Unified Improvement Planning Basics II: Action Planning 11/14/2018 Unified Improvement Planning Basics II: Action Planning October 2013 chad

Introductions Name Role School/District What are you most excited to learn about today? 2

Today’s Session Objectives: Understand the fundamentals of the action planning steps of the Unified Improvement Planning process. Understand the elements that support UIP. Understand expectations and processes for target setting. Understand expectations for major improvement strategies, including action steps, key logistics and implementation benchmarks. Time to consider planning needs at the local level.

Topics UIP Overview UIP Process Reflection and Local Planning Purpose UIP Resources UIP Process Reviewing Previous Steps (Data Analysis) Annual Performance Targets Interim Measures Major Improvement Strategies Action Steps, including Timeline, Key Personnel, Resources Implementation Benchmarks Reflection and Local Planning 4

What is Unified Improvement Planning? Alignment A system to align improvement planning requirements for state and federal accountability into a “single” plan. Documentation A common format for schools and for districts to document improvement planning efforts. Schools/districts on accountability clock must demonstrate a coherent plan for dramatic change and adjustments over time. Reviews conducted by CDE and the State Review Panel. Transparency A process for including multiple voices, including staff, families and community representatives. Plans are also posted publicly. Best Practice A statewide strategy to promote improvement planning based on best-practice, including use of state and local data and engagement in a continuous improvement cycle. Support A mechanism for triggering additional supports through CDE (especially for schools/districts on accountability clock). This process reduces the total number of separate plans schools and districts are required to complete with the intent of creating a single plan that has true meaning for its stakeholders.

Continuous Improvement

Unified Improvement Planning Processes Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Components that support UIP Template Addenda Quality Criteria Handbook 8

UIP Template & Addenda Layout designed to explicitly guide schools and districts through a focused planning process Pre-populated report Flexibility to “tell your local story” Addenda created to support schools and districts in meeting specific program requirements Unified ≠ Simplified The template layout is designed to support the process Pull out their template, follow along, write in their page numbers

Section I Section II Section III Section IV State + Federal Performance Data Grant Info Data Narrative Data Used Notable Trends Priority Performance Challenges Root Causes Processes Used School Target Setting Form Targets Interim Measures Major Improvement Strategies Contact Improvement Plan Info Review Progress on Last Year’s Targets Worksheet Data Worksheet Action Planning Form Associated root causes Action Steps Timeline Key People Resources Implementation Benchmarks Status of Action Steps Version 1.4

Quality Criteria Identify elements in a quality plan -makes clear standard for proficiency Developed in conjunction with district leaders Identifies program requirements to be met in each section of the plan Basis for review by CDE Refer to quality criteria handout

UIP Handbook Provides the guidance for the process Includes as glossary to serve as a reference for the terminology used in the UIP process Includes helpful hints for the process 12

UIP Big Idea: Timeframe 11/14/2018 UIP Big Idea: Timeframe The UIP should be a two year plan that gets revised on at least an annual basis Revision process should be updated with current information, then planning projected out Modifications should be made based on determinations from data (interim measures/implementation benchmarks) Notable Trends, Priority Performance Challenges Target Setting, Action Planning Root Cause Analysis What has been happening? Where do we need to go? ? 2010 2011 2012 2013 2014 2015 Interim Measures, Implementation Benchmarks

Topics UIP Overview UIP Process Reflection and Local Planning Purpose UIP Resources UIP Process Reviewing Previous Steps (Data Analysis) Annual Performance Targets Interim Measures Major Improvement Strategies Action Steps, including Timeline, Key Personnel, Resources Implementation Benchmarks Reflection and Local Planning 14

Previous Steps: UIP Basics Part I Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Reviewing Performance information- What does the performance information tell you? How does it set the tone for the magnitude of improvement work? Identifying Priority Performance Challenges, Setting Targets and Interim Measures for areas where a school/district does not at least meet state expectations. For turnaround schools, there are implications for selection of Major Improvement Strategies and associated implementation benchmarks. Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Continuous Improvement Decision Point Develop New Action Plan Revise current Action Plan To what degree have your priority performance challenges changed or remained the same? To what degree have your root causes changed or remained the same? What degree of buy-in from the staff on the current plan? 16

