September 25, :30 a.m.- 3:30 p.m.

“If you do what you’ve always done, you’ll get what you’ve always gotten.” -Tony Robbins

Why is it sometimes difficult to solve our own problems?

Anything to add? Anything to delete?

Small groups- try to come up with 4-5 norms Honor the ground rules created Be ready to share possible norms Decide on norms to get our work accomplished Fewer, synthesized norms will be easier to keep each other on track

 Be on time, present and focused  Respect each other’s views  Let people explain their point without interruption  Challenge each other gracefully and in love, balancing grace and truth  Maintain confidentiality  Respect integrity of group  Monitor airtime  Everyone is here for a purpose; responsibility for input and output  Come prepared  Recognize that we don’t have all the answers  Voice: everyone in this room has a voice that is no more and no less important than anyone else

Take a couple of minutes to read structure/ function and guidelines for DCIT

 Individually using the documents about DCIT, make a list of things you feel we will do and won’t do as part of being a member of DCIT.  Think about your previous experience and what you hope to gain and change about the team.  Then meet with a group of 4 (try to find 1-2 people you do not work with each day).  Make a chart and discuss key will and won’t (s).  Be ready to share out by group.

 After looking at the “Will Do” lists, how does this change our role?  How do we communicate the “Won’t Do” lists?

 Making the best use of our time  What can be done to ensure our time is used most effectively?  How can we communicate the learning and the work we do to other staff?

 ts/TTB/top_to_bottom_top_to_bottom_rankin g.html ts/TTB/top_to_bottom_top_to_bottom_rankin g.html  This is a presentation you might want to view and use with other staff.  The presentation provides many details on the data.

 Statewide ranking of ALL schools  Bottom 5% = Priority/PLA schools (starting SY )  Also used for Focus and Reward:  Use achievement gap component only  Focus schools  Use top 5% overall  Reward schools  Use improvement component only  Reward schools

 Three main components by subject:  Achievement  Improvement in achievement over time  The largest achievement gap between two subgroups calculated based on the top scoring 30% of students versus the bottom scoring 30% of students Each component tells schools something about their overall performance and can be used for diagnostics

 In addition to the achievement components, student graduation is included in the statewide top-to-bottom ranking for schools with a graduation rate in the two following ways:  Graduation Rate  Improvement in graduation rate over time

Schools with 30+ full academic year (FAY) students over the last two years in at least two state-tested content areas; school must be OPEN at time of list generation Application  Some schools do not receive a ranking if they:  Have too few FAY students  Only have one year of data

 Reading and Mathematics: Grades 3-8 and 11  In grades 3-8, testing every year allows us to figure out student performance level change (our current “growth” metric) in reading and math  Students can either significantly improve, improve, maintain, decline or significantly decline  Writing: Grades 4 & 7  Science: Grades 5 & 8  Social Studies: Grades 6 & 9

Quick Reference for Z- Scores

 Z-scores are a standardized measure that helps you compare individual student (or school) data to the state average data (average scores across populations).  Z-scores allow us to “level the playing field” across grade levels and subjects  Each Z-score corresponds to a value in a normal distribution. A Z-Score will describe how much a value deviates from the mean. What do you need to know: Z-scores are used throughout the ranking to compare a school’s value on a certain component to the average value across all schools.

 Z-scores are centered around zero  Positive numbers mean the student or school is above the state average  Negative numbers mean the student or school is below the state average State Average Better than state average….…Worse than state average

 Your school has a z-score of 1.5. You are better than the state average State Average Better than state average….…Worse than state average Z-score of 1.5

 Your school has a z-score of.2. You are better than the state average, but not by a lot State Average Better than state average….…Worse than state average Z-score of 1.5 Z-score of 0.2

 Your school has a z-score of You are very far below state average.  State Average Better than state average….…Worse than state average Z-score of 1.5 Z-score of 0.2Z-score of -2.0

 West  Kathleen, Gloria, Michelle, Maria, Susan V  Holland High School  Justin, Mark, Sue, Lynette, Deb, Patsy, John  East  Nery, Lara, Janette, Jamie  Holland Heights  Kevin, Susan W, Jim, Bill, Becky  Jefferson  Rick, Sandy, Greg, Ellen, Carol

 For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score Two-Year Average Performance Level Change Index Two-Year Average Bottom 30% - Top 30% Z-Score Gap School Achievement Z-Score School Performance Level Change Z-Score School Achievement Gap Z-Score School Content Area Index 1/ 2 1/ 4 Content Index Z-score

 Step #1: Take each student’s score on the test they took and compare that score to the statewide average for students who took that same test in the same grade and year  This creates a student-level z-score for each student in each content area  Compare  MEAP to MEAP  MEAP-Access to MEAP-Access  MME to MME  MI-Access  Participation to Participation  Supported Independence to Supported Independence  Functional Independence to Functional Independence

 Step #2: Once each student has a z-score for each content area (based on the test they took), we take all of the students in a each school, and rank order the students within the school.  Z-scores will have come from different tests, and compare students to statewide average for that grade, test, and subject  But they can now be combined for the school  Step #3: Add up all z-scores and take the average. This is now the average standardized student scale score.  Step #4: Define the top and bottom 30% subgroups, based on that rank ordering.

