Presentation Transcript

1. New Mexico A-F Grading Accountability System (Waiver) Tools for Schools
2. Statement of Outcomes Over the next 2.5 hours we will: Review NM Accountability System, specifically the Matrix of Requirements for Schools; Discuss the tools for schools required for D, F, Focus, and Priority Schools to include the School and Systems, Math Reflective Summaries, and Literacy Reflective Summaries; and, Roll out the New Mexico Instructional Audit.
3. NM A-F School Accountability System
4. Looking at Our Systems: Celebrations and Challenges
5. Wows and Wonders
6. Looking at Our Literacy Practices: Celebrations and Challenges
7. Wows and Wonders
8. Looking at Our Math Practices: Celebrations and Challenges
9. Wows and Wonders
10. The New Mexico Instructional Audit
11. NMIA: Who Does What D Schools: Instructional Audit completed by District Team. Focus Schools: Instructional Audit completed by District Team. F Schools: Instructional Audit completed by NMPED Team. Priority Schools: Instructional Audit completed by NMPED Team.
12. NMIA: Who Does What Exceptions If within the last year you have completed any of the following, and have a summary report that can be uploaded to your Web EPSS filing cabinet you DO NOT have to complete the NMIA. High Schools that Work: TAV or TRV North Central Association Accreditation – must be an individual school visist. Participation in the University of Virginia School Turnaround Specialist Program.
13. Research Indicators pp. 2-3 The audit is based on 13 indicators related to research and best practices for teaching and learning that build on the work of the CLASS and also align with the Seven Turnaround Principles listed in the “New Mexico ESEA Flexibility Request.”
14. NMIA Team The NMIA process involves a team typically comprised of: an external consultant, who serves as the team leader, PED staff, and a district representative. The NMIA team will ONLY complete Instructional Audits for Priority and F Schools. LEAs are responsible for completing the NMIA for Focus and D Schools.
15. New Mexico Instructional Audit This team conductsa three-day* site visit to include: document review, gathering data through interviews with the school leadership, teachers, students, and parents , and visit a sample of classrooms to conduct classroom observations. Number of auditors and length of audit will depend on size of school.
16. New Mexico Instructional Audit At the end of the visit the team will: Compile data and determine preliminary findings. Share findings with the principal and school leadership team at an exit meeting. The team leader will write a formal report and send it to the school principal and superintendent within 10 days to two weeks.
17. New Mexico Instructional Audit The principal, with support and input from the district representative and school personnel, will review the findings and determine responses. The report with school responses is to be uploaded into the filing cabinet of the Web EPSS using the document title NMIA Report [name of district/school] 2012-2013. The Principal will notify the Priority Schools Bureau at the following email address: ped.psb@state.nm.us
18. NMIA Team Leader & Team Members
19. Team Leaders & Team Members F and Priority Schools: Team Leaders are external consultants who are contracted by the Priority Schools Bureau. Team members for F and Priority Schools consist of a PSB staff member, PED personnel, and a District Representative. D & Focus Schools: Team Leaders and Team Members are comprised of District Personnel. It is District responsibility to support D & Focus Schools in the NMIA process.
20. The Role of the Team Leader Appendix B pp. 3 - 8
21. The Role of a Team Member Appendix C pp. 9 - 11
22. The Role of the LEA and School Appendix D pp. 12 - 12
23. Pre-Visit Preparation pg. 8
24. Pre-Visit Team leaders work with their team members and schools to set the dates for the site visit. To do: Teams will need to share calendars, email addresses, and contact phone numbers with the Team Lead to assist in coordinating the visit.
25. Pre-Visit Team Lead will send a letter to the principal indicating the specific documents the team intends to review before and during the site visit. (For a sample letter, see Appendix D.) To Do: Review Appendix D. Team Leaders may personalize the letter, as long as the communication remains clear about the general schedule and purpose of the site visit.
26. The letter should also list any special needs that the audit team may have such as a room to work in and access to electrical outlets. If there is need for an interpreter this should be coordinated between the team members and the School Principal.
27. Pre-Visit Team members review specific documents to formulate and inform findings and recommendations related to specific indicators. To Do: Review all documents prior to the school visit and complete Appendix F.
28. Appendix F pp. 16 - 17 Appendix F is to be used as an organizational guide for Team Leaders and Team Members.
29. Site Visit pp. 10 - 13
30. Sample Agenda pp. 1-2 Take a moment to review the sample agenda of days and familiarize yourself with all days and the suggested sequence of events.
