MI Excel Collaborative Partner Meeting Supporting Michigan Districts with FOCUS Schools November 2, 2015

Welcome and Introductions

Agenda Welcome & Introductions Connector & MDE Updates Focus School Project Update by REL Midwest Work Logs 2015-2016 Summary of Findings – Work Logs 2014-2015 Professional Learning Calendar Changes LUNCH Blueprint Facilitator Certification Recalibrating Teaching & Learning Priorities Building-Level Data (Data Dialogue Protocol) Connecting Building-Level Data to District-Level Systemic Issues Connecting this Work to the Blueprint Writing the T & L Priorities Implementing an Action Plan Progress Monitoring the Work (Performance Management) Predicting Student Performance on MSTEP 2016 Early Adopters: Findings from the Field Round Table Discussion Closing

MDE Updates

Work-Logs 2015-2016

Work Logs Why the change? The Blueprint for Rapid Turnaround Create urgency Leverage systemic support Dramatic improvement in student and teacher performance

Work Logs Why the Change? Consultants’ work is grounded in the support of the Blueprint for Rapid Turnaround in the districts they serve. Running record of support

Work Logs Why the change? Process at tables: Dropbox What questions do you have?

Morning Break

Summary of findings: Work-Logs 2014-2015

Work Logs The majority of the support happened at the building level. There were minimal data dialogues facilitated; indicating that this was not an organic process between the schools and consultants. (Keep in mind that MSU consultants facilitated many data dialogues in the fall; however, this is not an event, and there should be evidence of ongoing data dialogues throughout the school year at every level of the organization). In districts where there were multiple priority and focus schools ISD consultants were beginning to collaborate in order to synthesize the support the districts are receiving.

Teaching & Learning Priorities The creation of the teaching and learning priorities were facilitated by MSU consultants for the most part and were completed at the time transition of services took place. There was often a disconnect between school level data and the alignment to district systems which will impact the data. There was very little documented in Assist about what districts would do with the priorities and how they would progress monitor results of the work throughout the year.

For Discussion How has your entrée into the districts with focus schools gone thus far this year? What successes are you having in looking at focus school issues from the district perspective? What challenges are you having in presenting the focus school issue as a district-level concern rather than just one confined to the building level?

Professional learning calendar changes Effective October 26, 2015

Professional Learning Input from the field told us: There is a need for us to provide learning in multiple ways… Continue to offer face-to-face training Collaborative Leaning Cycle Crucial Conversations Crucial Accountability Instructional Learning Cycles SEC Analysis Strategic School Design Add online learning modules via Moodle Overview of the MI Excel Statewide System of Support The Changing Role of the ISD to Support the Blueprint for Rapid Turnaround An Introduction to the Blueprint for Rapid Turnaround The Blueprint’s Driver and Driver Systems The Blueprint’s District Systems Allocation of District Resources Aligned to Students Needs The Blueprint’s Building-Level Routines ISDs/ESAs may request additional face-to-face training

Professional Learning Process at tables: tinyurl.com/miexcel-resourcecenter What questions do you have?

Lunch

Lunch Conversation The new metric focuses on ELA and math as opposed to all core content areas. How can the systems of the Blueprint enable a district to make systemic change in all core content areas while focusing energy on the targeted disciplines?

Blueprint Facilitator certification Orientation for Cohorts I, II November 5, 2015 Henry Center, East Lansing

Sharing the Blueprint Turnaround Institutes Wayne Upper Peninsula Counties Macomb Calhoun Traverse Bay Clare-Gladwin MASA MASB

Certification Process Proven expertise in the ability to facilitate the installation of the Blueprint (with fidelity) in a priority and/or focus district. Twelve to 24 month process Venue Online Face-to-Face Cohort Meetings Field Observation Technical Assistance, Feedback, and Review

Blueprint Facilitator Certification Cohorts Cohort I – Early Adopters (Orientation November 5th) Cohort II – Beginning November 5th Cohort III – TBD Cohort IV – Fall 2016

Recalibrating Teaching & Learning Priorities

The Case of the Focus School: May 2015 The Case Discussion What did the data analysis reveal about the bottom 30%? What were the building’s Teaching & Learning Priorities? How were these Teaching & Learning Priorities implemented? How was the work progress monitored? By whom? How frequently? What did the progress monitoring reveal? What district systems were studied? What changes were made at the system level? How was this implemented? What did progress monitoring reveal? Where did the DIF spend the majority of his/her time? What did she/he do? To what extend was the building/district successful in its work with the bottom 30%? What local data do we have to make that call? What do they show? How might we predict these students to do on the statewide assessment? What is the district/building’s next steps? What significant issues remain unresolved?

Expanding the Teaching & Learning Priorities Building-Level Data (Data Dialogue Protocol) Connecting Building-Level Data to District-Level Systemic Issues Connecting this Work to the Blueprint Writing the T & L Priorities Implementing an Action Plan Progress Monitoring the Work (Performance Management) Predicting Student Performance on MSTEP 2016

I: Exploring the Data What data are you looking at to explore the gap between the top and bottom 30%? State Data Local Data How will you use the data protocol (Wellman & Lipton) in order to help your district and buildings explore this gap? As these schools were previously identified, what data will you use to explore whether or not previous attempts to close the gap have been successful and to what degree? What do the takeaways look like in this step?

II: Connecting Building-Level Data to District Systems How do you take what was identified at the building level and link it to district systems? How do you guide them in this thinking? Example: Grade 4 Math. According to the most recent MSTEP data, the bottom 30% are children who live in poverty, children with IEPs, and a few English Language Learners. They score at the low end of level 4 while the highest performers are at the top of the scale in Level 1. What are potential causes? Teachers, Students, Leaders Curriculum, Instruction, Infrastrucure How do these causes link to district systems? Which ones? What does this work look like for the DIF?

III: Connecting the Issues to the Blueprint Where do the district systems identified link to the Blueprint? What tools are available to assist you? What tools would you like us to develop for you? How might this serve as entrée for the Blueprint in a non-installing district?

Afternoon Break

IV: Writing the Teaching and Learning Priorities What would model Teaching and Learning Priorities look like? Data exploration that explores the bottom 30% The link between building-level data and district systems The link to the Blueprint Action steps Performance management plan Plans to embed work in SIP (2016)

V: Implementing Action How do you help district and building leaders establish specific actions at both the district and building levels to impact the achievement of the bottom 30%? What might this simple action plan look like? With only 40 hours of work as a DIF, how do you get all of this done AND develop skills in district and building leaders so that they can do the majority of the work without your every day oversight?

VI: Performance Management Process Data Fidelity of Implementation Impact of Plan on Achievement Achievement Data Local Data to Track Progress Link to Blueprint’s Performance Management Monthly District-Led Conversation Protocol

VII: Predicting Student Performance on MSTEP How does the performance management plan assist district and building leaders in predicting student achievement on MSTEP?

DIF Survey - 2016 Survey questions will be rewritten to align to these seven steps in addition to the questions that ask you to identify where teaching and learning priorities are/will be in the upcoming school improvement plan.

Round Table