StudentTest TakenZ-score TommyMi-Access, Participation2.5 SallyMEAP2.0 MauraMI-Access, SI1.9 FredMEAP1.5 IchabodMEAP-Access1.0 FreudMEAP0.8 MaybelleMI-Access, FI0.7 DestinyMEAP0.5 HaroldMEAP-0.2 BickfordMI-Access, FI-0.5 TalledagaMEAP-Access-0.7 FrancineMEAP-1.2 JoeyMEAP-1.9 WilliamMEAP-2.2 Average Z-score (average standardized student scale score): 0.28 (sum all z-scores, divide by 15)

StudentTest TakenZ-score TommyMi-Access, Participation2.5 SallyMEAP2.0 MauraMI-Access, SI1.9 FredMEAP1.5 IchabodMEAP-Access1.0 FreudMEAP0.8 MaybelleMI-Access, FI0.7 DestinyMEAP0.5 HaroldMEAP-0.2 BickfordMI-Access, FI-0.5 TalledagaMEAP-Access-0.7 FrancineMEAP-1.2 JoeyMEAP-1.9 WilliamMEAP-2.2 Top 30% Bottom 30%

 For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score Two-Year Average Performance Level Change Index Two-Year Average Bottom 30% - Top 30% Z-Score Gap School Achievement Z-Score School Performance Level Change Z-Score School Achievement Gap Z-Score School Content Area Index 1/ 2 1/ 4 Content Index Z-score

 For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score Two-Year Average Performance Level Change Index Two-Year Average Bottom 30% - Top 30% Z-Score Gap School Achievement Z-Score School Performance Level Change Z-Score School Achievement Gap Z-Score School Content Area Index 1/ 2 1/ 4 Content Index Z-score Step #1: Achievement How well did the school do in that subject? Positive number = better than average Near zero = average Negative number = worse than average

 For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score Two-Year Average Performance Level Change Index Two-Year Average Bottom 30% - Top 30% Z-Score Gap School Achievement Z-Score School Performance Level Change Z-Score School Achievement Gap Z-Score School Content Area Index 1/ 2 1/ 4 1/41/4 Content Index Z-score Step #2: Improvement Is the school improving in that subject? Positive number = greater rate of improvement than average Near zero = average improvement Negative = slower rate of improvement than average; can also mean they are declining

 For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score Two-Year Average Performance Level Change Index Two-Year Average Bottom 30% - Top 30% Z-Score Gap School Achievement Z-Score School Performance Level Change Z-Score School Achievement Gap Z-Score School Content Area Index 1/ 2 1/ 4 Content Index Z-score Raw value is also meaningful: Positive number: More students improving than declining Negative number: More students declining than improving

 For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score Two-Year Average Performance Level Change Index Two-Year Average Bottom 30% - Top 30% Z-Score Gap School Achievement Z-Score School Performance Level Change Z-Score School Achievement Gap Z-Score School Content Area Index 1/ 2 1/ 4 Content Index Z-score Step #3: Achievement Gap Is the gap in that subject between top 30% and bottom 30%: (positive number) = smaller gap than average (negative number) = larger gap than average (near zero) = average gap

 For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score Two-Year Average Performance Level Change Index Two-Year Average Bottom 30% - Top 30% Z-Score Gap School Achievement Z-Score School Performance Level Change Z-Score School Achievement Gap Z-Score School Content Area Index 1/ 2 1/ 4 Content Index Z-score Focus Schools Reward Schools (for improvement)

 Calculating an overall ranking for a school with a graduation rate School Graduation Rate Std Index School Mathematics Std Index School Reading Std Index School Science Std Index School Social Studies Std Index School Writing Std Index Overall Standardized School Index 18 % 18 % % 10 % Overall School Percentile Rank

 Calculating an overall ranking for a school without a graduation rate School Mathematics Std Index School Reading Std Index School Science Std Index School Social Studies Std Index School Writing Std Index Overall School Standardized Index 20% Overall School Percentile Rank Look at each subject index. Help schools understand which subjects are strong/weak for them. Positive number: better than average Negative number: below average Near zero: near average

 Use handout entitled “What is Important to Show Schools?” and discussion questions  Discuss among your school colleagues  Use a huddle board. Take notes.  Share your school’s story  How does this affect our work in DCIT?

