Systems & Routines to differentiate supports to schools School Improvement Systems & Routines to differentiate supports to schools

For today… Overview of structures & routines Lessons learned Next steps Questions

Structures & Routines Identification Clarity Data Alignment Clear articulation of how schools / districts are identified is essential to authentic engagement Alignment of identification criteria and exit criteria is important – schools / districts need to know what they are working towards

Structures & Routines Context & Relationships Listen and learn Collaboration One of the biggest lessons learned is that context matters. The data doesn’t tell the whole story, but helps us ask better questions. Data, in context, helps develop better plans aligned to the needs of the school. Plans developed in collaboration with school & district leadership provide needed ownership / buy in from those carrying out the plans

Structures & Routines Improvement Planning Less is more Collaboration Plan on a page… 30 second elevator speech … etc. If it can’t be communicated briefly and succinctly, it’s not a plan. INDISTAR Initially, there were nearly 200 improvement indicators … then 90 … now 34; instead of building plans linked explicitly to indicators, we support schools / districts in developing plans framed as priorities, with various tasks, phases, activities in the plan placed under the various improvement indicators

Structures & Routines How Are Schools Doing? (HASD) Quarterly routine Qualitative & Quantitative data Reflective The routine evolves each time we run it, largely linked to our (How Are We Doing? – HAWD) routine Schools & leadership teams evaluate the progress of their priorities using the “Assessment Framework” Rate the planning, capacity and evidence of success for each priority Planning is typically the most straightforward aspect Evidence is often the most challenging The routine involves the review of the improvement plans (CAPs) and the submission Point people for each school provide feedback and “Things to consider…”

Structures & Routines How Are Schools Doing? (HASD) Support oriented Inform differentiated supports to schools Inform differentiated / tailored professional development During the implementation of the improvement plan, the routine is aimed at support Information gleaned in the plan review and routine allow ODE point people to differentiate supports / interventions (Summer academies, connecting to PLC PD, etc.) Trends from the data submissions inform how we (ODE) develop professional development for coaches Example: evidence

Structures & Routines “Tiering” (Y2-4) Plan Approval Plan Development First Plan Review & HASD Routine Second Plan Review & HASD Routine Third Plan Review and HASD Routine Identification (Y1) End of year reflection; revise plans for next year “Tiering” (Y2-4) SUMMER FALL Plan Approval SPRING WINTER Feedback and adjustments (where necessary) Feedback and adjustments (where necessary)

Lessons Learned Assumptions Power in questions During our first routine, we assumed that every school had, at any given time, data on how their students were doing… this was not the case. By asking for this information, we spurred schools to begin collecting it…. Moving from about 60% in reading and 30% in math to nearly 100% in reading and 70% in math…

Next Steps Finalize identification (April / May) Expand coaching network & develop PD (May / July) Connect with districts / schools (June / July) Build context (July / August) Author improvement plans, place coaches (August / September) First HASD submission (Nov / Dec)