two levels an objective addresses, it is usually appropriate to select the higher of the two levels. Adapted from page 36 of Web Alignment Tool (WAT) Training Manual http://www.wcer.wisc.edu/WAT/Training%20Manual%202.1%20Draft%20091205.doc Norman L. Webb and others

35. Sample Question Math, grade 4 Each day that Jasmine turns in her homework on time, she earns 5 points. Jasmine has turned in her homework on time for the last 8 days. How many points has Jasmine earned altogether? • 30 • 35 • 40 • 45 The fact that this is a story problem does not make this more than a level 1 item. The text here quickly reveals that the problem is simple multiplication. However, story problems can often have higher DOK levels even if the computations required are only level 1, as long as there is some skillful or strategic thinking required in determining what computations to perform. http://www.wcer.wisc.edu/wat/tutorial/MathTutorial/Question18.aspx

36. Sample Question Science, grade 10 A scientist synthesizes a new drug. She wants to test its effectiveness in stopping the growth of cancerous tumors. She decides to conduct a series of experiments on laboratory mice to test her hypothesis. What should she do? • Give half the mice the drug, the other half none, and compare their tumor rates. • Give the drug to all mice, but only to half every other day, and record tumor rates. • Double the dosage to all mice each day until tumors start to disappear. • Give the drug only to those mice who have tumors and record their weights. This item is level 2. Students must at least apply knowledge of controlled experiment design to this situation, or derive it from this problem. http://www.wcer.wisc.edu/wat/tutorial/SciTutorial/Question6.aspx

37. Sample Question Michigan, grade 11 This question requires you to show your work and explain your reasoning. You may use drawings, words, and numbers in your explanation. Your answer should be clear enough so that another person could read it and understand your thinking. It is important that you show all your work. Describe a procedure for locating the point that is the center of a circular paper disk. Use geometric definitions, properties, or principles to explain why your procedure is correct. Use the disk provided to help you formulate your procedure. You may write on it or fold it in any way that you find helpful, but it will not be collected. This requires students to create and explain a multiple-step procedure (level 3), rather than simply performing one (level 2). Wisconsin Center of Education ResearchUniversity of Wisconsin-Madison http://www.wcer.wisc.edu/wat/Tutorial/ELATutorial/Question4.aspx

38. Sample QuestionThis task was provided as an example for users of the PASSPORT Portfolio Assessment System developed by ACT. For this work sample, you are asked to show how scientific concepts or principles can be used to explain everyday events or processes. To complete this entry, you are asked to do the following: Select an everyday event or process that can be explained or described by applying scientific concepts or principles. Learn about the scientific concept or principle and its application. You may find it helpful to review scientific literature on this topic. Present your report in an informative format such as a magazine article, report, brochure, speech, etc. Include the following types of information: • Identify the scientific concept or principle and its application • Apply your scientific understanding to explain how and why something works as it does or occurs as it does • Describe the event or process and its causes using scientific concepts or principles  • Include examples, figures, graphs, and tables as appropriate  • Cite your sources of information (literature, interviews, etc.) LEVEL 4: Students are asked to identify and accomplish their purpose and provide a rationale, synthesize and evaluate relevant information, draw scientifically valid conclusions in the context of their original purpose, and communicate their depth of scientific understanding on the topic. Wisconsin Center of Education ResearchUniversity of Wisconsin-Madison http://www.wcer.wisc.edu/wat/Tutorial/SCITutorial/Question13.aspx

39. Sample Question Social Studies A newspaper prints a story that criticizes the current administration’s Policies. The Bill of Rights allows a government official to respond to this headline by • arresting the publisher of the newspaper • closing down the newspaper • demanding that the newspaper print a new headline • writing a letter of protest to the editor This item is level 3 because it requires students to apply the concepts of the Bill of Rights to a given situation represented by the newspaper headline to determine the correct answer. Sample Item released from the Delaware Department of Education http://www.wcer.wisc.edu/wat/tutorial/SocTutorial/Question9.aspx

41. Classroom Assessments… a ceiling not a target! Depth of Knowledge

42. What does this LOOK like in the classroom? Level One (Recall) – Level Two (Skill/Concept) – Level Three (Strategic Thinking) – Level Four (Extended Thinking) –

43. Procedures • School • Is there a good match among the curriculum objectives, instruction and what teachers are assessing? • DOK of curriculum objectives • DOK of instruction • DOK of summative assessment items • Administrator • What is the DOK of the assessments in the building? • Expectations • Curriculum Alignment • Curriculum Implementation

44. Understanding Grappling’s Technology and Learning Spectrum Excerpted with permission from: “Transforming Teaching and Learning with Technology,” facilitator’s guide. eMINTS National Center. July 2007.

45. http://www.bjpconsulting.com/files/MAPPSpectrum.pdf

46. Technology Was technology used? ❏ Yes ❏ NoIf yes, please check the type(s) used and the use level. Technology Use Level ❏ Level 1 – Centers on acquiring and practicing technical skills; technology is something to learn. ❏ Level 2 – Automates traditional teacher and student roles; technology is optional. ❏ Level 3 – Expands role and/or products; technology is essential. Type(s) of Technology In Use • ❏ Student computer • ❏ Digital camera/multimedia • ❏ Graphing calculator • ❏ Handheld computer • ❏ Internet • ❏ Lab equipment • ❏ Projector • ❏ Teacher workstation • ❏ Interactive whiteboard • ❏ Other ___________________

47. Student Engagement “Schools cannot be made great by great teacher performances. They will only be made great by great student performances.” --Phillip Schlechty Student Engagement Level ❏ High (Above 90%) ❏ Moderate (75-89%) ❏ Low (50-74%) ❏ Disengaged (Below 50%) Teacher Engagement ❏ Yes ❏ No

48. Student Work on Display in Classroom • ❏ Student work is displayed • ❏ Student work is not displayed Purpose of Displayed Work • ❏ Exemplars’ work displayed with scoring guide • ❏ Inclusive display (student work displayed regardless of quality) • ❏ Purpose of display not distinguishable

49. Classroom Learning Environment The physical climate is: • ❏ Conducive to learning • ❏ Somewhat conducive to learning • ❏ Not conducive to learning (Check all that apply) • ❏ Classroom design • ❏ Attractiveness • ❏ External disruptions • ❏ Cleanliness • ❏ Temperature • ❏ Other: _________________

50. Classroom Learning Environment The instructional climate is: • ❏ Conducive to learning • ❏ Somewhat conducive to learning • ❏ Not conducive to learning (Check all that apply) • ❏ Disruptive behavior • ❏ Off-task behavior • ❏ Lack of organization • ❏ Internal disruptions • ❏ Other: _________________