 What’s the overall pattern?  Low achievement?  Declining achievement?  Large gaps?  Where are the actionable areas?  Which subjects need the most attention?  Is everyone doing poorly (small gap, low achievement) or are some students doing well and others falling behind (decent achievement, but large gap)

Taking a look at Professional Development written into the plans You will work in teams by school with other team members You will look at your SIP

Work with other members from your school Other staff, please find a group to work with

 Go to HPS website  Find your school  Find your SIP  Take a few minutes to review with your colleagues  Complete PD chart for each plan  What trends did you see? What problems may arise?

 Ranked as #1 school level factor (Marzano, Lezotte, Edmonds)  Guaranteed, viable curriculum is cornerstone of rigor  Impossible to raise and maintain high achievement levels without Guaranteed, Viable curriculum  Greatest impact on student achievement, more than programs or materials  Focus on differences between intended and implemented (must have it in place first)  Road map for principals’ to support teaching and learning  Will allow conversation around teaching and learning

 UYE UYE

 Thoughts?  More than a textbook or series  These are essential resources  A curriculum should lay out what is to be taught, how and how it will be assessed  Intended  Implemented  Tested

 A textbook is a book on a specific topic, like biology.  A curriculum is what is contained in the courses, the materials to be covered, what tests and books will be used by a school. It can also apply to the materials to be covered in a particular field of study, such as biology.curriculum

 Content is CCSS  Includes use of text or other resources  Not only text or resources  We should be able to teach without the text….does not mean we want to or should but we could.  Books should be listed but where in map?

 Kindergarten- Ellen, Carol, Gloria  1 st - Maria, Deb  2 nd - Michelle, Nery, Phil  3 rd - Lynette, Jim  4 th - Becky, Lara, Kevin  5 th - Bill, Sandy V, Rick, Suzanne W  6 th - Mark, Patsy, Kathleen, Susanne V  7 th - Sue, John, Greg, Jamie

 In assigned groups  Work on grade level maps  Maps are located on HPS School Improvement Site  Complete an audit form for each content by grade level  Provide input

 What trends did you see?  What does this mean for our next step?  How do we ensure secondary classes that are commonly taught have a articulated curriculum?

Details, details, details

 Nov. 6…..3:30-5:30 p.m.  Dec. 4…..12-3:00 p.m.  Jan. 16….12-3:00 p.m.  Jan. 29….3:30-5:30 p.m.  Feb. 12….12-3:00 p.m.  March 5….3:30-5:30 p.m.  March 19….12-3:00 p.m.  April 16….12-3:00 p.m.  May 14….12-3:00 p.m.  May 21….3:30-5:30 p.m.

What is it? Does it apply to my school/program? Yes!

 Title I  Title II a  Title III  At-Risk/31 A  All HPS buildings receive funding/services from some or all programs listed above

 To fulfill MDE’s oversight responsibilities for State and Federal programs  To encourage program coordination and collaboration  To help MDE consultants identify programs that need improvement  To identify effective programs and practices

Visit from Michigan Department of Education, Office of Field Services For purpose of monitoring how programs are operated To review how closely the School Improvement Plans reflect the money spent from Consolidated Application Programs To meet with staff from Central Office, buildings and discuss progress and data to support work

 District Study Guide  Each building will complete a Building Study Guide  This needs to be done with entire staff or reviewed with staff  Lists of identified students for each program should always be on file and used to collect data on program  Data to back up lists of identified students  Logs for all staff who are paid for from identified funding sources

 Agendas, minutes and sign in sheets (Google doc) for CSI, SIT, and other curriculum related meetings  Logs and PARS are kept for all staff funded  Be able to demonstrate how each school is monitoring the SIP (through use of data and other documentation)  Parent Representation on SIT  Title I Schools- additional parent who has a Title I student  List of staff funded by various programs  Completion and evidence for Study Guide  Title I buildings have other responsibilities  Inventories, check out procedure, Parent Involvement Policy and Compact

Brainstorm ideas/topics you feel we need to explore.

 Review the book Focus  Bring 3 things we should focus on during DCIT  Be able to tell us “why”  If you have not read the book, please read for next time

 Norms  Agenda  Key Tasks  Process of DCIT  Purpose refined  Learned about TTBL  Developed plan for PD based on SIP  Audited/provided feedback for Grade Levels  Homework: Focus ; 3 areas and why

Talking Football??? When it comes your way, say what the day has been for you or meant to you…if you don’t have anything to say you can “pass” and keep passing it to your right until we are finished. This may take several rotations of the stick.