Welcome! Have a seat, turn on computer/tablet and get ready to learn Sign-in Log into the network Network: AoC Guest Network Password: stugu6ra Launch a browser Username: M614926 Password: 819101 Access the OCS Resource Portal Accreditation page

Welcome! Have a seat, turn on computer/tablet and get ready to learn Sign-in Log into the network Access the OCS Resource Portal Accreditation page

Understand how to create and monitor the Continuous School Improvement Plan Dr. Mary Kearney, Associate Superintendent Dr. Jorge Peña, Director of School Improvement & Accreditation August 2017 Office of Catholic Schools Archdiocese of Chicago

Student's Prayer By St. Thomas Aquinas (sign of the cross) Creator of all things, true source of light and wisdom, origin of all being, graciously let a ray of your light penetrate the darkness of my understanding. Take from me the double darkness in which I have been born, an obscurity of sin and ignorance. Give me a keen understanding, a retentive memory, and the ability to grasp things correctly and fundamentally. Grant me the talent of being exact in my explanations and the ability to express myself with thoroughness and charm. Point out the beginning, direct the progress, and help in the completion. I ask this through Christ our Lord. Amen. (Sign of the cross)

Workshop Objectives 12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized 1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP 1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies that can address the skills that challenge students the most 2:10 - 2:15 Break 2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP 2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

Workshop Norms Take an inquiry stance. Ground statements in evidence. Assume positive intentions. Stick to protocol. Start and end on time. Be here now.

Archdiocese of Chicago Academic Improvement Goals Reading and Math Student are to learn the Archdiocese of Chicago Curricular Benchmarks in English/language arts and math. As measured by meeting or exceeding ACT Aspire College Readiness Benchmarks: “ready” or “exceeding” Student growth from one year to the next is “high” or above the expected level of performance

Distinguish Technical Challenges from Adaptive Challenges What’s the Work? Who does the Work? Technical Apply current know-how Authorities Adaptive Learn new ways The people with the problem

Understand how the Continuous School Improvement Plan is organized Open the CSIP Template

Workshop Objectives 12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized 1:05 - 1:25 Objective 2- Understand the process to identify the academic skills on the CSIP 1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the academic skills that challenge students the most 2:10 - 2:15 Break 2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP 2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

Focus Area for workshop: reading in grades 3 and 4 Step 1. Enter the reading scale scores results in grades 3 and 4 for 2016 and 2017 in Part 2a. Reading Results Step 2. Enter the percent of students that meet the benchmarks in Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas Step 3. Identify the strand to target for improvement

Focus Area for workshop: reading in grades 3 and 4 What do you notice and wonder about the readiness levels in reading in grades 3 and 4? What do you notice and wonder about student performance in the reading strands (Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas) in grades 3 and 4?

Understand the process to identify the skills on the CSIP Collaborate in grade- level teams

CSIP Part 4 Key Tasks Identify the skills to target for improvement Decide on instructional strategies Agree on what the plan will look like in classrooms Put the plan in writing

CSIP Part 4. Strand and Benchmark Identification Teacher teams identify the skills for the CSIP Step 1. Meet in grade-level teams: Team 1: Pre-K to Grade 3 Team 2: Grade 4 and Grade 5 (Grade 6 can be in Team 2) Team 3: Grade 6, Grade 7, and Grade 8 (can be just Grade 7 and Grade 8) Step 2. Grade-level teams identify five to six skills that will be documented on the CSIP Access the Curriculum Benchmark Report and the Complexity Report for a grade. Silently, review the skills for the strand that is targeted for improvement. Discussion: out of all these skills for the strand, which ones have a greater degree of complexity? Discussion: being mindful of the degree of complexity, identify five to six skills that will be targeted for improvement and documented on the CSIP. Repeat for the other grades until skills have been identified for grades K-8

Workshop Objectives 12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized 1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP 1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the skills that challenge students the most 2:10 - 2:15 Break 2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP 2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

CSIP Part 4 Key Tasks Identify the skills to target for improvement Decide on instructional strategies Agree on what the plan will look like in classrooms Put the plan in writing

Decide on instructional strategies Read articles on the strategies Read book excerpts on the strategies Avoid just increasing the quantity of academic tasks as an instructional strategy, instead ask: “how does this strategy improve my practice?”

Protocol: Reflect on Reading In pairs or triplets: What were your main take aways from the reading? How might this instructional strategy address our problem of practice? What questions do you have about the instructional strategy? Whole group discussion: What insights surfaced in your group? What questions does your group have about the instructional practice? Time 15 mins Ahead of time: Course team selects an article or reading that will allow faculty to learn about the instructional strategy Distribute reading to faculty in advance of meeting Facilitation notes: While faculty are in pairs/triplets, circulate and listen to their conversations. This will help you understand the extent to which people understand the strategy so that you can clarify any questions. Possible adjustments: Shift the amount of time given to any particular task to suit your needs

CSIP Part 4 Key Tasks Identify the skills to target for improvement Decide on instructional strategies Agree on what the plan will look like in classrooms View videos that model the use of the instructional strategies; use the Teaching Channel as a resource Put the plan in writing

Protocol: Examine Model Instruction Watch a video of instructional strategy What do you notice? Wonder? Report and record noticings and wonderings Discussion: What patterns do we see in the noticings? How did the model instruction add to our understanding of the instructional strategy? What is new about this instructional strategy? How is it similar to other instructional strategies we already use? Time 25 mins Ahead of time: Upload or link model instructional video. This may be from an external resource or of an example from within the school. Bring chart paper for noticings/wondering Facilitation notes: Note that this is just one example of the instructional strategy in practice. It is not meant to be exemplary nor perfect. Possible adjustments: Shift the amount of time given to any particular task to suit your needs