Relationship of Accountability to Unified Improvement Planning Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Reviewing Performance information- What does the performance information tell you? How does it set the tone for the magnitude of improvement work? Identifying Priority Performance Challenges, Setting Targets and Interim Measures for areas where a school/district does not at least meet state expectations. For turnaround schools, there are implications for selection of Major Improvement Strategies and associated implementation benchmarks. Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Read: Target Setting (p22) to Interim Measures Handbook Reading 18

Target Setting In what performance indicators is the school/district not at least meeting state expectations (there should also be identified priority performance challenges for these performance indicators)? What is the state measure/metric being used? What comparison point is being considered (e.g. “meets” state expectations, district average, “exceeds” expectations, etc.)? What other measures/metrics may be considered on an annual basis (k-2, non-tested subjects, etc.)? 19

How to Set Performance Targets Focus on a priority performance challenge Determine a comparison point (expectation against which current performance is compared) Determine a time frame to meet expectations Determine progress needed in the next two years Describe annual performance targets for two years Version 1.3

Consider Minimum State Expectations Provided in the Performance Framework Reports The value for which a rating of “meets” would be assigned for the state metric in each sub-indicator area. Academic Achievement: the 50th percentile of % proficient or advanced for Colorado schools. Academic Growth and Growth Gaps: MGP of 55 if MGP is < AGP, and 45 otherwise. Postsecondary and Workforce Readiness: Graduation rate at or above 80%, Drop-Out rate at or below the state average, and Colorado ACT Composite Score at or above the state average. Version 1.3

What is the target? 68 Things to consider about Targets: What is being measured? Is it specific enough to know if the target has been achieved? Is it ambitious, yet attainable?

Relationship of Accountability to Unified Improvement Planning Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Reviewing Performance information- What does the performance information tell you? How does it set the tone for the magnitude of improvement work? Identifying Priority Performance Challenges, Setting Targets and Interim Measures for areas where a school/district does not at least meet state expectations. For turnaround schools, there are implications for selection of Major Improvement Strategies and associated implementation benchmarks. Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Interim Measures Interim measures must be identified for each target. Data from interim measures should be available more than once during the school year. Across all interim measures, data should be available that would allow schools to monitor progress at least quarterly. Examples: District Benchmark Assessment, NWEA MAPS, Galileo, Acuity, DIBELS, commonly administered end-of-unit assessments Measures, metrics and availability should be specified in the School Goals Form. Version 1.4

How do Performance Targets Shape Interim Measures Interim measures should: Provide data several times during the school year about the degree to which progress is being made towards each performance target. Provide data about the same students as the performance target Provide data about the same content focus. Version 1.3

Interim Measures Interim Measures: Is there enough detail to identify if progress is being made? Considerations: Frequency of administration? What changes would you expect to see to make your target? Does DRA2 measure math performance? Will DIBELS tell you if you are addressing your Priority Performance Challenges for 4-6th grade students?

Alignment: Priority Performance Challenges and Targets 27

Target Setting Activity What are some targets would you consider for this sample Priority Performance Challenge with this SPF: Math achievement and growth (and for all student groups) and for all has been low and flat for the last three years, not increasing above 60% proficient and advanced, with MGP not exceeding 51%. 28

What targets would you consider for this sample PPC: 11/14/2018 What targets would you consider for this sample PPC: Math achievement and growth (and for all student groups) and for all has been low and flat for the last three years, not increasing above 60% proficient and advanced, with MGP not exceeding 51%. N=107, MGP 44, MAGP 52 N=37, MGP 51, MAGP 86 29

Reflection: Target Setting Next Steps: What actions need to happen? Description: What is needed? Skills, Resources, Time Held Timeframe: What is the deadline/timeframe in which the actions need to happen? People Involved: Which stakeholders need to be involved or communicated with. Consider: Teachers Parents Students School Accountability Committees Board Members (District or Charter) Community 30

Unified Improvement Planning Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Reviewing Performance information- What does the performance information tell you? How does it set the tone for the magnitude of improvement work? Identifying Priority Performance Challenges, Setting Targets and Interim Measures for areas where a school/district does not at least meet state expectations. For turnaround schools, there are implications for selection of Major Improvement Strategies and associated implementation benchmarks. Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Reviewing Prior Year Major Improvement Strategies With your team, discuss the following questions: How successful have our major improvement strategies from last year been at improving our performance in prioritized areas? To what degree have our prior year major improvement strategies been implemented? To what degree are our existing major improvement strategies likely to eliminate the root causes of our updated priority performance challenges? Version 1.3