31. Entering the School on Day One The teammeets briefly with the principal and reviews the three-day schedule including resolution of any logistical issues. Smile
32. Staff Meeting All staff should be invited to attend a brief (15 minute maximum) gathering, before school begins, so that the principal can introduce the team members, who will give school staff an overview of the schedule and process that will be followed. Smile
33. Staff Meeting The purpose of this meeting is to make certain that all staff know that they will not be personally evaluated and that all classroom observations are meant to give the team members an overview of the programs and processes used to plan and deliver instruction to the students – not an assessment of the teacher’s performance. Smile
34. Day One and Day Two: Interviews
35. Interviews: Group and Individual Individual Interviews Principal Interview 1 hour Teachers and Other Instructional or Support Staff 45 minutes Group Interviews School Leadership Team 45 minutes Parents 30 minutes Students 30 minutes
36. Appendix W: How to Conduct a Group Interview, pp. 79 - 78 Appendix Z: Role of the Facilitator Cheat Sheet, pg.89
37. Principal Interview pp. 21 - 22 One-to-one with the Team Leader and Principal for an hour. The Team Leader may ask any questions he or she may have, based on the pre-visit document review, and then will proceed to ask the questions contained in Appendix I, Principal Interview questions.
38. School Leadership Team Group Interview pp. 31 - 32 The team leader interviews the school leadership team as a whole (45 minutes). School Leadership Teams vary in size, and schools may have many working leadership teams. Work with the principal in regards to who should be present at this interview.
39. Interviews with Teachers &Other Instructional or Support Staff pp. 41 - 42 Team Members should interview as many teachers as possible in the time available (45 minutes each). The team may conduct a group interview with two or more teachers if scheduling does not permit individual interviews.
40. Parent Group Interview This is a group interview with parents that is designed to last approximately 30 minutes. The group should be small (about 6-8) with parents of children at different grade levels. Parents of special education students and multilingual/multicultural students must be included.
41. Student Group Interview pp. 56 - 57 As the ones most personally touched by the instruction they receive, students need to have input into the instructional audit. A group interview of 5-7 students at the elementary level and 7-10 students at the secondary level (approximately 30 minutes) is ideal.
42. Student Group Interview The elementary students should be a mixed group from the school’s highest grade level when appropriate. In a K-5 school the student group should represent the 5th grade population. The secondary school students will be a heterogeneous group from a mix of grades.
43. Day Two: Classroom Observations pp.62 - 71
44. Classroom Observation It is recommended that for the content area(s) (reading/language arts, math) in which the school did not meet the School Growth Targets (SGT) in Math 45% and/or Reading 52.3% for SY 2012-13, at least 75% of classrooms should be observed. It is recommended that each classroom observation last 20-25 minutes.
45. Classroom Observation Form Divided into three sections: Planning and Preparation, Instruction, and Classroom Environment.
46. Classroom Observation: Do’s Do Gather as much information with supporting evidence as possible. Quickly visit with the teachers after the observation, thank them for their time. Base all comments and feedback on observable data. Enjoy your time with real kids, in real classrooms!
47. Classroom Observation: Don’ts Don't Turn the observation into a “monitoring and compliance visit.” Take over the classroom with your presence. Leave the classroom without visiting with the teacher.
48. Day Three: Triangulation of Data
49. Triangulation of Data During this time the auditors should compile and review all the data that have been gathered through reviewing documents, interviewing key school staff and stakeholders, and visiting classroom. Team Members use the templates provided in Appendix G andAppendix U to help organize the collected data.
50. If there are at least three data points (or two that are very strong) in agreement, observations should become a finding in the Instructional Audit Report.
51. Day Three: Exit Interview pp. 78 - 79
52. Exit Interview The purpose is to verbally deliver and discuss the preliminary findings of the audit. Team Members should encourage participants in the exit interview to ask clarifying questions about the findings, paying particular attention to any findings that appear to be based on inaccurate or incomplete information.
53. Exit Interview and Findings The major findings of the audit, with the data that support them, are the focus of the exit interview that is conducted. These findings and data sources can be jotted down in note form for auditors to use during the exit interview, but they should not be copied or distributed to participants or formalized in any way.
54. Appendix X: NMIA Report pp. 81 - 84
55. Post Visit: Team Leader Responsibility The Team Leader is responsible for writing the NMIA report and tracking it through to its finalization. He or she has all of the notes that the other Team Membershave taken to help in writing the NMIA report, which is done after they conclude their visit.
56. NMIA Report The report consists of four sections: Identifying information about the school, audit, and auditors; A brief description of the process the auditors used (e.g., numbers of people interviewed by role group, list of documents reviewed); A findings section with evidence listed; and A section for the school response to each finding.
57. Appendix Y: Email cover Letter pg. 85
58. NMIA Report Upon receiving the report, the district and the school have 10 days to two weeks for review and respond to the findings. For each finding the school needs to provide a response. The expectation is that the school addresses all findings, utilizing the cells provided in the report template and incorporates the revisions into its 2012-2013 Web EPSS.
59. NMIA Report … Last Step The School Principal will uploaded into the filing cabinet of the school Web EPSS. The School Principal will notify the Priority Schools Bureau that the NMIA Report has been uploaded at the following email address: ped.psb@state.nm.us Celebrate!
60. BREAK