Protocol: Maitre’d Protocol Find a partner (or triplet). One instructional strategy will be called out. Discuss that strategy with your partner. How well does this strategy support teaching the skills on the CSIP? Switch partners (or triplets) and repeat, until all strategies have been discussed. Time 20 mins Facilitation notes: Read directions on slide Read instructional strategies Be sure folks have the hand out describing instructional strategies. Possible adjustments: Shift the amount of time given to any particular task to suit your needs

Protocol: Advocacy You may speak in advocacy of a particular strategy stating: “I am an advocate for ________ because ________.” This is not a discussion, please do not respond to each other’s comments. Time 10 mins Facilitation notes: Introduce the procedure on the slide Help the group refrain from cross talk; this helps faculty listen to each other instead of debate Be sure to give all voices a chance to advocate

CSIP Part 4 Key Tasks Identify the skills to target for improvement Decide on instructional strategies Agree on what the plan will look like in classrooms Put the plan in writing

Protocol: Select Instructional Strategy Select your top two choices by placing a sticker or check mark by the strategy posted in the room Discuss results of sticker voting to determine which instructional strategy we will pursue Document the strategies on the CSIP Time 10 mins Ahead of time: Write each strategy on chart paper in the room Facilitation notes: It may be possible to chose more than one strategy or combine more than one strategy as one Possible adjustments: Instead of having a vote, facilitate a conversation that moves towards consensus. Either way, the goal is to select a strategy, or set of strategies that will generate buy-in among all staff.

Open Example CSIP Go to Part 4a- Reading Action Plan

Instructional Strategies Resources Marzano Teaching Laboratory Teaching Channel What Works Clearing House Tools for teaching the Common Core Better Lesson

2:10 – 2:15 Break

Workshop Objectives 12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized 1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP 1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the skills that challenge students the most 2:10 - 2:15 Break 2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP 2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

Plan to Assess Progress Assessment Type Examples  Short-term student classwork, student homework, ACT Aspire Classroom Assessments, Quizlets (select items) Teacher Classroom Observations: Peer to Peer and Principal  Medium-term  ACT Aspire Interim Assessments, Quizlets (select items), unit/chapter quizzes (formative), unit/chapter tests (summative)  Long-term ACT Aspire summative test End-of-Course Assessment (teachers collaborate to create these assessments) 

Example Plan to Assess Progress What is the name of the assessment? Assessment Type Who is assessed? When is the data collected? Learning Goal Who is responsible for collecting and keeping track of the data? Teacher-generated formative assessments Short-term Grades K-8 Results will be collected bi-weekly on Fridays through the end of the first trimester, Nov. 7 At least 66% of students will be proficient in each assessment. Paul Bambrick-Santoyo (grade 3 teacher) ACT Aspire Classroom Assessment #'s 5, 6, 7, and 8  Grade 3 Classroom Assessment #5 on Sept. 15, #6 on Sept. 22, #7 on Oct. 6, and #8 on Oct. 13 Quizlets Medium-term Results will be collected by the end of the first trimester, Nov. 7 ACT Aspire Interim Assessments Grades 3-8 Results will be collected October 20, January 18, and March 5 At least 66% of students will the minimum score that places them on-track to meet the benchmark ACT Aspire Summative Assessment Long-term Results will be collected in June 2018 At least 90% of students will meet the benchmark in reading Elizabeth City (AdvancED Teacher Chair)

Protocol: Review Action Plan & Plan to Assess Progress Do the student learning goals seem ambitious but attainable? Do you think the action plan can support you in reaching these goals? What questions do you have about the action plan and plan to assess progress? What concerns do you have? Time 25 mins Ahead of time: Draft an action plan and plan to assess progress Pass out copies of the action plan and plan to assess progress to the faculty Facilitation notes: Present the plans to faculty and explain how it was drafted Give faculty the opportunity to ask questions or suggest revisions Explain how faculty will get support as they begin to implement instructional practice in their classroom (peer observation, support from a coach etc…) Possible adjustments: Shift the amount of time given to any particular task to suit your needs The questions on this slide are suggestions, but feel free to adapt based on the specific content of your plans.

Workshop Objectives 12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized 1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP 1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the skills that challenge students the most 2:10 - 2:15 Break 2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP 2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

Leadership Team Discussion: CSIP Part 6: Professional Development Calendar 2017-2018 Date Participants PD Facilitator Title of Professional Development Opportunity Objective Description Focus Area Strand Duration of PD Cost of PD   Leadership Team Discussion: How well does this professional development opportunity support the strategies and/or skills on the CSIP?

Talk to “X” about “Y” Protocol Reflect on what you learned this afternoon about the Continuous School Improvement Plan process Think about who in school you will talk to about this learning Think about what you will talk about Fill in the variables: I’m going to talk to “X” about “Y”

Review next steps: Assemble the Continuous Improvement Leadership Team and enter ACT Aspire results in Part 2 for reading, math, and writing Facilitate faculty meeting to: analyze the results using the visual displays, identify the skills to target for improvement, identify instructional strategies to teach the targeted skills First upload the CSIP in the school’s Google Drive folder created by the Office of Catholic Schools by September 15 (Parts 1-4 column a) and October 13 (Parts 4 columns b-e through Part 6) Take an inquiry stance: email or call questions to Dr. Jorge Peña: jpena@archchicago.org 312-534-5289

+ Plus ∆ Delta + Plus: what worked well about today’s class ∆ Delta: what to change for the next class