Reviewing Prior Year Major Improvement Strategies Identify for each Major Improvement Strategy: Continue, just update status of action steps. Continue, with modification to action steps. Do not continue. Version 1.3

Identifying New Major Improvement Strategies Focus on a priority performance challenge and the root cause(s). Consider research. Identify a desired future (if action is taken to dissolve root cause(s), from the perspective of various local stakeholders). Identify strategies to get to the desired future. Articulate a Theory of Action (If, then, and). Re-write as a major improvement strategy. Version 1.3

Additional Information to Consider CDE provides a variety of resources and technical assistance related to areas where schools and districts may have performance gaps. Are there resources available that should be considered? English Language Learners Walk Through and Program Review Tool Positive Behavior Implementation Support Implementation Policies and Practices Related to Student Failure and Dropping Out: Tools and Resources RtI Implementation Rubrics                Self-Assessment for Building a Healthy Human Capital System in Schools and Districts TELL Colorado Version 1.3

Example: Data Source for Action Planning How could this self-assessment be used to develop action steps? 36

Factors to consider in Action Plan School Demographics: Are there specific needs for student groups (i.e. action steps to support needs of English Language Learners are identified) Progress monitoring built into action steps Stakeholder groups within action plan What steps will ensure MIS are effective for student populations? How will both student performance data and implementation benchmarks be examined in an ongoing way? Do different stakeholders take different actions (parents, teachers, BOCES staff?) 37

Action Steps Cumulative effect of action steps will lead to implementation of Major Improvement Strategy Each step associated with key personnel, timelines and resources Possible to “check off”- yes, we did it! 38

Unified Improvement Planning Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Reviewing Performance information- What does the performance information tell you? How does it set the tone for the magnitude of improvement work? Identifying Priority Performance Challenges, Setting Targets and Interim Measures for areas where a school/district does not at least meet state expectations. For turnaround schools, there are implications for selection of Major Improvement Strategies and associated implementation benchmarks. Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Implementation Benchmarks Measures implementation How will we know we are implementing the action plan well? Tend to fall into two categories: Output- trainings held, walkthrough document developed, hiring criteria identified Outcome- Teachers will score student writing samples with 95% consistency on writing rubric by December 2014, 90% of classroom walkthroughs will exhibit use of formative assessment practices by April 2014. 40

Action Plan Activity 41

Implementation Benchmarks: How do you know? Artifacts of implementation, but not the impact or effectiveness of their implementation. More specific implementation benchmarks allow school staff to determine whether identified action steps are making being implemented with fidelity so they can be associated with student learning. Consider: Classroom observations indicate 100% use of cooperative learning structures by May 2013. 42

Major Improvement Strategies Reflection: Major Improvement Strategies Next Steps: What actions need to happen? Description: What is needed? Skills, Resources, Time Protected, etc. Timeframe: What is the deadline/timeframe in which the actions need to happen? People Involved: Which stakeholders need to be involved in development and/or communication. Consider: Teachers Parents Students School Accountability Committees Board Members (District or Charter) Community 43

Unified Improvement Planning Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Reviewing Performance information- What does the performance information tell you? How does it set the tone for the magnitude of improvement work? Identifying Priority Performance Challenges, Setting Targets and Interim Measures for areas where a school/district does not at least meet state expectations. For turnaround schools, there are implications for selection of Major Improvement Strategies and associated implementation benchmarks. Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Topics UIP Overview UIP Process Reflection and Local Planning Purpose UIP Resources UIP Process Reviewing Previous Steps (Data Analysis) Annual Performance Targets Interim Measures Major Improvement Strategies Action Steps, including Timeline, Key Personnel, Resources Implementation Benchmarks Reflection and Local Planning 45

Plan Development and Revision Who will write the plan? How can feedback on the plan be gathered and incorporated? How will the plan contents be reviewed with key stakeholders? How will plan results (implementation and outcomes) be monitored and communicated to key stakeholder groups: Teachers SAC/DAC/Board Parents/Community 46

Wrap up & feedback Please provide us with feedback using post-it notes at your table - Things that worked well for this session - Things that we should change - Questions you still have - A-ha’s from today’s session ? !